Re: Goals, objectives and other fun stuff...

[Guest guest]

Theres a Goal/Objective Bank for each state. you should be able to Google it for

your state. They take the samples from the goal bank and tailor them to the

individual childs needs. We're in NY, I've never needed an advocate at any of

her meetings. we have a good district that hasnt held back any services for her

severe verbal apraxia. ITs not mediocre everywhere.

If you dont have an IEP, your child cannot get therapy! The IEP would determine

if therapy would be pull-out and the length and frequency of each. Letters and

recommendations from medical doctors do more for a school district than previous

SLP's and OT's recommendations.

>

> Can you please tell me who helps with goals and objectives on a school IEP?

Should i bring my SLP and OT AND an advocate to the IEP meeting?

>

> Also I am wondering when our child has an IEP, does the school continue your

child's form of communication (ie: aac device, pecs cards, signing) DURING the

enclosed classroom hours OR just with the SLP during the pullout session?

>

> I am definately having a hard time wondering why a child with verbal apraxia

needs an IEP when you are pretty sure the services are going to be mediocre....

>

> Thanks for your thoughts/experiences.

>

[Guest guest]

I will search for the goal bank. I didnt k ow about that. Maybe that is the 'cut

and paste ' part they walk into meeting with and we work to individualize?

We have not gotten specific details from the med doctors, they like to be

vague..like needs OT, sensory integration therapy and speech therapy. That is an

example of what our ped neuro wrote.

Do you mean that a detailed report from a developmental ped is the key? That one

had vague recommendations as well.

Is this all that you are talking about...just that the docs recommend some

therapies?

On Mar 13, 2011, at 3:30 PM, " mosense " <mosense@...> wrote:

> Theres a Goal/Objective Bank for each state. you should be able to Google it

for your state. They take the samples from the goal bank and tailor them to the

individual childs needs. We're in NY, I've never needed an advocate at any of

her meetings. we have a good district that hasnt held back any services for her

severe verbal apraxia. ITs not mediocre everywhere.

>

> If you dont have an IEP, your child cannot get therapy! The IEP would

determine if therapy would be pull-out and the length and frequency of each.

Letters and recommendations from medical doctors do more for a school district

than previous SLP's and OT's recommendations.

>

>

> >

> > Can you please tell me who helps with goals and objectives on a school IEP?

Should i bring my SLP and OT AND an advocate to the IEP meeting?

> >

> > Also I am wondering when our child has an IEP, does the school continue your

child's form of communication (ie: aac device, pecs cards, signing) DURING the

enclosed classroom hours OR just with the SLP during the pullout session?

> >

> > I am definately having a hard time wondering why a child with verbal apraxia

needs an IEP when you are pretty sure the services are going to be mediocre....

> >

> > Thanks for your thoughts/experiences.

> >

>

>

[Guest guest]

Doctors wont specify length or frequency, they do leave that up to the

therapists and results of evaluations. Thats why the call it the childs team

since they should all work together contributing their piece of the puzzle for

whats needed. it involves the doctors, therapists, teachers, parents. Is this a

transition meeting from EI to prek or prek to K-12 system?

> > >

> > > Can you please tell me who helps with goals and objectives on a school

IEP? Should i bring my SLP and OT AND an advocate to the IEP meeting?

> > >

> > > Also I am wondering when our child has an IEP, does the school continue

your child's form of communication (ie: aac device, pecs cards, signing) DURING

the enclosed classroom hours OR just with the SLP during the pullout session?

> > >

> > > I am definately having a hard time wondering why a child with verbal

apraxia needs an IEP when you are pretty sure the services are going to be

mediocre....

> > >

> > > Thanks for your thoughts/experiences.

> > >

> >

> >

>

>

>

[Guest guest]

Ivy

Goals come off the state curriculum and objectives are individual. As far as

hours of service that really depends on the school system. You can give the

team guidelines and recommendations but in the end it is up to the IEP team,

which you are a part of.

Alyssa

On Mar 13, 2011, at 4:32 PM, " mosense " <mosense@...> wrote:

> Doctors wont specify length or frequency, they do leave that up to the

therapists and results of evaluations. Thats why the call it the childs team

since they should all work together contributing their piece of the puzzle for

whats needed. it involves the doctors, therapists, teachers, parents. Is this a

transition meeting from EI to prek or prek to K-12 system?

>

>

> > > >

> > > > Can you please tell me who helps with goals and objectives on a school

IEP? Should i bring my SLP and OT AND an advocate to the IEP meeting?

> > > >

> > > > Also I am wondering when our child has an IEP, does the school continue

your child's form of communication (ie: aac device, pecs cards, signing) DURING

the enclosed classroom hours OR just with the SLP during the pullout session?

> > > >

> > > > I am definately having a hard time wondering why a child with verbal

apraxia needs an IEP when you are pretty sure the services are going to be

mediocre....

> > > >

> > > > Thanks for your thoughts/experiences.

> > > >

> > >

> > >

> >

> >

> >

[Guest guest]

FIRST IEP in works for my 3.6yr old.

My son did EI, yet my dissatisfaction of the contained classroom, that I do NOT

want him in, we skipped the transition to an SD IEP.

Well..now from the pressure of our SLP to add more therapy, she is pushing us to

get an iep for MORE speech on top of the private we are doing..she desperately

thinks he needs a lot more.

Goal Bank: I found this site with samples, yet not specifically for NJ. Is there

anything else I could be looking at?

http://www.speakingofspeech.com/IEP_Goal_Bank.html#Language

another thing that is really bothering me..is that the class has MIXED age group

of kids..and the classroom will not follow through with my son's picture

communication board we have been using. They said that can be used with the SLP

at pullout. I thought since totally contained class..AND an IEP involved

here..it would be a little different than his regular private

preschool..lol..sorry, I have to laugh, still wondering WHY I am doing all this

for possibly lousy services.

I think instead I should work/get job and do more private therapy!!!!!!

ideas?

> > > > >

> > > > > Can you please tell me who helps with goals and objectives on a school

IEP? Should i bring my SLP and OT AND an advocate to the IEP meeting?

> > > > >

> > > > > Also I am wondering when our child has an IEP, does the school

continue your child's form of communication (ie: aac device, pecs cards,

signing) DURING the enclosed classroom hours OR just with the SLP during the

pullout session?

> > > > >

> > > > > I am definately having a hard time wondering why a child with verbal

apraxia needs an IEP when you are pretty sure the services are going to be

mediocre....

> > > > >

> > > > > Thanks for your thoughts/experiences.

> > > > >

> > > >

> > > >

> > >

> > >

> > >

[Guest guest]

M- first IEP for preK. where I am it would be contained class with mixed group

of ages. maybe two yrs here and then K, since he is young to start K at age 5,

maybe I'd like him to start at age 6.

YET if we move, he would be in inclusive class called preK4 (yeah!!!) and longer

hours!!!! Yet, in this school, kids will then transition straight to K, or

repeat K.

thoughts about both????

> > > >

> > > > Can you please tell me who helps with goals and objectives on a school

IEP? Should i bring my SLP and OT AND an advocate to the IEP meeting?

> > > >

> > > > Also I am wondering when our child has an IEP, does the school continue

your child's form of communication (ie: aac device, pecs cards, signing) DURING

the enclosed classroom hours OR just with the SLP during the pullout session?

> > > >

> > > > I am definately having a hard time wondering why a child with verbal

apraxia needs an IEP when you are pretty sure the services are going to be

mediocre....

> > > >

> > > > Thanks for your thoughts/experiences.

> > > >

> > >

> > >

> >

> >

> >

[Guest guest]

Hi Ivy!

If you go to the links section here there is a wealth of info on IEPs some of

our moderators put together -mainly Tina

/links/IEP_links_0011833\

85956/

Below are some archives on more that may help!

~~~~~~~~~~~~~

One of the best resources that gives concrete examples of goals for all

areas is a .pdf (Acrobat) file prepared by the IEP GOALS AND OBJECTIVE

BANK (Redmond, Oregon). It is actually designed to be used with an

accompanying software program, but can be used as a reference source as

is. They have large sections on MOTOR SKILLS, SPEECH AND LANGUAGE,

SELF-MANAGEMENT AND DAILY LIVING objectives, as well as other. The

goals and objectives do not target specific diagnosis but cover special

needs in general.

http://www.bridges4kids.org/IEP/iep.goal.bank.pdf

From Goals to Data and Back Again

Adding Backbone to Developmental Interventions for children with Autism

by Jill Fain Lehman and Klaw

Re: IEP goals

Here's some information that might assist you. Access the whole

story at: http://www.wrightslaw.com/info/iep.goals.plan.htm

Hope it helps!

Oh -- and start writing letters stating your requests and citing

IDEA law to back you up. When they know that parents are 'in the

know', they take more action and are more willing to do what they

are supposed to do!

Braun

Lucky Mama to Kate, turning 3 in June

Re: sample IEP goals

Here are some goals for apraxia that I have found. Is this the

right direction to go for setting benchmarks and goals? Can some of

you that have written up goals add more to this or give your opinion

on what is below.

Thanks

Tina

*child will reduce the voice/voicelss confusions by targeting

contrasts of " motor-on " - " motor off " sounds. The following

contrasting sound pairs will be produced iwth 90% accuracy in

spontaneous speech b/p, d/t, v/f, g/k, z/s.

*child will reduce stopping errors (d/th, b/h, p/v, d/l, j/s) by

targeting contrasts between " long " and " short " sounds. The

following " long " sounds will be produced in spontaneous speech with

80% accuracy: th, h, v, l, s.

*child will reduce instances of the simplification process of

bilabialization with causes /t/ and /v/ to go to /p/. Child will

produce /t/ and /v/ with 80% accuracy in spontaneous speech. Child

will identify errors in production of /l/ and /r/ blends when

produced by clinician with 90%

~~~~~~~~~~~~~end of archives

And for the fun stuff part

IEPs by Dr. Seuss

Do you like these IEPs?

I do not like these IEPs

I do not like them, Jeeze Louise

We test, we check

We plan, we meet

But nothing ever seems complete.

Would you, could you

Like the form?

I do not like the form I see

Not page 1, not 2, or 3

Another change

A brand new box

I think we all

Have lost our rocks.

Could you all meet here or there?

We could not all meet here or there.

We cannot all fit anywhere.

Not in a room

Not in the hall

There seems to be no space at all.

Would you, could you meet again?

I cannot meet again next week

No lunch, no prep

Please hear me speak.

No, not at dusk. No, not at dawn

at 5 pm I should be gone.

Could you hear while all speak out?

Would you write the words they spout?

I could not hear, I would not write

This does not need to be a fight.

Sign here, date there,

Mark this, check that

Beware the students ad-vo-cat(e).

You do not like them

So you say

Try again! Try again!

And you may.

If you will let me be,

I will try again

You will see.

Say!

I almost like these IEPs

I think I'll write 6003.

And I will practice day and night

Until they say

" You've got it right! "

=====

[Guest guest]

They're not all lousy services if you havent given them a chance. My 9yo

daughter went from NY EI to a special needs prek. Only 3 and 4yo in the school.

But she got 4x a week Speech therapy!! Along with PT and OT. It was a full-day

to be able to fit this all in but there was nothing lousy about the IEP they

offered her. You might be surprised what you get after going thru the process.

You dont need to bring your own goals to the meeting. Its good to read up on it,

but the therapists will help gear your childs goals to fit what the child needs.

My dd self contained class in K was a K-2 class,yes. There were 3 K kids and

they had an aide to themselves who shadowed the three of them for the entire

day. So each grade level has their own aide. Its the same way now that she's in

the Gr 3-5 class. They all get along very well and with a limit of 10 kids in

the class, its not like theres a wide range of ages and kids running thru the

class. They each have their own aide to do their own level of work. They're

mainstreamed with their own grade. So my daughter eats lunch and has recess, gym

and music wiht all her mainstream 4th graders, even though she goes to her

self-contained class to do her work.

I've also never accessed private speech therapy. I'm sure our insurance would

cover a couple times a week, but with the amount she's always gotten at school

for her severe apraxia--I've never felt the need to. She's never gotten less

than 4x a week thru our school district.

Maureen

> > > > >

> > > > > Can you please tell me who helps with goals and objectives on a school

IEP? Should i bring my SLP and OT AND an advocate to the IEP meeting?

> > > > >

> > > > > Also I am wondering when our child has an IEP, does the school

continue your child's form of communication (ie: aac device, pecs cards,

signing) DURING the enclosed classroom hours OR just with the SLP during the

pullout session?

> > > > >

> > > > > I am definately having a hard time wondering why a child with verbal

apraxia needs an IEP when you are pretty sure the services are going to be

mediocre....

> > > > >

> > > > > Thanks for your thoughts/experiences.

> > > > >

> > > >

> > > >

> > >

> > >

> > >