VIDBE-Q Volume 65 Issue 4
schoolwork. It was a beautiful gamut of the ECC that blossomed due to support
from all members of the IEP team.
The success of goal day was due to a collaborative team led by the
determination of the students to accomplish their goals. Based on appearances,
goal day was chaotic. Students were spread out in the classroom, braille cards were
strewn on the tables, shoes were on the floor, some were in the bathroom brushing
their teeth, and some were brushing their hair. It was a stunning example of
students learning how to be self-directed, motivated, and independent. The success
of this day was also due to the tremendous support of our expert educational
assistant, occupational therapist, and speech therapist, who altered their schedules
to join. Students were leading the charge in preparing their supplies and practicing
their skills.
The energy led by the students radiated outward to staff and families to
practice their ECC skills beyond the classroom and to monitor progress. As part of
this unit, students were expected to evaluate their growth. Based on their learning
differences, we used an adjective system instead of a numerical range. Students
would say they did "better," or "still need help," or "I can do it all by myself." The
data may not have been quantitative, but having the students be part of this process
was crucial. Self-determination skills enriched the entire unit to foster
independence. The students kept their goal sheets in the backpack and it regularly
