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(Continued from Page 1) level, another at the fifth grade.
With the younger children, she concentrates on concept development, for instance on the ordinal positions of first, second and third.
Certain days of the week, the time is devoted to the study of sign language under the guidance of Ester Settle.
After language, the more advanced students move on to math and spelling, "just like the rest of the school,” Coffey said. “They do many of the same assignments as other children. It just takes them a little longer."
She explained that the progress of her students is measured against their individual educational programs (IEPs) rather than the standard grading scale of A. B, C. D and F. Each IEP, developed in a joint conference between the teacher and parents, sets goal or mastery levels for the child, Coffey said.
No child is ever placed in special education without an IEP written first, she, continued. "It’s a year’s plan of what the child needs to work on. It covers goals, short and long term, and the child’s strengths and weaknesses.” Coffey noted that each IEP is reviewed at the end of every term at an up-date meeting with the parents and usually Dr. Rob McDaniel, special education supervisor, attending.
Classes for the mentally retarded are not totally ungraded. Coffey tests her students on particular skills but if they fail to do well, it doesn’t mean a failing grade. Instead, she reteaches, retests and. if necessary, reteaches and retests some more until the skill is mastered. Her program is the classic example of “if at first you don’t succeed, try, try again.”
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