4th grade.
Deep exhale. Ah.
Big smile.
Teddy was away from the emotionally conflicted self-contained classroom.
He was back at his original school and in a mainstream classroom with his own aide.
Gone was the classroom teacher that said, “He is just going to have to learn…”
The above sentence was often finished with such things as… “to not work ahead.” (Because he was excited about the subject matter and could already do the work.) Or, “to not hit kids.” (Who called him “sick boy” and weren’t ever reprimanded for doing so.)
Gone was the principal whose vision and leadership style consisted of him saying, when we presented him with ideas and solutions that seemed completely workable and free of cost, “We don’t do that.”
Gone was the special education teacher who had no grasp on the concept that, despite the multitude of test scores showing Ted performing two grade levels ahead, was bored in class. And who not only supported the “He is just going to have to learn” model of special education, but whose only solution to anything regarding Teddy was behavioral charts. Like somehow putting him under a microscope and watching every freaking thing he did, with no instruction, no support for helping him through rough spots, was going to magically make all his challenges go away.
Neat trick, huh. Bet you can figure out how wonderful that worked…
All this CRAP was replaced by…
Two classroom teachers who each had a desire to see Teddy SUCCEED in the classroom, both academically and socially. You can read about one of these delightful ladies here.
A principal who kept asking me, “What can we do for Teddy?”
I gotta repeat that last one. Yes. She actually asked me just about every time I saw her, “What can we do for Teddy?”
Or sometimes it was, “He is such a gifted young man.”
Or, “Whenever I see Teddy in the halls it just seems like he is adjusting so well.” And she BEAMED when she said this, she took PRIDE in him and in her staff’s accomplishments.
And his special education teacher, it was as if she adopted Teddy as her own. She told me she had a special attachment to him and could see his talent and all he had to offer. “We just have to make sure we are helping him so that all that is good inside of that head and heart can come out.”
Yes! She said this.
And you can imagine how that made me feel.
Oh. My. God.
The most tremendous relief and happiness, ever. Some one else could see what I could see.
This is what I was told Teddy’s 4th grade year.
And he was successful because he knew he was RESPECTED and APPRECIATED.
Doesn’t everyone want and deserve to feel that way.
We had been transported into an entirely new universe.
The school looked the same but inside those walls and those halls was an entirely different attitude. Like new air had been pumped into the place and the staff was now breathing, “We can do it” air.
It was wonderful. It was delightful.
It was Fall of 2000 and with this new staff and Teddy’s new paraprofessional, Macy, I felt like I could breathe a little for the first time since the Spring 0f 1998.
And for the first time, in his IEP there were modifications and accommodations FOR HIM. I was like, I have never seen this before.
You mean The TEACHERS are going to ADJUST and ADAPT – FOR TEDDY!
It was a good sign. And it was a good year. A very good year.
Here are some of the accommodations listed…
- A “safe place” for cooling down to be used as needed
- Instruction in Social Stories (or Comic Strip Conversations) for calming down (example: “What I can do when I feel stressed.”)
- Visual and verbal prompts from paraprofessional/teachers as needed
- Flip card menu of appropriate requests (visual prompts)
- Checklist for books and materials
- Schedule in notebook (visual)
- Break assignments into smaller parts as needed
And now, here is Teddy’s IEP…
Student Profile: Teddy is nine years old and currently attends Davidson Elementary. He lives at home with his mother, father, and younger sister, Meg. Teddy enjoys computers and building toys. He especially enjoys horseback riding and has participated in competitions, winning several blue ribbons.
According to recent achievement assessments, Teddy scored extremely high in math computation, math application, and reading comprehension. His spelling is within the average range. He qualifies for the gifted program and attends that program weekly.
Teddy gets easily frustrated when completing written assignments and he hesitates to ask for help when needed. His frustrations, in the past, have resulted in outbursts in the classroom. Teddy’s mother states concern over his ability to organize his school supplies, often coming home without the books and supplies needed to complete his assignments. Teddy was diagnosed with Asperger’s Syndrome. The IEP Committee agrees Teddy needs special education support in order to be successful in the classroom.
Area: Social Skills
Present Level of Performance:
- Teddy has difficulty controlling impulses when he is frustrated or experiencing sensory overload.
- Coping is difficult (i.e. during teasing from others, frustration with written work)
Annual Goal (to be measured by achievement of benchmarks): Teddy will use appropriate coping skills 90% of the time.
Benchmark:
- Teddy will move to his bean bag or special desk in the room with minimal prompting 90% of the time.
- Teddy will move to the “safe place” when prompted 80% of the time.
- Teddy will ask to go to the bean bag or “safe place” instead of verbal outbursts 90% of the time.
Special Education, Related Services, Supplementary Aids & Services, Assistive Technology, Program Accommodations/Modifications and Support for Personnel (including frequency, duration and location)
- Bean bag chair in the classroom to be used as needed (or special desk)
- A “safe place” for cooling down to be used as needed
- Instruction in Social Stories (or Comic Strip Conversations) for calming down (example: “What I can do when I feel stressed.”
- Visual and verbal prompts from paraprofessional/teachers as needed
Area: Asking For Help
Present Level of Performance:
- Teddy does not appropriately ask for help
- Teddy becomes frustrated when he doesn’t understand and this can escalate to tantrums
- Students easily upset Teddy and he will not ask for help
- Teddy talks out (about the lesson) without permission
Annual Goal (to be measured by achievement of benchmarks): Teddy will ask for help appropriately 80% of the time.
Benchmarks:
- Teddy will raise his hand when prompted 80% of the time
- Teddy will ask for help appropriately when prompted 80% of the time
- Teddy will ask for clarification if he doesn’t understand the directions 80% of the time
Special Education, Related Services, Supplementary Aids & Services, Assistive Technology, Program Accommodations/Modifications and Support for Personnel (including frequency, duration and location)
- Social Stories or Comic Strip Conversations
- Flip card menu of appropriate requests (visual prompts)
- Visual/verbal prompts from paraprofessional/teacher as needed
Area: Organization Skills
Present Level of Performance:
- Teddy does not consistently write down homework assignments
- Teddy comes home without appropriate materials and books to complete his homework
- Teddy does not keep up with materials, assignments needed for class
Annual Goal (to be measured by achievement of benchmarks): Teddy will keep up with all supplies, materials, and assignment independently 80% of the time
Benchmark:
- Teddy will independently pack his book bag and materials 80% of the time (ex. To change class, go home, etc.)
- Teddy will independently select appropriate materials for class 80% of the time (ex. Getting ready for the day, class, getting out materials, etc.)
- Teddy will independently write down his homework 80% of the time
Special Education, Related Services, Supplementary Aids & Services, Assistive Technology, Program Accommodations/Modifications and Support for Personnel (including frequency, duration and location)
- Weekly/daily homework sheet
- Checklist for books and materials
- Schedule in notebook (visual)
- Notebook and supplies for each class
- Verbal/visual prompts from paraprofessional/teacher as needed
Area: Writing
Present level of performance:
- Teddy has difficulty with fine motor skills (handwriting)
- Teddy does well with a quiet place to complete written assignments but can, at times, become frustrated in the general group (distractions)
Annual Goal:
Teddy will demonstrate satisfactory (to the teacher) handwriting in written assignments
Benchmarks:
- Teddy will demonstrate satisfactory letter formation (manuscript and cursive) and spacing in written assignments 75% of the time
Special Education, Related Services, Supplementary Aids & Services, Assistive Technology, Program Accommodations/Modifications and Support for Personnel (including frequency, duration and location)
- Extended time to complete assignments as needed
- Break assignments into smaller parts as needed
- Separate place to complete written assignments as needed to help him focus without distraction
- Reduce the number of written assignments
Does this student receive all special education services with nondisabled peers? No. Pull out for one-on-one or small group time on occasion may be essential. Teddy needs quiet, alone time to complete work sometimes.
