DEVELOPMENTALLY APPROPRIATE GOALS AND PROGRESS MONITORING

Transcription

1 DEVELOPMENTALLY APPROPRIATE GOALS AND PROGRESS MONITORING

2 WHAT DO WE MEAN BY DEVELOPMENTALLY APPROPRIATE? Every child is unique and capable of learning All children will benefit from expectations that are Developmentally Appropriate Culturally Appropriate Individually Appropriate Learning is meaningful when it is integrated across all areas of development Expectations for children must be guided by knowledge of child growth and development based on a defined set of comprehensive standards that are rooted in sound research Children learn through play, active exploration of their environment, and thoughtfully planned activities

3 WHAT IS THE BASIS OF OUR GOALS?

4 WHAT S YOUR PERSPECTIVE? The next time you are writing goals, imagine the child performing the task you describe. How can you tell if the child is working on the specific skill? Would the goal be worked on in a classroom? Is the child participating in a classroom routine? If you can imagine a situation where the child is practicing the goal in a real-life situation, you are on the right track. Remember that the goal should reflect real-life situations, not artificial activities. The child should be building skills that are practical and immediately useful to them

5 HMMM. Given teacher modeling and prompts Paula will complete classroom activities (rote counting, identifying animals, identifying colors) 4 out of 5 times over 3 consecutive sessions. Given teacher modeling and prompts Blanche will follow all classroom routines 4 out of 5 opportunities over 3 consecutive sessions. In structured activities, Demetria will copy prewriting strokes:_, I, 0, +. T, L, H in 3 out of 4 trials over 2 consecutive weeks. Amy will willingly participate in a variety of structured and unstructured classroom activities (including initiating play appropriately, engage in at least 3 turn taking exchanges, respect social distance with peers, and inhibit to a peer s telling him to stop annoying behavior) with minimal prompts, during at least 80% of class activities. During structured and unstructured activities with teacher modeling and prompts, Ginger will interact in all classroom activities 4 out of 5 opportunities over 3 consecutive sessions.

6 WRITE GOALS WITH YOUR TEACHING TEAM DOB: 12/26/2011 Drew presents with the following skills. Drew engages, mostly, in independent and self-directed play. He smiles and becomes excited when engaging in activities that involve a lot of physical movement. He will make eye contact with others. Drew is able to point to named body parts (eyes, nose, ears, mouth, tail, feet on a stuffed animal), he can turn pages in a book, he will use casual actions to explore a variety of toys, he is beginning to combine related toys in play, he knows the functions of objects, he can recognize size difference ( big/little), Drew can name at least one color, he will laugh or smile at a familiar picture, he uses some book babble/jargon when looking at books, he is able to hold a book open with little to no help, he is able to find a matching colored object among 3 colors, Drew is imitating a scribble and scribbling spontaneously, he is starting to draw vertical and horizontal lines, and he will give an adult a book to read. Drew needs to begin naming body parts, making groups of objects that are alike, matching familiar objects (pick spoons out from all silverware), putting a circle, square, and triangle shape into a form puzzle, using one-to-one correspondence with two objects, removing books from a shelf and replacing them, attending to a task (preferred or non-preferred) for a minimum of 5 minutes, copying simple line and shape drawings, begin recognizing print (rather than just pictures), responding to his name being called (consistently) and reciting parts of well-known songs/rhymes/finger plays.

7 WRITE GOALS WITH YOUR TEAM DOB: 07/28/2012 Sarah can put forms in a formboard, match objects without naming, nest four cups of graduated sizes, and sort two objects. She uses two hands together, turns pages in a book one at a time, imitates horizontal but not vertical lines, puts coins in a slot and stacks up to 5 blocks. Sarah can open a twist off cap. She gives a toy upon request, identifies objects, recognizes at least 3 body parts (eyes, nose and mouth), comprehends questions and follows simple related commands. Sarah has single words (shoe, stop, no, me, cookie), she jabbers with inflection, combines jargon and gestures, and she names several objects (shoes, ball, spoon, car). Sarah is not able to match pictures, shapes or objects. She can not string beads, copy forms and lines, snip with scissors, or identify/label pictures and objects upon request. She does not initiate interactions with peers but will watch them, and infrequently responds to their attempts to play. She requires demonstration of the tasks as a model with visual cues as well as verbal prompts to focus on and complete educational activities.

8 HAND YOUR GOALS TO THE GROUP TO YOUR LEFT Looking at the goals you have been given, discuss the following questions: Could the goals be addressed in the daily routine/classroom? Are they real life? Are they measurable? How would you monitor progress?

9 GOOD ECSE/ECE PRACTICE

10 WHAT SHOULD BE INCLUDED IN A PROGRESS MONITORING NOTEBOOK OR FOLDER? 1. Student Information Demographic Information Contact Log Attendance Discipline information as needed (BIP, Behavior Logs, etc.) 2. Current IEP IEP Progress Reports (for the year) 3. Progress Monitoring Naturally Implemented Program Plan Individualized Monitoring Form COSf copy from Intake (if applicable), annual Brigance, transition to school age COSf (if applicable) Ongoing Assessment Data (if applicable, such as checklists, notes, etc.) Charts/graphs (strive for weekly to answer the ESY Question ) Work Samples (if applicable) Most recently eligibility information (if a reeval is in process, or you need a copy of the DEC 3)

11 PROGRESS MONITORING FAQ Question How often do I need to do this? How do I do it? Do I have to do it all? Do I have to graph it? Answer Rotate children daily. Each child s progress needs to be monitored weekly. Depends on the goals. Most you can do via intentional observation. Some you will need to be at that center or activity. Assistants can help, especially in goals you can observe (social skills, self help, etc. ) Yes!

12 HOW DO I DO IT? Review your IEP goals and make sure they are measurable. Plan activities that allow students to address their IEP goals. Develop an instrument- a check sheet, tally sheet, etc. to gather observations. (You will more easily understand your data if you use pencil and paper!) Use the instrument you have developed as your daily evidence - it will most likely have all children in your class on it, but does not have to. You will assign each child to a day of the week to progress momitpri Document information from your instrument on the Naturally Implemented Program Plan Individualized Monitoring Form Use a consistent key - but you will have to change it to numerical data to graph it Graph your data! (see Handout)

13 ACTIVITY PLANNING

14 STEPS TO UNIT PLANNING 1) Examine your curriculum- ( select objectives from NC Foundations) 2) Determine how you are going to assess those objectives 3) Create your assessment (your Progress Monitoring instrument) 4) Create unit ideas for exploring big picture ideas with web or lists (use your children s interests as a hook ) 5)Plan how you are going to provide big picture ideas explorations in routines and centers 6) Develop lesson or activity plans 7) Adapt for students with special needs 8) Assess (Progress Monitoring instrument you have created and Naturally Implemented Program Plan Individualized Monitoring Form)

15 The theme is just your vehicle to teach the standards- NC Foundations. It is not your content.

16 Example: Weekly Lesson/Activity Planning Forms

17 QUESTIONS? With your teaching team, identify a challenge you will have with: Developmentally appropriate IEP goals Progress Monitoring Activity Planning Develop one thing you will do to address the challenge you have identified.