Embedding Goals and Objectives into activities

 IEP's are developed to meet the child's need and to enable the child to be involved in and make progress in the general education curriculum. Activities should target specific objectives from the IEP to addresss during the lesson/unit. Teachers should write precise and delineated goals for what he/she want the student to be able to accomplish after each activity/lesson is completed. Also making note of what specific level (% accuracy) the student will perform a given task in order for the activity/lesson to be considered satisfactorially accomplished. Finally, the student's progress should be recorded into some form of data collection record.

Importance of Intervention Plans and collection of progress

An intervention plan is a specific activity or set of related activities intended to bring about reduction in a particular target. The intervention has a distinct process and outcomes objectives as well as a protocol outlining the steps for implementation. Interventions are important because they serve as a reference point for the specific goal. It provides explicit criteria for the student and is agreed upon by the teacher, IEP team and family members. Interventions offer a systematic means of providing feedback for improvement.
The collection of progress can be done in numerous ways. Some teachers use simple anecdotal/observation notes. Others may choose to implement a progress monitoring form. This form is a valuable tool when monitoring the students' progress on a specified goal or objective. The teacher is able to monitor the students daily progress by inputing the information into the form. Daily data analysis can help a teacher decide what needs to be focused on during a given day. Weekly or monthly data analysis allows educators to step back and see whether the educational strategies they are implementing allow the student to make adequate progress towards his or her IEP goals. If the student is not making adequate progress, the data can be used to provide a guidance about how a particular intervention(teaching strategy/learning activity) may be changed.

Roncker vs Walter (Arenda Lisane-Williams)

This court case was based around the placement with nondisabled peers. Least Restrictive Environment (LRE) To the maximum extent appropriate children with disabilities are to be educated with children who are not disabled. Removal may only occur when education is regular classes with the use of supplementary aids and services can not be achieved satisfactorily.

Roncker v. Walter, 700 F.2d 1058 (6^th Cir. 1983) (cert. denied, 464 U.S. 864).

This is the first case in which a federal court interpreted the LRE provisions of the Act.   This case involved a parents’ request for a continued placement in the neighborhood school for their son with a disability.  The school district argued that the student had not succeeded at the neighborhood school and he needed the special services available at the segregated county school.  The Court of Appeals found that the question that must be addressed was whether the student “could have been provided with additional services, such as those provided at the county schools, which would have improved his performance” at the neighborhood school.  [Id. at 1063.]

The question fashioned by the Court was whether the services needed and provided in the segregated environment could be feasibly provided in a non-segregated setting.  “If they can, the placement in the segregated school would be inappropriate under the Act.” [Id.]  This “portability” doctrine is the concrete expression of the separation of special education services and the setting in which they are delivered.

Introduction

My name is Arenda Lisane-Williams. I currently teach Preschool in Onslow County. I have a Masters in Elementary Education and I am adding BK and Preschool to my current license.  I have 3 beautiful sons, ages 7, 5, and 4 months. They keep me on my toes. I am looking forward to working with others in this course throughout this summer session.