Back to work.
I've got a section meeting today. Free Lunch. At some point I'll need to get upstairs and get my lunch chit. I also want to get the ball rolling on the CJR thing so I can get out of here before UEWR moves.
I've got training for SRP Tuesday, Wednesday, Thursday. Not sure why I'm taking the class, but they requested I take it. Another 20 or so training hours.
I'm not sure I slept good and I've already got a headache.
Free lunch and section meeting today. My stomach has been feeling bloated and sore for the last couple hours. Maybe I got a bad piece of chicken or something. I've got to go in early tomorrow to cover my administrative crap and prepare the people covering for me while I'm in training. I'll have to stay late after the class to clean up any messes created during the day.
I talked to my section manager after the meeting today. I found out my payraise amount and gently pushed to get off UEWR before its too late. Why can't I just be one of the worker bees. He keeps pushing for being a team lead, section manager, integration lead, etc. I just want to write some freaking code. What is so wrong with that? At least I got 194% of the average raise. The dollar amount is probably about average for my raises over the years. I'd have to go back and look it all up. The percentage is much smaller, but the salary the percent is based on is a lot larger.
We had the IEP from the school to review. I have not reviewed it yet and I had planned on asking Kate to take a look at it so we could change it while we still had a chance. However, Emily signed the form and sent it in. We did not discuss it at all, I guess she figured I read it and had no comments. I doubt we can get the form back and have to suffer through crappy goals for another year or pay to hold another IEP meeting and get the crap corrected. Emily says she didn't know I wanted to review it and that I'd never wanted to review it before. Hello? I always take off of work to attend the meeting where we go over the goals. I still need to get myself added as a parent. I guess we need to find out how to ammend the freaking thing.
Goal #1 Aiyre will increase he cognitive skills and classrom performance of desired tasks/activities.Aiyre will generalize skills learned in ABA sessions to the school environment.
Aiyre will answer yes/no questions with increase accuracy and with decreasing prompts/cues.
Aiyre will write her last name independently.
Aiyre will transition with her class with decreasing teacher prompts.
Goal #2 Aiyre will increase her peer interactions and attend to tasks/instruction in duration and exchanges maintaining eye contact.
attend to whole group instruction perions with drecreasing prompts and cues
engage in cooperative game activity with 1-2 peers, increasing in duration and number of appropriate exchanges verbal and/or action
initiate peer interactions and greetings with decreasing prompts and cues
generalize play schemes learned in ABA sessions to the school environment
follow a picture activity schedule
Goal #3 Aiyre will increase her receptive and expressive communications, in order to improve communication with adults and peers
Verbally offer a greeting/farewell to an adult or peer, given reduced cuing(imitation, verbal reminder), in 7/10 oppertunities
Answer a yes/no question with reduced cueing (imitation, choice, independently), in 7/10 trials
Follow a 1 step instruction with reduced cueing (hand over hand, model, point, independently), in 7/10 trials
Imitate a single word or short phrase when modeled by the therapist, in 7/10 trials
Goal #4 Aiyre will independently complete a teacher presented worksheet with minimal to no assistance within the time frame of her peers.
Aiyre will form presented letters in a variety of media with minimal to no assistance
Aiyre will complete a 2-3 step fine motor activity involving cutting with minimal to no assistance
Following a sensory motor activity Aiyre will complete a drawing activity within a defined space with minimal to no cueing.