Partnering With Your School To Help Your Child Meet Their IEP

Goals

Pal Parent Day TrainingFriday, October 29, 2010

Pam Prior Early Childhood Teacher Consultant

Review Current IEP

• Present Level of Academic Achievement and Functional Performance

• Goals and Objectives

• Programs and Services

Please Ask Questions

• Team is here to support you and your child.

• We certainly need your help because as the parent, you know and understand your child the best.

• Parent Teacher Conferences are coming up soon in November.

Primary Areas of Eligibility for Early Childhood Students

• Speech / Language

• Early Childhood Developmental Delay

• Physical Impairment

• Other Health Impairment

• Autism Spectrum Disorder

Assessment, Evaluation, and Programming System for Infants

and Children

• Fine Motor Area

• Gross Motor Area

• Adaptive Area

• Cognitive Area

• Social Communication Area

• Social Area

IEP Goal and Objective Examples Three to Six Years

• Fine Motor Area• Strand A: Bilateral

Motor Coordination• Strand B: Emergent

Writing

• Gross Motor Area• Strand A: Balance

and Mobility• Stand B: Play Skills

IEP Goal and Objective Examples (continued)

• Adaptive Area• Strand A: Mealtime• Strand B: Personal

Hygiene• Strand C: Dressing

and Undressing

IEP Goal and Objective Examples (continued)

• Cognitive Area• Strand A: Concepts• Strand B: Categorzing• Strand C:

Sequesncing• Strand D: Recalling

Events• Strand E: Problem

Solving

• Strand F: Play• Strand G: Premath• Strand H:

Phonological Awareness and Emergent Reading

IEP Goal and Objective Examples (continued)

• Social-Communication Area

• Strand A: Social-Communicative Interactions

• Strand B: Production of Words, Phrases, and Sentences

• Social Area• Strand A: Interactions

with Others• Strand B:

Participation• Strand C: Interaction

with Environment• Strand D: Knowledge

of Self and Others

Curriculum and Service Providers

• Fine Motor Area—Occupational Therapist• Gross Motor Area—Physical Therapist• Adaptive Area—Occupational Therapist,

Physical Therapist, Classroom Teacher• Cognitive Area—Classroom Teacher,

Speech/Language Therapist• Social-Communication Area—Speech/Language

Therapist, Classroom Teacher• Social Area—Classroom Teacher, School Social

Worker

Fine Motor

• Develops as an extension of gross motor

• Enhanced by core strength and stability

• Stand at easel

• Work on the floor

• Goal is to develop good functional use of scissors and writing utensils.

Fine Motor Activities• Massage hands and fingers• Exercise hands and fingers• Play with play dough, goop, theraputty• Finger paint, pudding• Tear paper of varying weights using two hands and pincer grasp• Use tweezers, tongs for picking up objects• Turning/taking off lids of all kinds• Opening snack food bags• Squeezing clothes pins• Pointing with index fingers• Finger plays• Turning door knobs• Opening drawers using 1 or 2 hands• Opening and closing zippers on coats and back packs• Pulling up shorts and pants• Using spoon and fork for scooping and piercing • Setting table—handling silverware • Turning pages in books and magazines

Social-Communication Area

• Social-communication skills are those that involve communicating with others. These skills include listening, speaking, and understanding. (Birth to Three Years)

• These skills include understanding conversational rules and use of grammar. (Three to Six Years)

Language

• Receptive—How well we understand / comprehend what we see and hear.

• Expressive—How well we use language / words to express our thoughts and ideas.

• Articulation—How clearly we are able to make phoneme sounds individually and combined with others.

Supporting Language Development

• Model good language

• Label objects and actions with words

• Begin with concrete and move to abstract-the real object>picture of object>symbol of the object

• Read Alouds