what is the standered state bunch marks for short term goals in an IEP?
156595
Do you mean the bench marks used on progress reports??\nNot yet addressed\nNo progress\nLimited Progress\nProgressing\nMastered
1011916
An IEP is the plan you have in school. If you mean that you had IEP's in school, and you have what is termed a "social diploma" and it is an actual diploma. Sometimes it is held by the school district if you are still in what is termed 'transition'.
413562
If you are in the United States, then at age 6, your child should already be receiving services through the public schools.  If you are not in the United States, then I'm not sure what services you can get from your school system. \n\nWhen a child is delayed in speech, it can take a while, even with therapy, for her to start to talk. You must find a reliable, good speech therapist and stay with that person for a couple of years, at least. \n\nSince your child has Tuberous Sclerosis, have they identified any tumors in the speech areas of her brain? How about along the nerve routes to/from memory, language, and symbolic processing centers? This can also contribute greatly to her lack of speech. If her speech area is too severely damaged for her to learn to talk, a communication board may be effective. This is a board with pictures on it that she can point to (better boards actually say something when a picture is pressed) so that she can express herself. Since she points to let you know something, it is a simple matter to have her tap on a picture of what she wants first, and then give her that thing, rather than pointing directly to it. Once again, your school system (if you are in the United States) should provide you with communication boards for use at school (if the IEP team asks for it), and training in their use for her.
156287
i wouldnt be worrying so much about grades, but the content.  if they are missing a lot of key concepts and ideas that are appropriate for that age level, something needs to be done.  im an educator in texas and we have spelling activities every week, cursive is taught in third, and science is all year.  but there is so much more to school than those few things.  from what you have said, it makes me wonder what else is falling through the cracks?  i would contact the school board, the district superintendants, and whoever else you need to get this resolved.  check up on required curriculum for the state and see if this school/class is meeting those.
341805
IEP = Individual Education Plan?  Are you asking if someone can read something that isn't written?  \n\nIs this in reference to some standardized testing?  A lot of that depends on where you live and what rules apply in your state.
802500
BE CONSISTENT!!  Don't let them wear you down.  If you said you were taking recess for a month, then by golly take recess for a month.  I have a color system which correlates to their conduct grades (this works K-6). Green-great day. Yellow-warning.  Purple-loss of priviledge, loss of points.  Orange-phone call home, loss of points.  Red--minor referral (note home), loss of points.  Black--principal's office, conference with parent and loss of points.  Note that if one is on black everything above it occurs as well, etc.  I also have a ticket box.  Anytime I see good behavior, i tell them to get a ticket.  Anyone staying on green that day gets a ticket as well.  Every Friday, I pull one name out of the box for a prize out of my toybox.  We discuss the probability of pulling their name if they have only 1 ticket as opposed to 10 tickets.  Whoever makes a 100A with no warnings recieves a certificate and a prize out of my box. (I also have a record sheet for the week.)   Granted, I do have first grade but out of 17 students 15 made an A in conduct on their report cards.  1 was a B and the other was a little thief who is now making an A!
438017
long term goal: rule the world\nshort term goal: get the parts.\n\nProgress in reaching my goals: Parnoria at levels far above normal, Why do you ask?
413561
If you are in the United States, then you should have an IEP in place (if you are in middle or high school) under the Visual Impairment category. If the teachers are not providing you with the appropriate classroom and instructional modifications per your IEP, then you need to let your special ed caseworker know immediately. If nothing happens, have your parents start making noise about sueing. The IEP is a legally binding contract, and the teachers must abide by it.\n\nIf you are in college, in the United States, then the Americans with Disabilities Act Section 504 (ADA 504) covers your issue. Contact your college's Office for Students with Disabilities (OSD). They should be advocating for you. If your OSD does not speak up for you, get a lawyer. Given the already existing infringement of your ADA 504 rights, I'm sure you can find someone who will work on percentage rather than flat fee...the college will have to pay up!\n\nWhy are you seated so far away from instruction in the ASL class? Assigned seating? If so, the teacher MUST move you to the front, by law.\n\nIf you don't live in the U.S., contact a lawyer/advocate quickly to find out what rights you have.
526318
I am a special ed. teacher. You shouldn't have to work the system. There is set criteria for whether a student qualifies for OT or PT services. They need to be evaluated and if they qualify it is then written into their IEP. That legally binds the school to provide that service. The other thing to remember, is that students can only work on so many tasks at one time. If your child is already receiving OT or PT services, they typically only work on one to two things at a time.
511726
Cons \n-- too much paperwork (in addition to grading papers, daily lesson plans, and keeping grade books current... child study team paperwork, IEP student present levels paperwork, referral paperwork for discipline or counseling, academic level schoolwide data collection paperwork, requisition forms, curriculum mapping, movie permission forms, field trip request forms, cafeteria lunches for field trip request forms, parent permission slips, computer lab permission slips, textbook inventories, etc., etc.-- plus if you're in Special Education...the rest of the IEP paperwork, individualized lesson plans, additional present levels reports, progress reports ref. IEP goals, etc., etc.)\n-- low relative pay for the investment of training time (most people with similar degrees in other professions make 2x to 3x as much starting pay, and get raises fast...as a teacher you'll be getting almost the same pay for years)\n-- low relative pay for the real-time investment (contract is 182 days, 7.5 hours per day, but you take papers home for grading, plan in the evenings and over "vacations," read professional journals, attend professional development classes and conferences, etc.)\n-- problem parents (you're working their child too hard/not enough, you obviously hate their kid, your motivation is to torture their child emotionally, you don't care, the other kids are all the real problem, you don't know what you're doing, their child never does anything wrong, their child never lies to them, their child is brilliant but you don't know it, their child is mentally retarded but you don't know it--yes, I've heared this one before--parents can get money from the state if their child is severely disabled, etc., etc., etc. ad nauseum)\n-- the demands of NCLB (prime example is that all kids must be reading at grade level by 2012, including slower learners, those learning English as a Second Language, and those with special needs... it's like saying that amputees must run faster than Olympic-level athletes)\n-- the occasional oddball administrative creativity moment from your school or central office especially in regards to discipline procedure, or a "new is always better" approach to curriculum and instructional program adoption (sigh)\n-- the deer-in-headlights look you'll get when there's a problem (ranting parent, kids picking on each other, etc.) and in spite of your best efforts for your students, you seem to be the one with the target painted on your butt (and everyone is wearing big boots) -- always document everything you do during the day! (I have a spiral notebook just for non-routine interaction documentation)\n-- burnt-out colleagues that you have got to collaborate with (for various reasons) who are not interested in anything but meeting their contract time and hitting retirement age (burnt-out for all the reasons above) -- this one for two reasons...one is that it makes the project at hand very difficult for you, and two, the eerie and awful feeling that if you're not careful in dealing with your stress, that could be you someday.\n\nPros -- Working with kids, making a difference in their lives, that moment of happy excitement on their face when a student "finally gets it," getting to play with cool science and other materials, having a chance to be creative across a variety of subjects and media, the "boost" of a successful intervention with a child who was experiencing difficulties, the chance to be involved with your community in a positive way, having the people who were in your class walk up to you 10 years later and offer a sincere "thank you", having parents walk up and say "thank you" and/or who are obviously positively and deeply involved in their child's upbringing, working with a group of people (staff, administrators) all of whom are enthusiastically (mostly) there for the same reason you are -- love of teach
986848
First, we find out what strengths that person has, compared both to others and to him/herself.  These strengths are tools that can be used to explore and learn in the person's areas of weakness.\n\nWe then define the person's areas of weakness, and set goals for gains in those areas.\n\nThen we have to figure out WHY those areas are weak (having a diagnosis of the KIND of disability the person has is a big help, because every kind of disability takes a different way of teaching to help the person).\n\nIn the United States, these definitions and goals are the core of the Individual Education Plan (IEP).\n\nThen we take the goals (where we want the person to be), their strengths (what can they already do), and knowledge of the different ways of helping people with different kinds of disabilities, and design a program. Basic, overall modifications are written into the IEP. Specific curriculum, activities, and instructional approaches are outlined in the teacher's lesson plans.\n\nHere are some examples of how different disabilities are given different forms of instruction:\nLearning Disabled/Dyslexic: http://www.interdys.org/\nLearning Disabilities/Non-verbal: http://www.nlda.org/\nLearning Disabilities in general: http://www.ldonline.org/\nAutism: http://www.teacch.com/welcome.html\nHearing Impaired: http://education.qld.gov.au/curriculum/learning/students/disabilities/practice/strategies/histrategies.html\nVisually Impaired: http://www.as.wvu.edu/~scidis/vision.html\nMental Retardation: http://www.aamr.org/ for basic information, http://ericec.org/faq/mr-lifsk.html for classroom information\n\nAnd so on.
1091558
Do you mean mild/moderate learning disability, or mild/moderate mental retardation? Also, are you a parent or a teacher? I am writing the rest of this response as if to a new teacher who may be teaching special education on a waiver and hasn't had the methods courses that a special ed teacher would get in a good training program. Or someone with a sped degree from an, ahem, not-so-good sped teacher prep program.\n\nIf you are a parent, talk with your child's special ed teacher about home activities to support the skills being worked on in class.\n\nAcademics:\n\nFor mild/moderate Learning Disabilities (NOT MR), remember that these kids have normal smarts. Actual content instruction should be at grade level, especially for science and social studies. Content should be presented with lots of small-group hands-on activities, videos, interactive computer, and read alouds (you do the reading). For math, task analyze computation skills and take them through step by step until they master each skill; use manipulatives whenever possible. To task analyze, break each skill down into it's most basic steps, and don't teach the next step until the first is completely mastered (unlike regular ed, where a partial understanding is sufficient because full comprehension is expected to develop from repeated use in learning more advanced steps). To deal with their language disability interference in problem solving, do word problems out loud together.\n\n If their LD is language-related, you need to do a phonics-based approach using short passages to build comprehension. Don't stop after the basic phonics.... also include rules like "empty e," where the e doesn't do anything and the other vowel is short (have, give, etc.), the 5 double vowel expectations (boat, bread, great, country, oil), the 4 sounds of "y," and so on.\n\nSite to Start: http://www.interdys.org/\n\nFor nonverbal LD, work on simple patterning, organization, and memory skills, using content area materials.\n\nSite to Start: http://www.nldline.com/\n\nFor mild/moderate MR students, work academics at their developmental level, with activities incorporating simpler elements of grade-level standards. Assess and develop hands-on activities for life skills and communication, using task analysis to break things down into the most basic steps, building mastery a step at a time. MR students also don't generalize independently, so once you teach something in one place (e.g. handwashing at your classroom sink), take it to other locations (e.g. the sink in the bathroom, another classroom, etc.).\n\nSite to Start: http://ericec.org/faq/mr-lifsk.html\n\n\nBehaviors:\n\nFor any kid, you need to determine where he/she is along Piaget's and Erikson's models. That will help you determine your approach. You should provide clear and simple rules (no more than 3 or 4), a set list of consequences and rewards, and consistent application of those consequences and rewards. A child with more severe behaviors or a need for serious social skills instruction requires a Behavior Intervention Plan, and your school psychologist can help you with that, especially as a member of your IEP team.\n\nPiaget: http://www.funderstanding.com/piaget.cfm\n\nErikson: http://web.cortland.edu/andersmd/ERIK/sum.HTML\n\nBehavior Intervention Plan: http://www.mpf.org/SPIN/FAQ%20Sheets/BehInterPlans.html\nhttp://www.resa.net/behavior_intervention/
306652
my 5-year-old has this.  He is perfectly fine otherwise, no impairment in learning or hearing.  He was diagnosed at 26 months.  Everyone said he would "just start talking one day". Not true, he has been in intense speech therapy since he was 3-1/2 and is doing much better.  He is enrolled in preschool and loves it, will be in kindergarten next fall.  His speech pathologist is working with him out of a book on dyspraxia, which is very close to what he seems to have and he is doing better, but will probably need speech well into his grade-school years.  Dyspraxia is a neurological disorder that can be helped with proper help, it does not mean that your child has any other type of delay.  Make sure that your child does not get "labeled" as having some sort of learning disorder if that is not the case, it is very easy for them to place them in classes with children who need more special kind of help and that will not benefit your child.  Also make sure he gets proper speech development help, sounds like you are on the right track by seeing it so young!  Good luck to you.
793082
I have had great success with the Edmark Reading Program.  (You can just type that into a search engine & find the info.)  It is a very systematic approach, and within a few lessons, kids are reading short sentences.  I have had more than one child say, in pride and amazement, "I'm reading!  I'm reading!"  It gets them really jazzed about being a reader.\n\nEdmark is a sight vocabulary approach, which means that the students are not taught to sound out words but simply to learn to recognize them.  Many kids with special needs never become phonetic learners because of the complex sets of skills needed to blend the sounds and read the words.  But a good sight vocabulary can take a child quite a distance in reading.   And it does not at all preclude a child from learning to read phonetically as well, if he has the capability of doing so.  I have had several students with autism who began with the Edmark program and developed the self-image of being a reader and then went on to master the decoding skills of phonics.  These kids really have become fluent readers.   But even the kids who did not develop the ability to read phonetically still can enjoy reading with a good sight vocabulary.  And the Edmark is set up in such a consistent and predictable way that it is usually a very good fit for students with autism.\n\nWhen I was first introduced to the Edmark, I was not terribly impressed.  I was incredulous that the first word taught is "horse."  I thought that was a ridiculous choice of words.  But in the next few lessons (which are short and can usually be completed in 10 minutes or so), the kids learn words like "I," "see," "car," "a," "yellow," etc.  So they are quickly reading "I see a horse," or "I see a yellow car."  It's almost instant gratification.  So I am sold on it, at least as a tool to get most of my students started on the great adventure of becoming a reader.
1150723
I don't know where the people above are getting their numbers, but there is no LEGAL maximum.  Most administrators who want to keep their staff happy are going to try to split the special needs inclusion students as evenly as possible among the regular ed teachers.  However, this is not always logistically possible. Schedules and staffing issues must fit IEP hours of service, and that often means grouping all the special needs kids into one regular ed classroom (essentially almost creating another self-contained special ed class, taught by a regular ed teacher having special ed teacher support, with some regular ed students included in the mix).\n\nThere is always an ongoing debate about how best to assign students to regular ed teachers. Personally, I think it should be based on teaching style vs. student need fit (personality fit), and scheduling issues should be addressed by having more special ed teachers, and being more practical in caseload assignments.\n\nHere are some articles about groupings debates and how to most effectively use staff:\n\nhttp://www.education-world.com/a_admin/admin/admin340.shtml\n\nhttp://www.weac.org/resource/june96/speced.htm\n\nhttp://www.principalspartnership.com/spedinclusion.pdf\n\nhttp://www.teachervision.fen.com/special-education/teaching-methods/2972.html\n\nThere are assumptions made by lawmakers and academic researchers, that do not always apply in the "real" world. The amount of planning time available, the willingness of regular ed teachers to learn how to multi-task their instructional strategies and/or share instructional control with another teacher (especially a sped teacher), administrator willingness to center their school planning around the disabled students, etc.
892268
yup, that's good, though there's always room for improvement! :)\n\nfocus on your poorer subjects and aim to understand them better... remember what you want to be in the future will depend on the scores of certain subjects... just continue to strive for a better grade and focus on your vision and goal. \n\nall the best!!!!! :)
367593
best bet is to go for the highest mark. It does depend on the test though. my A+ said it was 80% but after i passed on my pass sheet is said 75% so my ACPT and ACDT both said 80 and were 80 my ACHDS said 70 and was 65 so i would assume the full 87% and hope your lucky and its lower