Reply to 5 yr old terribly shy kid going to K and has anxiety issues

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Reply to "5 yr old terribly shy kid going to K and has anxiety issues - what to ask for in IEP"

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[quote=Anonymous][quote=Anonymous][quote=Anonymous]Oh geez everyone.  Does anyone have actual advice for the OP's question?

OP, I'm inferring that at the moment, your daughter has been deemed eligible for the IEP for K, and eligibility is not in question, is that correct?

And as you've described it, the issues that may interfere with her learning are her social skills - her ability to work with other children, communicate with the teacher, and demonstrate her knowledge?

So the issue is what kind of accommodations your daughter needs to help her in this.

Since you've mentioned that ASD is on the table, I think the best approach is to ask for accommodations that are designed to assist kids with ASD in their social skills needed for learning in K.  Off the top of my head, I'd say:

- pull-outs 1x/week for express social skills instruction with the social worker; plus "lunch bunch" meetings to work on social skills
- push-in hours with the special ed teacher during classroom times when more interaction is expected (e.g., if they have reading groups where they are supposed to read in teams; or other times where they are expected to interact and you don't think she'll be able to)
- training for the gen ed teacher on how to interact with her to get her verbal participation in class
- accommodations in the class that help her relieve her anxiety (quiet spot? sitting in front? not sure here.)

Since K is so very different from preschool these days, you'll also have to be prepared to monitor how she's doing, and convene a meeting with the IEP team if things don't work.  [/quote]

OP here. Thanks so much for your input as well as to others who gave me suggestions.

IEP meeting over. My DC barely qualified. We were told that the home school will evaluate progress and if deemed necessary DC may not have an IEP next year. They would like to see how DC progresses in mainstream classroom with so many kids. Accomodations include sitting in front, 1 hour with special ed teacher in class(which may be redacted if DC doesnt need it). No pullouts since its the social skills that are lacking and they want to focus on helping DC interact with others in a large group setting. DC does well with 4 or 5 kids.
I've been asked to speak with gen ed teacher regarding raising the hand, water breaks, bath room breaks.

I completely forgot about asking for lunch bunch..I will call and ask if they can include that.[/quote]

Ok, so you already know the services more or less, but are still drafting the goals, is that right? And it looks like they might pull the IEP next year?

In that case, I think it is REALLY important to draft specific goals that will show whether or not she's able to learn in the classroom with that minimal level of support.

I would focus on things like "4 out of 5 times, is able to answer clearly verbally when called on in the whole class" and "4 out of 5 times is able to interact appropriately with peers in group learning activities."

I think you also want goals in there to demonstrate her basic ability to learn in the classroom setting -- that she progresses appropriately in reading & writing.  Because if there are still residual language issues, you want to make sure that they are not interfering with her ability to learn.

I would go to the Common Core standards (or your state equivalent, or a state curriculum) and just match up the goals to some of those standards.  For Kindergarten, the Common Core includes Speaking and Listening standards, subdivided in to Comprehension and Collaboration, and Presentation of Knowledge and Ideas:

Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.K.1

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.K.1.A

Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.K.1.B

Continue a conversation through multiple exchanges.
CCSS.ELA-LITERACY.SL.K.2

Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
CCSS.ELA-LITERACY.SL.K.3

Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.K.4

Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
CCSS.ELA-LITERACY.SL.K.5

Add drawings or other visual displays to descriptions as desired to provide additional detail.

CCSS.ELA-LITERACY.SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly.

http://www.corestandards.org/ELA-Literacy/SL/1/

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