Sean's three year evaluation had already been done in Harlingen so Mountain Brook Elementary had a good idea of who their new student was on paper. They wrote his IEP, Individual Education Plan with the duration dates of 5/2/01 - 9/15/01 to get him started in their system. The IEP is a series of projected benchmarks:
Language Arts:
present level of performance:
"Sean seems to know some colors, is beginning to write his name, and is recognizing some words."
Benchmark:
1. Sean will name 8 colors 8/10 times
annual goal:
"Sean will improve language arts skills"
Benchmarks:
1. Sean will write his name (first and last)
2. Sean will match 10 written words to objects/pictures, 8/10 times.
3. Sean will count objects to 10, using 1:1 correspondence, 8/10 times
Behavior:
"Sean sometimes resorts to tantrum behavior when his needs/desires are not met."
1. saying "no" w/word-n-gesture (to address his screaming for "no")
2. using picture schedule (to address his refusal to follow routines)
3. making the same (predictable) routine as much as possible
4. can't go to next fun activity until cleaned up (to address throwing things)
5. using some type of "language" to communicate desires like picture boards, gestures, words
Language:
Sean communicates primarily by gestures. He often gets frustrated because of his inability to be understood. Sean has good imitative skills and many of his utterances are echolaic.
Benchmarks:
1. Sean will answer yes and no questions 8/10 times (gestures/verbal, etc.)
2. Sean will name teachers when asked, 8/10 times
3. Sean will make requests for things he needs 8/10 times
4. Sean will name common objects with 80% accuracy
Sean requires small group and individual assistance to reduce distractions and sensory overload.
With the short term IEP in place, Ms. Hughes, Ms. Murray and Ms. Wright at least had a starting point and from the looks of things, behavior was the priority. Without the tantrums under control, there was little chance to work on the academic goals. Sean needed to find his "voice" and use it constructively. He took to the methods like Sid to his deconstructed toys and began to learn. His echolalia would soon go away as his ability to communicate took it's place.
Sean qualified for ESY (Extended School Year) which allowed him to go to school for six weeks in the summer. This helped some but summer always had me on my toes.
For me, nose diving into summer with an autistic child was like being trapped inside a Dali painting. I was left to find my way around the perfectly rendered surrealism with no way out until the fall. But when Fall came, it was another ball game but at least I didn't feel so alone.
Language Arts:
present level of performance:
"Sean seems to know some colors, is beginning to write his name, and is recognizing some words."
Benchmark:
1. Sean will name 8 colors 8/10 times
annual goal:
"Sean will improve language arts skills"
Benchmarks:
1. Sean will write his name (first and last)
2. Sean will match 10 written words to objects/pictures, 8/10 times.
3. Sean will count objects to 10, using 1:1 correspondence, 8/10 times
Behavior:
"Sean sometimes resorts to tantrum behavior when his needs/desires are not met."
1. saying "no" w/word-n-gesture (to address his screaming for "no")
2. using picture schedule (to address his refusal to follow routines)
3. making the same (predictable) routine as much as possible
4. can't go to next fun activity until cleaned up (to address throwing things)
5. using some type of "language" to communicate desires like picture boards, gestures, words
Language:
Sean communicates primarily by gestures. He often gets frustrated because of his inability to be understood. Sean has good imitative skills and many of his utterances are echolaic.
Benchmarks:
1. Sean will answer yes and no questions 8/10 times (gestures/verbal, etc.)
2. Sean will name teachers when asked, 8/10 times
3. Sean will make requests for things he needs 8/10 times
4. Sean will name common objects with 80% accuracy
Sean requires small group and individual assistance to reduce distractions and sensory overload.
With the short term IEP in place, Ms. Hughes, Ms. Murray and Ms. Wright at least had a starting point and from the looks of things, behavior was the priority. Without the tantrums under control, there was little chance to work on the academic goals. Sean needed to find his "voice" and use it constructively. He took to the methods like Sid to his deconstructed toys and began to learn. His echolalia would soon go away as his ability to communicate took it's place.
Sean qualified for ESY (Extended School Year) which allowed him to go to school for six weeks in the summer. This helped some but summer always had me on my toes.
For me, nose diving into summer with an autistic child was like being trapped inside a Dali painting. I was left to find my way around the perfectly rendered surrealism with no way out until the fall. But when Fall came, it was another ball game but at least I didn't feel so alone.
