Ok, I need some suggestions to improve next year for my daughter.First of all, there should have been more writing than she was doing and help with study skills.- What the school wants to do is include writing in her other classes. The study skills they want as accommodations, because according to them they are not measurable for an objective.- I think she will have a hard time in her other classes with writing without being guided (as teacher is not a Sped teacher). I am hoping to show the school that we can make the study skills measurable and am looking for a printed reference to validate my point (Is the book “Writing Measurable IEP goals and objectives” a good one?)- I think it will be hard to incorporate the writing in other classes they way they want it, as I see that either the other classes will probably involve more research for their writing assignments and then with my luck they will have their writing assignments at the same time and overload her and again the teachers will not be Sped teachers.The study skills will be a challenge as this year the reason she wasn’t writing in planner was that they weren’t giving homework other than reading every night so she never wrote it down because it was always the same, so when it came to test time she didn’t write it in planner and therefore didn’t bring home study guides .I need input so that their recommendations will work.
Re: need suggestion to improve MS
Hi ~ I definitely know that study skills can be written as specific and measurable objectives; I’ve done it for years!!! My objectives focus on writing in the assignment planner, completing homework, packing up at the end of the day, and then unpacking/turning it in at the beginning of the day. For example, I have written in the past (and please feel free to quote and/or use these as examples when you speak with the school): Given a homework assignment in ________ class, __________ (child’s name) will write it in his/her homework planner with reminders/without reminders. I usually use 80% as my mastery. To assess, I use a checklist (which I wold be happy to e-mail you if you want an example for the school) ~ I write the homework assignment next to the class, and then put a check there if I see it in the planner. It does require that someone check the planner every day.
Next, I might write: After correctly recording all homework assignments, _________ (child’s name) will pack up/take home appropriate materials needed, with help/independently. Again 80%, and again I use a check sheet ~ yes, had materials on desk to show me, no, needed me to prompt which ones to take out of desk.
Then, I would write something like: Given the correct assignments in the homework planner and the correct materials at home, _______ (child’s name) will complete the assignments at home. Mastery might be higher or lower depending on where she is at now: no homework being completed, maybe 60-70%; some homework: 80-90% as homework should not be optional! Depending on how long homework takes at night and if it turns into a nightly battle, you might have an addendum that says after she works consistently (and is focused) for _____ time period (1-2 hours, usually, depending on the age), she can stop and not have a penalty for not doing the assignments. You gradually increase the time as homework becomes less of a battle.
Finally, the last objective is something like: After having completed his/her homework, _________ (child’s name) will hand it in (with reminders/independently) the following morning. Of course, this last one depends on the procedure her teacher’s use to collect homework. If they collect it from everyone in class at the same time, it may not be necessary. If the students are expected to turn it in independently somewhere it would be needed.
I use these and measure these all the time, so I know for a fact it can be done!! I’ll be happy to send you copies of the forms I use, if you like. Good luck!
Jenn
Re: need suggestion to improve MS
Thanks for your replies, that is what I was looking for in the study skills area. Now for the writing- My daughter’s IEP states; Student will use the writing process to write 4-5 paragraph essays in the areas of descriptive,narrative, expository and persuasive using Six Traits rubric and graphic organizers.Criteria 3/4, evaluation procedure six trait writing rubric, evaluation quarterly.They state in student’s paragraph writing she is confident in using transitions. Is able to restate the topic, list three supporting ideas using transition words and write a concluding sentence. Student has a more difficult time editing her sentence structure (My daughter has language & reading problem and needs to hear the words to hear how quirky it sounds and, usually needs a prompt, as does it sound better this way,or that way.)They were not able to do any 5 paragaph essays the 2nd quarter, did two the third, and none the last quarter because of the time READ 180 took (which they will be trimming), as well as state test. They did not want to give writing assignments as they thought I would help her too much, and that my child doesn’t like homework. They will though incorporate the writing in her other classes Social Studies, and Science. I am going to be adjusting her IEP in August and would appreciate any suggestions for making the writing work,as she will probably need one on one and I don’t see that happening in her other classes in which they want to incorporate writing.
auditorymom:
Hi! I’ve been a special ed teacher for 5 years now, and I have some suggestions for you. Hopefully, you’ll find them helpful….
First, I’m assuming that you’re referring to the book “Writing Measurable IEP goals and objectives” by Barbara Bateman and Cynthia Herr(?). If so, we used it in one of my grad classes that I took this past year. Also, our district purchased one for each of the spec ed teachers. So, apparently, it’s rather good. I have yet to read it cover to cover, but the second half with the example PLOPs, Objectives, and Goals is what we used in class. Seems very good to me. However, it IS a radical departure from what we have been doing, as I imagine is the case for many other school districts. Nevertheless, there’s always room for improvement!
Second, as for study skills, I don’t think I’ve EVER heard them being listed as accommodations. I guess I need more info on which ones you’re talking about. However, using the book again, as I’m sure you’ve seen, on pg. 127, example #62, they list a planner goal for Maurice. Looks like a good way to make it measureable to me! Other things to think about as far as the planner….It’s important to explain WHY you’re having her write down her assignments. If I’m reading your post right, your daughter is in middle school?! If so, tell her that this is a skill that she’ll need in high school (and beyond of course!). It might take some monitoring on your part early on in the process, until it becomes engrained as a habit. In other words, you might need to ask to see her planner each night before she begins her homework or before she gets to use IM, the phone, watch TV, etc. Little by little you can reduce this monitoring and give her a chance to try it independently.
With the writing, what has the school incorporated into the IEP so far? What would you like them to add?
I’d be happy to help some more if I can…..
Dave