## Fall is here......

As we approach October, I hope that you and your students are settled into the classroom and have established a great routine to carry you through the year! With the approaching cooler weather, many students will be excited about Halloween, pumpkins and hayrides. Consider incorporating these themes into your curriculum to get students excited about learning. Students can write and edit scary stories, calculate the weight of pumpkins v. jack-o-lanterns or discuss the ways that different cultures celebrate the fall holidays. The opportunities are endless!

## Writing Great IEP Goals

As you are writing IEP goals, make sure that you are specific and that the goals are measurable. Anyone should be able to pick up the IEP, read your goal and know what to progress monitor. Specific goals are easily defensible in the case of lawyer involvement or a due process hearing and make it much easier to explain to parents what you will be working on during the IEP Term.

Sample goals are provided below:

Non-Specific Goal: Given a reading probe, the student will be able to answer 7 out of 10 comprehension questions correctly.

Specific Goal: Given a 4th grade comprehension probe, the student will be able to correctly answer 15 questions at the 4th grade level in 4 out of 6 trials on three consecutive biweekly assessments and advance to the 5th grade level and answer 10 correct questions in 4 out of 6 trials on three consecutive biweekly assessments.

Math:

Non-Specific Goal: Given a computation task, the student will be able to complete addition problems in 4 out of 5 trials.

Specific Goal: Given curriculum-based problem-solving tasks at the 3rd grade level, the student will demonstrate knowledge of basic facts for the four basic operations (addition, subtraction, multiplication and division) with whole number, fractions and decimals with at least 75% accuracy in 4 out of 5 trials.

Behavior:

Non-Specific Goal: Given an annual IEP period, the student will be able to achieve a satisfactory behavior rate of 95% across the curriculum according to the PBSP.

Specific Goal: Given an academic setting, the student will be able to demonstrate appropriate organizational skills, including recording assignments in the assignment book in 7 out of 10 randomly assessed trials per marking period.

Need more training? Contact me to schedule a sit down to review IEP goals!

## Calculating LRE v. Support Services

On every IEP, two calculations must be made:

Penn Data LRE- Time spent in the general education classroom with their general education peers (For example: A student that has all co-taught classes would have a LRE % of 100% or a student included in social studies and science classes, but pulled out for reading and math may come to about 45% LRE)

Type of Support Services- Itinerant, Supplemental, Full-time- This calculation takes into account how much time a student receives a direct service (i.e. special education teacher, related service such as speech, OT, PT, etc) (****This does not include time with an aide). (For example: A student in a co-taught reading and/or math classroom would be considered a supplemental student, but a student that only receives consult with a teacher or 30 minutes per week of speech would be considered itinerant) (*****Note: There are no full time students serviced in-district, all of these students are serviced in Out of District Placements)

If you have any questions on how to calculate LRE or Support Services, feel free to contact me.

## Tips and Tricks

Keep Your Eyes on the Prize

How do you choose what to teach? This question should cause you to examine what you are teaching and remember that the following answers should not come into your mind:

-Your teacher next year will expect you to know this.

-Because I told you so.

-You'll be asked this material on a test.

- This is what every class at this level is studying.

-I had to suffer through this, so should you.

One of the reasons why so little of what students study in school stays with them is because no one has demonstrated the usefulness of the information. Good teachers provide practical applications for the facts that they are presenting.

By starting with the big picture and working backwards, you can ask yourself what you want students to be able to do when they leave your class and then come up with activities to master that objective.

Have students choose goals on the first day of class and help the students take responsibility for what will go on in the classroom!

From The Eleven Commandments of Good Teaching by Vickie Gill.

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