Current Levels - Annual IEP Prep

Parent contribution:

IEP                                                      March 18, 2013

Strengths/Progress/Accomplishments

Receptive Communication

• Follows multi-step directions.
• Follows directions involving location outside immediate vicinity.

Expressive Communication

• Forms complete sentences.
• Responds to a request to "Use a sentence."
• (Emerging) Deciphers and utilizes appropriate carrier phrases (i.e., I want... to listen to/to watch/to eat/to drink).
• Strings together more words and utilizing correct grammatical speech.

Fine Motor

• Improved sewing, cutting, painting, and drawing.
• Writing independently.
• Writes all uppercase letters with aprox. 90% accuracy of form.
• Writes 1-12 with 100% accuracy/90% legibility.
• Writes any # over 12 with assistance/90% legibility.
• Copies (capital letter) written words.
• Continues to trace lowercase letters/words.

Literacy

• Sight reads Pre-Primer Dolch Sight words with 70%+ accuracy and other familiar words.
• Visually tracks in books, sight reads familiar words, and imitates modeled words.

Math

• Reads vertical and horizontal math equations.
• Accurately identifies math operations.

Social

• Responds more consistently with socially appropriate phrases (still prompted.)
• More independent expression of needs, including to peers (ex., "No whistling, please.")
• More willing to reciprocate and attempt to sustain positive social interactions.

Music

• Simultaneously reads/plays letter notes (following written instructions).
• Follows/relays sequences of increasing length with notes/drum beats.

Horsemanship

• Verbalizes commands.
• Developing relationships with instructor, volunteers, and horses.
• Learning horsemanship skills and animal care.

School Specific

• Fewer outbursts and needs for breaks throughout the day at school.
• Improved ability to transition between activities.
• Improved willingness to participate and receive direction in music class.
• Played short musical piece and introduced class play.

Challenges

Social interaction ·       Initiating ·       Engaging ·       Sustaining

Noise sensitivity Related anxiety

Auditory Processing Disorder Impaired auditory comprehension/learning ·       Listening Sequence Detection Discrimination Identification Comprehension ·       Listening Application Auditory Attention Auditory Discrimination Auditory Memory Auditory Sequential Memory Auditory Figure Ground Auditory Cohesion

Strengths

Intrinsic motivation

Resilience Sense of humor Love of music

Intelligence Adaptability Visual/kinesthetic/experiential learning strengths 7 year foundation utilizing ASL

Proposed Solutions

School psychologist support ·       1:1 or group sessions ·       Games ·       Suggestions

Selective use of headphones Desensitize through positive associations Research TLP &  AIT

ASL teacher support ·       Parent support o      Assist in teaching ASL to student ·       Student support o      1:1 or group sessions o      Increase knowledge/usage ·       Local Deaf community connection

Speech Therapist contribution:

This is what I've compiled for [FMO's] present levels, based on what we do in speech only!

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[FMO] has been working hard in speech. He usually is able to sit the entire time with minimal redirection to stay on task. He often needs prompts to "look at the computer" with new or challenging activities. He needs minimal redirection with familiar activities. Currently, he is working on using complete sentences in response to "WH" questions, containing various concepts. 

He is able to use prepositions in a complete sentence (i.e., ON, UNDER, BEHIND, OUT, ON TOP) in response to "WHERE" questions with 75% accuracy with minimal to moderate verbal part-word phonemic cues, or sign language cues.

He is able to imitate routine sentences in its entirety with 80% accuracy with minimal phonemic cues to prompt him to use a complete sentence (i.e., "I see a..."). He can name familiar objects with no cues to help him recall the object, with about 75% accuracy. He does require several prompts to "pay attention" and respond to the question.

He is imitating different grammatical structures in complete sentences, including present progressive verbs (adding "-ing" to verbs), regular plurals (adding "-es" or "s" to nouns), pronouns (HE/SHE), possessive pronouns (HIS/HER/THEIR) with 90% accuracy with minimal to moderate verbal part-word phonemic cues, or sign language cues. [FMO] will usually imitate a whole short sentence (3-6 words) with minimal cues. If the sentence is longer, he will imitate half of the sentence at a time.

Occasionally, [FMO] is introduced to different concepts, such as inferencing, where he has to state "WHY" (i.e. "Why is the baby crying?") without cues from the picture.  If [FMO] doesn't know the answer to any questions, he is prompted and encouraged to say, "I don't know."

[FMO] tends to become overwhelmed if given too many choices as well as when a task seems too difficult. However, as we've worked on giving him a choice from two, he seems to do better. When a task seems too hard, he is encouraged to try his best, take a deep breath, and say "I don't know" when he doesn't know the answer. Lately, [FMO] has been doing a little better with choosing from two choices and not becoming overwhelmed with more challenging or new activities. 

[FMO] does great with imitating greetings and farewells and giving "high fives". Keep up the good work, [FMO]!!

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