Today was the last day that Honeybunches is a 4th grader. In August he will go into 5th grade in Mr. M's room. Yesterday Mrs. Understanding wrote in his book about how Honeybunches was crying because he didn't want to leave her. He even wanted to go talk to the principal to see what she would say. Transitions are always tough for him. At least he'll get to stay at his current school (Which is technically the 3-4th grade school in town but he's been there since October of his Kindergarten year in two different substantially separate special ed classrooms) instead of having to make that transition which would be even tougher. In the town we live in children have way too many transitions IMO. K-2 is at one school, 3-4 at another, 5-6 at another, 7-8 at the middle school which kind of shares a building with the high school. So if we can avoid him having to transition to the 5-6 grade school in two years when he's transitioning into 7th there won't be a choice, but it should be the only HUGE transition he'll have to make again for a long while (Unless of course we got Section 8 or have to move for another unknown reason). My plan (Which may or may not be the school district's plan, but I believe they'll go along with me) is for him to stay with Mr. M for 5-6th grades. In August, it will be the 1st time EVER in his education that he'll be without a 1:1 aide. I have mixed feelings about that, but I'll worry about it in a couple months. I am curious to see how he'll do without one. He even had one at the exceptional home-based preschool he went to. He began Kindergarten with one under his 504 plan that we had prior to getting his IEP a couple months into that year. He's had one ever since. Basically to begin next year it is only supposed to be Mr. M the class teacher, the aide who is also a male and one other student. That should be okay, but I'm curious how the rest of that year will go. The school sent home his Ipad for use over the Summer. It's loaded with some educational games, tons of chapter books and some other applications. (He's loving "Who Wants to be a Millionaire".) We gave him rules to use it (At the table, with supervision, etc). He also informed us of the school rules regarding it that we should follow too. Those include keeping the volume down so it doesn't bother other people, no food or drinks and using it at the table.
Today his progress reports and report card came home. Here is his report card:
Here is an update on his progress reports: (In parentheses are how he's progressing...)
READING:
Current level of performance:
Honeybunches is able to read all 220 Dolch sight words. His fall DIBELS benchmark score showed that he is currently reading 61 counted words per minute with 5 mistakes. ___ is able to state the simple details of a story such as the setting and main characters. He continues to have difficulty with retelling and recalling the important details in a story accurately.
Measurable Annual Goal:
After direction instruction, ___ will improve his independent reading skills by one grade level, this goal will be obtained by the benchmarks below.
Benchmarks/objectives:
1. Given selections at reading level, -- will recall important details in 3 out of 5 trials.(When reading information text -- is able to recall the important facts of the story 80% of the time however, when the text is fictional he has a more difficult time picking out the details of the story. He is only able to do this 50% of the time.)
2. Given selections at reading level, -- will identify important details in 3 out of 5 trials. (HAS MET THIS GOAL!)
3. Given reading material containing unfamiliar words, -- will state their meanings by use of contextual clues in 3 out of 5 trials. (-- continues to work on words in context he is able to utilize new vocabulary 75% of the time.)
4. When given independent reading materials -- will read 80 wpm with no less than three mistakes. (According to --'s last DIBLES, he was able to read 67 wpm with 2 mistakes. He is reading 62 words with no mistakes at his independent level.)
MATH:
Current level of performance:
--- continues to improve his math skills. He has a good understanding of basic math concepts and he is able to rote count from 1 to 100. He can skip count by 2s, 5s and 10s. He is able to tell time to the minute as well as identify all coins and dollar bills as well as identify their values. --- is also able to add and subtract relating facts with sums up to 20. He is able to add with one regrouping. He is also able to solve simple story problems.
Measurable Annual Goal:
-- will continue to improve his math skills. This goal will be obtained by the benchmarks below:
Benchmarks/Objectives:
1. Given any number, -- will state the place value of each numeral up to a million 80% of the time. (-- is able to confidently state the place value up to 100. He is working on mnumber place value of a thousand and higher.)
2. Given addition problems with three or more addends, without regrouping, -- will find the sums with an 80% accuracy. (HE HAS MET THIS GOAL)
3. Given problems with subtrahends of three or more digits, without regrouping, -- will find the differences with 80% accuracy. (HE HAS MET THIS GOAL)
4. -- will learn multiplication facts 1-5 with 80% accuracy. (He knows his 1s, 2s and 5s times tables. He continues to work on the 3s and 4s.)
WRITTEN LANGUAGE:
Current Level of Performance:
--- is now writing a complete simple sentence with teacher assistance. He often verbalizes the sentence first and with the help of a scribe, then copies his thoughts onto paper.
Measurable Annual Goal:
--- will write a simple paragraph which contains a topic sentence, three details and a closing sentence. The goal will be evidenced by the benchmarks below:
Benchmarks/Objectives:
1. --- will begin to use a graphic organizer to write his thoughts down and help him write a complete paragraph in 3 out of 5 trials. (-- continues to require the assistance of a teacher to help him organize his thoughts and use a graphic organizer.)
2. Given choice of topic, -- will write a composition containing a topic, content and concluding paragraphs in 3 out of 5 trials. (-- is independently writing a paragraph which consist of simple sentences {a noun and a verb} the paragraph stays on topic. He sometimes does not use a closing sentence.)
3. In his daily writing -- will use adjectives to expand his sentences in 3 out of 5 trials. (-- is able to do this 50% of the time independently).
COUNSELING:
Current Performance Level:
Currently -- has difficulty positively expressing his feelings of frustration, anxiety and stress. He frequently uses verbal outbursts which become very disruptive to the class as well as limit his ability to complete work assignments. When feeling frustrated and overwhelmed -- continues to escalate until he is often asked to remove himself from the class to take a time out. -- is not able to verbalize his feelings, instead uses disruptive, negative behaviors to gain attention. Despite these negative behaviors, -- has been able to transition into counseling very well. He also participates in a social skills lesson given to his class every other week. He has an incredible sense of humor and an be a very engaging young man.
Measurable Annual Goal:
--- will demonstrate the ability to verbalize his feelings associated with frustration, anxiety and stress in a positive manner in order to produce work representative of his ability.
Benchmarks/Goals:
1. -- will learn three coping skills (Relaxation techniques, breathing techniques and self talk) during counseling and utilize these strategies 50% of the time in order to help him appropriately express his feelings of frustration, anxiety and stress and reduce his disruptive behaviors during the class setting. (-- continues to work on identifying and appropriately verbalizing his feelings. He continues to struggle with the comprehension of his feelings, which in turn hindered successful peer interactions. Continued work in this area would be beneficial to --)
2. --- will participate appropriately during social skills group 50% of the time. (He continues to struggle in the larger group setting and often removes himself from the classroom's social skills lesson. Continued work in this area for -- to remain in class and participate would be beneficial.)
VISUAL MOTOR (OT):
Current Level of Performance:
-- continues to attend OT sessions both within and out of the classroom willingly. He is a cooperative hard worker and can ask for a break when needed. He demonstrates functional upper body strength and grasp patterns to perform expected academic tasks such as using school tools (stapler, ruler, scissors, pencil sharpener). He uses a functional right hand tripod grasp on pencil. When copying a scribed sentence or during penmanship lessons, his printing is legible to a non-familiar reader. When composing, he is full of imaginative ideas and can use vocabulary words, but tends to print quickly to capture thoughts with little attention to spacing, letter formation and line placement. He can print at a speed of 41 letters per minute (Which is near 4th grade level). Use of a graphic organizer to promote topic maintenance and cohesive paragraphs is not yet automatic. He needs adult scaffolding to organize his many creative thoughts to record on paper. His rough copy is legible to himself and a familiar reader. Computer skills continue to improve to where he can now use a two handed hunt and peck approach to both type final copy and also to compose at a 8-10 wpm. When typing, he tends to over or under focus upon mistakes, which can slow his pace. He responds well to intermittent verbal cue to space, punctuate and check spelling. He is not yet ready for computer operations such as spell check and word prediction as he needs practice and experience mastering writing conventions and using a graphic organizer. -- has made great strides in all learning domains, but especially the development of frustration tolerance and work ethic. -- is a self responsible learner who is proud of his many accomplishments.
Measurable Annual Goal:
-- will demonstrate improved paper/pencil and computer skills in order to complete daily writing tasks legibly at his expected academic level.
Benchmarks/Objectives:
1. Using a two handed hunt and peck approach to keyboarding, -- will type final copies of written comprehension up to 10 sentences with increasing attention to details of punctuation, capitalization and spelling 80% of trials {typing tests and work samples}...
2. -- will type 10-20 wpm using a hunt and peck two handed approach when composing rough drafts of assigned written comprehension, 80% of trials {Typing tests and work samples}...
(1 and 2: -- types 16-20 wpm often one handed even when composing. Teacher has reported timing him at 23+ wpm. This is excellent and indicates that technology and the use of IPad / Standard computer are the best methods for --. both learn and demonstrate knowledge. It is important to note, that printing skills have not regressed and he uses a combination of both typing and printing.)
3. Given adapted worksheets as needed, -- will size and space numbers correctly on math assignments, legibly to himself and a familiar reader 80% of trials {Work samples}...
(-- prefers to use math worksheets rather than any adaptations and has made slow steady gains on this objective. Work will continue. He does best and output is more legible to himself and a familiar reader when cued to slow down. His 1:1 aide follows through with all recommendations on a daily basis.)
General Note:
-- will most definitely master all expected classroom skills in the visual motor domain. He is a delight to work with. It is anticipated that he will most definitely meet all objectives by the end of this IEP. It is recommended that OT complete at least an informal assessment before this IEP ends to determine the best method of service delivery. It is a delight to witness such progress. Best wishes for lovely Summer.
SENSORY MOTOR: (PT)
-- has made significant progress in the ability to participate in sensory motor activities in a small group physical therapy session. He has also been observed weekly in his physical education class. -- has been actively participating in all PE activities, requiring only minimal adult prompt with tasks that are difficult for him. -- has been working on activities to improve his trunk/upper body strength and postural control with great success. By improving his core strength, -- will improve his ability to complete tasks requiring balance. -- is now able to assume all components of prone extension (On his stomach, lifting his head, upper trunk, arms and legs off the floor) for 10 seconds. He easily completes 10 knee push ups in 30 seconds. He continues to work on completing independent sit ups. Skills requiring refined balance reactions of his feet have improved considerably. He easily tandem walks backwards six feet. He is able to hop in place x 5 on either foot.
Measurable Annual Goal:
--- will continue to improve his sensory motor skills for greater participation and independence in the educational environment.
Benchmarks/Objectives:
1. -- will assume and maintain all components only of prone extension (On his stomach - lifting his head, upper trunk arms and legs up off the floor) for 20 seconds with 80% accuracy. (-- demonstrates steady improvement in his overall trunk/upper body strength and postural control. With greater ease, -- is able to maintain upper extremity components of prone extension for 20 seconds.)
2. -- will be complete 15 independent knee push ups and 15 independent sit ups in 30 seconds with 80% accuracy. (-- has partially achieved this objective. He is able to complete 15 knee push ups in 30 seconds. He continues to work on completing independent sit ups.)
3. During each physical therapy session and when given a choice, -- will select a physical therapy activity or exercise and will complete the task with 80% accuracy. (-- has partially achieved this objective. When he is focused and attentive and feeling well, -- readily selects and completes a motor task/activity when given two choices. He will also suggest activities that he would like to do and activities that he would prefer not to do.)
4. At the end of each therapy session and while using a visual assessment scale, -- will independently assess his motor performance and his participation with his peers with 80% accuracy. (-- is able to accurately assess his performance at the end of a session using a visual assessment scale.)
Note: "It has been a pleasure to work with --. He would continue to benefit from direct physical therapy services during the 2013-2014 school year."
Note: -- has been participating in weekly individual PT sessions outside his resource room setting. When focused and attentive, he clearly enjoys movement activities and puts forth his best effort. He completes his best work when he knows there will be a prize at the end of the session. His goal is his prize. -- continues to demonstrate steady gains in all areas of his sensory motor development.
Here is the behavioral reward chart that his school used this past year:
This was pretty cute! I learned I am "Jovial" and what it means lol...
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