1. Partnering With Your School To Help Your Child Meet Their IEP Goals Pal Parent Day Training Friday, October 29, 2010 Pam Prior Early Childhood Teacher Consultant

2. Review Current IEP Present Level of Academic Achievement and Functional Performance Goals and Objectives Programs and Services

3. Please Ask Questions Team is here to support you and your child. We certainly need your help because as the parent, you know and understand your child the best. Parent Teacher Conferences are coming up soon in November.

4. Primary Areas of Eligibility for Early Childhood Students Speech / Language Early Childhood Developmental Delay Physical Impairment Other Health Impairment Autism Spectrum Disorder

5. Assessment, Evaluation, and Programming System for Infants and Children Fine Motor Area Gross Motor Area Adaptive Area Cognitive Area Social Communication Area Social Area

6. IEP Goal and Objective Examples Three to Six Years Fine Motor Area Strand A: Bilateral Motor Coordination Strand B: Emergent Writing Gross Motor Area Strand A: Balance and Mobility Stand B: Play Skills

7. IEP Goal and Objective Examples (continued) Adaptive Area Strand A: Mealtime Strand B: Personal Hygiene Strand C: Dressing and Undressing

8. IEP Goal and Objective Examples (continued) Cognitive Area Strand A: Concepts Strand B: Categorzing Strand C: Sequesncing Strand D: Recalling Events Strand E: Problem Solving Strand F: Play Strand G: Premath Strand H: Phonological Awareness and Emergent Reading

9. IEP Goal and Objective Examples (continued) Social- Communication Area Strand A: Social- Communicative Interactions Strand B: Production of Words, Phrases, and Sentences Social Area Strand A: Interactions with Others Strand B: Participation Strand C: Interaction with Environment Strand D: Knowledge of Self and Others

10. Curriculum and Service Providers Fine Motor Area—Occupational Therapist Gross Motor Area—Physical Therapist Adaptive Area—Occupational Therapist, Physical Therapist, Classroom Teacher Cognitive Area—Classroom Teacher, Speech/Language Therapist Social-Communication Area—Speech/Language Therapist, Classroom Teacher Social Area—Classroom Teacher, School Social Worker

11. Fine Motor Develops as an extension of gross motor Enhanced by core strength and stability Stand at easel Work on the floor Goal is to develop good functional use of scissors and writing utensils.

12. Fine Motor Activities Massage hands and fingers Exercise hands and fingers Play with play dough, goop, theraputty Finger paint, pudding Tear paper of varying weights using two hands and pincer grasp Use tweezers, tongs for picking up objects Turning/taking off lids of all kinds Opening snack food bags Squeezing clothes pins Pointing with index fingers Finger plays Turning door knobs Opening drawers using 1 or 2 hands Opening and closing zippers on coats and back packs Pulling up shorts and pants Using spoon and fork for scooping and piercing Setting table—handling silverware Turning pages in books and magazines

13. Social-Communication Area Social-communication skills are those that involve communicating with others. These skills include listening, speaking, and understanding. (Birth to Three Years) These skills include understanding conversational rules and use of grammar. (Three to Six Years)

14. Language Receptive—How well we understand / comprehend what we see and hear. Expressive—How well we use language / words to express our thoughts and ideas. Articulation—How clearly we are able to make phoneme sounds individually and combined with others.

15. Supporting Language Development Model good language Label objects and actions with words Begin with concrete and move to abstract- the real object>picture of object>symbol of the object Read Alouds