1st grade IEP

[Guest guest]

Im going to try this one more time as I didnt get any replies the first time.

We are looking at changing some of Sydnie's goals so that it meets her needs

both in the reg classroom as well as her resource room.

It struck me odd when her teacher said her goals in here are not the same as her

goals in there....umm yeah I Think they are. But I think I know what she

meant.....the work she does in there is a bit different than the extra help

she's getting from resource. I think she should be working on the same stuff

the class is working on when she's not in there. What are your thoughts?

What are some good academic goals to add to the IEP....if they start pushing

more hours in resource Im going to have to fight because Sydnie just goofs off

in there.....in class she knows what is expected. Her asst right now (fill in)

knows Sydnie doesnt do as well in resource why isnt anyone else listening?

Our reg asst will be back from her 12 week leave the end of the month and she is

very 1:1 with Sydnie and Sydnie isnt used to having someone hover over her. I

mean realllllllly be on top of her at all times. So any we're going to really

take a look at her goals and see what works best. Sydnie already hates the last

hr in resource so now they are looking at putting the two hrs together?????

Good luck with that! Im going with no increase cause its really going to piss

her off being out of her reg class.

I feel like ....HERE WE GO AGAIN~

May God Bless You As He Has Us

~Angie~

~~DREAM BIG~~

An extra little chromosome,

that's all it is, you see.

Where all of you were born with two,

She was blessed with three.

[Guest guest]

Hi Angie,

For us, goals are goals, and there are not different goals for the

classroom and resource. She works on some goals primarily in resource

(like math goals), and others wherever she is (reading comprehension,

writing, social.... could be regular ed classroom, resource room,

speech, OT). The Resource Teacher keeps track of 's IEP, and

works with the classroom teacher and other specialists (if appropriate)

on coordinating. You need to know who is in charge of the IEP, and how

as a team they know who is responsible for each goal.

's work in Resource is not the same as her classroom work

becuase if she could do the work that the class was doing, she'd be

doing it in class with accomadations and support. For example, she's

behind in math, so she's basically doing math at her pace, and being

very successful. Last year was the last time we tried to have her do

grade-level math by having extra support in the resource room in

addition to the classroom, but math just got too much in 4th grade. So,

RSP gives nightly math homework, and class does math while 's

gone at resource, so it works for everyone.

Other goals are worked on by the entire team... for example, we have a

goal dealing with vocabulary words to help with reading comprehension,

so the speech therapist has some " important " words that they work on as

part of speech therapy (and are general and abstract.... more, less,

better, worse, etc.... things that if you don't get it, make

comprehending stories hard), the classroom teacher identifies vocab

words critical to social studies and science, and the resource teacher

works on the teacher-identified words in resource as part of

comprehension work (so she's also getting science and/or social studies

reading reinforced.) One goal, worked on by 3 different team members in

3 different settings.

I was thinking about when you said she hates the 2nd hour of Resource...

are you sure it's because it's the second amount of time she's there, or

could it be what they are doing during this time, or other kids who are

also there? Perhaps the reason she goofs off is that maybe she's

thinking " yuk, another transition " and that it's in the afternoon, when

kids tend to be more tired and less likely to comply. Maybe if she's

there in only block, it will be better.... do you think that she has a

good enough concept of time to know that she's in there longer? I

would not assume it will be worse without trying it.... I think it would

be hard to leave her (preferred) classroom twice a day, and maybe only

leaving once will be better. If she's OK the first time, maybe it will

just continue through the 2nd hour. If it doesn't then you could try

something else. If it were my daughter, and I knew she didn't want to

go twice, I'd make a big deal of " Oh, guess what, you are only going to

go the the resouce room one time each day... wont' that be great! " and

leave it at that... see what happens.

In terms of the velcro 1:1 aide, I would talk to whomever is her

supervisor (probably the resource teacher) and express your concerns

about how she should assist Sydnie. No one wants to be hovered over,

and the aide needs to be trained on how to step in when needed, and

step back when Sydnie's doing fine without her. It took our 1:1 a bit

of time to get this, but now she's really good at sitting in her desk,

working on whatever she's doing, and just watching and monitering

from 4 feet away (though this took time... she was more

hovering in 1st grade, LOL) You will need to repeat this request often

until the aide gets it, but it's less of a personal assault on her

(because she's only doing it because she wants to help, and people don't

take kindly to " you're being TOO helpful " ) if her supervisor mentions it

too her... it's more like a " Oh, I noticed that Sydnie was doing really

well on her map project today.... you could probably back off and give

her some independence, since she was on task and coloring

appropriately " Otherwise, it's an unappreciative mom complaining again,

LOL.

Good luck!

angie wrote:

> Im going to try this one more time as I didnt get any replies the

> first time. We are looking at changing some of Sydnie's goals so that

> it meets her needs both in the reg classroom as well as her resource room.

> It struck me odd when her teacher said her goals in here are not the

> same as her goals in there....umm yeah I Think they are. But I think I

> know what she meant.....the work she does in there is a bit different

> than the extra help she's getting from resource. I think she should be

> working on the same stuff the class is working on when she's not in

> there. What are your thoughts?

> What are some good academic goals to add to the IEP....if they start

> pushing more hours in resource Im going to have to fight because

> Sydnie just goofs off in there.....in class she knows what is

> expected. Her asst right now (fill in) knows Sydnie doesnt do as well

> in resource why isnt anyone else listening?

> Our reg asst will be back from her 12 week leave the end of the month

> and she is very 1:1 with Sydnie and Sydnie isnt used to having someone

> hover over her. I mean realllllllly be on top of her at all times. So

> any we're going to really take a look at her goals and see what works

> best. Sydnie already hates the last hr in resource so now they are

> looking at putting the two hrs together????? Good luck with that! Im

> going with no increase cause its really going to piss her off being

> out of her reg class.

> I feel like ....HERE WE GO AGAIN~

> May God Bless You As He Has Us

> ~Angie~

> ~~DREAM BIG~~

>

> An extra little chromosome,

> that's all it is, you see.

> Where all of you were born with two,

> She was blessed with three.

>

>

[Guest guest]

Thats the way I thought it should be ...goals are goals you know?

She even stated I know some of her goals but work with her on other

stuff...sooooo...ugh

I just felt like if she was out during math then she should be working on math

in resource...

Last year Sydnie was in resource for only one hour and before it was over she

would say " Im ready to go back to my room now " Yes I believe it is because

she's tired I also think she's bored in there. I dont have a real prob with

trying the two full hours but dont know how she will keep her attention.

The asst she normally has only knows 1:1...she was at the school we were at when

Sydnie was in PreK....so all she knows is what a 1:1 does....not the let her

do.....she doesnt have to be with her ALLLL the time. Ive even had to make a

big deal out of ....DONT MEET HER AT THE CAR....thats ridiculous.....meet her

down the hall...or at the corner going to class if you are THAT worried about

it...but that was the teacher....so Ive stressed to her numerous times. soooo

the one we have now...goes to church with us and I told her plenty of

times.....she agrees that Sydnie is used to that independence.....

She meets her down the hall or follows her in if Sydnie is ahead of her. Its

just little things Ive had to get across to them....she doesnt need the constant

monitoring....let her be!!!!

No the resource teacher isnt her supervisor I would have to either get the

teacher to tell her to back off or move on to someone else. Our asst will be

back the end of this month and I'll have to start all over with getting her to

understand. Sydnie's whole attitude has changed just since she's been gone...I

started her on Omega 369.....wow what a diff lol

I pray that all works out.....its stressful enough...especially when you think

things are going fairly well...OH lets change it up a little YIKESSSSSSS...but

no I do not want her out of that classroom. Did I mention NO? lol

Thanks for getting back to me .

May God Bless You As He Has Us

~Angie~

~~DREAM BIG~~

An extra little chromosome,

that's all it is, you see.

Where all of you were born with two,

She was blessed with three.

Re: 1st grade IEP

Hi Angie,

For us, goals are goals, and there are not different goals for the classroom

and resource. She works on some goals primarily in resource (like math goals),

and others wherever she is (reading comprehension, writing, social.... could be

regular ed classroom, resource room, speech, OT). The Resource Teacher keeps

track of 's IEP, and works with the classroom teacher and other

specialists (if appropriate) on coordinating. You need to know who is in charge

of the IEP, and how as a team they know who is responsible for each goal.

's work in Resource is not the same as her classroom work becuase if

she could do the work that the class was doing, she'd be doing it in class with

accomadations and support. For example, she's behind in math, so she's

basically doing math at her pace, and being very successful. Last year was the

last time we tried to have her do grade-level math by having extra support in

the resource room in addition to the classroom, but math just got too much in

4th grade. So, RSP gives nightly math homework, and class does math while

's gone at resource, so it works for everyone.

Other goals are worked on by the entire team... for example, we have a goal

dealing with vocabulary words to help with reading comprehension, so the speech

therapist has some " important " words that they work on as part of speech therapy

(and are general and abstract.... more, less, better, worse, etc.... things that

if you don't get it, make comprehending stories hard), the classroom teacher

identifies vocab words critical to social studies and science, and the resource

teacher works on the teacher-identified words in resource as part of

comprehension work (so she's also getting science and/or social studies reading

reinforced.) One goal, worked on by 3 different team members in 3 different

settings.

I was thinking about when you said she hates the 2nd hour of Resource... are

you sure it's because it's the second amount of time she's there, or could it be

what they are doing during this time, or other kids who are also there? Perhaps

the reason she goofs off is that maybe she's thinking " yuk, another transition "

and that it's in the afternoon, when kids tend to be more tired and less likely

to comply. Maybe if she's there in only block, it will be better.... do you

think that she has a good enough concept of time to know that she's in there

longer? I would not assume it will be worse without trying it.... I think it

would be hard to leave her (preferred) classroom twice a day, and maybe only

leaving once will be better. If she's OK the first time, maybe it will just

continue through the 2nd hour. If it doesn't then you could try something else.

If it were my daughter, and I knew she didn't want to go twice, I'd make a big

deal of " Oh, guess what, you are only going to go the the resouce room one time

each day... wont' that be great! " and leave it at that... see what happens.

In terms of the velcro 1:1 aide, I would talk to whomever is her supervisor

(probably the resource teacher) and express your concerns about how she should

assist Sydnie. No one wants to be hovered over, and the aide needs to be

trained on how to step in when needed, and step back when Sydnie's doing fine

without her. It took our 1:1 a bit of time to get this, but now she's really

good at sitting in her desk, working on whatever she's doing, and just watching

and monitering from 4 feet away (though this took time... she was more

hovering in 1st grade, LOL) You will need to repeat this request often until

the aide gets it, but it's less of a personal assault on her (because she's only

doing it because she wants to help, and people don't take kindly to " you're

being TOO helpful " ) if her supervisor mentions it too her... it's more like a

" Oh, I noticed that Sydnie was doing really well on her map project today....

you could probably back off and give her some independence, since she was on

task and coloring appropriately " Otherwise, it's an unappreciative mom

complaining again, LOL.

Good luck!

angie wrote:

Im going to try this one more time as I didnt get any replies the first

time. We are looking at changing some of Sydnie's goals so that it meets her

needs both in the reg classroom as well as her resource room.

It struck me odd when her teacher said her goals in here are not the same as

her goals in there....umm yeah I Think they are. But I think I know what she

meant.....the work she does in there is a bit different than the extra help

she's getting from resource. I think she should be working on the same stuff the

class is working on when she's not in there. What are your thoughts?

What are some good academic goals to add to the IEP....if they start pushing

more hours in resource Im going to have to fight because Sydnie just goofs off

in there.....in class she knows what is expected. Her asst right now (fill in)

knows Sydnie doesnt do as well in resource why isnt anyone else listening?

Our reg asst will be back from her 12 week leave the end of the month and

she is very 1:1 with Sydnie and Sydnie isnt used to having someone hover over

her. I mean realllllllly be on top of her at all times. So any we're going to

really take a look at her goals and see what works best. Sydnie already hates

the last hr in resource so now they are looking at putting the two hrs

together????? Good luck with that! Im going with no increase cause its really

going to piss her off being out of her reg class.

I feel like ....HERE WE GO AGAIN~

May God Bless You As He Has Us

~Angie~

~~DREAM BIG~~

An extra little chromosome,

that's all it is, you see.

Where all of you were born with two,

She was blessed with three.