1. Odin finished school last week. He was out sick the last two days of school with a bad cough.
2. The week before that we met with our lawyer on Tuesday and on Wednesday had a big meeting for Odin’s IEP, placement and to go over some evaluations. We also let the school know Odin was officially diagnosed on the spectrum in April.
3. I am still waiting on the US department of education to complete their investigation.
4. Next year Odin will be in a general ed co taught class with 45 minutes a day pulled out to work on IEP goals. He will continue his twice a week speech therapy in school. He will also be having an OT eval when school returns. We also now have a BIP in place (behavior intervention plan). Odin’s ABLLs-R really showed how intelligent Odin is and his most weaknesses were directly related and aligning with his recent ASD diagnosis.
5. Odin also had an FBA done to help formulate the BIP. This showed that Odin’s aggression at school towards paras and teachers is due to being interrupted and then of course they positively and negatively reinforce this behavior.
6. Odin has an OT, speech and PT eval in July.
7. Odin will being doing two social skill camps this summer and then a Tuesday/Thursday program the month of June that is inclusion and will help him with his transition to general ed kindergarten.
8. The BCBA that evaluated Odin at school believed Odin needs to be among his typical peers. He’s very bright and even figured out the method of the FBA evaluation. The BCBA pretty much agreed with all of the suggestions.
9. We do have the school on notice for two things I believe and we’ll continue to keep our lawyer on retainer for as long as Odin is on an IEP. The teacher that struck Odin was still in the school and seeing Odin on a daily basis so that is an issue we are trying to figure out.
10. A week out of school and Odin’s anger and behavior has improved greatly. I think he’s going to have a great summer and I’m pretty nervous about kindergarten.
I’m sure I’m forgetting some but I wanted to make this as simple as possible.
This vocational task went through many versions before something that worked for the student was discovered.
How it works:
Coupons are placed in the basket on the left. In 1-1, it is modeled for the student that each numbered box represents a coupon. (This is a small space and coupons vary in size, so I showed the student that he could place the coupons on the desk below the task.)
To help reinforce a skill that is used in one of his IEP goals, I showed the student that he could complete the task using a strategy that is similar to one he uses for solving problems using a calculator. The way the student pecks from symbol to calculator button is similar in method and motion for this task.
So I’m researching language pragmatics for a blog post and come across a list of sample IEP goals and it becomes obvious to me not even halfway through the list that I, as a 45-year-old adult, could not meet a fraction of the goals that these poor 4th graders are expected to meet.
“Student” will identify instances where the conversation has strayed from a topic with 80% accuracy … nope
“Student” will initiate two conversations during one thirty minute structured inclusion setting with typical peers … oh, hell no
”Student” will monitor eye contact, body language, and tone of voice during conversation. . . . good luck with that
When greeted by peers and adults the student will appropriately respond within 3 seconds … JFC, is there a person with a stopwatch?
”Student” will infer the feelings and ideas of others during role-play activities … … .
Demonstrate the ability to repair communication breakdowns when expressing ideas … does repeating the same thing 5 times and hoping the other person will respond in a way I like count?
Given a verbal label of a category, student will begin to name 5 familiar items that belong to that category within 3 seconds … because this is a skill they’ll use in everyday life
Given instruction, “Student” will develop auditory processing of verbal material and direction following skills such that in order to function adequately in the classroom with decreasing amounts of assistance. … the level of nonunderstanding of an auditory processing delay/difficulty in this one is staggering
“Student” will infer why characters in literature say, feel, and do the things they do … then summarily be told that they’ve come to the wrong conclusions, no doubt
“Student” will maintain eye contact … why is this the first goal in a list of goals for a completely nonverbal student? Looking at someone should not be prioritized over having a functional means of communication.
And now I don’t even remember why I started researching this in the first place.
This idea came from adapting an idea in the curriculum in order to give the task more meaning and incorporate IEP goals.
How it works:
Students learn the components of a letter using a Vizzle book or Notebook program in addition to using a custom made model (See above). These models use their name and school address for the return address, and the family’s address as the send to address.
During each student’s assigned typing time, their assignment will include their family’s address and the school’s address and student’s name. (If this is too much typing for one session, you can spread out the addresses over two days or session.)
Many of the students in this class have an IEP goal of typing their home address, so this assignment compliments that element nicely.
Later in the unit, the components that the student typed can be cut and pasted to a real envelope. Students can then send home a note or picture to their family.