IEP Goal Bank Articulation Goals: Long Term Goal: Student will produce the // speech sound with 90% mastery. Short Term Objectives: 1. S. will produce // in isolation with 90% accuracy. 2. S. will produce // in syllables with 90% accuracy. 3. S. will produce // in all positions of words with 90% accuracy. 4. S. will produce // in sentences with 90% accuracy. 5. X will produce intelligible utterances in “Subject-Verb-Object” sentence forms. Long Term Goal for Articulation/ intelligibility: Given a structured or unstructured classroom setting, Firstname will increase meaningful communication interactions by (insert objectives here) within his educational setting to __ % over _ consecutive trials as measured by clinician/teacher observation, other informal assessments and data collection. Demonstrate production of / / with 80% accuracy over 3 out of 4 trials with __ cues or less.Identify presence of target sound in speech with 80% accuracy over 3 out of 4 trials with 2 cues or less. Benchmarks F1.
5 Powerful Questions Teachers Can Ask Students My first year teaching a literacy coach came to observe my classroom. After the students left, she commented on how I asked the whole class a question, would wait just a few seconds, and then answer it myself. "It's cute," she added. Um, I don't think she thought it was so cute. I think she was treading lightly on the ever-so shaky ego of a brand-new teacher while still giving me some very necessary feedback. So that day, I learned about wait/think time. Many would agree that for inquiry to be alive and well in a classroom that, amongst other things, the teacher needs to be expert at asking strategic questions, and not only asking well-designed ones, but ones that will also lead students to questions of their own. Keeping It Simple I also learned over the years that asking straightforward, simply-worded questions can be just as effective as those intricate ones. #1. This question interrupts us from telling too much. #2. #3. #4. #5. How do you ask questions in your classroom?
Reality 101: CEC's blog for new special education teachers As our kindergarten team was leaving a meeting the other day the reading specialist added one more comment, “Let’s change how we are talking about our reading groups,” she suggested, “ Instead of referring to our groups as the reading level they are currently reading, let’s call them by the goal reading level we set for them.” There was silence for a minute as we let that idea sink in. It is so simple, and yet, so wise. Like many schools out there we use the Developmental Reading Assessment (DRA-2) reading levels, which go from a level A to a level 70. But what if we simply change how we talk about it? The simple change should help us stop thinking that these students are “only a level 2” and start thinking about where we want our students to be. I’ve watched many reading recovery lessons where the teachers label what they want the student to do. As teachers we should always be planning instruction with our end goal in mind.
Blog | Smart Kids By Eve Kessler, Esq. Dialectical Behavior Therapy (DBT), a research-based cognitive-behavioral psychotherapy, teaches coping mechanisms to transform patterns of negative thoughts, self-destructive behaviors, and painful emotions into positive outcomes. DBT provides skills that are particularly useful for adolescents and young… Read the rest By Eve Kessler, Esq. When students with learning differences transition from high school to college, Section 504 and the Americans with Disabilities Act (ADA) replace the IDEA as their source of legal protections. Although it may not feel like spring yet, it’s just around the corner—and that means it’s time to think about summer plans. Students are routinely warned to think twice about what they choose to share on social media. Having a learning disability in college means dealing with a lot of stress.
Organizing Tips for Children with ADHD: Helping Disorganized Students The problem: The child forgets to bring the right books and supplies home or to school. His disorganized school supplies — desk, locker, backpack, and notebook — are in disarray. He forgets deadlines and scheduled activities. The reason: The neurological process that lets us organize, prioritize, and analyze is called “executive function.” The obstacles: Punishment will not change disorganized behaviors that are related to brain pathology, only strategies for disorganized students will. ADHD Organizing Tips for the Classroom Children who take ADHD medication may show some improvement in their ability to stay organized; however, they still need teachers and parents to provide support and teach them essential life skills. —Provide additional supplies. WatchMinder is the only vibrating reminder watch invented by a child psychologist! [Free Download: 10 Solutions for Getting Organized at School] —Use the right supplies. —Give assignments in writing. —Color-code books and supplies by subject.
Sometimes Misbehavior Is Not What It Seems Sigmund Freud is reported to have said, “Sometimes a cigar is just a cigar,” and the key word there is sometimes, because it’s also true that sometimes a cigar is more than a cigar. So it is with student misbehavior: Sometimes the reason for misbehavior is not obvious, and such misbehavior requires a different intervention than the usual consequences. It’s never easy to determine why children do the things they do. The following list—which is not exhaustive—includes examples of seeing misbehavior from a new perspective. 4 Potential Causes of Student Misbehavior 1. The closer to you get to children like this, the greater their fear of getting hurt. 2. The best approach for both of these two situations is the same. There are two big dangers in this approach. 3. Younger children are sometimes attracted to their teachers in a different way, although with the same result. The solution is to keep all interactions on a professional level. 4.
The Four Keys to Helping At-Risk Kids There's more than one way to make a delicious bread, soup, or stew. Similarly, there is not just one recipe for reducing risk in students' lives. But there do seem to be some essential ingredients to the process. Drawing from recent studies on the topic, I've come up with four basic ingredients that seem to match well with the stories and observations people have shared with me based on earlier blog posts I have written. Caring, Sustained Relationships One of the shortcomings of our educational structure is that relationships with teachers, especially in secondary school, may be caring, but they are not easy to sustain. Reachable Goals Students often have unrealistic career and personal goals based on what they learn from the mass culture. Realistic, Hopeful Pathways Students do not attain reachable goals on their own. So it is with students. We must recognize the difficulty of trying a new path and both prepare students for obstacles and support them when they run into problems.
Behavior Strategies to Support Intensifying Interventions | National Center on Intensive Intervention All behavior serves a purpose or function—typically to access or avoid something. Thus, it is important to figure out the function of a student’s behavior to develop a plan with likelihood for success. To help determine function, school teams should start by collecting data on the A, B, Cs of behavior: Antecedent (A): anything that happens immediately before the behavior occurs Behavior (B): the action a student demonstrates that can be clearly defined and measured Consequence (C): any event (positive or negative) that occurs after a student demonstrates a behavior Once the function is determined, strategies or interventions can be put into place. NCII developed a series of behavioral strategies to support teachers working with students with primary academic deficits and challenging behaviors.
How Ending Behavior Rewards Helped One School Focus on Student Motivation and Character Valleroy decided to change the school’s culture in 2007, after she and other educators on her staff attended conferences on character education, including events hosted by Leadership Academy in Character Education at the University of Missouri-St. Louis. Inspired by what she’d learned, especially about the corrosive effect of rewards, she returned to Northview and launched a character education committee and school leadership team. Valleroy knew she needed staff buy-in, and over a period of years sent educators to conferences on character. Some teachers struggled at first with the removal of extrinsic rewards. Instead of handing out prizes, teachers tried to reach children by talking about what’s inside them. Not only did the children shrug when the rewards disappeared, Valleroy said, they also welcomed the character-infused approach to learning. “Removing extrinsics was a huge part of its success,” she added. Mainstream schools could also do away with extrinsic rewards, Valleroy said.