Usually when I talk about making progress and meeting goals, I’m talking about my own writing. Not this time. Yesterday, I had a meeting at Hayleigh’s school with her speech and occupational therapists and one of her teachers. We went over the evaluation report and her IEP for next year. Both of the therapists(the physical therapist wasn’t able to make it but her report was in with the evaluation) said she has made dramatic progress over the school year. and even the teacher is seeing her gain some more confidence although she still has trouble interacting with the other kids.
On her second trimester report card, she really only needed improvement in social interaction. She had mastered all the math expectations though. Her teachers say she is often hesitant to participate in classroom task even though her abilities show strength there. Her areas of academic strength are literacy and math skills. At home, she’s been asking me what 1+1+1+1=. Or what 10+10+10=. So since she was showing some interest in math, I printed out a worksheet that has addition problems with sums up to 5. We went through it, and she was able to figure most of them out(some with some rewording from me. From straight problems to word problems). When I mentioned this to the teacher yesterday, she said that’s what her daughter is just starting to do in Kindergarten. So, she certainly isn’t lacking in academic skills.
On her speech evaluation, the speech therapist at the school said she demonstrated receptive and expressive language abilities at and well above age-expectations but didn’t carry that over into her conversational speech. She also doesn’t share her needs, wants, ideas, and /or opinions with peers/adults without encouragement. She has made a lot of progress, but the speech therapist she’s been seeing since her 3rd birthday said her speech pattern “continues to be somewhat choppy, suggesting limited control of breath support for speech.”
For her actual evaluation results, she scored in the second percentile for gross motor skills over all. For stationary, she was equivalent to a 46 month old(so just under 4 years). For locomotion it was 25 months(which the physical therapist says she has “hypermobility of the lower extremity joints with decreased balance, coordination, strength and delay with her gross motor skills”). And on object manipulation she scored at an equivalency to 27 months. For her fine motor skills, she is equivalent to 49 months on grasping and 59 months for visual motor integration. According to the occupational therapist, she is now using the tripod grasp on her crayon about 75% of the time, but isn’t transferring that to a pencil. And she has been consistently independent with her scissor grasp and bale to cut out all the preschool shapes while staying withing 1/8 of an inch of the lines. These are great gains for her.
On a early academic and language skills survey given to her by the school psychologist, she scored 105 in vocabulary, 77 is expressive skills, 123 in receptive skills and 124 in numbers, letters, and words. On the CIRCLES assessment(evaluates knowledge of letters, vocabulary, rhyming, etc) given in the middle of the year, she scored satisfactory in rhyming 2, alliteration, words in a sentence, syllabication, and onset rime. She scored as emerging in listening and rhyming 1.
For next year, the therapists set up new goals since she has pretty much met the ones they had set for this year. For her gross motor skills, the physical therapist wants her to improve ability for jumping forward 24 inches, balance on one foot for 8 seconds, and participate in gross motor activities within the class. As well as catch an 8 inch ball 4/5 times when thrown from a 5 foot distance and kick a rolling ball a 7 foot distance. Right now she is able to jump forward 8 inches with a two foot take off and landing. She can jump 15 inches with a slight lead with one foot. She can jump down from a 7 inch height but is unable to jump a 2 inch hurdle. She can catch the ball 2/5 times by trapping it against her body and can throw it a 5 foot distance. She can throw a tennis ball overhand 3 feet and attempts to throw it underhand by using two hands. She’s been able to kick a stationary ball with the right foot 10 feet but has more difficulty kicking a rolling ball.
Her fine motor goals for next year are to: hold her crayon with a tripod grasp 100% of the time, hold her scissors correctly 100% of the time and cut out shapes independently, copy the letters(upper and lower case) with 75% accuracy, and color within the lines 90% of the time.As I said, she’s already holding the crayon the right way 75% of the time. And the OT did give me some fun activities we can do over the summer with her that will help strengthen her fine motor skills.
For her speech goals, there’s really just one. She wants her to “demonstrate ability to use developmentally appropriate final consonants in words in sentences when answering teacher questions after class story or during class discussion.” Right now she is speaking with grammatically appropriate sentence of 4-11 words in length. She continues to be very quiet with a choppy speech pattern. She has shown improved articulation though. She can ask and answer a variety of questions, recite songs/rhymes with the class group, and use language for a variety of purposes.
Like I said, she has made great improvements in just the last year. And especially since we got her into the early intervention program just after she turned 2(when she said maybe half a dozen words and barely communicated at all). There were some people that questioned my decision to do that, thinking she would just do it on her own. But, I think it’s the best decision we ever made. And her therapists are convinced by this time next year, she won’t qualify for services any more(and wouldn’t need them anyway). Which would be a great thing!