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Question on Visual Motor Integration
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<blockquote data-quote="Mrs Smith" data-source="post: 87930" data-attributes="member: 3893"><p><div class="ubbcode-block"><div class="ubbcode-header">Originally Posted By: PollyParent</div><div class="ubbcode-body"></p><p>On his major goal from last year's IEP, he was supposed to make 80% progress. Last year he demonstrated 39% achievement, and so far this year he demonstrated 41% achievement. His achievement is increased, but is it reasonable achievement? I would say no, and the case manager was saying yes. We couldn't come to a resolution as to whether the 80% standard should stay in place, just because it was there last year, or whether we should rewrite his goals so as to have a reasonable expectation of being met, along with appropriate accommodations. A different goal at 80% success? The same goal at 60% success? What about the third goal where he showed no progress at all? Why keep it in there if there's no movement? </p><p></p><p>One of his goals from last year is that he will ask for help before displaying frustrated behaviors 100% of the time. (Ridiculous. I signed it last year without enough research on my part.) OK, that's just silly. Can we give him some training on how to relieve frustration, or make accommodations for his disability, or bring the goal into a reasonable target area? I don't ask for help 100% of the time and I'm not a nine year old boy with Asperger's. So let's work out what he needs to have if we keep those goals in place.</p><p></p><p>Then we would get sidetracked on the accommodations, and on logistics, and then the SpecEd director would attempt to get us back to a discussion of goals, benchmarks, etc.</p><p></p><p>But I agree -- a plan can look great on paper, but if it's not implemented, then what's the point?</p><p></p><p>Which is basically what happened last year. The case manager, the principal, and the aide want it all to stay the same, and the Director of SpecEd, the Behaviorist, and the parents want the goals to change.</div></div></p><p></p><p>The good thing is that they seem to be willing to work with you.</p><p></p><p>I'm not sure I'm completely following you on the specifics but I would ask you, what is the downside to your son if he doesn't meet his goals? What would lowering them accomplish? What would removing them accomplish?</p><p></p><p>Since they seem to be mainly behavioral, I would want to keep them in with at least a 75% (average) success rate. The case manager, principal and aide want him to meet these goals or want to see him attempt to meet these goals. If he doesn't learn to tolerate frustration in an acceptable way, he's going to be in trouble down the road. As long as they are teaching him the necessary skills to facilitate success, I don't see a problem. It took my son many years to meet important life skill goals on his IEP.</p><p></p><p>But I think what the people who work with him are saying is if you want to keep his placement the same they won't realistically be able to meet his needs. Maybe in order to do that, he'll need a more restrictive environment with more support personnel.</p></blockquote><p></p>
[QUOTE="Mrs Smith, post: 87930, member: 3893"] <div class="ubbcode-block"><div class="ubbcode-header">Originally Posted By: PollyParent</div><div class="ubbcode-body"> On his major goal from last year's IEP, he was supposed to make 80% progress. Last year he demonstrated 39% achievement, and so far this year he demonstrated 41% achievement. His achievement is increased, but is it reasonable achievement? I would say no, and the case manager was saying yes. We couldn't come to a resolution as to whether the 80% standard should stay in place, just because it was there last year, or whether we should rewrite his goals so as to have a reasonable expectation of being met, along with appropriate accommodations. A different goal at 80% success? The same goal at 60% success? What about the third goal where he showed no progress at all? Why keep it in there if there's no movement? One of his goals from last year is that he will ask for help before displaying frustrated behaviors 100% of the time. (Ridiculous. I signed it last year without enough research on my part.) OK, that's just silly. Can we give him some training on how to relieve frustration, or make accommodations for his disability, or bring the goal into a reasonable target area? I don't ask for help 100% of the time and I'm not a nine year old boy with Asperger's. So let's work out what he needs to have if we keep those goals in place. Then we would get sidetracked on the accommodations, and on logistics, and then the SpecEd director would attempt to get us back to a discussion of goals, benchmarks, etc. But I agree -- a plan can look great on paper, but if it's not implemented, then what's the point? Which is basically what happened last year. The case manager, the principal, and the aide want it all to stay the same, and the Director of SpecEd, the Behaviorist, and the parents want the goals to change.</div></div> The good thing is that they seem to be willing to work with you. I'm not sure I'm completely following you on the specifics but I would ask you, what is the downside to your son if he doesn't meet his goals? What would lowering them accomplish? What would removing them accomplish? Since they seem to be mainly behavioral, I would want to keep them in with at least a 75% (average) success rate. The case manager, principal and aide want him to meet these goals or want to see him attempt to meet these goals. If he doesn't learn to tolerate frustration in an acceptable way, he's going to be in trouble down the road. As long as they are teaching him the necessary skills to facilitate success, I don't see a problem. It took my son many years to meet important life skill goals on his IEP. But I think what the people who work with him are saying is if you want to keep his placement the same they won't realistically be able to meet his needs. Maybe in order to do that, he'll need a more restrictive environment with more support personnel. [/QUOTE]
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