So yesterday was the 2nd half of Audriannas IEP meeting they had to split the meeting in two since We hadn't really finsihed ours and they had another IEP scheduled after ours. So we went over the goals for audrianna which the teachers pretty much came up with. They base it on what they would like to see happen over a 1-5 period.
The Team would like to see Audrianna:
* make a smooth transition to preschool ( I don't see that as a problem she loves attention and people)
* Become a more effective communicator
* Navigate her school environment safely.
* Increase her fine motor skills
* Increase her attention to preferred and non-preferred tasks( That's gonna be a tough one since she has a very little attention span)
How does the disability affect progress in the curriculum area(s) ?
*Weaknesses in expressive language will make it difficult for Audrianna to communicate her wants and needs.
* She has trouble following directions
* Fine motor difficulties will make it hard to put ideas on paper.
What type of accommodation id any is necessary for the student to make effective progress?
*visuals
*schedule board
* first then board
* Total communications
* Voice output
* visual cues not to bite cup
* slant board
*larger crayons
*adapted utensils/equipment as needed.
How does the disability affect progress in the curriculum area(s)?
* Physical limitations make it hard to navigate environment.
* Short attention span will interfere
8 Food allergies
* behaviors ; hitting, biting, swatting, head banging, throwing
* Seizures
Accommodations
* transition plan as needed
* Breaks
* Separation as needed
* health plan will be attached
* Supervision of safety, walker
* Monitor of skin for breakdown
* Wedge, cushion, extended time to transition
* Physical assistance
Speech and language goal focus
What student can currently do?
Audrianna's receptive language skills felt to be age appropriate at this time. Expressive language skills reported at the 17 month level. She uses the combination of word approximations, gestures, signs and some pictures to indicate her wants and needs. Audrianna is able to label some pictures and objects with single word approximations (i.e. "der/girl) Consonant-vowel combinations are heard within 2 syllable productions. She vocalizes to indicate happy and sad. She is able to respond, request (through gestures, pictures and vocalizing), refuse (although not always appropriately), direct ( through pointing and vocalizing) and label ( using word approximations) with her current communication system. Audrianna is easily distracted by both visual and auditory stimuli.
Measurable Annual Goal
What challenging, yet attainable, goal can we expect the student to meet by the end of this IEP period?
Audrianna will convey thoughts in order to communicate with others through use of total communication to include verbal attempts, signs, gestures, pictures and voice output in 4 out of 5 opportunities
What will the student need to do to complete this goad?
1. Given adult modules and visual supports, Audrianna will expand her sound repertoire to include bilateral sounds 9p,b,m) and vowels in 4 out of 5 opportunities.
2. Given adult modules and visual supports, Audrianna will appropriately initiate, through use of total communication, exchange with a peer or adult in 4 out of opportunities
3.Given adult modules and visual supports, Audrianna will respond to a greeting by a peer or adult in 4 out of 5 opportunities
4.Given adult modules and visual supports, Audrianna will make a request and appropriately refuse within structured activities in 4 out of 5 opportunities
5. Given adult modules and visual supports, Audrianna will increase her expressive vocabulary to include a variety of animals, foods, classroom toys and activities with 80% accuracy
6. Given adult modules and visual supports, Audrianna will begin to use 2 word combinations within structured activities, reduced cuing in 4 out of 5 opportunities.
Goal focus : Occupational Therapy
What can the student currently do?
* Audrianna sat at a child's table
* audrianna completed a 3 piece form board
* She used her right hand to complete tasks
* She was able to take the cover off a small box
* Audrianna held a peg with fingers and thumb down
* Some drooling was noted
* she was able to stack 3 cubes
* audrianna held a crayon with a thumb and fisted grasp
* She scribbled horizontal lines and imitated making dots
* She imitated folding paper
* Audrianna inconsistently used left hand to assist during tasks
* She used raking grasp to pick up small items. Mother reports she has a pincher grasp
* Per WIT Audrianna will mouth non edibles
What challenging, yet attainable, goal can we expect the student to meet by the end of this IEP period? Audrianna will complete a two step fine motor task in the classroom such as coloring and gluing 50% of given opportunities
What will the student need to do to complete this goad?
1. Audrianna will hold a crayon /marker with fingers while drawing in 75% of given opportunities
2. Audrianna will imitate drawling a circle with no more than one inch over/under endpoints in 1 of 3 given attempts
3. Audrianna will use a glue stick to put glue on paper independently in 1 of 2 given attempts
4. Audrianna will glue item on paper independently in 1 out of 2 given attempts
Ok I am just gonna brief on the Physical therapy since audrianna is getting crabby and my hands are getting tired .
shes going to get two 30 minutes therapy sessions a week
her annual goal:
Audrianna will physically access her school environment with decreasing adult assistance and increasing independence 100% of the time
Suggested benchmarks:
1) Audrianna will side sit with supervision for 3 minutes while playing with a preferred toy.
2) Audrianna will stand with supervision for 15 seconds to participate in a classroom activity.
3) Audrianna will ambulate with walker 250 feet with supervision to transition from the classroom to another school area.
4) Audrianna will ambulate with the walker for 3-5 minutes for transitions within the school environment.
5) Audrianna will ascend four stairs non-reciprocally with the railing and one hand held
6) Audrianna will ascent four stairs non-reciprocally with the railing only with close supervision
It all seems like so much oh and they want her to attend school 5 days a week 5 hrs a day we may start her on half days I know personality wise and emotionally she can handle it but physically theirs no way exspecially since she doesn't nap. oh and the Principal gave us a lovely folder with registration forms and so fourth and even a student- parent handbook i didn't think they had those in preschool.
oh and on a side note df has cut ties with that girl completly and is willing to see a relationship councilor he doesnt want us to split up.
This is about my life with my 5 yr old daughter who has mild to moderate spastic quadriplegic cerebral palsy, Schizencephaly ,Partial Seizures, Allergies, Asthma. And the challenges we are faced with on a daily basis along with the new challenges that we will be faced with as our family expands to include another baby girl.
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