IEP Progress Report:  7.29.09

IEP Progress Report: 7.29.09

Measured against Li-Li’s IEP goals, following is her second progress report:

Goal # 1Specific Goal Focus: Receptive Spoken English

Current Performance Level: What can the student currently do?

Li-Li has a growing stock of spoken English vocabulary words that she understands, such as those related to her daily home routine, toys and play schemes (e.g., dollhouse play), and other age appropriate concepts (e.g., some colors, numbers, and letters). At home, she can follow single step directives containing familiar vocabulary, such as “time to eat” or “time to go to bed,” Li-Li can appropriately respond to some simple Wh-questions, such as “What’s this?” (while pointing to an object), “Where is the ___ ?” and “Who is this?” (while pointing to a person). Her most recent evaluation at the DHHP estimated her receptive language abilities to be mildly delayed, but testing in this area was not fully completed. Li-Li has been picking up new vocabulary and understand’ing new directions and questions at a steady pace, with a particular boost seen in the past six months. She would benefit from continued; consistent exposure to and practice with spoken English vocabulary, following single step directives related to her daily school routine, and comprehending of WH-questions (particularly “who, what,” and “where” constructions).

Measurable Annual Goal: What challenging, yet attainable, goal can we expect the student to meet by the end of the IEP period? How will we know when the student has reached his goal?

Li-Li will improve her receptive spoken English skills including following directions, answering simple WH questions, and increasing her receptive vocabulary with 80% accuracy as measured by the following objectives:

Benchmarks/Objectives: What will the student need to do to complete this goal?

  1. Li-Li will follow simple one-step directions that fall within her daily school routine with 80% accuracy to be measured over a 2 week period.
  2. Li-Li will answer simple WH questions (WHO,WHAT,WHERE) related to her daily school routine with 80% accuracy to be measured over a 2 week period.
  3. Li-Li will understand a minimum of 10 new vocabulary words related to classroom themes per calendar quarter with 80% accuracy to be measured over a 2 week period.

Progress Report: 7/29/2009

  1. Li-Li has met this objective. She can easily follow one step directions in both spoken English and ASL.
  2. Li-Li is now able to answer where all of her classmates are and can tell you that Mommy or Daddy are at home or working. She responds in either ASL or spoken English with sign support. We will continue to expose LiLi to a greater variety of WH questions in the upcoming quarter.
  3. Li-Li has met this objective this quarter. Li-Li loved our unit on the life cycle of a butterfly and acquired many new vocabulary words. She can say and sign “butterfly”. She signs caterpillar and chrysalis. From the story ,”The Hungry Caterpillar’, Li-Li repeatedly Signed and said the days of the week and described the caterpillar as “hungry” and “fat”. After completing our unit on community helpers, Li-Li was able to sign and say “fireman”, “policeman”, “teacher’ and “doctor”. She can identify a police car (spoken English) and a fire truck (spoken English).

Li-Li is making sufficient progress toward meeting this annual goal within the IEP time period.

Goal # 3 — Specific Goal Focus: American Sign Language

Current Performance Level: What can the student currently do?
Li-Li has a sizable vocabulary in American Sign Language, estimated at 400 signs. She uses ASL to label objects, request objects, request
information and assistance, comment, describe actions during play and respond to simple questions. U-U is skilled in her ability to code
switch from ASL to spoken English depending on the language of her communication partner.

Measurable Annual Goal: What challenging, yet attainable, goal can we expect the student to meet by the end of the IEP period? How will we know when the student has reached his goal?

Li-Li will improve her skill in American Sign Language including following directions, increasing length of utterance, and attend to stories with 80%, accuracy as measured by the following objectives:

Benchmarks/Objectives: What will the student need to do to complete this goal?

  1. Li-Li will follow simple one step directions that fall within her daily school routine with 80% accuracy to be measured over a 2 week period.
  2. Li-Li will increase her length of utterance to 3 – 5 signs with 80% accuracy to be measured over a 2 week period.
  3. Li-Li will attend to a story presented in ASL for up to 15 minutes with 80% accuracy to be measured over a 2 week period.

Progress Report Date: 7/29/2009

  1. Li-Li has met this objective
  2. Li-Li is constantly acquiring new vocabulary in ASL. She consistently uses 2 signs, such as “Li-Li rest”, “Quinn sick”. She is putting 3 to 4 signs together more frequently this quarter but she still does not do this consistently in the classroom. Some of her longer utterances include,” Adrian absent sick”, “LiLi, snack all done”.
  3. Li-Li loves ASL story. She consistently attends to morning story in a small group for up to ten minutes. She is able to respond to simple wh questions about the story each day and can sometimes share her own similar experience. For example, when reading about Father’s day she signed,”My Daddy play”. Li-Li attends for up to 4 minutes in a large group setting, however this ASL story time is with the entire preschool of up to 30 children.

Li-Li is making sufficient progress toward meeting this annual goal within this IEP period.

Goal # 4 — Specific Goal Focus: Self-Regulation

Current Performance Level: What can the student currently do?

Li-Li is a delightful little girl who enjoys participating in a variety of play activities and is particularly fond of reading books. She is currently in daycare full time and transitions well from this environment to her weekly playgroup sessions in the Parent Infant Program. She has also been making weekly visits to a preschool classroom and also makes this adjustment easily. Li-Li displays a high level of trust and confidence and enjoys interacting with her peers.

Measurable Annual Goal: What challenging, yet attainable, goal can we expect the student to meet by the end of the IEP period? How will we know when the student has reached his goal?

Li-Li will adjust to her new school routine by working cooperatively in a group, patiently waiting for her turn and accepting classroom rules with 80% accuracy as measured by the following objectives:

Benchmarks/Objectives: What will the student need to do to complete this goal?

  1. Li-Li will use self-regulating behaviors to understand the concept of a rule with 80% accuracy to be measured over a 2 week period.
  2. Li-Li will use self-regulating behaviors to participated cooperatively in a group with 80% accuracy to be measured over a 2 week period.
  3. Li-Li will follow her classroom routines and accept simple rules with 80% accuracy to be measured over a 2 week period.

Progress Report: 7/29/2009

  1. Li-Li has met this objective.
  2. Li-Li has met this objective. Li-Li has become much more confident with her peers this quarter. The first quarter she was somewhat shy in group activities. This term however, she willingly sang her ABC song to the class and proudly would share things from home. For example, Li-Li got new rain boots and proudly modeled them for her class.
  3. Li-Li has met this objective. She continues to have complete understanding of her schedule and what is expected of her each day.

Li-Li has successfully met this annual objective within the IEP time period.

Goal # 5 — Specific Goal Focus: Spoken English/Communication (therapy)
Current Performance Level: What can the student currently do?

Li-Li is able to sit at a table to engage in structured and semi-structured articulation and language tasks for a 30~minute session. She enjoys hands-on activities to stimulate language, such as playing with themed toy sets (e.g., farm, dollhouse), crafts/playdough, puzzles, picture cards, and books. Li-Li is highly motivated by activities that involve letters and numbers, such as playing with foam numbers or cutting letters out of playdough and making short words (e.g., “Li-Li, mama”). Music is also a preferred activity and Li-Li can often be heard “singing” familiar songs.
Using both of her processors simultaneously, Li-Li consistently identifies the 6 Ling sounds during listening checks. At this point, she completes listening checks using toys to represent the target sounds. Also, using bingo games, Li-Li has demonstrated the ability to identify environmental sounds such a cat’s meow, a dog’s bark, a duck’s quack, and a cow’s moo. She recognizes familiar songs as well.

Li-Li’s articulation is steadily improving as she adds more consonants to her sound repertoire. She demonstrates typical patterns of unstressed syllable and final consonant deletion, but follows models exceptionally well to improve her utterances (e.g., “dj-yuh-tor” for “dinosaur”).

With continued support in the areas of aural rehabilitation, articulation, and receptive/expressive language it is expected that Li-Li will continue on a steady trajectory of improvement in her understanding and use of spoken English.

Measurable Annual Goal: What challenging, yet attainable, goal can we expect the student to meet by the end of the IEP period? How will we know when the student has reached his goal?

Li-Li will demonstrate improvements in structured tasks targeting aural rehabilitation (80% accuracy), articulation (75% accuracy), and receptive/expressive English vocabulary (5-10 words per theme).

Benchmarks/Objectives: What will the student need to do to complete this goal?

  1. Li-Li will demonstrate improvement in structured listening programs/activities (e.g., WASP – Word Associations for Syllable Perception, the SPICE – Speech Perception Instructional Curriculum and Evaluation, identifying environmental sounds, etc.) with at least 80% accuracy using listening alone.
  2. Li-Li will demonstrate of at least 3 additional consonant sounds at the syllable/short word level (e.g., k, g, h, I, f, rl). She will achieve at least 75% accuracy in producing these sounds in structured articulation tasks when provided with modeling and visual-tactile cues as needed.
  3. Li-Li will demonstrate increased understanding and/or use of at least 5-10 spoken English vocabulary words in each of 4-5 classroom themes (e.g., seasonal topics. weather/calendar words. etc.).
  4. Li-Li will participate in early phonics/phonemic awareness activities (e.g., naming letters, matching handshapes to printed letters, matching letters with the sounds they make) across a minimum of 15 sessions.

Progress Report : 7/29/2009

Objective 1) Li-Li continues to make progress on the WASP structured listening program. She completed levels I-A, 1-8, and I-C. On these tasks, she was able to imitate 80% of presented sounds such as “WEEee” and “tuh-tuh-tuh”, CV, and VC syllables (I.e. toe, zoo and up, oosh) with near accurate approximations through listening only. Li-Li has begun working on level-B, which requires perception of CVC words (hat, cup). On 19/24 trials, Li_Li  deleted the final consonant of the word I.e. hae/hat, tih/kiss. However, given speech reading cues, Li-Li is typically able to produce a final consonant when imitating a target word. In addition, Li-Li was introduced to the SPICE (Speech Perception Instructional Curriculum and Evaluation) this quarter. In this program, Li-Li is working on discriminating between stimuli that differ in suprasegmental information such as intonation, duration, and stress. For example, “Shhhh” (continuous) v. “Tick-tock Tick-tock” (Intermittent) or sentences like “The boy ran around the chair” v. single words like “Jump”. Li-Li discriminates words that differed in one vowel or consonant like “boat” v. “foot” with 75% accuracy.

Objective 2: Samples of Li-Li’s speech in both structured and informal communication reveal the presence of articulation errors including: p, b/f, t/k, dig, d/dg, and n/l. Given Li-Li’s age, some of these errors may be developmental rather than related to hearing loss. This quarter, Li-Li began working on production of the m sound. She is now able to produce the sound in isolation (e.g. “H-f”) as well as in syllables (e.g. “fee”) and repeated syllables (e.g. fah-fah-fah) with good accuracy. Work on If I and other specific consonant sounds will continue to improve production at the word level.

Objective 3) Li-Li practiced vocabulary presented through classroom themes this quarter including butterflies and their life cycle (i.e. butterfly, caterpillar), and Community Helpers (i.e. fireman, policeman, doctor, band-aid, medicine). Li-Li was able to label and identify 9/10 vocabulary words over two sessions.

Objective 4) Li-Li enjoys singing the ABC song while she signs the alphabet. She is able to identify many of her classmates names by identifying the first letter of their name. She has also successfully completed preschool alphabet puzzles. In this activity, Li-Li is able to find a given letter from a field of 5.

Li-Li has met her annual goal.