IEP Progress Report: April 9, 2009

IEP Progress Report: April 9, 2009

Measured against Li-Li’s IEP goals, following is her first 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., doll house 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 painting 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 understanding 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: 4/9/2009

  1. Li-Li has met this objective. Through spoken English she consistently goes to the bathroom, lines up, washes her hands and gets her snack. She does well in morning circle also. She finds her first and last name when asked in spoken English.
  2. Li-Li is able to answer simple who and what questions with >80% accuracy in spoken English. She can answer some “Where?” questions such as “Where is Mommy or Daddy?” She will sign and say “Mommy Daddy working.” If you ask her where a classmate is her response is inconsistent. We will continue to focus on more complex WH questions with Li-Li.
  3. Li-Li has met this objective this quarter. She can say all of her classmates’ names and she knows many of the words related to the 5 senses. For example she says,”eye-see” “nose-smell” mouth-eat”. New vocabulary will be focused on in the upcoming quarter

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

Goal # 2 —  Specific Goal Focus: Expressive Spoken English
Current Performance Level: What can the student currently do?
Li-Li is fast becoming a “chatty” young child using either spoken English alone, ASL alone, or a combination of signs and spoken words.

Li-Li has a stock of spoken vocabulary words related to familiar people/pets (“mama, dada, Grendel”), routines (e.g., greetings, “night night”), nouns (e.g., “baby, bed, bath, dog,”), animal sounds, various numbers and letter names, some verbs (e.g., “go!, walk, eat”), some prepositions (e.g., “on”) and the pronoun “my/mine.”

Parents report that Li-Li sometimes resorts to pointing and grunting rather than use language to make requests. Li-Li typically produces spoken utterances that are 2-words in length, though recently she has started following models to produce 3-word utterances during structured play.

Her most recent evaluation at the DHHP estimated her expressive language abilities to cluster at the 2-year old level.  Li-Li would benefit from continued expansion of her expressive vocabulary in order to facilitate her ability to make specific requests.  It is expected that with modeling and practice, U-Li will increase her length of utterance using new grammatical structures and new and/or familiar vocabulary (e.g., expanding from “baby+eat” to “baby+eat+banana”).

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 expressive spoken English skills including using language to label items and make requests, increasing vocabulary, and increasing length of utterance 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 spoken English to label items and make requests with 80% accuracy to be measured over a 2 week period.
  2. Li-Li will use 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.
  3. Li-Li will increase her length of utterance to 2 – 4 word with 80% accuracy to be measured over a 2 week period.

Progress Report: 4/9/2009

  1. Li-Li has met this objective. She is able to tell staff, “My turn, no mine milk please, help open, It’s dry (meaning her diaper),  Li-Li’s snack”,  etc. throughout the school day.
  2. Li-Li has met this objective this quarter. Because Li-Li joined our class in early February it is unclear is she had a previous grasp of some concepts. She is able to talk about the days of the week, that we have chocolate milk, that we have rest after lunch, that we pack up and go home. She talks about what happens next on the schedule and she can say all of her peers names in the classroom. Expanding Li-Li’s expressive vocabulary will continue to be a focus during the upcoming quarter.
  3. Li-Li consistently uses 2 word utterances in the classroom.  She will say “my turn”” Li-Li dry”, ” milk please,” “all done”, but longer utterances are not consistently present in the classroom.

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. Li-Li is skilled in her ability to code switch from ASL to spoken English depending on the language at 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 tor up to 15 minutes with 80% accuracy to be measured over a 2 week period.

Progress Report Date: 4/9/2009

  1. Li-Li has met this objective. She consistently follows one step directions related to her daily routine. Li-Li will line up, go to the bathroom, clean up, get her blue chair for circle without any prompts throughout the day.
  2. Li-Li consistently signs two words together throughout the school day. For example she signs, “more milk”, “more sticker”‘, “more paper'” “Mommy sit”. She sometimes use 3 -4 signs when talking about her family,” Mommy, Daddy, Li-Li home,” but this length of utterance is not consistently observed in the classroom.
  3. Li-Li attends well to ASL story. She is able to attend for up to 8 minutes with a small group of children. She attends well when she is allowed to interact with the staff and the story. In a larger group her attention is not as long. She has been able to attend between 2 and 4 minutes with a large group. It is important to note that these observations have been made in a very large group setting of up to 29 children.

Li-Li is making sufficient progress toward meeting this annual goal within the 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 participate 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: 4/9/2009

  1. Li-Li has met this objective. Li-Li is a kind little girl who can easily wait her turn and share with her peers.  She does well each week in cooperative learning and follows directions and rules easily.
  2. Li-Li has met this objective. She patiently waits her turn and participates well in group activities. She does well in music, where she participates in group songs (Hokey pokey. the sh0e song) as well as cooking and cooperative learning each week.
  3. Li-Li has met this objective. She has a complete understanding of classroom routines and simple classroom rules. She is a joy to have in the classroom.

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 tasl<8 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., “di-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 Englisll vocabulary (5-1 0 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 and activities (e.g., WASP – Word Associations for Syllable Perception, the SP!CE – 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, r/). 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 : 4/9/2009

Objective 1)  This quarter. Li-Li was introduced to level 1-A of the WASP listening program, which focuses on sounds in isolation (e.g., “000000” for a siren, “eye”). After hearing each item presented through listening only (i.e., without speech reading cues), Li-Li produced accurate or near-accurate approximations tor 100% of targeted items. Continued work on this and other listening exercises will continue throughout the IEP period.
Objective 2)  In play-based activities, Li-Li was observed to use the /k/ and /g/ sounds in short words. For example. U-Li produced “gu” for “glue” and “cah” for “cut” after a spoken model. She uses /g/ spontaneously when saying “good night” (“goo nie”).

Objective 3)  Li-Li is gradually picking up vocabulary related to her school routines, such as the daily calendar. She has enjoyed competing activities such as selecting the day’s weather (e.g.,  sunny, rainy, etc.), selecting the day of the week, counting the dates (i.e.,  numbers up to 31), and deciding on tile correct clothes needed to match the day’s weather (e.g ., boots, hat, coat) with adult support.

Objective 4) Objective will be targeted in future quarters.
Li-Li is making sufficient progress toward meeting the annual goal by the end of the IEP period.