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Willa
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| Posted: May 14 2008 at 5:19pm | IP Logged
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I really liked Deborah's list of goals for her autistic son over in the RL forum so I asked her permission to quote them over here.
mom3aut1not wrote:
I like your long-term goals. Right now your *short-term* goals will help you determine curriculum. What do I mean? Let me give a couple of examples from my list for my son. Btw, he is autistic so his goals are somewhat atypical. I also have been making up these goals for a while so they are somewhat lengthy (which helps impress reviewers). You don't have to have a zillion goals, but I have found that the more specific my goals are, the easier it is for me to achieve them. I have also found it helpful not only in buying but in using curriculum -- I keep my eye on *my* goals, not on someone else's.
Language Arts
Goals
Learn to greet peer or adult consistently without prompting.
Learn to greet peer or adult without prompting and with eye contact.
Learn to ask the name of a peer without prompting.
Learn to ask the name of a peer without prompting and with eye contact.
Learn to follow two-step commands.�
Learn to distinguish between �How are you?� and �How old are you?�
Learn to converse on topics of great interest to him.
Learn to converse on topics of some interest to him.
Learn to converse on topics of little interest to him.
Learn to make inferences about feelings in stories.
Learn to recognise his own emotions and the emotions of others.
Learn how to express his own feelings appropriately and how to avoid tantrum behaviors.
Continue learning phonics. In particular, learn the letter clusters such as th, oi, ch, and so on.�
Learn about long vowels.
Listen to poetry.
Memorize three poems.
Learn to answer Who, What, Where questions.
Learn to ask Who, What, Where questions.
Learn to ask How and Why questions.
Learn to answer How and Why questions.
Learn to sort words into categories such as fruit and vegetables, the various seasons, and so on.
improve his ability to put pictures in a sequence.
Tell others the parts of a picture sequence in order.�
Improve auditory processing.�
Science
Goals
Observe the life cycle of a butterfly.
Learn that insects have three body parts, six legs, and a skeleton on the outside.�
Learn that insects hatch from eggs.
Learn about metamorphosis.
Learn the four stages of metamorphosis and be able to identify each by pointing.
Learn that insects may fly, jump, crawl, or swim.
Learn about moths and how they differ from butterflies.
Learn about mammals. In particular that mammals have hair, have live births, and produce milk.
Learn that mammals may eat meat, plants, or both.
Learn that mammals may run, fly, swim, or jump.
Learn that mammals live in the water, in deserts, in forests, and elsewhere.
Learn how animals prepare for winter.
Observe birds and learn about them.
Learn that all birds have feathers and lay hard-shelled eggs.�
Learn that birds usually fly, but may run or swim instead.
Learn that birds may eat insects, worms, seeds, etc.
Observe plants.
Learn that plans needs sunlight, water, and dirt to grow.
Observe the growth of seeds into plants.
Learn and identify the following parts of a plant: stem, leaf, root(s), and flower.
Investigate other topics as his interest dictates.
For resources I have more than fifty books listed for science and about ten resources for L Arts.
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Does anyone else want to share what they are thinking about for next year with their special-needs children?
I wrote a teacher's-summary for Aidan -- what we did this year and what my goals are for next year -- over here
I also wrote about how Aidan's testing and IEP went.
He is almost nine and according to the school evaluation tests out at about a 5 year old level. This puts him in the moderately delayed group and the school's recommendation was that he be put in the nearest day school for the severely disabled, which means a round trip of 120 miles daily. I turned down the recommendation and he will get to receive yearly evaluations at the local public school upon request, but no more therapeutic services.
I am going to try to list out some more specific goals for Aidan and so I'd love to brainstorm if anyone else wants to join in 
__________________
AMDG
Willa
hsing boys ages 11, 14, almost 18 (+ 4 homeschool grads ages 20 to 27)
Take Up and Read
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mom3aut1not
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| Posted: May 14 2008 at 6:31pm | IP Logged
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Willa,
Here is the whole set of goals for second grade. (I can also list resources if anyone wants.) Btw, he has met most but not all of the goals listed below.
Goals for Second Grade:
Religion
Goals
Learn to make the Sign of the Cross.
Learn a simple version of the Morning Offering.
Learn simple versions of various Bible stories.
Learn the various articles used in the Mass.
Listen to picture books tied to the liturgical year.
Language Arts
Goals
Learn to greet peer or adult consistently without prompting.
Learn to greet peer or adult without prompting and with eye contact.
Learn to ask the name of a peer without prompting.
Learn to ask the name of a peer without prompting and with eye contact.
Learn to follow two-step commands.
Learn to distinguish between “How are you?” and “How old are you?”
Learn to converse on topics of great interest to him.
Learn to converse on topics of some interest to him.
Learn to converse on topics of little interest to him.
Learn to make inferences about feelings in stories.
Learn to recognise his own emotions and the emotions of others.
Learn how to express his own feelings appropriately and how to avoid tantrum behaviors.
Continue learning phonics. In particular, learn the letter clusters such as th, oi, ch, and so on.
Learn about long vowels.
Listen to poetry.
Memorize three poems.
Learn to answer Who, What, Where questions.
Learn to ask Who, What, Where questions.
Learn to ask How and Why questions.
Learn to answer How and Why questions.
Learn to sort words into categories such as fruit and vegetables, the various seasons, and so on.
improve his ability to put pictures in a sequence.
Tell others the parts of a picture sequence in order.
Improve auditory processing.
Handwriting/Fine Motor
Goals
Maintain proper grasp for holding a pencil.
Practice writing upper case and lower case letters.
Learn to write his given name with both upper and lower letters.
Learn to write his last name with both upper and lower letters.
Practice cutting, pasting, folding, and maze tracing skills.
Learn to tie his shoes.
Use legos as desired.
Mathematics
Goals
Add two-digit numbers using several methods.
Add two-digit numbers with sums greater than 100.
With help, discover the pattern for even and odd numbers.
With help, discover the rules even-odd adding rules.
Connect even numbers with counting by 2s.
Recognize counting patterns of 1s, 2s, 5s, and 10s.
Continue a counting pattern.
Recognize counting patterns of 1s, 2s, 5s, and 10s, going up and down.
Continue a counting pattern, going up and down.
Review half.
Learn that a quarter is half of a half.
Review the values of a penny, a nickel, and a dime.
Learn the value of a quarter.
Count money using a penny, a nickel, a dime. and a quarter.
Recognize counting patterns in the hundreds and to continue them.
Review using place-value cards.
Understand, for example, that 13 tens is 130.
Review place value.
Add four-digit numbers on the abacus.
With help, discover how to add four-digit numbers on paper.
Write the > and < symbols.
Read the > and < symbols.
Understand subtraction as part of a whole.
Learn the terms minus and subtract.
Write and possibly state subtraction equations.
With help, compare addition and subtraction.
Solve subtraction problems by “adding on.”
Write such subtraction equations.
Write a box to show a missing quantity.
Measure using nonstandard units.
Be exposed to the term unit.
Learn the term perimeter.
Measure the perimeter of rectangles.
Solve the problem of constructing a rectangle with a given perimeter.
Make a ruler.
Review the term diagonal.
Use the ruler made in an earlier lesson to measure longer distances.
Estimate the number of tiles.
Make triangles with strips of paper.
Learn, if possible, the term isosceles.
Find the perimeters of triangles.
Practice subtraction by “going back.”
Learn to read scales.
Practice reading clocks to the minute.
Learn about halves and fourths through the dividing process.
Divide strips and squares of paper into halves and fourths.
With help, construct a bar graph.
With help, construct a line-plot graph using the information from the bar graph.
With help, read information from the graphs.
Be introduced to Venn Diagrams.
Construct an addition table.
Review the following addition fact patterns: +1, +2
Review addition facts whose sums are less than or equal to 10
Review tens.
Review the terms greater and less.
Review the following addition strategies: 9 plus, 8 plus, 2 Fives, doubles and near doubles
Learn to play Corners and review playing Rows and Columns.
Review odd and even numbers.
Review tens and hundreds.
Be introduced to early and late Roman numerals.
Adding 2-digit numbers, mentally if possible.
Review telling time.
Review adding quantities like 86 + 80.
Social Studies
Goals
Listen to stories from American history about famous figures.
Learn about holidays pertaining to American history: Columbus Day, Washington’s Birthday (President’s Day), Veterans’ Day, Thanksgiving, Martin Luther King Jr. Day, and Memorial Day.
Learn that what maps are. Be introduced to using maps.
See where various people we know as well as our family live on a map of the United States.
Learn about the globe.
Learn about the different continents.
Be introduced to the lives of people in different countries.
Listen to folk tales and other fictional works from all over the world.
Science
Goals
Observe the life cycle of a butterfly.
Learn that insects have three body parts, six legs, and a skeleton on the outside.
Learn that insects hatch from eggs.
Learn about metamorphosis.
Learn the four stages of metamorphosis and be able to identify each by pointing.
Learn that insects may fly, jump, crawl, or swim.
Learn about moths and how they differ from butterflies.
Learn about mammals. In particular that mammals have hair, have live births, and produce milk.
Learn that mammals may eat meat, plants, or both.
Learn that mammals may run, fly, swim, or jump.
Learn that mammals live in the water, in deserts, in forests, and elsewhere.
Learn how animals prepare for winter.
Observe birds and learn about them.
Learn that all birds have feathers and lay hard-shelled eggs.
Learn that birds usually fly, but may run or swim instead.
Learn that birds may eat insects, worms, seeds, etc.
Observe plants.
Learn that plans needs sunlight, water, and dirt to grow.
Observe the growth of seeds into plants.
Learn and identify the following parts of a plant: stem, leaf, root(s), and flower.
Investigate other topics as his interest dictates.
Health
Goals
Learn to wash hands before meals.
Learn to wipe his nose after sneezing or when his nose is running.
Learn four ways to prevent the spread of colds.
Learn to hold an adult’s hand when crossing the street.
Learn to look both ways when crossing the street.
Learn to play safely with peers: Be gentle. Don’t go too close. Use a quiet voice.
Learn to stay away from fire and matches.
Learn what to do in case of a fire.
Learn how to care for a cut.
Track good health habits for two weeks.
With adult help, make a list of emergency phone numbers.
Learn about the food pyramid.
Help fix a healthy meal for the family.
Help check our home for hazards and know how to make it safe.
With an adult, check for fire hazards.
Learn the rules of bike safety.
Review basic safety rules.
Music
Goals
Listen to songs that correlate with Sing, Spell, Read, & Write.
Listen to songs typically sung by small children.
Sing a song.
Listen to folk music and classical music.
Art
Goals
Be exposed to pieces of fine art.
Engage in a variety of art projects for different sensory experiences and to improve fine motor skills.
PE/Gross Motor
Goals
Throw ball underhand.
Throw ball overhand.
Play catch with someone ten steps away.
Kick ball.
Kick ball in desired direction.
Catch ball when it hits his chest.
Catch ball when it does not hit his chest.
Hop on one foot.
Balance on one foot for 5 seconds.
Balance on one foot for 10 seconds.
Skip.
Walk a six-foot line back, forth, and sideways.
Do a front roll and a back roll.
Do a forward falling roll.
Do the elephant walk, frog leap, and crab walk.
Increase flexibility.
Improve cardiovascular health.
Start making frequent exercise a habit.
Ride bicycle with training wheels.
Learn to brake with foot brakes on a bicycle (with training wheels).
Learn to use hand brakes on a bicycle (with training wheels).
Learn to turn corners on the bicycle (with training wheels).
Become more comfortable in the water.
Put the back of his head in the water.
Put face briefly in water.
Kick while using flotation devices.
Swim across the pool with a kickboard.
In Christ,
Deborah
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Willa
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| Posted: May 14 2008 at 8:01pm | IP Logged
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Deborah, or anyone else, how do you go about thinking up goals for the children? Do you mostly base them on what the next developmental step seems to be, or on what seems to be a good thing for them based on the needs in their environment, or a combination?
Do you look at developmental lists to come up with the ideas, or just brainstorm?
I would be very interested in knowing!
__________________
AMDG
Willa
hsing boys ages 11, 14, almost 18 (+ 4 homeschool grads ages 20 to 27)
Take Up and Read
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mom3aut1not
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| Posted: May 14 2008 at 9:38pm | IP Logged
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Willa,
I get my goals in different ways; it depends on the particular subject. For religion, science, health, and social studies I think carefully about 1) what material is accessible to him in terms of language skills and 2) what I would like to cover with him this year. So, if we cover birds, what basic information about birds do I really want him to learn? For math, I decide what objectives from RightStart math do I want him to learn. For language skills I think about what the SLTs are doing with him and what I want to work on with him. Same with fine motor skills. For health I have been able to take some stuff from Cub Scouts as well as what I do above. Art and music are mostly exposure subjects. I hope he will learn some songs, but I don't expect much concrete in those areas. For gross motor (aka PE), I use some stuff from Cub Scouts, some material I found somewhere and can't remember where, and what I'd like him to learn -- like riding a bike and swimming.
hhhmmm. I hadn't considered this that explicitly before.
So that's how I figure out my goals. It's not as complex as it seems. Goal setting is dependent on what sort of subject it is. Is it a content subject (social studies, science, religion, health) or a skill subject (mathematics, fine motor, gross motor) or an exposure subject (art, music, poetry), or a mixture (language arts). The goals for content subjects are determined mostly by what I want him to learn about that subject. The goals for skill subjects are determined by what he has already learned and the logical next steps. The goals for exposure subjects are pretty simple -- just to make certain I do that consistently. (I have worked that out for now.) Language arts has both exposure elements (poetry and stories) and skill areas (speech therapy goals and phonics) so I have both kinds of goals.
I need to do some more work on third grade goals -- for us the school year starts on 7/1 and ends on 6/30. I don't get a break to set things up so I need to do some more work now.
HTH!
In Christ,
Deborah
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Willa
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| Posted: May 14 2008 at 10:58pm | IP Logged
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I'll put Aidan's progress and brief list of goals over here so no one has to go offsite to read it:
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Aidan is turning nine on June 2, 1999 and is generally working at a mid to late kindergarten level. I have him placed at “special needs first grade” level. This is a description of the materials we are using with him in the homeschool, a summary of where he is academically, and a brief statement of goals for the upcoming year.
Phonics and Literacy
For reading and phonics, we are using Teach Your Child to Read in 100 Easy Lessons. He is on Lesson 34. We spend a lot of time reviewing so it has taken the better part of the year to get to that point. He knows all the upper and lower-case letters by name and by sound, and recognizes some of the phonograms, and can sound out CVCS with ease, but still has difficulty with blending, so he needs help to actually comprehend the words he is sounding out. He recognizes a few CVCs – like “cat”, “top”, “bus” – and can read them and spell them from memory. We play various word-building games like “what does X (word) start with?” and “What rhymes with (word)?” -- he does well with starting sounds but is still having trouble grasping the rhyming concept, though he knows several rhymes from memory.
In the next year my goals for Aidan are that he progress up to lesson 75 in the 100 Easy Lessons book, which will bring him up to a mid to late first grade reading level, and be able to recognize words in his environment -- for example, in easy books, street signs, and that kind of thing.
Penmanship
For penmanship, he is just starting the Handwriting without Tears first grade book, having finished the pre-Kindergarten and kindergarten books over the past couple of years. He can trace letters fairly well but has great difficulty in free-handing letter shapes, even when he has a model in front of him to copy. We have worked a lot with the Handwriting without Tears wooden letter forms and it took him a lot of time to be able to construct letters with these. He can draw lines and curves fairly easily and has a fairly good grasp on the pen and fairly good posture and pencil pressure, according to Aidan’s occupational therapist. His difficulty seems to lie in planning and constructing a letter shape. He has made some progress with verbal instructions in handwriting (start at the top, draw a line down, now back up and make a curve). I think that a system of verbal instructions along with tracing and copying – in other words, a multi-sensory approach – is going to be the best way to go with him next year.
Goals for Aidan in the next year are that he is able to write all the lower case letters and form some short words. We are also looking into the possibility of an alphabetic keyboard in order to allow him to progress in word and sentence composition while his writing skills catch up.
Arithmetic and Numeracy
For arithmetic, Aidan is using the Horizon Kindergarten Math book as a basic text, along with Miquon Math – Orange level which is a kindergarten-level book as well. He recognizes and can name numbers up to 20 with fair to good accuracy and is emerging in recognition and naming of high numbers up to 100. He understands the concept of counting and can rote-count up to 20 (skipping 15 usually) and higher, with guidance. However, he is still working on accuracy with one-to-one correspondence, since he tends to skip or double-count objects. He does better with manipulating real life objects in counting than he does with counting shapes on a page.
He understands “more” “less” “larger” “smaller” as verbal concepts and can judge comparatively with food portions and that kind of thing, but has trouble applying the concept to numbered groups of objects. He also has trouble dealing with sets of more than two. So for example, he can easily match two similar objects, and can often pick out “which is different” but still makes mistakes in picking out “which one doesn’t belong” with a group of objects. His problem doesn’t seem to be in observation per se, since he notices very subtle differences between two things, but rather in perceiving and categorizing several objects at a time.
He has no trouble recognizing shapes or colors. This has been easy for him for a couple of years now.
We have started working with addition and subtraction terminology and with adding and taking-away objects in real life using number lines and concrete items. He is very interested in charts and symbols so we play quite a bit with hundreds-charts, clocks, calendars and other kinds of measurement systems.
Goals for Aidan in the next year are that he will develop a larger math-related vocabulary and have greater accuracy in counting, measuring quantities, and understanding the concepts of addition and subtraction, plus be able to work with clocks and calendars and recognize and name larger numbers.
Other Areas
Aidan has access to lots of arts and crafts materials, musical experiences, and books. In the homeschool he is in an environment filled with access to a variety of conversational interactions and life skills experiences. He loves to converse and play word games and musical perception games. One of his favorite games is to take a familiar song and put new words to it, and he is very good at it.
His attention span for listening to stories is still at the pre-Kindergarten stage. He enjoys board books with pictures of objects, and simple rhyming or pattern-type books like “Are you My Mother?” or “Brown Bear, Brown Bear.” He does listen to more complex folk tales and fiction that I read to his siblings and does pick out bits of them and repeat them even though he is usually playing when I am reading them.
We use an informal theme-based approach to allow him to delve into subjects that are of interest to him. We make use of library books, images and pages from the internet, and real life experiences to develop his knowledge and skills in those areas. A few examples from the past year have been: types of vehicles, flags of the world, medical procedures, kitchen skills, clocks, calendars, and days of the week.
He plays often with construction toys like Duplos and blocks; educational games like puzzles; card games; a felt-board; a word-building box; magnet letters; pattern-beads; lacing boards; and electronic quiz games that teach phonics and math concepts.
He is quite proficient with computer use and knows how to pick out letters on a keyboard.
He loves the outdoors and spends a lot of time in our yard or playing on his scooter.
He struggles with new concepts and often appears at a disadvantage when introduced to something for the first time. However, with repetition he gains confidence and competence quickly, particularly with areas where he can use concrete objects or make use of a patterned routine.
We are looking into some public-school alternatives for him such as a charter school based in the county area and the California Virtual Academy. We have not made any decisions in this area yet. The decisions would be based on comparing the benefits he would receive by enrolling in these alternatives in terms of more services and support/guidance, versus the disadvantages in terms of less flexibility for his medical and developmental needs and more travelling time required.
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(By the way, I've pretty much decided against the charter school options but since I had discussed it with the school team I wanted to let them know what was going on with it)
I'm hoping to start planning out some specific goals now that I have all the information from the IEP (that was really nice to have and I'm going to make a point of asking for goal sheets from different therapists from now on -- D'OH!). Your goal list is very helpful for me, Deborah, since Aidan is close to Joseph in chronological age, maybe a bit behind in developmental age.
__________________
AMDG
Willa
hsing boys ages 11, 14, almost 18 (+ 4 homeschool grads ages 20 to 27)
Take Up and Read
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4Real Forums : Special Blessings
Topic: Are you setting goals?
