Of course an IEP means Individual Education Plan, and should be individualized for each Special Ed. student. However, academic objectives that relate to the curriculum can be an aid in writing these IEPs. Hopefully, a teacher is not going to write inappropriate goals that do not relate to the child's level of functioning.
Incidentally, I never have my IEPs completed before the PPT. I currently only teach LD/ED students in a resource room, so most of my goals are academic goals. Behavior and psychomotor skills are very individualized!
Some teachers in Fairfax County, VA are using an IEP software program developed by one of their software specialists. It is very helpful.
SUBJECT:
Re: re: IEP FormsDate: 95-08-17 22:03:13 EDT
From: Socadream
It's all fine and good to come prepared with an IEP that has "DRAFT" written across it, just as I go into all my long IEP meetings with MY IEP "DRAFT". We, the staff and I (PARENTS-hubby too!) proceed to merge our ideas to best meet the needs of my child. Once I began to prepare ourselves for this process (many, many UNPAID hours also!), my child is recieving a much more appropriate placement and sevices. (with much improvement!)
I don't believe anyone was trying to attack anyone else, however can't you hear the mistrust of our schools felt by the parents? What is needed is some understanding and compassion for their need to vent and not sarcasm!
" Hopefully, a teacher is not going to write inappropriate goals that do not relate to the child's level of functioning."
That's the real issue to me. I knew a teacher who filled out the IEP in front
of the parents. She put the very same goals and objectives on eleven IEPs,
scheduled them all at the same time the following year, and taught them all
the same stuff. The problem? The objectives were only appropriate for two of
them. They were reading goals and two of the kids were on grade level in
reading and need different kinds of help (such as math).
SUBJECT: Re:IEP formsDate: 95-08-27 17:28:36 EDT
From: DStepien
I would love to see an IEP Form for an inclusive setting. I have an LD girl who is totally in an inclusive setting but I don't think general education teachers follw the adaptations she really needs to be successful. I am also a special education teacher.
SUBJECT: Re:IEP formsDate: 95-09-03 20:31:16 EDT
From: Gundug
I'd love a copy of the iep computerized program. Thanks! Gundug@aol.com
SUBJECT:
High School English IEPsDate: 95-09-04 09:40:35 EDT
From: Ratatat
Moved Message:
SUBJECT: Help if you can!Date: 95-09-03 16:38:56 EDT
From: FAlexan618
Has anyone out there had experience writing I.E.P.'s for high-school English classrooms? If so, I would like to see examples. I need help in this area. Could you either answer here or e-mail some information and encouragement to me?
What I would be concerned most is that the school district is appropriately serving my child's needs. Also, that the teacher reports any changes to the scool pschologist and your family. The next order of business is to get informed as to your child and your rights, because what I have personally seen districts do is the" minimium is the maximium". Another thing I have seen and you should not allow is to let anyone lower you expectations of your childs potential (i.e. within the parameters of childs problem). Remember you are the expert regarding your child not anyone else.
I authored the computerized Iep used by many of the teachers in my county (based on microsoft works 3.0) . It is very individualized, and has over 3000 goals, plus a lot of flexibility. We are also using it for child count, triennial etc. (Please dont ask for a copy, I would love to share, but... I am on a 2400 modem, long distance access and it is over 2 mb- it would probably cost me 50 $ to send)
Anyway, I am now being told that a recent lawsuit in Fairfax county, VA has been filed (or settled) saying that computerized IEPs are illegal... What does anybody know? (Please email your response too. I can automatic courier a whole lot quicker (i.e. cheaper) than get to the board.)
Thanks
SUBJECT: NO IEP YETDate: 95-09-08 22:11:06 EDT
From: W4621
My child is 4 years and 50% speech delayed, with no hearing loss. (She actually mixes ASL and verbal language, but not more than 2 word phrases.)
Her IEP is 18 months old, I am insisting on a new one. What are some of the
test performed to evaluate expressive and receptive language?
help
ww4621
SUBJECT: Re:IEP formsDate: 95-09-14 17:19:31 EDT
From: BurtonSD
Please let me know where I can contact you-I am unhappy with out present forms when we use them for inclusion.
Thanks
SUBJECT: Re:IEP FormsDate: 95-09-14 17:24:41 EDT
From: BurtonSD
The law does allow us to arrive at an ARD with a draft of an IEP. Of course,
the IEP must be individualized...butit still has to be written ON something
in order to be disseminated. Most of us are very very hard-working and
caring people; the sarcasm is not appreciated.
SUBJECT: Re:computer
IEP/legalityDate: 95-09-14 18:06:06 EDT
From: COOKIEM2U
I don't know anything yet about the lawsuit in Fairfax Co. Va. concerning computerized IEP's as of yet. I will be going to a meeting with a Fairfax Co. school system in the AM to try and get the system moving. I moved here from another state and am having trouble getting my son back in Special Ed.
I will contact the Virginia Advocacy Group tomorrow and see if they know
anything. Let me know if you here anything. Had always hear about how good
Fairfax schools were.......well I'm not impressed as of yet.
SUBJECT: Re:IEP
FormsDate: 95-09-15 08:54:57 EDT
From: Ratatat
<< Most of us are very very hard-working and caring people; the sarcasm is
not appreciated. >>
I think the "sound" you are hearing is the enormous frustration and anxiety
the situation causes parents and others. It is not a matter of competency,
though sometimes it is. I have heard too many war stories that amount to
atrocities committed by hard-work, caring, well-meaning people in the
schools. Lots of damage is caused to children and their families (who get
the fall-out) in the name of doing the right thing.
SUBJECT: Re:computer
IEP/legalityDate: 95-09-17 11:17:03 EDT
From: BakerTerri
>>Had always hear about how good Fairfax schools were.......well I'm not
impressed as of yet.<<
Fairfax like alot its neighboors has gone through a MAJOR growth spurt, not
that this is an excuse but I beleive it is the reason. The schools in NVA
are bursting at the seems. I live in a county right next to Fairfax, They
just opened a new elemetary 5 miles from here this year, the plan was to
lessen the load on other schools, Well the year starts and at the school my
son attends (even with the transfer of students) the population is the same
this year as it was last- with 2 less teachers : (
I am a teacher in Alabama and currently teaching high school resource LD and would like to receive a copy of the shorten form of th IEP. please send viva e-mail address klemleyoo7. Or Fax to 205-444-0014 attention kathy.
I would like a copy of your program also. I am PB92 AOL. Thanks.
SUBJECT:
Re: IEP formsDate: 95-09-23 10:50:27 EDT
From: PB92
I would like a copy also. Thanks. PB92
SUBJECT: Re:IEP FormsDate: 95-09-23 10:53:25 EDT
From: PB92
If you had been in close contact with me all year, I don't think we would
have to wait until the "official" day to decide what your child needs for the
next year. Don't be so angry. We want your child to get what is best for
him or her.
SUBJECT: Re:IEP FormsDate: 95-09-23 12:15:55 EDT
From: SusanS29
I want to encourage all people to allow others the freedom to express their frustration.Most teachers are excellent, andmost want what is best for their students.
However, as someone who has taught special education for 20 years as well as
someone who has a child who has had IEPs written for her I have seen
first-hand that
1) not all teachers give more than lip service to what an individual student
needs and
2) some teachers who really mean well really don't know what they're doing.
I think establishing "close contact" works both ways. Many times when parents don't come to the teacher the teacher has to make extra efforts to stay in touch with the parent.
This forum is one place where parents and teachers can converse together about these problems... but to do that we're going to have to tolerate and even welcome the comments from those who are frustrated and angry.
SusanS29-Forum Host
SUBJECT: Re:IEP forms TO TCHMDate: 95-09-28 13:56:08 EDT
From: MDixon1064
I AM VERY INTERESTED IN YOUR IEP FORM . I HAVE A CHILD IN AN INCLUSION CLASS
WITH 2 TEACHERS. PLEASE SEND ASAP
SUBJECT: IEP for Regular Ed ClassesDate: 95-09-29 12:44:45 EDT
From: RmSnwBrdr
I am a graduate student at Washington State Univ. working on my Masters in Teaching. My project includes incorporating IEP's into regular education classes. I am looking for any information about IEP research in this area. Has this ever been done before, and, if so, what have been the results? Any response would be greatly appreciated.
Can specialists legally serve EEN students outside their area of licensure? This question arises out of the need to serve Students With Disabilities who have been placed in homeschool classrooms as a result of inclusion.
"I have found out that my E-mail is: REM112861@aol.com"
No, it isn't, REM. It's:
REM112861
The @ will send it out to the Internet, and then the aol.com will send it back... to AOL-after a delay and added risk of being Lost in (Cyber)Space.
SUBJECT: Re:IEP FormsDate: 95-10-07 20:22:43 EDT
From: ChatmanB
To: BRL62 -
Good for you! I, too, am a parent who was shocked at the number of
people who WANTED the computerized forms. I've done advocacy in Illinois for
most of my daughter's lifetime - 19 years - and have known many professionals
who used computerized forms. NONE of the children who were supposed to
receive the "program" on the form ever got an individualized program that met
their unique circumstances! PARENTS EVERYWHERE SHOULD NEVER ACCEPT A
COMPUTERIZED I.E.P. FORM FOR THEIR CHILD. In fact, I usually suggest that
parents prepare their own I.E.P. before attending any meeting. Don't worry
that the format be perfect - just insist that the I.E.P. they wrote be the
starting point for discussion of their child's UNIQUE needs.
SUBJECT: Re:IEP
FormsDate: 95-10-08 19:40:45 EDT
From: Oynk oynk
I am sorry that you have seen bad computerized forms. They are not all bad. I have seen many people handwrite (and even, ugh, photocopy) identical IEPs for all children. To say that no one should ever accept a computer IEP form is, in my opinion, a bit hasty. My program has a bank of several thousand objectives, and I always type in additional ones on each IEP. The IEPs I produce are INDIVIDUALIZED!! Not only that, but the time I save is better spent serving the children.
As for bringing your own IEP to the meeting, that is a great idea and would
not throw me off a bit. I actually prefer to write the IEP with the parent
in front of the computer. Something that is not feasible (at least in a
reasonable amount of time) with a handwritten IEP.
SUBJECT: Re:IEP FormsDate: 95-10-09 02:17:39 EDT
From: SusanS29
" NONE of the children who were supposed to receive the "program" on the form ever got an individualized program that met their unique circumstances!"
Just the opposite happened when I used a computer to assist me in formulating a highly-individualized IEP for a student.
I say again-the fault is not in the computer. Those who would write a generic IEP for many students with a computer also do it when writing them by hand.
If a teacher has it in his or her mind to write a unique IEP for a unique
child, nothing will stop that. If the teacher has in mind to write the same
basic IEP for many students, he or she doesn't need a computer to accomplish
that. I have seen computers result in excellent, detailed and highly-
individualized IEPs, and I have seen handwritten ones that were just copied
over and over for multiple students.
SUBJECT: Re:IEP FormsDate: 95-10-10 09:44:27 EDT
From: COOKIEM2U
While we were in Massachusetts, and just learning about IEP's, my son had a
wonderful IEP that was computerized. Now we are in Virginia with a
handwritten one, and after a month, it will have to be rewritten. It seems
to me that it doesn't matter if it is handwritten or computer written. What
matters it the context of the IEP.
SUBJECT: Re:IEP formsDate: 95-10-15 11:43:42 EDT
From: Jri245
I am very interested as we are just beginning to mainstream children with
SEIT staff into the classroom and want to link ind. plans with classroom
curriculm This is at nursery 3s and 4s level.
SUBJECT: Re:IEP formsDate: 95-10-15 18:55:11 EDT
From: SusanS29
What is SEIT? Every state has its own ste of acronyms.
SUBJECT: IEP Computer
Form/IBM CompatibleDate: 95-10-19 20:33:29 EDT
From: Loreyhipow
I would like to have a copy of an IEP form I can use on my IBM Compatible. I
have to finish my forms in 2 weeks and manually and am from NY. I've never
an excellent series of books about children with disabilities. I teach high
school sp ed, working with LD, EBD, Tourette, CP, whew-a whole gambit of
disabilities. Also I have a gifted ADHD son. I suspect I'm an adult ADHD
too. Read Ingersoll's Your Hyperactive Child, and Hallowess's Driven to
Distraction , two of my favorites. Good luck to all of you.
SUBJECT: RE: IEP
FormsDate: 95-10-29 21:44:35 EDT
From: LukeGuy
My question is how can any of you share IEP forms from state to state or make
them two pages long? My shortest one is 6 pages for high school kids who
have to have transition goals. We have no choice in MN but to use the state
approved forms, whether that be Claris, MS Works, Filemaker, SCAMP. Maybe I
should move to a different state.
SUBJECT: Re:IEP PROGRAM Date: 95-10-29 22:41:01 EDT
From: Apv25
A great program can be obtained from EduCom, 8 Oak Street, Wakefield, MA.
You can contact the developers Paul and Ann Jo Jackson. Sorry, I don't have
the phone #. Good luck.
SUBJECT: Re:IEP PROGRAM Date: 95-10-30 00:33:03 EDT
From: LindaP1040
As a parent I too am shocked at the computerized IEP forms.... Our district has printed forms with "selections" to choose from, and from our last ARD I brought 12 pages home. What needed to be said, could have been summed up in two paragraphs, not selected from an item here or there on these ridiculous forms.
As for preparing the IEP ahead of time.....that IS against the law, however it happens quite often. I have had to remind my administrators of this more than once, and the parents I advocate for have the same problem. I think what upsets the parents so much, is that the staff come into the ARD with an attitude of "I am the professional, and I know what is best for your child", and do not listen enough to what the parents have to contribute.
Handwritten IEPs may take more time, but it is time well spent.
Individualized Education Plan...... means just that.
SUBJECT: Re:IEP PROGRAM Date: 95-10-30 09:29:27 EDT
From: SusanS29
"What needed to be said, could have been summed up in two paragraphs..."
Not and meet federal guidelines... :)
Where I taught every two months we got a new directive from our superiors about something on IEPs that had to be added or done in more detail. Now, they weren't sitting around thinking up ways to make IEPs harder to read. The state department of education would come in, randomly audit IEPs and find fault with them saying "This isn't in enough detail; that is missing" or whatever.
It got ludicrous. I have good reason to believe the state auditors came to
St. Louis to go to the ball games; it was always far worse during baseball
season. I met teachers at a conference once where the state examiners hadn't
been there in three years, but they were in the "backwaters" of the state and
there was nothing for the examiners to do at night.
SUBJECT: Re:IEP formsDate: 95-11-02 19:04:15 EDT
From: MarciaKnox
I am a teacher at a small bording school on Long Island. We have a small DVL (developmental language) department where we deal with students with mild to severe LD problems daily. My administration is asking us to develop an IEP program for each student and I would love to get a copy of your form to try and submit as a possible solution to their requests. You can reach me at MarciaKnox@aol.com.
Thank You
Marcia
SUBJECT: Re:IEP formsDate: 95-11-02 19:08:47 EDT
From: MarciaKnox
I would LOVE to recieve a copy of your revised IEP form....>:{) Please send
it to
MarciaKnox@aol.com
Thank You !!!!!!
SUBJECT: Re:IEP formsDate: 95-11-03 23:38:39 EDT
From: JTRANDALL
I recently had my first experience with a computerised IEP form. With my four children needing IEP's I have been to many IEP meetings over the years. My son's teacher called and asked permission to come with the form completed and that I would be free to make any changes. It was the best IEP form.
Almost all of my requests were already on the form and as I would have
written them. The ones I disagreed with we crossed out and pencilled in the
ones I wanted added. Give it a chance. I would suggest teachers should do as
my son's teacher did and tell the parents ahead of time and let them know
that this is a draft and lets add and delete to it. Also, I suggest never
signing the IEP at the meeting. Take it home and read it. When you get the
meeting notice time, I call the teacher to confirm the time and state that I
would rather not sign the IEP at the meeting but would like to take it home
One book that I used long ago is Do Bananas Chew Gum? I'm sorry, I don't
remember the author.
SUBJECT: Re:IEP formsDate: 95-11-09 10:01:44 EDT
From: Passarette
My son's school also uses a computerized IEP form, which I am not pleased with. My son is 6yrs old and last year's IEP included areas with "employment" (for a 5 yr old!) and was not really individualized. The teachers had to select from x criteria in each category, i.e. Language, ADL's and plug it in. The end result was an IEP that was not truly appropriate for my child. This year I am requesting a copy of the IEP before the scheduled conference, so that I may review it prior to seeing the teacher and come up with any suggestions at that time. Whether or not they will comply - is another story! I'm glad that there are some schools out there, like yours, that seem to have more individualized computerized IEP's!
Jean
SUBJECT: IEP PROGRAMDate: 95-11-09 17:44:21 EDT
From: BLeslie319
I HAVE BEEN WORKING ON COMPUTERIZED IEP GOALS AND OBJECTIVES IN CLARIS WORKS 4. I'VE RUN INTO SOME PROBLEMS. DOES ANYONE HAVE AN IDEA HOW TO CREATE COMPUTER GENERATED IEP'S FOR VERY LITTLE COST??? I'M Bleslie319
SUBJECT:
Student Teacher -HelpDate: 95-11-13 11:11:25 EDT
From: Ratatat
MOVED FROM ANOTHER FOLDER:
SUBJECT: Student Teacher - Help!!Date: 95-11-08 19:14:24 EST
From: ImANut23
I am a student teacher who is required to develop an I.E.P. for a spec. ed.
student in the classroom that I am doing my teaching in. What types of tests,
etc. informal observations, etc. do you suggest I use? I have only been in
the classroom one week now, and will remain there for only five more. Please
SUBJECT: Re:Student Teacher - Help!!Date: 95-11-09 10:42:47 EST
From: MPbamberg
The formal testing would depend on the age of the student and his/her L.D.. I have used the Woodcock/Johnson L.D. and Reading Evaluation, the KeyMath and the Detroit. You would also do an informal writing sample from a picture where you ask the student to create a story. Also, reports from teachers are also important. Look at history of student in the file in the office. You may see a trend.
I wish that I could say that I am teaching now but unfortunately the school wanted to save money and they hired someone for less money. It is a rough field for anyone.
SUBJECT: Thanks! Keep 'em coming!Date: 95-11-09 16:57:26 EST
From: ImANut23
Thank you for the ideas so far!! I really didn't get to do much in the classroom today - We had a field trip. However, I'm also thinking.... Is it really fair to the student I have chosen to assess to pull him out of classes to test him when he's already so far behind???
SUBJECT: Re:Thanks! Keep 'em coming!Date: 95-11-09 17:59:08 EST
From: CADKKK
What state do you teach in? Every state has a Parent Training and Information Center. These centers have wonderful materials on writing IEP's.
Most of them also give workshops on the subject, usually free. You might
also try finding PLUK (Parent Training and Information Center in Montana)
online. They have resources you could download. I think they are located in
the disabilities foruum. Good luck.
SUBJECT: Pull-out for testingDate: 95-11-13 11:16:04 EDT
From: Ratatat
MOVED FROM ANOTHER FOLDER:
SUBJECT: Pull-out for testingDate: 95-11-09 23:38:45 EST
From: AP80
You've hit on a sore spot for all of us. We're constantly trying to keep the student up with his/her classes, but something like testing puts us (them) further behind. I don't know what level you teach, but I'm at middle school, and I try to pull them from specials or labs (study halls, if they have them, which is rare). If I have to pull them from an academic class, I try to take them from their strongest one. It doesn't always work and sometimes I have to pull them out anyway because the testing has to be done. good luck
Im not only a Sp. Ed. Teacher, but Spec. Ed. MOM!!! Lucky me!! When writing an IEP, be sure that when the parent or anyone else is reading it, it will present an accurate profile of the student. There is nothing worse than goals that mean nothing!! Write SPECIFIC GOALS that mean something. I find that anecdotal observations are really useful. When you measure behavior over a random amount of time, you can look back and see if it is really a problem.
GOOD LUCK. YOU ARE GOING INTO A GREAT FIELD!!
SUBJECT: Re:IEP formsDate: 95-11-19 22:51:14 EDT
From: Bemrose
would love a copy, email SNT Wales
Thanks
SUBJECT: Specific IEPDate: 95-12-10 18:21:10 EDT
From: LONALD
How specific can an IEP get? Can we say only multiple choice tests for example? How about limiting 20 word spelling/vocab test to say only 10? Any good books or pamphets you can suggest for writing a specific IEP for my son?
An IEP can be VERY specific, however one must keep in mind that one doesn't want to ask for too much either, because one doesn't want to weaken the child either. IEPs must have very clearly stated GOALS with a plan on how to attain them. If you want to learn more about this there are several sources you can check into for complete information.
CHADD Educator's Manual which you can order from their distributor (Casat) at
1-800-545-5583
NICHCY (National Information Center for Children and Youth with Disabilities), a clearinghouse for information on children with disabilities.
They have very good information sheets on the IDEA and 504 regulations, IEP
steps and state resources lists, all at no charge. 1-800-695-0285
Attention Deficit Disorders Intervention Manual by Hawthorne Educational
Services. This is a very detailed book of specific lists of specific actions
that can be followed to address specific concerns. There is a discussion of
IEPs including a sample IEP using their manual. VERY GOOD. Hawthorne can be
called at 1-800-542-1673
I hope this helps.
SUBJECT: Re:IEP FormsDate: 95-12-19 18:40:36 EDT
From: Dizzyd1734
Could someone let me know exactly what should be in an IEP? I know it's
individual for each child, but I have an IEP meeting coming up and I feel my
child's IEP looks like every special ed. child's in his grade. Are there
certain things I should make sure are in the IEP? I called an IEP meeting
because they're not following his IEP, but I would like to go in really
prepared. Thanks for any help you could give me.
SUBJECT: Re:IEP FormsDate: 95-12-21 11:00:35 EDT
From: Ratatat
<<Could someone let me know exactly what should be in an IEP? I know it's
individual for each child, but I have an IEP meeting coming up and I feel my
child's IEP looks like every special ed. child's in his grade. Are there
certain things I should make sure are in the IEP? I called an IEP meeting
because they're not following his IEP, but I would like to go in really
prepared. Thanks for any help you could give me.>>
And IEP is an INDIVIDUALIZED education plan. That means that it is to be tailored specifically and exactly to meet your child's needs and to address and strengthen his areas of weakness. It should be VERY SPECIFIC and apply directly to detailed goals for your child.
If you can find a C.A.U.S.E. office in your state, contact them. They will
walk you through the process. This is an organization that exists to uphold
special education laws and to help parents have their children's needs
met!
SUBJECT: Re:IEP FormsDate: 95-12-21 22:13:34 EDT
From: Valsudur
A great source for IEP information is also:
NICHCY (National Information Center for Children and Youth with Disabilities), a clearinghouse for information on children with disabilities.
They have very good information sheets on the IDEA and 504 regulations, IEP
steps and state resources lists, all at no charge. 1-800-695-0285
If your IEP is coming up very soon and you are looking for specifics, you can Email me with a bio/diagnosis of your child, your areas of concern and I can try and guide you somewhat. I found it very tough to formulate and IEP without and hard examples of what to look for specifically.
If you have a local Protection and Advocacy agency, they can help you also. Since you are convening an IEP meeting because the school is refusing to follow the current one, it sounds to me like it is time to bring in an advocate anyways.
Best of luck
Randy
SUBJECT: IEP and the teacherDate: 95-12-22 20:36:26 EDT
From: LONALD
Should teachers have a copy of the IEP? All of my sons teachers say they
know they can read a copy of it in the LD teachers file. I think they should
each have a copy. Am I wrong?
SUBJECT: Re:IEP and the teacherDate: 95-12-22 23:37:44 EDT
From: HBarker732
In some places, there are laws or policies about who should have access to
the IEP. As a classroom teacher, we were allowed to have a person copy of
the child's goals and objectives, but the actual IEP had to stay in a special
ed file for security and privacy reasons.
SUBJECT: Re:IEP and the teacherDate: 95-12-23 22:10:09 EDT
From: Dizzyd1734
I xeroxed my son's IEP so there would be no confusion on compliance issues.
In our district the regular ed. teacher is to implement the IEP not just the
special ed. teacher. Our district has the special ed. teacher come into the
room for 45 minutes.
SUBJECT: Re:IEP FormsDate: 95-12-23 22:11:59 EDT
From: Dizzyd1734
Thanks so much for the information. I'll work on that over the holiday.
Happy Holidays and thanks again!
SUBJECT: Re:IEP FormsDate: 95-12-27 13:05:16 EDT
From: Dunseth
I have wrotten many IEP's and 504's over the years for both my daughter and other children. I find that they should be a detailed as possible with as many specific strategies, programs written in. This includes 10 spelling words instead of 20. Even those 10 coming from a specific source. It also might include accommodations to daily spelling homework. If school personal cannot write it on the IEP form (goals and objectives) that there should be addendum pages available - if not than write one yourself and have it signed by attendees. The IEP should address all educational issues - general and specific. Example elementary math goals may include continuing study of addition,subtraction facts. Ask how they intend to teach this and write it in. If this goal has appeared for two-three years and there hasn't been much progress (i.e. memory) than either re-examine test results ( you may need to have more testing done) and look to moving toward a calculator instead.Do not forget to discuss all tests that will occur during the duration of the IEP.
Make sure appropriate accommodations are in place for these and write them
in. Also important is the LRE (least restrictive environment issues) PE,
Lunch, Recess, LOCKERS was my new one this year. My daughter couldn't open
her locker that came with a built in lock so we had the school adjust the
locker to put a padlock on it for her. Another one of my favorites is
organization - I try to find some teacher LD/general or assistant that will
help her monitor her backpack twice a month. hope these ideas help. I'll be
"Can we say only multiple choice tests for example? How about limiting 20 word spelling/vocab test to say only 10?"
It's going to be hard to get the school to agree to only multiple choice tests; that would mean re-writing many tests for just that child. There are probably better alternatives anyway, such as letting the child dictate essay answers.
As for the spelling lists, it would be better to specify that the child will
retain say -- 80% or 90% of words initially learned, when tested a month
later. That way true mastery will determine how long his list is. If he can't
retain the words for a month, he hasn't really learned them. Shortening the
list will allow time for systematic review so he can hang on to what he
initially learned.
SUBJECT: Re:IEP FormsDate: 95-12-31 15:46:09 EDT
From: SusanS29
There are several excellent books out (paperback) on IEPs and the special
education system. Check with your bookstore. They can look in "Books in
Print" and find one or two for you.
SUBJECT: Re:IEP and the teacherDate: 95-12-31 15:48:12 EDT
From: SusanS29
LONALD, most schools require the IEP to be kept with the child's confidential records, not in the classroom.
But your goal is to have the teacher read it, right? Ask for a conference,
say in two weeks, and ask her to re-read the IEP so you can discuss it (then
do at the meeting). If you say "re-read" you express an assumption that she
has already read it once. She'll appreciate the courtesy (*especially* if she
hasn't read it yet...)
SUBJECT: Evalution Crit on IEPsDate: 95-12-31 17:36:51 EDT
From: LONALD
What exactly does it mean when the student's IEP says: Given informal (homework) and formal (tests & quizzes) asessment the student will complete the task with 80% accuracy? Is he to recieve a grade of at least 80? What if the grade is less than 80? My son got a D last quarter and has the same thing right now. Does that mean the teacher is not complying with the IEP?
What recourse do I have? He is in the 8th gade. Thanks for your time.
SUBJECT:
Specific IEPDate: 95-12-31 17:39:22 EDT
From: LONALD
As parents can we write our own IEP assuming the school agrees to it? We are
in the process of rewritting one now and need to know if we are suppose to
follow written regulation or can we write it based on what we have observed
in the classroom since the semester started?
SUBJECT: Parents vs TeachersDate: 96-01-03 21:18:38 EDT
From: LONALD
We are getting ready to do battle with our son's LD team on a revised IEP for the second semester. We are asking a lot and some negotiating will be necessary. What happens if there is absolutely no budging by the school on certain areas we want covered in the IEP? A good example is using only multiple choice tests and quizzes. What, if any, is our recourse?
SUBJECT:
Re: Evalution Crit on IEPsDate: 96-01-03 23:03:49 EDT
From: SusanS29
" Given informal (homework) and formal (tests & quizzes) asessment the student will complete the task with 80% accuracy? Is he to recieve a grade of at least 80? What if the grade is less than 80? My son got a D last quarter and has the same thing right now. Does that mean the teacher is not complying with the IEP?"
Pardon me, but that's a truly silly goal unless they have an aggressive plan in place to support it.
There are two options-teach him well enough that he earns those grades, or modify the curriculum until he can achieve at that level.
Such a goal does not mean that your son is responsible for raising his
Sometimes coming to the table with a proposed IEP already written is a great way to wake the school up to some facts: that he's your child; that you are supposed to participate actively in IEP generation; possibly that you're not happy with the current one.
It puts you in a much stronger position for negotiating the contents of the
IEP.
SUBJECT: Re:Parents vs TeachersDate: 96-01-03 23:06:14 EDT
From: SusanS29
" What, if any, is our recourse?"
There's a whole appeals process built into special education. They should
give you a copy of those appeals steps. Follow them to the letter, and then
if you still haven't gotten satisfaction post again. :)
SUBJECT: Re:IEP
MeetingDate: 96-01-05 19:06:45 EDT
From: Dizzyd1734
I had my son's IEP meeting. Everyone from the director of special ed,
principal, teachers, OT, psychologist, speech teacher were there. We spent 2
1/2 hours discussing concerns. Although the IEP still hasn't been written,
that will happen on Tuesday, I feel I got a lot of the issues regarding my
son addressed. I am requesting a full time aide, OT, and extended school
year. Thanks for all your help that got me this far:)
SUBJECT: Re:IEP computer
programDate: 96-01-07 02:39:27 EDT
From: User178028
I would like a copy of IEP FORM also. Please E-mail at America Online to
And I am glad that you are not one of my son's teachers. We (parents)
wouldn't need these "forms" if the school administration would exercise a
little common sense and listen to what the parents are telling you.....after
all it is our child and we know him/her best.
SUBJECT: Re:IEP FormsDate: 96-01-11 00:16:57 EDT
From: Jeysly
In my opinion, the school administrators, teachers, and special education personnel are not responsible for these forms. All this paperwork garbage comes from state and federal government agencies. As a speech-language pathologist, I spend more time doing paperwork than actually working with the kids who need help.
Jeysly
SUBJECT: Re:IEP FormsDate: 96-01-12 01:02:16 EDT
From: SusanS29
"In my opinion, the school administrators, teachers, and special education
personnel are not responsible for these forms. All this paperwork garbage
comes from state and federal government agencies"
You're right, and it's terribly time-consuming. I wish we could find a happy compromise. I taught special education before and after IEP's, and I have to say it was better after: I was a better teacher; the parents knew what was going on; and it was easier to gain the classroom teacher's cooperation.
However, much of the paperwork is redundant, and in our state some of it
seems designed to support a beaurocracy (who then has to read, consider and
even audit it) rather than further the cause of good education.
SUBJECT: Re:IEP
FormsDate: 96-01-13 18:36:29 EDT
From: Miller575
I am new to AOL. I have 2 kids with IEP's & had to engage lawyers to obtain the spec ed & related services they needed; for one of my kids we had an administrative hearing. The district ignored the hearing officer's ruling & we appealed to the commissioner of education. I found the issue of computerized IEP's interesting. Since I also work as a parent advocate I found many computerized IEPs to be a problem because they are misused.
Inappropriate goals & objectives are a common problem with the "cookbook"
IEP. If an appropriate goal/objective can't be found in the computer the any
other one that comes close seems to be oaky! A parent often has to fight to
get a handwritten goal added. I do realize that computerized IEPs can be
helpful, but often they are not individualized for each student & CSE's still
try to fit our "square pegs" into their "round holes" in the computer. As
the chairperson of our local SEPTA parent support group, I also encourage
parents to go to all meetings with a friend or advocate to take notes & offer
moral support. We may have come a long way but we have a VERY long way to
go. Debbie
SUBJECT: Re:IEP FormsDate: 96-01-13 20:21:58 EDT
From: CatSig
IEP are sequential and follow these steps: (1) Review the Evaluation Team Report; (2) Determine the Child's Need; (3) Write the goals and objective off of the Present Levels of Performance; (4) Determine Special Services or Suppport for success; (5) Then determine the least restrictive environment.
If every IEP team would follow these steps and individualize the IEP then
computer generated IEP's would become obsolete, because they can't be
individualized!!!!!
SUBJECT: Re:IEP FormsDate: 96-01-14 00:57:19 EDT
From: SusanS29
"If every IEP team would follow these steps and individualize the IEP then computer generated IEP's would become obsolete, because they can't be individualized!!!!!"
Sure they can. I did computerized IEPs for several years. EVERY SINGLE ONE OF THEM was highly individualized. It is possible.
Computers aren't the problem. You you know the old computer saying: Garbage in; garbage out. Computers only do what they're told to do.
If the people generating the IEPs intend to write good, individualized IEPs,
they will. They will use the technology when it helps and find solutions when
it gets in the way. My own experience was that it didn't get in the way, but
Has anyone found a really good group test to be used for tri-ennial or annual reviews.
I'm from Long Island, New York and our district has limited testing
time.
SUBJECT: Re:AssessmentDate: 96-01-17 17:29:26 EDT
From: Miller575
Hi Coranda. I read your post about group tests for triennials & annual reviews. There may be some tests that are popular but I was under the impression that since IEPs are supposed to be indidualized so are the annual reviews & triennials. If a district was testing kids in groups then it would be violating both IDEA & the NYS Commissioner's regs. If they do not have enough staff to conduct individual reviews then they could contract out for qualified evaluators. BTW I also live on Long Island. If you are a parent we have a parent support group. Please e-mail me if you're interested. Thanks.
Debbie
SUBJECT: Re:IEP FormsDate: 96-01-17 20:46:15 EDT
From: Naples4
BRL62,
It sounds to me like you are a true advocate for your child. You are exactly right when you say that IEP's must by law be individualized. It would seem that there are alot of teachers and related education professionals who are always looking for a short cut in this process. The process is designed this way as a safeguard to the student. I am not only a teacher, but a parent of a special needs child, and I have fought many a hard battle with the school district (my employer).
It has been my experience that teachers are extremely ignorant of the law.
SUBJECT: Re: IEP FormsDate: 96-01-18 20:25:32 EDT
From: DJust42892
Can some one help me with target behavior observation sheets? I would like to
know how other measure goals at the end of the year?
Does anybody know off the top of their head if OT/PT services by CCS in California LAUSD are supposed to go on an IEP?
Tanx, Randy
SUBJECT: Tying IEPs to Reg. ClassroomDate: 96-01-21 14:52:35 EDT
From: CoTeachNet
Dear Fellow Professionals:
WIthin this topic, I've read a lot about computerized IEP writing vs. hand-written. However, my concern is writing a viable IEP for our co-taught and included children who must survive in the regular classroom with the district-driven curriculum. If you are working with these models of special education delivery systems, I would like to see some discussion about how differently your goals and objectives are now written, how (or if!) you collaborate with your classroom teachers to write these goals, and how you assign minutes and person(s) responsible for implementation.
Thanks!
SUBJECT: Ohio IEP formDate: 96-01-23 21:15:45 EDT
From: Dobesmom
Any one out there had experience with the new Ohio IEP form? Supposed to be used state wide by '97? I just finished a district workshop about them and the new procedures. Do you have any advice? Dobesmom@aol.com
SUBJECT: How long?Date: 96-01-30 00:09:12 EDT
From: Oynk oynk
I was just browsing (http://www.access.digex.nt/~edlawinc) and came across a federal article answering frequently asked questions on IEPs. Well, one thing really caught my eye regarding the length of IEPs. It said that (I believe) 47% of the IEPs in the country are 3 pages or less.
Our IEPs, to be kind, are definitely not 3 pages or less, and I don't recall ever seeing one (other than possible a speech, or monitor IEP) that was that short.
So, what do you think folks...I'd love to hear how much paperwork the rest of
yes. any student that qualifies for IDEA gets all services through their
IEP.
SUBJECT: Re:IEP Forms ModificationsDate: 96-02-06 21:31:08 EDT
From: Fraggle702
Help, I'm interested in determining if assessments reflect what is being
included in the IEP in terms of modifications. Are the modifications a true
reflection of the student's strengths and weaknesses or is this being
influenced by the parents. NINA
SUBJECT: Re:IEP and the teacherDate: 96-02-06 21:35:51 EDT
From: Fraggle702
Lonald,
IEP's are legal and classified documents. It is the teacher's responsibility to know the contents of the IEP and more specifically the modifications. In my school we, the resource center teacher gives a copy of the modifications only to the mainstreamed teacher along with an explanation. Hope this helps.
I have worked with another person in our county to develop a shell with typed IEP objectives and criterion , etc. for the students...and I have a mac...the form was done on Microsoft works 2.0...and it is a life saver for me....I can cut and paste as appropriate..and keep from year to year....it is wonderful....email me if intersted...
SUBJECT: Re:dizzyd - "extended school yDate: 96-02-23 21:17:22 EDT
From: Lil Apron
Extended school year services are usually provided to students who have critical life skills and would regress so much in the summer without school that it would take longer to recoup the skills than normal... It usually falls into the categories of self help (toileting skills, feeding, etc.); communication skills..;.behavioral..(behaviors interfere so much with learning..that you concentrate on working reducing the behaviors and less on the academics)
Does this help? I hope so...children with ADD don't usually fall into this category...it must be discussed at each childs annual review meeting...and a decision must be made...but the key word is CRITICAL life skills...
I was truley amazed to see all those people requesting forms! Yes I am mad. We had a draft IEP mailed to us that we had not taken part of in it's development. To top that off, they took an attendance sheet and attached it to the IEP. The attendance sheet came from the classification meeting in which we left being in total disagreement with their Classification. This happened one month after the Director of Special Services was Convicted of cutting and pasting a parent's signature. This Director is taking me to Due Process next week for not wanting to classify my son! Big fight, long story. No Parent should have to go through this!
JOY
SUBJECT: IEP's for Co-Teaching ModelDate: 96-02-25 22:02:22 EDT
From: RWangerin
I also have concerns similar to those expressed by CoTeachNet, 96-01-21. I am teaching in an Alaskan bush village, within new 100% inclusion model. We are having great results K-12, but IEP FORMAT for secondary students now becomes archaic relic. Reasons for IEP still remain valid, but beyond specifying classroom modifications, I am at a loss as to how content goals and objectives can be written without just restating district curriculum.
During 18 years of Sp Ed teaching the IEP made sense to me as a written record of individual's curriculum in Sp Ed pullout classes. Now that student's are in reg ed classes, most of the content of the IEP becomes redundant. There is confusion over assigning minutes and *persons responsible,* let alone restating goals and objectives for class content. Behavioral goals/objectives remain viable, along with transition g/obs, but I have found no examples for subject content, especially at middle school and high school level.
If anyone out there is willing to share sources or examples I would
I am Resource teacher, and would love to get a copy of a computerized IEP or goals sheets to use with Ms Works. I do not intend to develop the IEP before the M-Team. I have my census and some other forms our system needs on my laptop computer, and it takes much less time than having parents, teachers, etc. sit there and wait on me to hand-write 3 or 4 different forms which usually contain the same amount of information. What's the difference in whether I hand-write an IEP or type it, so long as it is just that>>>>an Individualized Education Program??? Tomorrow I have 6 M-Teams throughout the day. Since most last between 45 minutes to an hour or longer, I lose 1 entire day of instructional time with my students. Believe me, I can type much faster than I can write. Most of the parents of my students have to leave work to come to the meeting, and computerized forms would be a more efficient use of their time and mine. Besides, when any parent feels uncomfortable with making a decision, we don't rush them. We just reschedule the meeting if necessary, or keep trying till we all work it out.
I know some parents have had bad experiences with schools, but most of us
really care about what's best for the child. Most of us have had some bad
experiences with parents too. The thing to remember is that we are all
advocates for your child. You are an advocate, the teacher is an advocate,
as is every member of the M-Team.
SUBJECT: Re:Tying IEPs to Reg. ClassrooDate: 96-03-09 15:28:11 EDT
From: DBGRANT
I too would be intersted in this discussion as our district is moving in this area.
Not only the responsible parties in the goal & Objectives but determination
of academic measurement and responsibility in this inclusion setting. Issue
of more people and coordination so the focus of the goal & objective does not
Parents who are curious, troubled, or simply need some reassurance regarding their child's education may speak confidentially with a volunteer principal or school psychologist on March 24, 25, 26.
Members of the National Association of Elementary School Principals (NAESP) will operate a toll-free phone service to promote family involvement in schools.
The number is 1-800-944-1601. It operates only during the following days and times:
Eastern Time:
Sun. March 24 (2pm - 8pm)
Mon. March 25 (8am-8pm)
Tues. March 26 (8am-2pm)
In the past, calls ranged from preschool to high school on such topics as:
discipline policies, tests, learning difficulties, giving advice to teachers, and easing difficulties between schools and families.
You may also request a free English or Spanish copy of "Now We're Talking," a booklet that helps parents know how, when, and why to get-and stay-in touch with their child's school.
Call us!
SUBJECT: Re:IEP formsDate: 96-03-13 22:00:37 EDT
From: Sauerls
please send info on IEP goals and objectives-that time of year for
reviewing old goals. Let me know if there are good computer programs to write
the objectives too. thanks. sauerls
SUBJECT: Re:IEP formsDate: 96-03-13 22:03:14 EDT
From: Sauerls
MMcgru 5900 please send two page IEP form by email to sauerls at aol thanks
in advance
SUBJECT: RE: IEP FORMDate: 96-03-17 19:28:44 EDT
From: SHams
Could someone please E-Mail a Copy of the 2-Page IEP form to me or let me
know how to obtain one. SHAM@aol. Thank You.
SUBJECT: Re:IEP forms TO TCHMDate: 96-03-18 16:22:20 EDT
SUBJECT: How Long-OynkOynkDate: 96-03-19 23:19:23 EDT
From: JMail10
I cannot believe the average IEP is only three pages. It can't be too detailed. I write speech IEPs all the time-and mine are over three pages unless the student is going onto monitor. Even then if you add the goal & objective page to the minutes, you'll come up with more than three. Anyway-I agree. And the school district I worked for tried computerized IEPs, but found they were not acceptable a few years back.
SUBJECT:
Collaboration and Head StartDate: 96-03-21 23:21:28 EDT
From: Wynterwren
I work for the Head Start project in Texas as a disability coordinator...as of lately we have federal regs that require our program to work in a much closer relationship with the public school disticts...I would to talk to anyone who has or is working on collaboration agreements with the HS programs in their areas.
Thanks..Suzi
SUBJECT: Re:Collaboration and Head StDate: 96-03-22 19:49:15 EDT
From: ValeriePG
Suzi,
I am a Special Education teacher in a Head Start Program in NYC. I'm am actually employed by a PreSchool for SPED kids, who have been integrated into the HS. Our SPED children are primarily identified as having Speech/Language Delays, and some with ADD (and any combo. within). The program has only been in existence since Sept., but for the most part, things are going well. If you want to ask any specific questions, let me know.
Valerie
SUBJECT: Re:IEP formsDate: 96-03-26 22:48:10 EDT
From: ERBFOUR
I WOULD LIKE A COPY OF THE COMPUTERIZED IEP FORM. THANKS. ERBFOUR
SUBJECT:
Re: IEP formsDate: 96-03-27 19:31:05 EDT
From: SusanS29
ERBFOUR, please: use both upper and lower case when posting. ;)
Thanks.
SusanS29, Host
SUBJECT: Re:IEP formsDate: 96-03-28 19:17:53 EDT
From: Kannengies
After reading all the pros and cons of computerized IEPs I felf I had to add my two cents. I am an LD teacher who uses a computerized data bank to complete my IEPS. I make a draft with the parents and other team members using the IEP handbook as well as the goals on the computer (which are the same). We are also able to imput our own goals. The final draft then is printed out on IEP forms. All the forms are neat and legible (all 4 carbon copies). There is nothing more frustrating than getting a new student's IEP that you can't read because of poor penmanship or poor photocopying. If computers can save us all from that one headache then I am all for it!
SUBJECT:
Re: IEP formsDate: 96-03-28 19:45:08 EDT
From: ValeriePG
I'm interested! I'm interested! I'm an integrated pre-school teacher and
I too am needing information and/or advice on the new OH IEP form. I would really like to share experiences with any other Special Ed. teacher/s from Ohio on this matter. I am head of Spec. Ed. in the Delaware City Schools system which utilizes a team teaching approach...any advice that you would be willing to share would be most welcome. I am a little surprised that there have not been more postings by Ohio teachers requesting similar info...Perhaps this folder might provide the opportunity for more input.
I would like a copy of the IEP computer program and the inclusion IEP program, too.
Thanks!
SUBJECT: Re:Mediation v. Due ProcessDate: 96-05-08 01:29:52 EDT
From: Jeannh
In CA, mediation is always offered when due process is requested. It can't hurt. In my case, it was successful. Generally, if you bring an attorney, so will the district. The only thing to remember is that the IEP rules are not enforced in mediation...it's a kind of free-for-all! Not for the faint-hearted, but usually over in a day or two with good results. It's MUCH cheaper for the district to settle in mediation than go to hearing, and they don't get in trouble for all the things they haven't done and were supposed to in mediation like they do in a hearing.
Just be prepared!!! Take a friend, and if they can't stay all day, have them
I teach sped in TN. We have "extended school year" as a component of the IEP
and it must be addressed at the annual review. The team must decide if it is
appropriate. We have used summer workbooks, work packets for speech/language,
provided 3 hrs. a day for 10 days of summer services, paid for speech therapy
in the summer, and had severe kids in a 4-week program that not only provided
academics but related services, such as OT & PT. We have a lot of freedom but
you have to weigh each child's situation and try to decide how much, if any,
regression will occur if no services are given. It doesn't always mean summer
school!
SUBJECT: Book on Better IEPsDate: 96-05-14 21:36:06 EDT
From: IzzyVa
The speaker at our last autism chapter meeting was Barbara Bateman, a lawyer with a doctorate in special education. She was terrific! She gave great practical ideas on how to develop a good IEP. She has written a book (mine just came in the mail today) called:
" Better IEPs: How to develop legally correct and educationally useful programs."
It is available through SOPRIS West. You can e-mail me for their 800 number
Chris
SUBJECT: Gifted IEPDate: 96-05-27 22:18:08 EDT
From: Ohl1995
Our school is looking for an IEP form that we can begin to use for gifted students. If you have any simple forms with career guidance, I would appreciate any information or forms you might have on this. I am totally new to this concept.
SUBJECT: Re:How long?Date: 96-05-28 19:29:44 EDT
From: SPED4ALL
Just found your question re: length of IEP's!!! I would love to get mine to
3 pages. THAT'S a JOKE!!. I have students w/ mod-sev disability & my IEP
averages 6 pages excluding the conference summary pages (2). My director
wants 1 objective per page (HA HA). The less writing I have to do the
better. Thanks for the laugh. =)
SUBJECT: Re:NO IEP YETDate: 96-05-30 21:12:28 EDT
From: Srhulit
E-mail me and I'll be glad to run down some of the tests I'm familiar
with...I'm a speech pathologist in Ohio public school
system...Srhulit@aol.com
SUBJECT: Negotiating Services in IEP Date: 96-06-01 11:16:58 EDT
From: CDanClark
I have a fourteen year old son with an Auditory Processing deficit, memory deficit, and hearing impairments. He has been in a private school for LD student since 2nd grade and now wants to go to public school. We have been through all of the testing/evaluations and have been told he qualifies for Learning disability services, language therapy, and hearing impaired services. When I have asked exactly what these services will consist of, I have been told we will work all of that out at the IEP meeting coming up next week. Coming from the private school environment where his teachers and tutors did everything they thought necessary to help my son learn, I know find myself concerned that I have not prepared myself to "negotiate" services on my son's behalf next week. I live in the state of Virginia (Chesterfield County - suburb of Richmond).
I am most concerned about classes that they want to mainstream my son in. Social Studies, for instance, will have no LD resources in the room. I know I can asked that he be provided with copies of class notes and be given more time for tests and projects, but I am not comfortable this will be enough. My son has real difficulty understanding verbal instruction and in a large classroom I do not think he will be able to stay focused on the teacher.
What can I reasonably ask for/demand in terms of support for him at this upcoming IEP session. Any advice would be welcome.
Thanks.
SUBJECT: Re:Negotiating Services in IEPDate: 96-06-01 14:46:58 EDT
From: SusanS29
"Coming from the private school environment where his teachers and tutors did everything they thought necessary to help my son learn, I know find myself concerned that I have not prepared myself to "negotiate" services on my son's behalf next week. I live in the state of Virginia (Chesterfield County - suburb of Richmond)."
I suggest you ask his present school for what they would put on his IEP.
Kick around the anticipated difficulties, and try to go prepared with
Just read your message IEP's. I'm from PA. Would like to examine a
sample.
SUBJECT: Re:IEP formsDate: 96-06-08 10:16:40 EDT
From: Rdnttxcobb
I'm interested in learning about your work in collaborative classrooms and simplified IEP's. I am a resource teacher at a local middle school and I would appreciate your help.
RnttxCobb
SUBJECT: Re:IEP formsDate: 96-06-08 10:19:11 EDT
From: Rdnttxcobb
From RnttxCobb, I forgot to say that I use an IBM compatible. Can you still help me?
Thanks! RdnttxCobb
SUBJECT: Re:IEP formsDate: 96-06-08 10:21:50 EDT
From: Rdnttxcobb
Hi, RnttxCobb at AOL would really appreciate a copy of your forms!
Thanks! RdnttxCobb
SUBJECT: Re:IEP formsDate: 96-06-09 14:49:48 EDT
From: AP80
Helene, get a copy of the video, "F.A.T. City" by Dr. Richard LaVoie. It
does a great job of showing reg. ed. teachers (and others) what it means to
be LD. He also talks about techniques that help in the regular classroom. I
showed it to all our faculty at a staff development day and the response was
very positive.
SUBJECT: Related ServicesDate: 96-06-11 00:50:05 EDT
From: JillCh
Can anyone give information about Transportation services for preschool learning handicapped students?
We're being asked to walk my three year old to the corner for his bus to Communicatively Handicapped class. Bus leaves at 6:45 AM. I can't leave 5 year old Kevin (CP, medical, G-tube, suction, total care) alone to walk 3 year old to the corner and have been dragging him out of bed at 6:30 AM. District refuses to move the stop or pick up Andrew at the door. (As they do with Kevin and other physically challenged students.)
Due process time?
Jill
SUBJECT: Re:IEP formsDate: 96-06-11 21:17:21 EDT
From: JCMcGill
I would love a copy of your IEP forms Please send to fax number 313-207-1370 for the attention of McGill, or send to me at JCMcGill@AOL.COM.
Said the "D" word at our IEP, and suddenly had an invite to meet with Superintendent (previously a closed door - I have been working with the system, following accepted protocol, giving generous response time.....) who said he could have pickup arranged by Tuesday. Hmmmm?
<<Said the "D" word at our IEP, and suddenly had an invite to meet with Superintendent (previously a closed door - I have been working with the system, following accepted protocol, giving generous response time.....) who said he could have pickup arranged by Tuesday. Hmmmm?
We'll see what we see.>>
Keep us posted. The "D" (due process) word often gets attention, as does, "I wonder what OCR would say?" Have you considered requesting any respite care?
It sounds like you have some need for that? Just wondering.
SUBJECT: Re:Related
ServicesDate: 96-06-24 16:01:58 EDT
From: JillCh
Victory!! Andrew was picked up at the door last Thursday. They declined to put anything in writing, saying that this was an arrangement in response to Kevin's need, not Andrew's. (Kevin is 5, the kid with severe multiple handicaps, Andrew is 3, the kid with language delay.)
Horray for us! We deserved it. (And yes, I get 48 hours of LVN respite for Kevin per month, plus one 48 hr weekend per quarter. And you are right, I need it.)
My district is attempting to begin use of Microsoft FoxPro Horizon Teacher Planner. I' m interested in hearing from other people who are using it.
Thanks
SUBJECT: IEP for Computer LiteracyDate: 96-07-11 09:37:05 EDT
From: Mar81057
I need to find IEP's for Computer Literacy ,that is,Can anyone help?what do
we want our children to have as goals and objectives in a computer literacy
curriculum. My population is 5-14 year old deaf youngsters.There must be
literature out there.
SUBJECT: Extended School Year ServiceDate: 96-07-12 21:02:32 EDT
From: Lizbeth SR
We have struggled to get extended school year services for our daughter who is entering 5th grade with an acedemic skill level of first grade. It was a very frustrating process because of the "wishy, washy" guidelines (not requirements) for granting ESYS that are offered by the Dept of Education. Apparently each state gets to decide on their own interpretation of Federal guidelines.
What are the guidelines in other states? (We live in Vermont)
Liz SR
SUBJECT: Re:Extended School Year ServDate: 96-07-12 22:10:41 EDT
From: Ratatat
<<
What are the guidelines in other states? (We live in Vermont)>>
I'm not so sure that the states get to reinterpret federal regulations in any
way that suits them. Do you have a copy of the original federal law and
regulations? A place you can contact for some clarification about "states
rights" and the regulation you are having problems with contact NICHCY
(National Information Center for Children and Youth with Disabilities) at
1-800-695-0285. If you call them and tell them what you need information on
they can provide you with some excellent "briefing" papers they have put
together and a resourse list for your state. All of their information is
excellent and it is free.
SUBJECT: Re:Extended School Year ServicDate: 96-07-13 08:52:17 EDT
From: SusanS29
"
What are the guidelines in other states? (We live in Vermont)"
Here's how it worked in Missouri when I taught. The teacher had to document
that
1) the child would regress over the summer and
2) would not easily regain what had been lost in the fall.
That's because all kids regress some over the summer. Every school year
starts with review for that reason.
SUBJECT: Re:Extended School Year ServDate: 96-07-13 08:53:46 EDT
From: SusanS29
"I'm not so sure that the states get to reinterpret federal regulations in any way that suits them. "
They do on this one.
Just as each state can decide what a learning disability is, each state can decide who will get ESYP.
It comes down to "eligibility," and each state determines eligibility.
This puts parents in a ludicrous situation. A child who qualifies for LD
services in Missouri might well not quality if the family moved to
If anyone has any ideas on a better way to write IEPs for deaf and hard-of-hearing children. Please fax to me at 910-521-7876. I would really appreciate it. I'm almost at the end of my rope.
DBLMFL
SUBJECT: Re:IEP formsDate: 96-07-13 09:03:48 EDT
From: Dblmfl
MMcgru5900,
I hope it is not too late. I just signed on and found your message. I would love to see your IEP form. Please fax to 910-521-7876.
DBLMFL
SUBJECT: RE: IEP INFO ON NI Date: 96-07-31 09:21:17 EDT
From: PVHS1
I AM CURRENTLY WORKING ON MY MASTERS IN SPECIAL ED. I NEED TO PUT TOGETHER AN IEP FOR AN NI CHILD. I WOULD LIKE SUGGESTIONS IF ANYONE HAS ANY....I HAVE TO PUT TOGETHER A PROFILE INCLUDING TEST SCORES, WHICH I DO NOT HAVE ACCESS TO. HELP!
SUBJECT: 504 OR IEP?Date: 96-07-31 15:19:21 EDT
From: AlaCoCMA
I have a 7 y.o. son that used to be in Spec. Ed. but now is going to a 2nd grade class with the Resource program. He has a Specific LD, Speech Impairment and some behavioral difficulties and ADHD. There are a few accomodations that I have seen asked for on some 504 Plans. Do I have to file a 504 Plan to get certain accommodations? Or can I restrucutre his IEP to include them? Also, how much control do I as a parent have over his IEP? We are in California.
Thanks.
Nisha
SUBJECT: Re:504 OR IEP?Date: 96-07-31 19:36:12 EDT
LTroudy: Could you please forward any information you have on the MAC IEP computer program? I am very interested in accessing IEP programs for school.
SUBJECT: Re:IEP formsDate: 96-08-22 22:01:14 EDT
From: Blewis7132
I am currently teaching in an inclusive class. I would love to see this IEP.
Please send.
SUBJECT: Time spent in resource roomDate: 96-08-25 13:39:54 EDT
From: LORSY
How is it decided how much time is spent in the resource room?
SUBJECT: Re:Time
spent in resource roomDate: 96-08-27 08:48:31 EDT
From: SusanS29
LORSY the parent and teachers decide it together.
It has to be a trade off. For all time spent in the resource room, the child is missing something of assumed value in the regular classroom. It's not something that any one person on the IEP team should make by him or herself.
The special educator is in the best position to explain what will be done in
the resource room. The classroom teacher can clarify what will be missed
during that time. Then it becomes a balancing act.
SUBJECT: IEP-Quality of the
contentDate: 96-08-28 16:46:41 EDT
From: PhilN55896
Are there any sources of information that will present examples of well prepared IEPs? I have been able to find material that descibes the information that should be included in the IEP, but I have not found examples.
My view is that that the IEP should present descriptions of the learning disabilties and program specifications so that an uninformed reader (teacher or parent) could understand the all of the issues in "plain English." The Child Study Team is inclined to put in less information, rather than more and to use the "technical terms" with out defining what the terms really mean. That of course, they can attempt to change their interpretation of the IEP if they school has trouble implementing it.
There must be some well prepared expamples of IEPs that focus on the quality
of the content, rather than on the form of the document. B-T-W, internet
searches have yielded no information. I would think any parent with a child
who has an IEP would be interested in this type of information. The school
system can access all the IEP's in their districts, but the parent are left
isolated. Please help!!!!
SUBJECT: Re:Negotiating Services in IDate: 96-08-28 20:24:55 EDT
From: CRRIGHT
I know that the Instructional Support team process moves through 4 different phases. Is there anyone out there that could possible explain these phases to me in lay mans terms.
Thanks,
Concern
SUBJECT: IEP FORM NEEDEDDate: 96-08-30 21:41:03 EDT
From: LA220
Am teaching undergrads in a teacher educ. program and want to show them a standard (or other!)IEP form...does anyone know where I can find one?
PLEASE e-mail lrichard@willamette.edu
Thanks much!!
SUBJECT: Re:IEP-Quality of the conteDate: 96-09-02 09:09:47 EDT
From: Ratatat
<<Are there any sources of information that will present examples of well
prepared IEPs? I have been able to find material that descibes the
information that should be included in the IEP, but I have not found
examples.>>
Phil, I highly recommend a book "Negotiating the Special Education Maze" by
Anderson, Chitwood and Hayden. They spell out in understandable terms, what a
good set of goals and objectives on an IEP should be.
SUBJECT: Re:IEP-Quality
of the conteDate: 96-09-02 09:12:44 EDT
From: Ratatat
<<There must be some well prepared expamples of IEPs that focus on the
quality of the content, rather than on the form of the document. >>
I just thought of another place you can "see" what IEP goals and objectives should be. The Hawthorne Education Services publishes excellent guides. The one I am most familiar with the the Attention Deficit Disorders Intervention Manual, which includes lots of examples and suggestions for interventions and IEP formats. You can get the Hawthorne Catalog at 1-800-542-1673.
BTW, an IEP does not "have to" be a form. It can be handwritten, from
scratch. The forms are simply instruments to make the job easier, but are
not required.
SUBJECT: Re:Negotiating Services in IDate: 96-09-02 09:14:45 EDT
From: Ratatat
<<I know that the Instructional Support team process moves through 4
different phases. Is there anyone out there that could possible explain
these phases to me in lay mans terms.>>
Each district call thier procedures by different names, but they are all
obligated to minimally follow the procedures established by the federal
regulations of IDEA. You can get information on the federal level
requirements by calling NICHCY (National Information Center for Children and
Youth with Disabilities) at 1-800-695-0285. They have amazing information
and it's free!
SUBJECT: Re:NO IEP YETDate: 96-09-08 21:15:28 EDT
From: BHolsapfel
t There are several tests that can be administered to test both expressive and receptive language skills in the school aged child. {Pre-K through 5} I would recommend the CELF-R proficiency test which tests both the childs receptive and language communication abilities.
There is also the
EOWPVT and ROWPVT for expressive and receptive skills. These instruments will enable your child to be placed at his or her appropriate speech and language performance levels.
Concerned SLP
SUBJECT: Re:IEP formsDate: 96-09-10 18:07:18 EDT
From: ERT2
I too would be interested in your new IEP forms.
Thank-you,
ERT2 (Eva)
SUBJECT: Re:IEP formsDate: 96-09-11 00:17:22 EDT
From: KJackTalav
Please send examples of your IEP form KJackTalav@aol.com.
Thanks.
SUBJECT: Re:IEP formsDate: 96-09-15 22:45:02 EDT
From: CHARGBACON
Are you interested in an IEP for your computer. My school has just been granted a one-time monetary stipend for technology and the special ed department checked into several IEP programs. We bought and it is WONDERFUL.
It takes the thinking out of your work, for the most part, and allows you to
do lesson plans to support your IEP.. Let me know if you want the info. M
Bacon SDC K-5
SUBJECT: Re:IEP formsDate: 96-09-29 03:41:03 EDT
From: AlisonFn
I would also be interested in your IEP forms/computer programme. As a mainstream Learning Support Co-ordinator in England, I'm not sure if IEP means the same thing in both countries, but I'm sure that I could benefit from seeing your approach.
You could e-mail me at alisonfn@aol
Many thanks
SUBJECT: Sopris WestDate: 96-10-06 22:42:26 EDT
From: CCosti8252
May I please have the 800 number for this book company?This would be of interest to me.
Thank You
SUBJECT: Re:IEP Forms BRL62Date: 96-10-09 21:52:26 EDT
From: Tim1hd
HURRAY TO YOU! IEP's sure are INDIVIDUAL. I'm an MH teacher in OH. and I
wouldn't touch an IEP until hearing every detail from the parent, therapists,
teacher aids and anyone else involved with the child. For those trying to use
"blanket forms"- get into the 90's.
SUBJECT: out of compliance IEPDate: 96-10-11 20:38:09 EDT
From: Celeste634
My son is attending a new school and his school is out of compliance. They were supposed to come up with a new IEP within 30 days of the beginning of the school year. Until then they were supposed to use his old IEP. The old IEP specifically requires 30 minutes of counceling with the school psychologist each week. Since school began he has been suspended 5 times. My son has as an Autism diagnosis, though he is more like a text book Asperber's syndrome kid. Today they suspended him again and told me to keep him home Monday. He has not attended a full week of school, yet this year. They suspend him and send hims home because they have to "Show the other students on campus that there is a behavioral standard and there are not exceptions. If Dan isn't punished appropriately (in the administrator's mind) he assumes that there will be mayhem on campus.
I think that they are pushing for expulsion, though it is illegal. Anyone have experience with AB 36/32 or the Hughes Bill. I have a feeling I am going to have to do a song and dance to get appropriate placement for my son.
Hate to mention names, but I am in Las Virgenes School District in California, anyone have any experience!
Celeste
SUBJECT: Re:out of compliance IEPDate: 96-10-12 22:33:15 EDT
From: SusanS29
Celeste the suspensions are illegal. They cannot suspend a special education student for more than 10 days in a year without putting behavioral intervention plan in place.
You need to talk to some knowledgeable people right away. Call NICCHY and Office of Civil Rights to find out what your son's rights are *pronto.*
SUBJECT:
Re: out of compliance IEPDate: 96-10-12 22:33:58 EDT
From: SusanS29
PS I'm sorry to hear it's Los Virgenes. I was in CA a couple of years ago
looking at school districts and thought that was one of the better ones. I
can see now how wrong I was.
SUBJECT: Re:out of compliance IEPDate: 96-10-15 09:07:03 EDT
From: Ratatat
<< Since school began he has been suspended 5 times. My son has as an Autism
diagnosis, though he is more like a text book Asperber's syndrome kid. Today
they suspended him again and told me to keep him home Monday. He has not
attended a full week of school, yet this year.>>
Celeste, the school is not allowed to "change a child's venue" for more than 10 days without convening an IEP meeting. This change of venue equals a change of placement. This includes suspensions. The suspensions do not have to each be 10 days long, but if a pattern of suspensions that add up to 10 days exist then the school MUST reconvene an IEP to re-write it to reflect this change of placement. The change of placement could include providing instruction at home, it that is deemed appropriate and would provide your child with maximum benefit. But, YOU would have to agree to that.
What are they suspending you child for? Is it related to his disability? And, how many days of school has he missed? Clearly, there is a pattern. If he has not yet been suspended for a total of 10 days, maybe you can head them off by reminding them IN WRITING of the "stay put" provision in IDEA.
I'd say it's time to touch base with the Protection and Advocacy office in
your state. You can get your state's phone number from the national
"headquarters" number: 1-212-408-9514.
SUBJECT: Re:IEP formsDate: 96-10-15 09:20:50 EDT
From: JLamb4343
IEP - Individual Education Plans really do not need a form, How can a form
meet the individual's needs. Try to find Barbara Batemans book on IEP
development, sorry I don't have the exact title. Last time I met her she held
up a blank sheet of paper as an ideal IEP form. Most of what the districts
pass off as IEP forms are just requirements for "housekeeping" very little is
devoted to IEP's .
SUBJECT: Re:out of compliance IEPDate: 96-10-16 01:11:40 EDT
From: CROWNST
Dear Celeste: you have my sympathies....I understand entirely. Suspending your son without taking the appropriate measures to support him and the behavior issues he has which are a function of his disability is also illegal. Certainly, him not having counseling has added to the stress he is under....his behavior is obviously a form of communication.... Have you contacted Protection and Advocacy in Los Angeles...they have an 800# . In case you can't find it, they are located on wilshire blvd (2l3) area code. They would be able to help you.
Yes, I have experience with Hughes bill.....your son has the right to a functional assessment by way of the Hughes Bill....his behavior is getting in the way of his receiving an appropriate education....your school district knows this......
Call for an IEP...amend your previous one...it might be faster...include behavioral goals.... his suspensions certainly prove that he needs behavioral support in the way of a Hughes bill....
Hughes assessment.
I am sorry for your child. my son was out of school the entire year, last year because of a principal and school that was totally unsupportive. I'd get my kid back in school asap...he has the right to be there. Contact you Board of Ed representative and make yourself heard.
Can you stay with your son....at school....and help him with his behavior throughout the school day? The school may not like it, but they are certainly not supporting him.
You can also request that a behavioralist be brought aboard through the IEP....hughes bill, etc. If you have any questions....don't hesitate...
Give them hell...your son deserves it....as you know, your school district
%&*()#@%$
SUBJECT: Re:IEP formsDate: 96-10-17 09:29:12 EDT
From: SusanS29
"IEP - Individual Education Plans really do not need a form, How can a form meet the individual's needs. Try to find Barbara Batemans book on IEP development, sorry I don't have the exact title. Last time I met her she held up a blank sheet of paper as an ideal IEP form. "
Although I'm a great admirer of Bateman I don't agree with her on this.
IEP's fulfill many legal requirements. Among the requirements are multiple places where the district must prove that they are providing the least restrictive environement. They have to specify how much time will be spent in direct instruction. They have to specify precisely what the handicapping condition is, and what subjects it impacts.
With a form it's easy for the parents to notice that weaknesses have been noted but not strengths, or that although he's behind in math (it was listed as an affected area on the front page), there are no math goals.
A bad IEP will be a bad IEP no matter what it's written on, but a good IEP
LTroudy, could you email me and tell me what the program is for the mac on writing IEP's? I would really appreciate it. Thanks.
Flwrpwr21@Aol.com
SUBJECT: Re:IEP formsDate: 96-10-18 15:25:10 EDT
From: ASmith9637
I would be very interested in receicing a copy of your goals and objectives.
Al
SUBJECT: Re:IEP formsDate: 96-10-18 21:05:59 EDT
From: LDABEL
As a special ed sup. getting ready for a state monitoring in 2 weeks, I have
recently looked through more than 100 IEP's for my school. I agree that they
are a necessary evil but I was pleased to see what I and my staff had put on
paper in May that was actually being implemented in October. I hate paperwork
but I feel we need some way to prove that we aren't just babysitting and
letting the students get by with doing nothing! It still angers me to think
that some of my colleagues don't consider me a "real teacher". I can run
circles around any of them before noon.
SUBJECT: Re:IEP formsDate: 96-10-18 22:30:54 EDT
From: ASmith9637
I would greatly appreciate information on goals for iep. My e-mail address is
AL1116@msn.com
Thanks very much
Al
SUBJECT: Re:IEP formsDate: 96-10-21 22:50:12 EDT
From: EKRUTT
Computerized IEP forms-surely you must be kidding. I work in Montgomery
County,Maryland and there is no such thing. If you have a program available
for an IBM compatible, let me know.
SUBJECT: DUE PROCESSDate: 96-10-22 14:28:36 EDT
From: Prezbimbam
After I ended an IEP meeting yesterday, I immediately informed the "powers that be" that I want to go ahead with due process. In Florida, the first step can be "mediation" if you wish to waive the 45 day deadline for a hearing (which I have done). Has anyone in FL been through this process? My daughter is an 8th grader, inclusion student in math, history & science. The mainstream teachers haven't a clue and the SLD part of it "doesn't have the time" to carry out the IEP. Worked/fought with district, schools, etc. for 7 years and it's a joke...at least in northern Palm Beach County! I tape all the meetings myself (the school does also) and there's always a representative if the CTA there too - it's always been me against 20 of them. I have copies of all the worksheets, unmodified assignments, etc. so it should be interesting.
What I am looking for is: (1) has anyone else been through this in PB County? (2) Would anyone like to compare notes on what belongs in an IEP - after a while you begin to think you're the one that needs help! (auditory processing, reading level grade 4/5, short term memory problem) (3) any advocates, attorney suggestions?
Promise to answer all responses...please e-mail only...not into going public with all of this on a board! Thanks, in advance...from a frustrated mom!
SUBJECT:
New to IEP'sDate: 96-10-22 16:32:23 EDT
From: Sing440209
Can somebody help me? I (as a parent) am meeting with the child study team
this week for the writing of my son's IEP(He was on a 504 and now has
qualified as SLD). As a parent what can I expect, what am I allowed and/or
expected to contribute to this meeting? The teachers have all been great so
far, given their difficult working conditions(student:teacher ratios of
42-49:1 in inclusion classes).
SUBJECT: Re:New to IEP'sDate: 96-10-23 08:57:17 EDT
From: Ratatat
<< As a parent what can I expect, what am I allowed and/or expected to
contribute to this meeting?>>
Sing,
Do you have a copy of "Appendix C" of the IDEA regulations? This is a "re-cap" of the entire IDEA process written out in a Q & A format, and is considered as binding as the statutory part of the law. I like it because it walks a parent through the process in a pretty logical and sensible way and really does answer a lot of questions, particularly about parental roles and rights, and the timetables that are in force. You can get a copy of this from NICHCY (National Information Center for Children and Youth with Disabilities) at 1-800-695-0285.
Basically, IDEA states the the parents are equal partners with the school is developing a child's IEP. And, that you can bring with you anyone you want for support and help. Also, that the IEP meeting is a working meeting at which the IEP is to be written. If you walk into a meeting where the school has already drafted up a final version then that's no IEP meeting.
Also, if for some reason you do not agree with the outcome and recommendations of the meeting then you must so indicate by signing the form "I disagree." If you find that you need to do that the school has 10 business days to reconvene the IEP meeting again to work out the differences.
It can be helpful to have a pal along who's a bit impartial to help "listen" and to nudge you if you get emotional and help you stick to the practical issues of meeting your child's specific needs. If you want, you can take a tape recorder and record the proceedings of the meeting. It can also be helpful to take a sweet photo of your child to put on the table with a comment that it's "so everyone can remember what the meeting is about," especially if you anticipate any problems.
Hope this helps some.
SUBJECT: Info on writing a correctIEPDate: 96-10-23 12:17:23 EDT
From: DBauer7871
I am looking for information on writing a correct IEP
I am just getting my feet wet in special education and would like to see an iep form if possible.
Right now I am a junior with a dual major, exceptional ed/elementary ed. I
have been subbing in school and have a three year old at home. I am very
excited about starting my career!! Could you help me on my way? E-mail me at
BDECKER662
SUBJECT: Re:IEP formsDate: 96-11-07 21:20:33 EDT
From: LB529
I would like to receive an IEP form for special education. Thanks.
LB529
SUBJECT: Hearing filed
against parentDate: 96-11-08 19:40:04 EDT
From: Lmazzola
In need of opinions/experiences:
I have been in disagreement with the school over my daughter's IEP since June. Of course, not much could be done over the summer, so let's say (for arguments sake) it's been since Sept. The offered an IEP that required her to give up 1/2 a year of science and 1/2 a year of social studies in order to "incorporate her special ed. services into her day."
I offered three alternatives to this scenario, from after-school tutoring; replacing english w/her services (since vocabulary, writing, spelling etc. is covered in Reading and during reource lab time that's already in her schedule); to replacing gym with her services. They have refused all three options.
I finally requested an aide be provided for her in all regular classrooms since she is failing without the necessary services, I have not heard from them about this. However, I did receive a phone call from the Administrator of Spec. Ed. informing me that she was filing for a hearing. Her reason: I am preventing my child from receiving an appropriate education.
From your experiences, is this unusual? Is there something going on here that I don't see?
Your opinions would be greatly appreciated!
Thanks
Lisa
SUBJECT: Re:Hearing filed against parenDate: 96-11-09 01:00:02 EDT
From: SusanS29
Lisa they're trying to play "hard ball."
It is time for you to do the same. Have you filed any formal complaints yet, say with your state department of education or the Office of Civil Rights?
If you haven't, now is the time to do it.
SUBJECT: Re:Hearing filed against parDate: 96-11-09 15:34:45 EDT
From: Lmazzola
Hi Susan:
No, I haven't filed any complaints, we've just tried one session of mediation on Sept. 26, that amounted to nothing more than a few minor modifications in the regular classroom. Nothing was decided about the "service delivery" issues that are the heart of the matter.
My advocate has not received a copy of the school's letter informing me of their decision to file for a hearing, so she doesn't want to do anything until she reads the language of the letter.
I feel that too much time has been lost already, we need to file with OCR and MA DOE in order to have documentation of our position - especially if we get to a full hearing.
In my last two phone conversations, one with the Adm. of sped and the other with the sped tchr, they both tried to imply that I am the reason that my daughter is failing, because I won't agree to their proposed IEP.
So, I agree that this is a stategic move on their part, to try and get me to capitulate. Unfortunately for them, they chose the wrong parent to pick on! If I don't follow through on this, I will have to battle the same discrimination issues every year in every grade because it is a systemic problem, not an isolated case.
Since I have spent so much money on an advocate and private tutoring over the summer, funds are extremely low so I have considered contacting the ACLU for their help as well. Have you had any experience dealing with this organization?
Thanks again for your help Susan, I really do appreciate it.
SUBJECT:
Re: Hearing filed against parDate: 96-11-09 23:10:12 EDT
From: SusanS29
Keep track of your bills. When you're done, if you haven't before, file a grievance with the OCR. It's possible you'll get reimbursed, at least for the advocate costs. Personally I think you need an advocate right now even if you had to take a loan out to pay for it.
I have never heard of the ACLU getting involved in these cases. I imagine they would just send you back to OCR.
In reviewing my child's IEP from last year vs this year, I discovered it had been completely rewritten. It's a new form as they changed from one computerized format to another over the summer, and contained many errors to begin with, now I noticed all the goals that were listed for him to achieve behaviorally have been dropped and a lot of academic goals have been added. In the CSE meeting held in May, we did not discuss whether or not he had achieved the behavioral goals item by item, but we did discuss how he was at grade level in academics, but still needed work on social skills, behaviors and routines. Can they just drop the behavioral goals and list a lot of academic goals which have no bearing on my child without my knowledge?? If they can't, this will be the second error I've discovered on my son's IEP since I rec'd it in mid-Sept and I'm a little ticked. And I don't want to hear how big a job it was to convert all these over the summer. My sympathies are wearing thin. If you do a job, you should do it correctly, especially when it follows a child around all year.
>>Can they just drop the behavioral goals and list a lot of academic goals
which have no bearing on my child without my knowledge?? If they can't, this
will be the second error I've discovered on my son's IEP since I rec'd it in
mid-Sept and I'm a little ticked. <<
The content of your child's IEP cannot be changed without your knowledge and approval. If the the school thinks that a change of content is needed, then they must reconvene the IEP meeting giving you the opportunity to review the recommended changes, and giving you the opportunity to agree or disagree.
Since they did not do that, technically, the previous IEP is still in force.
But, meantime you need to get the paperwork corrected for the record.
To do this, I would sent a letter to the appropriate individuals listing the differences between the two documents, and then request an IEP meeting to review them with you. You might mention that if the differences cannot be resolved in a timely and satisfactory way you will consider pursuing due process. This usually gets their attention.
They will have to respond with a mutally agreeable date within 10 school days
(I'm pretty sure that's right). If they do not, or use excuses to delay that
are unsatisfactory to you, you can go to due process.
Did you mean I should hire a tutor? (You wrote advocate, but I already have an advocate) I didn't know that I could be reimbursed for the advocates fees. I thought it was only attorney's fees and only if the parents prevailed at a hearing on the majoity of the issues.
I think it would be worth trying for reimbursement of advocate fees. What to
lose?
SUBJECT: RVI Teacher and IEPDate: 96-11-12 22:48:03 EDT
From: LMyers5344
How do others address RVI services on an IEP under services and/or related
services. Do you include this in your total time in the area of special
education or do you seperate it from your total time ? Since it is a related
service, do you subtract it from your total time in special ed.?
SUBJECT: Re:IEP
formsDate: 96-11-15 22:48:46 EDT
From: JJV00
I am from Colorado, I just recived a Macintosh computer in my E. H. program.
Please send me a copy of your form please!
JJV00- John
SUBJECT: IEPDate: 96-11-15 22:52:36 EDT
From: JJV00
I am looking for a good IEP form. If amy one has a form please let me know.
JJV00- John
SUBJECT: Re:Hearing filed against
parDate: 96-12-19 13:18:16 EDT
From: C1ndysue1
A family refused to sign their childs IEP here in Virginia. The school sued the parents and won. The family appealed and a federal judge ruled in favor of IDEA, the parents and child. The school is now appealing. The appeal process could take over a year. It's already been dragged on for well over a year if not two years.
This child moved here from Illinois where he had been placed in an inclusive
enviornment. The school here did not want him included. Meanwhile, mom has
moved out of this county to a county that has inclusion placements. Dad is
maintaining residency here because 1) His job is here and 2) to continue the
court battle. Hopefully the family can be reunited soon.
SUBJECT: Re:Hearing
filed against parDate: 96-12-19 16:48:04 EDT
From: Ratatat
<<A family refused to sign their childs IEP here in Virginia. The school
sued the parents and won. The family appealed and a federal judge ruled in
favor of IDEA, the parents and child. The school is now appealing. >>
<<This child moved here from Illinois where he had been placed in an
inclusive enviornment. The school here did not want him included.>>
I've heard Virginia "horror" stories off and on for years now. It seems that historically, before the 1991 amendements to EHA, Virginia only educated eligible special education students in separate facilities; and I understand they did a pretty good job of it.
Once the amendments of 1991 came about and the "least restrictive environment" became mandated, the Virginia schools had no model to follow for inclusion or mainstreaming. Plus, their special education heirarchy was set up in such a way that it all became an enormous power struggle - often with children caught in the middle of it. The autonomous special education system did not want to give up anything, or mesh it's budgets with regular education. It got pretty ugly.
I think, if I'm remembering correctly, Fairfax Co. was one of the worst offenders. I understand, however, that in the last year or so they were "visited" by the Office of Civil Rights from the Dept. of Education. The county's entire school system received some hands on training about educating children with special needs according to the laws: IDEA, Section 504 and ADA.
I'm wondering which county this case is taking place in. Do you know?
SUBJECT:
Re: re: IEP FormsDate: 96-12-28 21:09:18 EDT
From: CURDCO
I am a junior special education major at Xavier University. My areas of concentration are SBH and SLD. I am anxious to begin my teaching, but know that the IEP process can be very tiring, stressful, and difficult. At the same time, I am anxious to learn how to create a GOOD IEP with my efforts focused on the student, not the various forms, etc.. Any information on computer programs or simplified forms for the IEP would be of great interest to me. My e-mail is: 571236@xavier.xu.edu Thank you!
We are the parents of an child with autism/asperger syndrome, she was assaulted on the play-yard at school. Her nose was broken and it required surgery. The principal said she did not have enough help with the children, she never notified us that the assault occured. When our daughter arrived home from school har nose was bloodied and she was cryiong. We also found out it was the second assault on her that playperio. She was assaulted by 2 different studentswithin 15 minutes.She is 6 years old. The other kids were 7 and in regular ed. No apologies from the dictrict, no hospital payments either. what recourse do we have? any advice welcome.Bgilruth@aol.com
I thought that when children were at school, the school was responsible for their safety-within reason. The teachers at our school are required to watch the children on the playground. Reports must be filed if there is an injury.
School systems never win. I'd start through channels, at least informing the Principal, nurse supervisor, special education supervisor and Superintendant in writing stating the facts, costs,action you want the school system to take and be sure to ask for a reply by a certain date. You may also want to request an ARD meeting to discuss inclusion teacher supervision be specifically stated on the IEP.
Keep posting results. Lawyers and advocates frequently post advice.
<<The other kids were 7 and in regular ed. No apologies from the dictrict, no
hospital payments either. what recourse do we have?>>
This is called assault and battery. Have you considered calling the police and filing a complaint? As loco parentis, the school has an obligation to provide a safe environment for your child while she is at school, and to protect her.
Did the assaulters receive any consequences from the school for their
actions?
SUBJECT: Moved from depression folderDate: 97-01-12 14:04:36 EDT
From: SusanS29
SUBJECT: Re:depession/burnoutDate: 97-01-11 12:06:43 EST
From: AMccoy1011
Posted on: America Online
I am so happy to finally read that someone feels the way I do about the IEP'S Jp. It really is hard to make sure that every child receive individualized instructions. It's almost impossible unless every child has an individual aide. Ha Ha Ha !
SUBJECT: Re:depession/burnoutDate: 97-01-11 15:48:57 EST
From: Edadpg766
Posted on: America Online
As a parent of two sped students and a professional Sped Advocate it is great to here from teachers who feel the dumping of sped. students into regular classroom without support is wrong and causing burnout. The only way inclusion will work is with team teaching/ co- teaching and regular ed teacher support. If regular ed teachers can provide all of what some of these involved students require than why do we have sped. certification?? The 80's & 90's have taken teachers from direct teaching to becoming administration assistants, counselors, substitute parents, nurses, and school police. Due to the times students have lost all morals and respect! Fifteen years ago I almost went back to school to become a teacher. Everyday I go into a school or classroom I count my blessings! I spend most of my waking hours dealing with Special education issues in MA. I very seldom find teachers who are not looking out for the best interest of their students. I do fine politics, administrators, and some quasi know it alls out there in the field.
My respect to teachers in general!!!!
SUBJECT: Re:Stressed OutDate: 97-01-11 15:58:17 EST
From: Edadpg766
Posted on: America Online
NO, the law hasn't changed in MA. The Department of Education is falling apart and it is very difficult to get inforcement. I carry the Chapter 766 Regulations and IDEA with me to meetings and often ask the Administrators to show me where it said goals and objectives do not have to be measurable!! Even though the IEP format has changed in MA the Chapter 766 Regulations remain in full force!!! goals and objectives have to be measureable!!
SUBJECT: Re:depession/burnoutDate: 97-01-12 11:55:19 EST
From: LesleyK105
Posted on: America Online
I think the real problem is "blaming" rather than problem-solving. We must
jump out of our present paradigm and come up with new solutions to old
problems that are not getting better. While we are running nowhere with more
needs to meet than we can, in an old system, kids are lost, opportunities for
those kids are lost. They and their families trust us to help them. We
cannot do it all. We must brainstorm some new and unique systems of
approach. We all fall back on "Not enough money!" when we run out of people
to blame. We need a new approach. That is my challenge to all of us. Let's
stop blaming and start working together for a better way.
SUBJECT: IEP Computer
FormDate: 97-01-12 23:24:43 EDT
From: Wpenguin
I would love a copy of form for IEP. e mail joyce wpenguin@aol.com
SUBJECT:
Re: IEP Computer FormDate: 97-01-13 02:39:26 EDT
From: SusanS29
I saw a copy of a computer form for an IEP created in FileMaker Pro (Macintosh) right here on line. I have that file and can send it to anyone interested. It is interesting in that it already has a set of goals and objectives-but those goals and objectives can be completely modified, and of course a new one could be inserted even if it wasn't in the data base.
Each school district would undoubtedly have to modify it to suit their
I saw a copy of a computer form for an IEP created in FileMaker Pro (Macintosh) right here on line. I have that file and can send it to anyone interested.
Susan
I would LOVE it if you would send it to me. What do you need (from me) to do it?? Thanks.
I too would like a copy of the computer form. I have developed an objective bank for FMD students and would be glad to share info with anyone interested.
Thanks
jcburt1952@aol.com
SUBJECT: tired off all the formsDate: 97-01-13 23:48:44 EDT
From: Janneybird
What good is all this talk about forms? My son has been in a program for three years and has benefited from it, but I recently attended his parent\teacher conference and his sixth grade teacher asked me what exactly his disability was. Needless to say I was less than polite.
Without communication
from Spec. Ed. teachers to the regular classroom teachers, why bother? What
is wrong with our
educational system? I hate to be this negative, but what do we need to do
I've been searching quite a while for an appropriate IEP software program, but have come up empty. Having used one before, and saved so much time being able to make a draft for the meeting....well, I think they're great! I've got Windows 95, and would like to be directed to a publisher in order to make an acquisition for our staff in the Special Ed Co-op.
(add): Reading some of these messages is truly embarrassing, considering the
atrocious spelling and syntax errors. I'm PA LADOLCE or DJL42. Thanks so
much!
SUBJECT: POINT OF ORDERDate: 97-01-18 02:38:42 EDT
From: SusanS29
OFFICIAL:
Please do not comment on spelling, syntax, grammatical or other errors related to quality of written expression in public posts.
I take that policy because people have limited amounts of time to spend on line. Few people have the luxury of proof-reading their posts. Virtually all people's writing improves when they have a chance for a re-write, but on-line posts are more like "casual conversation."
Let's keep it a friendly and welcoming place. :)
Thanks.
SusanS29, Host
Special Education Forum
SUBJECT: Last Resort or first option?Date: 97-01-18 15:03:46 EDT
From: Lmazzola
I have a question regarding the school's recommendation for my daughter. Some of you may remember this from earlier in the year, but as I am still wrestling with the issue, I'd like to see what others think.
It was recommended that my 11 yo daughter (adhd/ld's) with an "average" IQ not take 1/2 year of social studies and 1/2 year of science in order to receive special ed. services. When this was first presented to me, I was told that in order to "incorporate spec. ed services" into her schedule, she would have to "give up" a 1/2 year of each subject, or one full year of one of these subjects.
Now, you must remember two things:
1) This was recommended at the end of 5th grade (elementary school) for entrance into 6th grade (middle school).
2) No classroom accomodations or curriculum modifications were suggested or attempted prior to this recommendation.
My question is this: Should removal of core curriculum be a first choice, or a last resort attempt?
It was never suggested that she "could not" do the work, it was always presented as a scheduling/time problem. (That is until I hired an advocate and lawyer to represent my child's civil rights. Then the school started to say that the courseload was too much for her.)
Because I rejected their IEP, we reverted to the last signed IEP, which meant that she was to participate in the full curriculum, but was not receiving all of the spec. ed. services she required.
As a result, they are not doing anything in science or social studies to help her. Although there are aides in some sections of these two courses, she was not placed in any of them. She is in the science and social studies classes without the aides.
Any opinions?
Thanks
SUBJECT: Re:Last Resort or first optiDate: 97-01-18 17:11:20 EDT
From: Edadpg766
What is the status of your rejected IEP? Where is your advocate/lawyer in this process?
What options have you been given?? Sounds like some OCR violations at the very least!
Do they expect your daughter to "FIT" into their program???
It would be helpful if you stated your city or state. As a Special Education Advocate from MA I am reluctant to give advice to other States.
SUBJECT: Re:Last Resort or first optiDate: 97-01-18 21:46:59 EDT
From: R u Niz
How many minutes of special ed services were supposed to be provided as a result of the rejected IEP? When kids reach the age of departmentalized classes, scheduling can become a nightmare. Unless there are enough Sp-Ed personel provided to the school, placing a person in the regular ed classes becomes impossible. I've never removed a child from a core curriculum class, though, unless it was written into the IEP that I would teach that class to the student.
If the goals written into the IEP do not bear any relationship to Science or Social studies, I would be leery of aloowing the IEP to fly, too.
SUBJECT:
Re: Last Resort or first optionDate: 97-01-18 22:42:34 EDT
From: SusanS29
"1) This was recommended at the end of 5th grade (elementary school) for entrance into 6th grade (middle school).
2) No classroom accomodations or curriculum modifications were suggested or attempted prior to this recommendation.
My question is this: Should removal of core curriculum be a first choice, or a last resort attempt?
It was never suggested that she "could not" do the work, it was always presented as a scheduling/time problem."
It's completely unacceptable.
"(That is until I hired an advocate and lawyer to represent my child's civil rights. Then the school started to say that the courseload was too much for her.)"
Since she has an average IQ, that is LUDICROUS.
"As a result, they are not doing anything in science or social studies to help her."
Time to call your lawyer again, friend. I'm sorry. When you're done, bill
them.
SUBJECT: IEP'sDate: 97-01-19 17:28:17 EDT
From: SpedAdvoRN
As an Advocate for Sped. I heard the most unbelievable statement from a Sped. Directors mouth. This Sped. Director told the parents and all other members of the TEAM that the "Independent Evaluator had no right to expect the child to be at grade level in reading by the fourth grade."
Given the fact that the child has a verbal IQ in the high average range, it would appear to me that this Sped. Director is out of touch with "MAXIMUM FEASIBLE BENEFIT" which is the standard in Massachusetts. He also said that IEP objectives no longer had to measureable.
Post Script-This Sped. Director was not listed on the Invitation to the TEAM
Meeting and had no right to be there.
SUBJECT: Re:IEP'sDate: 97-01-19 18:05:50 EDT
From: Ratatat
<<
Post Script-This Sped. Director was not listed on the Invitation to the TEAM
Meeting and had no right to be there.>>
Sounds like this person was protecting some territorial issues.
If the person was not on the list of people expected to attend that was sent to the parents, you had the right to walk out of the meeting should you have desired to do so. According to IDEA, they must inform you of who will be attending the meeting and each persons role. To do otherwise is a violation.
But - you know that.
SUBJECT: Re:IEP'sDate: 97-01-19 22:27:47 EDT
From: SusanS29
"This Sped. Director told the parents and all other members of the TEAM that the "Independent Evaluator had no right to expect the child to be at grade level in reading by the fourth grade."
It would depend on what interfered with the child's reading progress and at what grade interventions were started. It is not really typical for severely learning disabled students (in reading) to be reading at grade level by fourth grade.)
What can be expected is progress. Even my most involved students made half a year's progress in a school year. Those students had verbal weaknesses, not verbal strengths, but many other things can interfere with reading progress.
Esp. if the child also has undiagnosed ADD, which can dramatically reduce the
child's ability to benefit from remedial efforts. And up to 40% of those with
learning disabilities also have ADD.
SUBJECT: Re:Last Resort or first optiDate: 97-01-20 15:29:02 EDT
From: Lmazzola
<<What is the status of your rejected IEP?>>
It is still in limbo. I requested independent evaluations, which were approved by the town. The neuropsych was done Nov. 8 - no written report received yet. The educational eval. was done Dec. 4 - report received.(Unfortunately, she spoke with the sped. tchrs at the school regarding the programs/classes, but did not do a program/class observation, as I had been told she would do. As a result, she ended up recommending the very thing I am rejecting the IEP over - removal from core curriculum classes for sped services.) The speech & language eval. was done on Dec. 11 - no report yet.
<<Where is your advocate/lawyer in this process?>>
My advocate is in the background, she has deferred to my attorney. My attorney recommended that we not move forward until we had the results of the independent evaluations. Neither one of us thought that we would STILL be waiting for the written reports more that 2 months after the evaluations were completed. (Even taking into account the holiday's). We will be filing for a hearing, once we receive all of the reports.
<<What options have you been given??>>
None: I offered four options to their plan priot to or during mediation. All were rejected. After mediation, I then asked for an aide in all her core curriculum classes (the other options were less expensive and could have been easily accomplished). They actually never responded to this request, they filed for a hearing against me, claiming I was denying my child a FAPE. As I said, they wthdrew the request upon recieving notice that I had retained an attorney.
<<Sounds like some OCR violations at the very least!>>
I agree, which is why I retained an attorny, who also agrees.
<<Do they expect your daughter to "FIT" into their program???>>
This is exactly what they expect!
<<It would be helpful if you stated your city or state. As a Special
Education Advocate from MA I am reluctant to give advice to other States.>>
I, too am from MA. (We've actually corresponded on-line regarding some aspects of this situation before!) I live in Weston. As you know, a small affluent community that happens to have some of the BEST overall test scores in the state. Therefore, no one (until now) has had the audacity :-) to question their routine violations of these students civil rights.
Lisa
SUBJECT: Re:Last Resort or first optiDate: 97-01-20 15:41:34 EDT
From: Lmazzola
<<How many minutes of special ed services were supposed to be provided as a
result of the rejected IEP?>>
This is an interesting question. Because the middle school does not offer the "integrated math class" (a co-taught class w.sped tchr and reg ed tchr) as the elementary school did and even though the last signed IEP included 5X 50 min of services, by way of the integrated math class, she is not receiving this in the Middle school. I believe this to be a huge violation of the law, as well as the other issues.
<< When kids reach the age of departmentalized classes, scheduling can
become a nightmare. Unless there are enough Sp-Ed personel provided to the
school, placing a person in the regular ed classes becomes impossible.>>
I agree that scheduling can become a nightmare. My point is this: You don't discriminate against a kid because there is a "scheduling" problem". I offered other alternatives, but they refused them all.
<<I've never removed a child from a core curriculum class, though, unless it
was written into the IEP that I would teach that class to the student.>>
Exactly my point. I would not have a problem with removing her from those classes, as long as the materials and concepts were introduced to her, for credit, in another setting. Again, they refused.
<<If the goals written into the IEP do not bear any relationship to Science
or Social studies, I would be leery of aloowing the IEP to fly, too.>>
They claim that students that have followed this plan (for the past 15 years) do not have any trouble "catching up" in later grades. Now, if anyone believes that being excluded from courses that are designed to be "foundational"(for future social studies and history curriculum) and "introductory for high school science" will have no effect on the student, I have a bridge I'd like to sell!
Lisa
SUBJECT: Re:Last Resort or first optiDate: 97-01-20 15:45:42 EDT
From: Lmazzola
Susan:
This is exactly what I have done. Now, if I could just get my hands on the final two independent evaluation reports, we could file for a hearing and MAYBE get this thing straightened out!
This term, my daughter is proving them all to be idiots. Although she still has trouble passing the tests, she is doing much better on the daily work, she may even rightfully earn a C this term in science and a B in social studies. Without arbitrarily modifying the grade as they did last term.
Lisa
SUBJECT: Re:Last Resort or first optiDate: 97-01-21 15:46:29 EDT
From: SusanS29
"This is an interesting question. Because the middle school does not offer the "integrated math class" (a co-taught class w.sped tchr and reg ed tchr) as the elementary school did and even though the last signed IEP included 5X 50 min of services, by way of the integrated math class, she is not receiving this in the Middle school. I believe this to be a huge violation of the law, as well as the other issues."
Not necessarily, as there may be more than one way to provide her appropriate support in math. It is a huge violation if she is getting no support in math, and the IEP should have been re-written to reflect a model available in that school. I say that because it's unlikely that co-teaching is the only way your daughter could get help in math.
"I agree that scheduling can become a nightmare. My point is this: You don't discriminate against a kid because there is a "scheduling" problem". "
BINGO. You're RIGHT, RIGHT, RIGHT!!
"<<I've never removed a child from a core curriculum class, though, unless it
was written into the IEP that I would teach that class to the student.>>"
In fact that was a requirement where I was. In addition the subject had to be listed either as an area of concern or an area profoundly affected by the LD. So I couldn't take a child out of science, give him 25 minutes of science and 25 minutes of other remedial work. NOPE.
"They claim that students that have followed this plan (for the past 15 years) do not have any trouble "catching up" in later grades."
If push comes to shove, the statistics can be run easily enough from the achievement tests virtually all school districts give. I guarantee you they will not show students with LD's magically "catching up" in complicated, high-content courses like science and social studies.
If it comes to that, the information is available.
SUBJECT: Re:Last Resort or
first optiDate: 97-01-21 17:45:03 EDT
From: Lmazzola
Susan responded:
<<Not necessarily, as there may be more than one way to provide her
appropriate support in math. It is a huge violation if she is getting no
support in math, and the IEP should have been re-written to reflect a model
available in that school. I say that because it's unlikely that co-teaching
is the only way your daughter could get help in math.>>
I guess I should have been more clear: She is receiving NO support in math, and there was NEVER any plan, proposed or otherwise to provide support, on the IEP written for the middle school. There is an aide in the classroom, but she is seldom available to help, as she is very busy with another, more involved student. This aide even went so far as to tell my daughter that she was so far behind, her parents should look into finding her a math tutor!
When will it ever end?? I'm so physically and emotionally drained from all of these games. But, worst of all, is that my daughter is beginning to see how futile her hard work is. It's nearly impossible to get her to "retake" a test anymore. I can't blame her though, she flunks almost every test she takes. It's a viscious cycle. Before she's able to retake the test, they've moved on to other material and she becomes overloaded.
I wasn't real concerned about the test scores, because she was doing pretty well on the day-to-day work, homework and in class. Plus the fact that all of the teachers claimed that test scores count for no more than 25% of their final term grade. Unfortunately, that wasn't the case last marking period.
Any and all suggestions are welcome!
SUBJECT: Re:IEP formsDate: 97-01-21 18:13:42 EDT
From: DGood425
I am always looking for a way to simplify the dreaded IEP without losing the ability to tailor it to each child. Please e-mail me at dgood425@aol
SUBJECT:
Re: IEP formsDate: 97-01-21 20:14:00 EDT
From: PirateSmil
Our district (in Texas ) went to a card that has all core objectives for reading, written language, math, and behavior.This card has the objectives printed out, a place for method of evaluation, a place for the year you are working on that objective and a way to update mastery in January and June. I really like this card because if you have a child for more than 1 year you can see exactly what objectives were worked on and mastered. It is also much more convenient when called at the last minute to go to an ARD w/IEP's ready. I sit in the ARD meeting most times and fill it out (I usually have it penciled in before hand). This allows much more input from other teachers and parents as well as other related service providers.There are also several places to write in any objectives that are not on the card. We use this method for Content Master, Subject only (when they need IEP but are fully mainstreamed w/all regular objectives), and for Monitor only students.
We still have our modifications sheets that describe what modifications the
student needs. I can't tell you how much easier these IEP cards have made my
life! This is elementary - the middle and high schools aren't able to (or
choose not to) do this as.
SUBJECT: Re:Last Resort or first optiDate: 97-01-21 22:51:19 EDT
From: Edadpg766
LMAZZOLA-- Sounds to me Weston should receive an award in procrastination!!! It's sad to know that things haven't changed in Weston. Most parents will never admit that their child has "Special Needs." Sped costs are low in Weston and services are scarce!!! I had hoped that since the last time I had a case there things would change.. Very sad that such educated people can't see beyond their wallets!!!! Good luck!!! keep your chin up.
Pat
SUBJECT: Re:Last Resort or first optiDate: 97-01-22 10:34:40 EDT
From: Lmazzola
Hi Pat:
Thanks for the encouragement.
In case you hadn't heard, the school committee decided NOT to comply with the Time & Learning mandate by Sept. '97. They will postpone implementation for a year. They will ask for a waiver because they will be going to "block" scheduling, (they claim the they need more time for teacher training for the transition) plus the high school began renovations.
Of course, the fact that the state has given all schools 3 years for thhis transition doesn't seem to matter. Weston, in its arrogance, once again believes it is above the law.
Can you tell me, in general terms, what kind of cases you've had with Weston in the past? It's been my experience that FEW people actually "buck" the decisions of Weston schools. They either pay to have their kids tutored or send them to private school.
Have you ever dealt with The Center For Public Representation in Newton? I have retained one of their attorney's and he seems quite confident that I have a "winnable" discrimination case against Weston.
I need to make up a mini IEP for a fictional first grade student. Does anyone know where I can find sample IEP's to look at?
Thanks!
SUBJECT: Re:Sample IEPDate: 97-01-29 18:45:22 EDT
From: Ratatat
See if you can get your hands on a copy of The Special Education Teacher's
Book of Lists by Roger Pierangelo, Ph.D., The Center for Applied Research in
Education, West Nyack, NY - ISBN: 0-87628-876-X. There are sample "blanks"
for IEPs within.
SUBJECT: IEP FORMDate: 97-02-04 18:22:24 EDT
From: Allex88
Is there a way someone could send me a sample of the IEP form(s) that you
use???Thank you.
SUBJECT: Re:IEP FORMDate: 97-02-04 20:32:26 EDT
From: Mithue
Reply with your E-Mail address and I'll see what I can do. Our IEP's are computer generated with some handwritten parts. I can also mail our Total Service Plan which is a separate form.
Does anyone know if there is a book of goas and objectives for ESE students?
If so, please e-me at jmccra8873@aol.com. Thanks
SUBJECT: Re:IEP formsDate: 97-02-20 18:01:33 EDT
From: BowlerBabe
If you live in Missouri, check out http://www.bristoltech.com. They have a
program called the Special Education Manager.
SUBJECT: Re:IEP formsDate: 97-02-22 20:15:24 EDT
From: CZEP999
I was at an EI IEP meeting (where I find more often than not teachers, therapists and administrators are more open than in school districts). Speech therapy was being discussed and it came out that of the X number of minutes alloted this student was not all direct service. Some of the time was used to consult with the teacher for her to reinforce in class. Now we specify how much time with direct service and add another line for how much time to consult with other staff.
I found this to be common with OT, PT, etc. Schools hate it but after
negotiating, and sometimes threatning - most will agree.
SUBJECT: re:iepDate: 97-02-22 23:10:39 EDT
From: Sledhockey
looking for a mac program for iep's please e mail sledhockey@aol.com
My two sons (grades 4 and @) both have IEPs. My older one has had one since the end of second grade. It is now just beginning to dawn on me that both boy's IEPs are way too vague.
Please advise me...how to start the process of letting the school system know
that the IEPs need to be changed. I am concerned that I will be told that
since i signed off on them changes can't be made until the review dates come
along. They are both falling behind even further. The older boy changes
school next year and I am feeling panicky that the school year is practically
over and not nearly enough has been accomplished. Also i was told today that
"It is against the law to write the specific request forthe Wilson reading
program into an IEP". I live in MA..and was told that by the asst principal
"Please advise me...how to start the process of letting the school system know that the IEPs need to be changed. I am concerned that I will be told that since i signed off on them changes can't be made until the review dates come along. "
You can insist that the IEP be re-convened. The year is the maximum lenngth
of time for an IEP, but they are re-written as necessary.
"Also i was told today that "It is against the law to write the specific request forthe Wilson reading program into an IEP"."
It's not exactly "against the law," but on the other hand you don't have the right to dictate a specific method just because you want it.
HOWEVER: they are required to help your child learn. This will not usually mean a full year's progress, but there should be "significant" progress in the areas affected by the LD. If he's had an IEP for two years, then you have a track record.
Do you have any reading scores on him? They're supposed to test his progress in affected academic areas every year, and those scores are supposed to be on each IEP after the first one.
In fact I don't think it's a good idea to list a specific approach. What if it doesn't work? But you can require "diagnostic teaching" for two months during which several approaches are tried, to see what will work for him.
If he continues to make "inadequate" progress (which is a judgment call- you may feel it's inadequate while an arbitrator might not agree with you) -- the school can be required to pay for outside tutoring or even a private LD-oriented school. So it's important to keep track of his progress.
What you want to avoid is an attitude that "We teach reading using
this-or-that method." If their method isnn't working for your son, they're
requred to find one that does, but they aren't required to use the specific
one you ask for.
SUBJECT: Yearly reviewDate: 97-02-27 21:20:39 EDT
From: Lmazzola
I will be attending my daughter's yearly IEP review and a TEAM meeting to discuss the findings from the independent evaluations that were done recently. (for those of you who remember the story - I finally located the S & L eval.)
The dir. of sped wanted to combine the two meetings. I did not agree because in the past, they have only alloted 45 min - 1 hour for any meeting. I didn't feel that would be adequate to cover everything. Especially since my daughter does not have a current IEP in place. We have been working off of the "last signed IEP" during this "placement pending appeal" status which has been in effect since last May when I wouldn't agree to the schools proposed IEP for 6th grade.
My questions are: Since there is technically "no current IEP", what is there to review?
(The modifications that were agreed to at a mediation session are really not being implemented.)
Since all of the goals & objectives refer to 5th grade curriculum not 6th grade, how can progress be measured?
If there have been virtually no services for specific areas like writing, math science & social studies, what is there to discuss?
For you veterans out there, has anyone encountered this before?
"The dir. of sped wanted to combine the two meetings. I did not agree because in the past, they have only alloted 45 min - 1 hour for any meeting."
They may not do that. They may not unilaterally set a time limit. You are an equal member of the IEP team, and they must treat you as one. You aren't a guest, and they aren't doing this as a favor to you!
"My questions are: Since there is technically "no current IEP", what is there to review? "
I would suggest reviewing the due process procedures in your district (grin).
THEN-YOU start it in motion. You're letting them have all the control here, and it's time for you to put your hands on the levers.
EVERY TEN DAYS go to a new level in the due process-whether they have responded to the old one or not. Do it in writing, and tell them in each letter that you will go to the next level in ten days.
It's intolerable that you've been going through this since last May. They must know they're in violation of the law for not working with you for a satisfactory IEP.
Unless your child has been doing outrageous things (such as bringing weapons to school or selling drugs there) -- it's clear there's room for negotiation.
You have a lot of clout, friend, and it's time for you to use it.
<<Please advise me...how to start the process of letting the school system
know that the IEPs need to be changed. I am concerned that I will be told
that since i signed off on them changes can't be made until the review dates
come along. >>
You need to get your hands on a book "Negotiating the Special Education Maze"
by Andersen, Chitwood and Hayden published by Woodbine House. It's excellent
and will walk you through all of this in easy to grasp steps.
SUBJECT: Re:Yearly
reviewDate: 97-02-28 10:13:15 EDT
From: Ratatat
<<If there have been virtually no services for specific areas like writing,
math science & social studies, what is there to discuss?>>
One of the things that is supposed to be used to design an IEP is the studen'ts current level of performance. This should be taken from individually given achievment measures. Since your goals and objectives are so old, and the previously agreed upon ones were not followed, you may have to build the IEP based on the current level of performance AND from what the evaluations say she needs to specifically support her.
In my continuing quest for knowledge in this maze called special education, I was reviewing previous IEP's and realized there have never been any pre and post evaluation procedures used to gauge the effectiveness of the services. The only evaluations used were report cards, interim reports and now at the middle school level, "special reports". No actual testing to see if we are getting from point A to point B. As a matter of fact, the goals and objectives are so vague, in my opinion, that they couldn't possibly test for effectiveness because there is NO point A or point B to test for.
As for my advocate, I don't think she'll be accompanying me. I will probably have my attorney come instead. Susan's right, this has gone on too long.Unfortunately, it's time to play hard ball.
I am rather upset today because my daughter left a note on her bed for me this morning before she left for school. I cry as I relate this to you :( It is written more like a diary entry -like"Dear God, it's Margaret") in essence, she is telling me that school is hard, she hates all of her teachers and she is dumb and always will be. She wants a tutor, but she knows it's expensive (she has heard me say that I can't afford a private tutor long-term).
So, I am determined to correct this situation. I am physically and mentally exhausted form this whole experience, but I am going to see it through, as time is running out. I don't know how much more rejection and failure my daughter can take without throwing in the towel.
Dear lisa, I cry too when I read your post. I hope this thought helps you and your daughter. School is not the summation of who you are. I tell my daughters all three who have the same LD's as me. Grades are others opinion of who you are. Not to take them so seriously. I went through 12 years of school ,knew i was dumb by the first grad ,convinced by third, stopped trying by 6th grade. I eventually went to college 10 years after graduating and was at the top of my class. I have a wonderfull job and loving family. Why because all the things that prevented me from doing well in school were not present in college, and I also tried more and cared less what others thought.
Tell your daughter she is smart, that learning is a process that should be
enjoyed in itself, not a graded system that rewards only with a number or
letter. Tell her to throw the report card on the shelf and rather look at
what she has learned ,not by how fast she learned it. Encourage her to come
home and not look at how hard it was but what was interresting today. Did
George really have wooden teeth, wonder how many times you will be asked to
name all fifty states with there capitals, make her see school in terms of
her future life not just today. Encouage her teachers to see the wonderfull
things she does at home, my Shell has been putting 10000 piece puzzles
together since kindergarten.( she still loves puzzles), at school each time i
let them know she has interrests and skills that make her unique. Tell her
she is loved. Don't let the process of getting her help become so burdensome
that you have no energy to enjoy each day. Do what you can. That is all you
What you're experiencing goes on in lots of places. As a teacher, I hate receiving an IEP that is half written , makes no sense, or is woefully out of date. There may be an awful lot of paper work involved in this job, but as long as it's there, it should be done right. Each page of that document represents your child and her rights.
I am so sorry that this has become a battle for you and that your child is
suffering. It's not fair and it shouldn't happen. Be tough. I know you can
<<I cry as I relate this to you :( It is written more like a diary entry
-like"Dear God, it's Margaret") in essence, she is telling me that school is
hard, she hates all of her teachers and she is dumb and always will be. She
wants a tutor, but she knows it's expensive (she has heard me say that I
can't afford a private tutor long-term).>>
{{{{{{{{Lisa}}}}}}}}}}}
It's so hard. And darn it, this is the kind of fall-out that the schools just don't see. They don't see what the effect of their non-compliance has on the real lives of the students in their schools. What about if you took that note as "exhibit A" to the meeting? Ask your lawyer... it could be poignant.
Have you thought about taking a framed photo of your daughter to plop on the table to help keep them focused on the REASON for the meeting?
I like it that you are taking the lawyer. It is time to play very hard ball.
No school is supposed to allow a student to start the year without a valid
Thanks everyone for your words of encouragement. I think that I'm feeling a bit overwhelmed this week. I'm so tired of being put off, by my advocate, my lawyer, the independent evaluators and the school system.
I was supposed to hear from my lawyer this morning, before I left for work. Well, he did call, but all he said was that he was sorry, he had to be in court in 1 1/2 and it was that long a drive, so he couldn't talk - said he'd call me back around 5:00 pm. No call, I even made sure no one was on line from 4:30 on. I was anxiously awaiting his call, as we were to decide how to proceed.
I'm so frustrated that this has gone on so long. Taryn does her part, she stays after school 3X per week, retakes EVERY test because she never passes them on the first try, etc. I modify a lot of her work at home, make crossword puzzles out of her vocab words, play memory games with her science words, read to her when she's burned out, etc. What do they provide for her? 2X 49 min in resorce lab, where they only cover reading and sometimes english and 1X 49 speech & language. She's been "dumped" in the social studies, science, english and math classes with no other support.
They keep saying that if I had only agreed to their proposed IEP (she would half to give up 1/2 year science & social studies in order to receive 4X 49 minutes of "tutor monitoring" services) then she wouldn't be struggling, she'd be receiving the help she needs.
They just don't get it. Yes, she'd get the help she needs to pass from 6 th to 7th grade, but then what happens after that when in 7th grade she's 1/2 year behind in science and social studies? Then she'd require ADDITIONAL SERVICES. They don't provide "remediation" only curriculum support. This only enslaves the sped child to more of the same, from year to year. They're not taught the things they need to learn to become "independent" learners. They don't learn to use their strengths to overcome their weaknesses. Sometimes, they are just flat-out GIVEN the answers. This is support services to me, this is DUMPING!
First, the school system is not correct in saying nothing can be done until the review date. IEP's are fluid documents that can be changed at any time on the requiest of parents of teachers. If you write a letter requesting an IEP review they school has to provide it in 30 days (fed law). You might want to contact the state department of education for assistance on writing specific goals.
All goals should be specific and measureable. It should not say, he will iimprove his handwriting. It should say: He will be able to form all manuscript letters properly with correct form, shape, size, spacing and directionality on 80% of his written work. Measurements can be percentages, amount of time (he will write 2 lines of manuscript in 5 minutes) or number of attempts (4 of 5 trials). There should also be a consistent review process, such as goal will be reviewed every 6 weeeks using observation, and data collection.
I have been following your case for quite awhile now, and I have to say I'm totally confused. WHY IS THIS SUCH A BIG DEAL !!
Is your daughter supposed to receive a modified curriculum (on grade level w/adaptions in lessons,tests, etc. but same goals & obj. as the reg. students), adaptive curriculum (not on grade level but same goals, maybe not same obj. due to reading or lack of essential math skill), or a functional curriculum (life skills-usually reserved for Mentally Retarded)?
What is her reading level and math level? And what in God's name do you mean there are problems in scheduling? You mean there are no adaptive or functional classes offered? I can see where a "integrated" class might be hard to offer. (In my district, we call them modified classes or Class-within a-Class) For us, its a matter of having enough students and staff to support a CWC. If we can't offer a student CWC as stated on her IEP, then the parent can choose an adapted class or we do consulting w/reg. ed. teacher on how to modify curriculum for that student. In any case, it stays on her IEP and is marked as needed but not provided (supposedly this covers the reg. about reasonable accommodations). However, my confusion is this, why the scheduling problem? Are you saying her time in service is based on categorical label and not curriculum needs? Your district doesn't cover all classes? Like: special ed. language arts class offered at same time as a regular ed. language arts class, special ed. S.S. class at same time as a reg. ed. S.S. class?
I teach middle school special ed. (6-8) and I've never heard of a secondary school that had scheduling problems like you've discussed.
It has been hard following this discussion because I didn't know what criteria they used to determine special ed. services. Is she only low in math? reading? WHAT? Don't walk into a meeting without levels of performance having been determined. You're not only doing a review of goals and obj. but of the appropriateness of an IEP. Stick to your guns, other states have been providing these services for years with apparently a lot less money than your district has in it's coffers.
I'm sorry this note is so long, but I've been fascinated by the whole thing and finally couldn't keep quiet.
<<I teach middle school special ed. (6-8) and I've never heard of a secondary
school that had scheduling problems like you've discussed. >>\
Sometimes scheduling problems like Lisa's been having are a reflection of the
school's need for an overall attitutude adjustment!
SUBJECT: Re:Yearly
review-BelindaDate: 97-03-02 18:56:00 EDT
From: Lmazzola
Hi Belinda:
If you're confused, and this is your area of expertise, imagine how I feel!
I'll try to be brief - if that's possible.
My now, 11 y.o. daughter who was dx'd at the end of 2nd gr. (independently from school's TEAM evals) with ADHD and "language based LD's", specifically - sequencing, short/long term memory, etc.
In elemenatry school services included small group instruction in a "pull-out" resiurce room program. By 5th grade, SOME services were provided at the source, ie. within the reg. classroom.
However, in 6th grade (middle school) they ONLY OFFER the following services:
Co-taught READING class (reg ed teacher plus sped teacher)
Tutor Monitoring (curriculum support in small group setting opposite regular
curriculum courses -
therefore, it requires the student to "give up" core
curriculum, usually 1/2 year of
science and 1/2 year of social studies, in order to
make room in the schedule
for this service)
Resource LAB (small group instruction- primarily to preview/review of READING
and sometimes
English assignments- *meets opposite study hall, which
is the ONLY time during
school schedule that chorus, band and music lessons are offered, thereby PRECLUDING a child that requires this service from participating)
Speech & Language (Not usually available for direct services - generally done
as consultation
with sped tchr from resource lab, who in turn
directs reg. ed. tchrs w/
"modifications, approaches, etc *same as above.)
One other thing, there are "aides" in ONE science class, ONE social studies class and ONE math class. However, my child is NOT in any of these classes except for the Math class. But that aide is there PRIMARILY for a student with more severe needs ??? than my child and only helps other IEP students IF SHE HAS TIME.
As for modifications, they are supposed to adapt test formats (no open-ended questions, multiple choice instead), provide outlines for topics being covered, numerous other things, but unfortunately, they are not being implemented. It is interesting to note: when it came to the end of first marking period, the sped tchr. wanted to "modify" her grades in science & social studies, from D's to C's, for the benefit of my daughter's "self-esteem". I asked her why they hadn't modified the CURRICULUM and then the grade. So, in other words, she is responsible for the SAME curriculum as everyone else, is supposed to be receiving modifications within the classroom, but is not AND they want to arbitrarily change her grade for her self-esteem!
So, either I've cleared this up for you, or I have confused you further :-)
<< Looks like I'll have to start all over again. WHAT A MESS!!>>
Oh, Lisa! Will this nightmare every end for you?
SUBJECT: Re:Yearly
review-BelindaDate: 97-03-04 19:54:51 EDT
From: BYnetteOrr
Lisa,
Thanks for taking time to answer my questions.
I understand why they are having scheduling problems; however, this is THEIR PROBLEM not yours. I have taught in three different states and I'm here to tell you scheduling like they are doing it is obsolete. In all states I taught in, special ed. time was based on curriculum needs. It sounds like your daughter needs integrated classes (modified curriculum). These can be provided with a certified special ed. teacher or a special ed. aide being present in the reg. ed. classroom. In our district, we run integrated classes with about 40% of the class being special ed. students. Know what I think, your district needs to update their special ed. service delivery model.
Did your law firm assign you a new lawyer? How is this going to affect your case? Any hope this will be resolved before the end of school?
Of course, this meeting couldn't have come at a worse time! My daughter has a big 3 chapter review vocabulary test tomorrow - 60 words. I'm just waiting for them to tell me (after the fact) that they have modified the test.
Do you want to know what their definition is of a modified vocabulary test?
Well, I'll tell you anyway....
They reduce the number of words on the test, but she still has to study/learn ALL 60, because they don't tell her which words the test will be on. Is it just me, or does this make NO SENSE? If she is reqquired to study and learn all of the words, she should be tested on all of the words.
Occasionally, they will provide a word bank. But the test ALWAYS involves the students writing a sentence to show they understand the meaning of the word. They have to copy the word off the board and then write their own sentence.
The other part is writing a complete definition for each word. It's interesting to note that when I spoke with the S & L teacher, she told me that the past few tests (the regular 20 word tests) the teacher would use a definition from the book that wasn't emphasized in class. Kind of like - to trick them. (This would be on words that have multiple definitions depending on what part of speech it was - verb, noun etc.) Also, this englisg class has 19 students and 11 of them are on IEP's - there is no aide, just the regular ed teacher 5X per week.
Boy, I can go on....
Anyway, I also have to attend a "Project Safeguard Day" with her on Thursday (all day), which means more time off from work and then the IEP meeting on Friday morning (again, missing work).
I'm feeling a bit overwhelmed this week, so if I start to whine, somebody, please cyberpinch me!
Until tomorrow :-)
Lisa
SUBJECT: iep helpDate: 97-03-10 12:38:12 EDT
From: ACarter425
Could anyone please send me info on a computer program for writing ieps? I would love a copy if it is available. thanks so much ACarter425@aol.com.
SUBJECT: Re:iep helpDate: 97-03-10 18:02:03 EDT
From: Ratatat
<Could anyone please send me info on a computer program for writing ieps? I
would love a copy if it is available.>
Hawthorne Education Services has a computer based IEP program. Their
materials are generally excellent. You can get a copy of their catalog at
My daughter is a high school junior in a city that is considered progressive about people with disabilities (take a guess from my screen name!) but the school district is being stubborn about treating her as an individual and working on her specific needs. I don't want to get involved in legal battles, but her needs are not being met, nor her IEP being followed.
I want her to be excused from the fourth (and final) semester of PE that is required for graduation. This is reasonable for several reasons:
she has CerebralPalsy and walksa huge campus - a lot of exercise every day
she competes actively in wheelchair sports - eery other high school student in that program gets PE credit for that participation
the only adapted PE class the school offers doesn't fit into her academic schedule.
The district has given me several excuses as they pass my letter to higher levels, the latest one is that there is something in the teacher contract that would forbid an excuse for PE. Excuse me, but the teacher contract determines INDIVIDUAL program??? (No offense intended to teachers)
Also, last summer we had expensive outside testing because I felt the school was just letting my daughter slide by. She has a 3.8 GPA in regular classes, but has some noticible deficits, in math particularly that weren't being addressed. So her current IEP lists these deficits. My daughter reports that her resource teacher isn't working with her on these items. Her resource period is simply a study hall.
Any suggestions would be greatly appreciated! Please e-mail.
I've posted here an excerpt from an Office for Civil Rights "Letter of Finding". In case you aren't aware of the role OCR plays in issues involving discrimination by public educational facilities against students with disabilities, briefly: they are responsible, uponreceiving a written complaint, for investigating allegations of discriminatory practices, either against individuals, or a group of individuals. After they receive a complaint, it is reviewed by the lead team of that OCR region. If they feel it is within their jurisdiction they will then investigate the school, district, etc. If the school or district is found to be in violation, one way of rectifying the problem is for OCR to file a "Letter of Finding" against the school (or district). The school/district must then rectify the discriminatory practice and OCR will monitor the situation until the school/district is in compliance with Section 504.
This is an except from the Letter of Finding sent to me by OCR....
(This complaint was brought against the City of Newton, MA in 1990)
COMPLAINT:
OCR established, based on interviews with district staff and parents, that LD students are routinely discouraged by school personnel from taking foreign languages as an elective at the JHS. The JHS policy discourages LD students from taking foreign languages, thus excluding them from an equal opportunity to benefit from educational services. In addition, when parents insist and IEP Teams asquiesces, then often the parents and students have to choose between other electives and LC (Learning Center) support classes. The district does not provide special education support beyond classroom modifications in accelerated mathematics or foreign language electives. This policy effectively limits the provision of special education and related services needed by LD students to take accelerated mathematics and foreign language courses available at the JHS. The students' IEP Teams are unable to make individual determinations on placement in the regular environment to the maximum extent appropriate to the handicapped students' needs, as required bt 34 C.F.R. Section 104.34 (a).
These practices artificially limit the courses IEP Teams can recommend for LD students, and therefore violate the Section 504 requirement that educational services for handicapped students be based on individual need. OCR established that the districtis denying the LD students who take or may want or need to take the accelerated and foreign language courses a FAPE, and is discriminating against them by denying them services they may need to effectively participate in an education, in violation of 34 C.F.R. sections 104.33 (a)(b) and 104.35 (c).
COMPLIANCE:
All students, including students with identified special needs, shall have access to accelerated courses, including mathematics and foreiign languages. The administration of each school shall maintain sufficient flexibility in scheduling special education services directly related to an individual student's identified special needs so that students with special needs will not be precluded from participating in accelerated courses due to the scheduling of special education services. Students with special needs will be provided with necessary aids (devices) and services directly related to identified special needs, as determined by the Team in accordance with the provisions of 34 C.F.R. Ch. 1 P. 104.33 (b) (1)
I believe that this letter of finding mat be pertinent to your situation.
I hope this helps.
SUBJECT: MO Spec. Education ManagerDate: 97-03-18 20:02:12 EDT
From: BowlerBabe
S. E. M. Technologies has the Special Education Manager for Missouri. It
does it all. (May Census, December count, IEP). Call 314-544-1320 for
details.
SUBJECT: Re:IEP formsDate: 97-03-18 20:03:19 EDT
From: BowlerBabe
If you are in Missouri, they have the Special Education Manager. S.E.M Technologies, 314-544-1320. So far around 30 districts have it.
"They reduce the number of words on the test, but she still has to study/learn ALL 60, because they don't tell her which words the test will be on. Is it just me, or does this make NO SENSE?"
That is a modified test. It's shortened, which makes it easier to take. If
she has difficulty learning the material as well as demonstrating mastery,
"The teacher should make it clear what words will be tested. Whats the porpuse if she studies all of them. Make sure its stated this way on her iep."
Yes, KE but isn't it amazing that it would be necessary to be that specific?
You just have to wonder...
SUBJECT: Re:Extended Year ServicesDate: 97-03-22 00:17:06 EDT
From: Mithue
I have a question about extended year services. My district has very tough criteria that must be documented before providing extended year services. My student has a rare deteriorating terminal disease and receives Intensity V services for academics, speech, physical and occupational therapy. He has a maintenance IEP since he will continue to regress due to the disease. He recently has had two shunt operations. It was determined that he needed a shunt because of neuorological stuttering (definitely different from "typical" stuttering) and a great deal of perseveration. He did not complain of classic high pressure symptoms due to the characteristics of his disease. Basically, his language skills regressed prior to the shunt, improved after the first shunt, and regressed when his shunt was partially blocked, improved after the second shunt. Intervention services did not make an improvement; medical intervention with the shunt did. He's 8 and has the behavior of a 2-3 yr old with language skills approximately at 2-4 yrs old. Any thoughts about how we can support the parent's wishes with EYS? My documentation doesn't support speech EYS qualifications. We meet in April. Help!
Sue
SUBJECT: Re:Extended Year ServicesDate: 97-03-22 09:09:03 EDT
From: Ratatat
<Any thoughts about how we can support the parent's wishes with EYS? My
documentation doesn't support speech EYS qualifications. >
Contact the Protecton and Advocacy Agency in your state. It should be located in your state capitol. If you can't find the phone number, the number for the national office is: 202-408-9514.
Also, contact NICHY (National Information Center for Children and Youth with Disabilities) at 1-800-695-0285. NICHY provides tons of wonderful information and referrals free of charge to anyone who asks.
SUBJECT:
Re: Extended Year ServicesDate: 97-03-22 14:06:52 EDT
From: SusanS29
"My documentation doesn't support speech EYS qualifications. We meet in April. Help!"
Sue, can you look at previous years? If the child has been eligible in the past, it's unlikely that a child with a deteriorating condition has developed the ability to maintain skills or recover them quickly if it wasn't there before. That's just common sense, and there is still a place for common sense in special ed.
Also compare progress from year to year. You might have old evidence. Since
the new evidence can't be used, argue from the old.
SUBJECT: Re:Extended Year
ServicesDate: 97-03-22 20:02:51 EDT
From: Mithue
Ratatat and SusanS29,
Thanks for the quick reply. My student has not been eligible for EYS in the past. We visit this issue every April only this time it's more complicated due to the change in behavior with the operations. I should mention that he is not responsible for ANY academics; Mom just wants him happy and included in extra music, art, and adaptive PE. He is totally non-compliant and does not respond to rewards. We do play therapy and try to role play social skills but he just wants to "satellite" around the room pulling books off the shelves. He's unresponsive to ACC. Kennedy-Kreiger came out to help with behavior modification plans but nothing productive has come of it. Does the limiting of critical life skills due to a medical condition qualify for EYS? I know down the road when his tongue swells and swallowing is difficult (as well as speech) and he's less ambulatory, he'll need service for those skills.
Sue
SUBJECT: Re:Extended Year ServicesDate: 97-03-23 11:38:57 EDT
From: SusanS29
"Mom just wants him happy and included in extra music, art, and adaptive PE.
He is totally non-compliant and does not respond to rewards."
There's your problem. The purpose of the extended school year is to make sure the student maintains gains achieved during the school year, not give him or her yet another opportunity... and truthfully, some parents will fight for it just because it helps solve their problems with child care or keeping a difficult child occupied. Extended year does have a place, but not as a babysitting service...
If he never meets any of his goals or objectives, though, and several approaches have been tried, the most logical explanation is that the objectives are aimed too high.
I would try as a last ditch effort to break one of the objectives into sub-objectives. Can he learn to meet one small part of one objective?
Usually students are kept out of extended school year because they don't lose what they've learned or regain it reasonably quickly (just like children without any handicap). But if a child has made no progress, there's no progress to protect...
See if you can go through your records and redefine, perhaps in smaller
Missouri Special Education Manager (For Missouri only) 314-544-1320 SEM
Technologies.
SUBJECT: Re:Extended Year ServicesDate: 97-03-29 11:02:37 EDT
From: Truman8
Hi there Mithue!
Just read your post and was incredibly impressed with your commitment to this child and his needs. You are undoubtedly in a difficult position because of the lack of evidence to support the parents' request for extended year services..but don't despair! Without knowing exactly what the tough criteria your district lays out for extended services are I still think your convictions in the form of YOUR PROFESSIONAL OPINION of what this child needs will help.
As you know the usual criteria for extended services are regression from year to year etc. Perhaps you could tell this child's story to fit that requirement. Start with what education means for this child. He is not learning academics. Education for your student is life skills and socialization. It is not unusual for children who have degenerative diseases to to regress terribly when they are removed from access to other children and vice versa. Many children get stronger and more healthy as a direct result of interaction with other children. Try and use this as your student's regression. He NEEDS socialization to meet his individual needs and without that kind of structured interaction, even for a few months, he will lose an immeasurable amount of interaction with the world. Remind whoever needs to be reminded that the education a student needs to receive is an education starting at the level where the child is ie. social skills, toilet training and not algebra.
The argument I am suggesting has been successful in getting kids into extended programs and even recreational summer camps.
Whatever you do, pat yourself on the back for caring a great deal about
your students.
SUBJECT: Re:IEP forms for a PCDate: 97-03-30 15:49:12 EDT
From: Lookheart
Does anyone have a copy of a computerized IEP form for a PC? Please send to
me or tell me how I can find it. Lookheart@aol.com Thanks
SUBJECT: Re:IEP
forms for PCDate: 97-03-30 15:56:52 EDT
From: Lookheart
Addition to previous memo: I need an IEP form on computer for MA if anyone
Before I go to my son's yearly IEP meeting, I'd like to be more prepared on
some issues. He's classified MD (SI and OHI). I'm not sure if this
classification will remain this yr. That's my first question..can I get a
feeling for this ahead of time so I'm not blindsided in the meeting? I plan
on writing his slp a note and asking her for a progress report BEFORE the
meeting. The OHI is due to asthma-he rec's PT becoz of weak muscle tone
also. I was going to contact his therapist for an early report also. BIG
question is: last yr they did a full psychological assesment with a lot of
testing. The psych. felt he was Adhd, but it was not supported by the
teacher's portion of the Connors. (he was in LRE K) There was also a Big gap
between two perf. scores that she felt indicated Add or a potential LD down
the road. THIS year's teacher (pre-1st) definitely feels he has a problem
with Add, and our pediatrician has independently dx'd Add. Is our dr's
testing, coupled with testing from LAST yr, along w/teacher's observation
this yr. enough to get the Add addressed by the school? To complicate things,
the teacher and I do NOT want him placed in the LRE class next yr. That class
has a LOT going on, is noisy, has very few good role models and will be very
difficult for my son as he is so easily distracted. We are hoping for a reg
class (she already has a teacher in mind who will be a good fit for him) with
pullout resource room, or spec ed consult, if needed. What can I be doing
NOW to assure we get this? Sorry post is so long.
SUBJECT: IEP adviceDate: 97-04-14 10:03:30 EDT
From: Rosebik
I would defin. contact the school and have a pre-iep meeting. This way there
are no surprises. The teachers and I get together, each year and discuss
their recommendations, testing, ect. Hope this helps! Rose
SUBJECT: Help w/IEPDate: 97-04-18 11:07:17 EDT
From: DeJaM41
Hi---I am so glad to find this area.( Thanks Ratatat- I saw your post in disabilities area)
I have a son who has many problems including speeh disabilitiy , add, visual / perceptional, and probable LDs. He is 11 and in 4th gr. He reads at about 1st gr level.
He was placed on a 504 plan last year and over the summer changed schools( still in same school system though). The new school this year never implemented the 504 in full until recently and only after we seen a lawyer. This school re-evaluated him and now have found him to be eligible for spec ed under OHI. We go for IEP meeting next week. We are also having independent evaluation done.
I would like to see my son get an after school tutor and also summer help, but I don't believe the school will agree to it. Can I use the fact of the 504 not being implemented and my son's subsequent lack of progress as a arguement for extra tutoring?
Also I want the IEP to reflect my son's true needs and give him the help necessary for him to learn. Is there any advice you can give me on writting an IEP? I am getting the books recommended in prior postings.
So sorry this is so long!
Thank you---Deb
SUBJECT: Re:Help w/IEPDate: 97-04-18 12:04:00 EDT
From: KErnhart
I dont know about your area but in mine extended school yr is truely hard to
get. Guess you would have to present your ideas and hope they see it your
way. I know in my area if extended school yr was a high priority for the
student and the parent due proccess procedures would most likely have to take
place.
SUBJECT: Re:Help w/IEPDate: 97-04-18 23:30:17 EDT
From: DeJaM41
Is ESY a daily thing - like summer school? I do not want to put him into a daily program - he needs a break. I would just like to see him get 2-3 partial days per week to help him retain what has already been learned and keep lessons fresh in his mind. We will pay for tutoring ourselves if we have to. Anyone have idea what this costs?
Thanks -Deb
SUBJECT: Re:Help w/IEPDate: 97-04-19 09:30:42 EDT
From: SusanS29
" I have a son who has many problems including speeh disabilitiy , add, visual / perceptional, and probable LDs. He is 11 and in 4th gr. He reads at about 1st gr level."
He really needs to be tested right away for learning disabilities. You just described a textbook case of LD, one that would probably meet the definition of LD in any state.
I don't understand why, with these reported results, he isn't LD as well as OHI. Can you appeal the conclusion that he is only OHI (well I know you can.
You can always appeal.) I would suggest that you do so.
SUBJECT: Re:Help w/IEPDate: 97-04-19 09:34:42 EDT
From: SusanS29
Extended School Year is hard to get everywhere.
First, the child has to have an IEP for an extended period of time (at least a third of the year). That's so the special ed teacher can evaluate his eligibility.
ESY is only offered to students who meet two very tough criteria.
First, they have to demonstrate that they lose progress over the summer. Well, of course they do but all students do. That's why math textbooks start out with extensive review.
The second part is harder to prove-that the student either doesn't regain what was lost, or regains it very slowly.
Most students forget how to do long division over the summer, for instance. But with a week of review, they're back where they started and progressing again.
Where I was, we used Summer Break as first choice for measuring how long it took a student to recoup after a break. If that wasn't available (because the student was in another district, or didn't have an IEP) our next choice was winter break, not an adequate test.
If we didn't have that, we were to use Spring break.
Fortunately for these kids, the judgment is made every year; Summer is the only real test in my opinion.
But the truth is that the great majority of students do recoup once school gets started again.
A student isn't eligible for ESY just because he has so far to go yet.
SUBJECT:
Re: Help w/IEPDate: 97-04-19 09:35:55 EDT
From: SusanS29
"We will pay for tutoring ourselves if we have to."
That's what you'll have to do. ESY is never available unless the student is enrolled in summer school.
Another approach to summer tutoring is to just use the last month of the
summer to let him get "caught up" before school starts. Then he starts out
solidly.
SUBJECT: Re:Help w/IEPDate: 97-04-19 15:54:34 EDT
From: SOSWoman
We used private tutoring for my son for three years. It was the smartest thing we ever did. It was also very costly. He was a 5th grader with between 1 and 3rd grade skills. His special education program was not meeting his needs. I knew it was the school's responsibiity to teach him to read, but it wasn't happening. We could have fought it, but each day he was the one missing out. We opted for private Orton-Gillingham tutoring. At that time there were only 4 teachers in our district who were trained in it. When he got to 6th grade I requested one of the trained OG teachers and he had two years of Orton-Gillingham at school and continued with 2 hours of one on one private instruction a week. The first year of tutoring we took the summer off, we found he lost quite a bit, so the next year he continued through summer. He hated spending even 2 hours a week in the summer in tutoring; however, he can look back now and has admitted he would not be where he is today if it were not for the instruction he got from his tutor.
We also started a parent advisory committee for special education in our school district. Parents meet monthly with our special education director to discuss areas of concern, and we're now a recognized body by our School Board, so slowly things have taken place. We've gone from 4 trained Orton Gillingham teachers to 18.....
Tutoring can be very expensive. We made sacrifices in order for our son to receive this.....at the time it was difficult. Today I'm soooooo glad we did it (and so is he). He's a sophomore in high school this year and receives most of his support through team taught classes and accomodations. English is still his weak area, this term he received all B's and a C+ in English.
But it's still a day to day struggle. It's a little easier now because we
understand his strengths and weaknesses better.
SUBJECT: Re:Help w/IEPDate: 97-04-20 02:35:45 EDT
From: DeJaM41
The reason my son was not diagnosed with LD through the school is because he didn't have the 2 standard deviations ( or 30 pt discrepency ) needed in the state of Ohio to qualify for that diagnosis. He did have over 1 s.d. though and this is one of the reasons we are having an independent eval done. There were also many spikes in his subtests.
I have a question of you Susan - I know you are very knowledable in these things - Can the achivement tests the school gives measure for a LD in a child who does not have an average I.Q.? Can they even go low enough to obtain this much of a discrepency? I was told by some very experienced people ( the President of LDA in our city and a special education lawyer ) that they do not, but the school insists they do.
Just wondering. My son reads like a textbook child with learning disabilities and I have read much on how I.Q can fall over time if Lds go undiagnosed and untreated- i.e. the Matthew Effect.
I am just happy to have Jared qualified for spec.ed and maybe now he will get the help he needs. Is it important to have the LD diagnosis? The schools say no - they say as long as he gets help the label does not matter.
Your thoughts would be much appreciated as I hold your opinion in highest
regard. Thanks Deb
SUBJECT: Re:Help w/IEPDate: 97-04-20 02:44:41 EDT
From: DeJaM41
SOS- thanks for your input. We are definently going to get a tutor this summer- even if the school won't pay - which I doubt they will.
The parent advisory committee sounds very interesting - how did you go about getting it started? It sounds like something our school could use.
Thanks again- Deb
SUBJECT: Re:Help w/IEPDate: 97-04-20 18:50:51 EDT
From: SusanS29
"Can the achivement tests the school gives measure for a LD in a child who does not have an average I.Q.? Can they even go low enough to obtain this much of a discrepency?"
Depends on what grade the child is in. I would have to look at the test scores to see.
Where I live, they have a "sliding discrepancy." The discrepancy doesn't have to be as big in first grade as in third. Otherwise, no first graders would ever be diagnosed.
Take a look at the age of students when first diagnosed. If you see very few diagnosed before fourth or fifth grade... well personally I think that's terrible, but that's what the requirements for an extreme discrepancy (2 SD is extreme) will get you. It was rare for us to see such a wide discrepancy, because we got the kids earlier and intervened before things got that bad.
However-unfortunately-states are allowed to set their own diagnostic
standards. 2SD saves the districts a lot of money.
SUBJECT: Re:Help w/IEPDate: 97-04-20 22:05:38 EDT
From: SOSWoman
Actually there were about 5 parents who were experiencing difficulty getting appropriate programs at the Jr. High level. We met with the Jr. High principal and got no where. We had an interim sp. ed director. When we found out who the new spec. ed director was and when he was starting, we had a letter on his desk waiting for him. He did some checking and was advised we were a group he would want to meet with. Not because we were angry (which we were), but because we had valid concerns and issues. The five of us felt by meeting together, our voice was stronger. We were all experiencing similar problems. We then started meeting with him on a monthly basis - got several things resolved and were instrumental in getting some things changed. We then decided we should expand the group to include a representative from each of the schools in the district. Because of confidentiality it was hard to know parents at other levels, so at that time the director contacted parents.
We now have had some publicity, put on some training sessions and are becoming more recognized, so we could probably identify our own reps if we needed to. There are about 13 core members. We share information about training sessions, unique problems that need immediate attention, etc. We've been asked by teachers to come in and address their groups during in-service days and we've also been invited to participate in in-service.
We've participated in transition inservice and curriculum. There are still
problems in our district; but we have been a voice and we have seen some
changes that may not have happened if we hadn't been involved. The real key;
however, is that you need the support of your Special Education
Director/Administrator or you're not going to be effective. We were
fortunate to get a director who was willing to listen to parents.....our
previous director was not so accomodating.
SUBJECT: Re:Help w/IEPDate: 97-04-21 10:05:30 EDT
From: SusanS29
" The real key; however, is that you need the support of your Special Education Director/Administrator or you're not going to be effective. "
Well, not quite. If you get blocked at that level,it's time to involve
outside agencies.
SUBJECT: Re:Help w/IEPDate: 97-04-21 23:30:01 EDT
From: HAILCAT
This is my first time here. I'm glad something like this is around. I'm a
parent of a 5 year old down syndrome boy. He's been in school since he was
3. We have really had to educate ourselves on the laws. My problem is
speech. The school tries to stick him in a class with 7 to 8 children at a
time and calls it speech therapy. We've gone out and got 2 outside
evaluation (at our cost) and they have agreed the group was to big. That it
wasn't doing anyone good. We tried to include group size in our IEP but the
school district wouldn't allow it. Does anyone have any suggestions to this
problem? Any help would be appreciated.
SUBJECT: Re:Help w/IEPDate: 97-04-21 23:37:09 EDT
From: Ratatat
<We tried to include group size in our IEP but the school district wouldn't
allow it. Does anyone have any suggestions to this problem? >
The IEP is supposed to reflect your individual child's unique needs. If group speech therapy is not doing that in your opinion, and in the opinion of two outside experts I would suggest that you request, in writing, an impartial review of the IEP.
Take a look in the Special Education Library at the files on What Do The Laws
Say and IEP Regulations so that you can better know what your rights are and
what the school is obligated to do.
SUBJECT: Re:Help w/IEPDate: 97-04-22 10:14:59 EDT
From: SusanS29
There are limits to what a parent can demand. IDEA will not support, for instance,a parent insisting on one-on-one help. And in fact it's not necessary. However, I can't imagine speech therapy being useful in a group of eight.
HOWEVER -- language therapy is a different matter, and often works better in groups. So before getting too demanding, re-check your child's diagnosis.
If the issue is articulation I think you have a strong case. Go to the
experts. Get written statements from them about large groups and articulation
-- not statements about what your child needs but statements about what
does and doesn't work for articulation therapy.
Ask them to include 'cites from the research, respected textbooks, etc.
If it's language therapy and not speech therapy (many parents aren't clear on the difference, which is why I bring it up) that's a little different.
SUBJECT:
Re: Help w/IEPDate: 97-04-22 15:02:39 EDT
From: HAILCAT
Thanks..The information you all provided was very useful. We've tried for
the partial IEP meeting and the special education director showed up and said
that it was not the ARD commitees place to include numbers. She wouldn't let
the disscusion go any further. In our school district, the teachers are so
afraid for their jobs, that no one will stand up to her. I've wrote the
Texas Education Agency about this but have gotten no reply. I found out
later that they only have 4 people to investigate problems. I really feel
that if she were out of the picture, things would go alot smoother. We've
(other parents and myself) even wrote the schools superintentant, and his
reply (off the record) was that she's a woman, black and educated. That
until she really messes up, there is nothing he can do.
SUBJECT: Re:Help w/IEPDate: 97-04-22 17:58:43 EDT
From: Ratatat
<We've tried for the partial IEP meeting and the special education director
showed up and said that it was not the ARD commitees place to include
numbers. >
That doesn't sounds like an impartial review as described in IDEA. Sounds more like a re-convening of the IEP committee.
And impartial review is a part of your constitutional due process rights, and the school cannot bar you from access to due process.
You might see if you can locate the Protection and Advocacy Agency for your
state and ask them for their guidance on the laws and some coaching on what
to do next.
SUBJECT: Re:Help w/IEPDate: 97-04-23 00:07:22 EDT
From: SusanS29
"Thanks..The information you all provided was very useful. We've tried for the partial IEP meeting and the special education director showed up and said that it was not the ARD commitees place to include numbers. She wouldn't let the disscusion go any further. In our school district, the teachers are so afraid for their jobs, that no one will stand up to her. "
You hold lots of cards here you haven't played. With the IEP you were given (or should have been-check) detailed explanation of how you appeal if you don't agree with the results.
Follow those steps one after the other. Don't "go over anyone's head," just
follow the steps.
SUBJECT: Re:Help w/IEPDate: 97-04-23 00:39:50 EDT
From: HAILCAT
to: ratatat & Susans
Thanks for the help. Its very useful.
SUBJECT: Re:IEP formsDate: 97-04-27 10:32:01 EDT
From: Hisladydi
I am looking for computerized iep forms for my pc. I would be interested in any information with the iep.
Thanks so much, this could make life easier.
Please email at hisladydi@aol.com
SUBJECT: Time for PaperworkDate: 97-04-27 22:11:17 EDT
From: CHorn48632
I would appreciate it if you could let me know how many special education
teachers are given time to test, write diagnostic reports, write present
level reports for IEP's, participate in annual reviews and staffings, prepare
for the IEP, and conference with parents? I work 14-16 hour days in the
springtime because we aren't given time to do all this paperwork and
participate in meetings. I have heard that Virginia gives their teachers 3
days and Kentucky gives teachers a week to meet with the parents. I would
like to be able to do my best but when I'm so tired, I can't. If I could
present a list of other school districts who provide time to our Board of
Education, maybe they would help us. When I substitute for another teacher
on my planning time, I get paid. When I have to give up my planning time (in
which I usually do lesson plans, bulletin boards, parent phone calls and
grade papers) to test, I don't get paid extra. The school district gives the
elementary teachers two days to conference with their parents in the fall and
it's not the law. It is the law to meet with parents and develop an IEP
together but they don't provide the time. I am only one person and can't do
everything, including adding more hours and energy to a day. Aren't our
children important, too? I have taught 24 years and love it. But with the
tons of paperwork being required by the government, it's getting hard to have
a life outside school. I used to be a foster mom for 7 years and before
that, I worked fires and floods for American Red Cross on holidays and
weekends mostly from 1 to 4am year round except for summer. Then, I was on
call 7 days a week, 24 hours a day. I was also a Coordinator of first aid and
CPR for half our county for 6 years. We provided volunteer services for many
community events on weekends and in the summer. I had to give that up for
paperwork. I don't know how married teachers do it. Sjorry for complaining
but I'm just trying to advocate for both teachers, parents, and students. If
you are stretched too thin, how can you do a good job? Please let me know if
your district provides time for you to complete all your forms and meet with
parents. Thank you.
SUBJECT: WaiverDate: 97-04-27 22:19:11 EDT
From: CHorn48632
Our special education director announced at our last meeting in April, that
they are trying to get a waiver from the state to allow all the special
education teachers to serve anyone who needs help whether they are special
education or not. This worries me. Does this mean we are not going to have
a special education department anymore? Does this mean there isn't going to
be any criteria for serving spe. ed. students? Does this mean an increase in
the class size or an increase in IEP's? Does this mean we are going to be
tutors not teachers? Doesn't she want special ed. teachers anymore? She
didn't elaborate but she is probably waiting for the final word from the
state. Has anyone heard of this approach? I'm confused. Please help us if
you know anything about this. Thank you for your concern.
SUBJECT: Re:Time for
PaperworkDate: 97-04-28 11:49:19 EDT
From: SusanS29
"I would appreciate it if you could let me know how many special education teachers are given time to test, write diagnostic reports, write present level reports for IEP's, participate in annual reviews and staffings, prepare for the IEP, and conference with parents? I work 14-16 hour days in the springtime because we aren't given time to do all this paperwork and participate in meetings. "
We scheduled our IEPs throughout the school year to space them out. Then,
since we had more than one resource teacher, we provided them with work while
we did what we had to do, and the other teacher supervised them.
SUBJECT: IEP
student on grade levelDate: 97-04-28 18:56:32 EDT
From: Nbowneg
A parent of a 4 year old deaf son,currently in a site based program, just called me. It seems as if the district won't continue to pat for the site-based program. They will only pay for individual speech therapy. This boy may be doing well at the present time but his deafness won't go away. He needs the continued interaction of his peers during this precious time of language development. The district claims that he is not delayed so too bad. Can you give me some suggestions to help them?
Nancy
SUBJECT: Re:IEP student on grade levelDate: 97-04-28 22:51:08 EDT
From: SusanS29
" He needs the continued interaction of his peers during this precious time of language development. The district claims that he is not delayed so too bad. Can you give me some suggestions to help them?"
I would call the Office of Civil Rights right now. This is the most incredible, amazing thing I've ever heard. Of all the handicaps that can be visited on a child with normal intelligence, deafness holds more potential to hold the student behind than any other. Deaf children are typically profoundly delayed in reading and writing skills. Their difficulty with language interferes with the acquisition of math, science, social studies, etc. It has a profound effect on their social skills.
There is no way to say a four year old child is not behind academically. It's
a ludicrous statement, and they're taking a ludicrous stand.
SUBJECT: IEP FOR
MIDDLE SCHOOLDate: 97-04-29 13:39:12 EDT
From: KPerry111
My son will be in 7th grade next year. What are things that should be
included in his IEP if he plans on going to college.
SUBJECT: Re:Time for
PaperworkDate: 97-04-29 14:35:36 EDT
From: Mdmk19
Many of the sp. ed teachers i work with actually take personal days to get
all this work done.
SUBJECT: Re:Time for PaperworkDate: 97-04-29 17:49:48 EDT
From: R u Niz
We used to be able to schedule Thursday afternoons (this is the day our Pych, Nurse, and Social Worker are in the building) free. That way we were available for initial staffings and re-evals. When we weren't tied up in staffings, we could use the time to test and do Sp-Ed paperwork, or we could meet as a Sp-Ed team to hammer out problems.
Those days are gone.
I have classes all day long, every day. It is difficult to do the testing and paperwork for annual reviews (like Susan's, thay pop up all year),and to prepare for my classes. Updating IEP's becomes a challenge.
What upsets me most of all though is the difficulty in finding time to observe or test students who are being initially staffed. I know that I could leave all this up to the psychologist, but I am a trained diagnostician and I feel my imput at a staffing is more important than my signature on those papers. I have always felt that as a teacher who tests I bring more to the table than someone who sees the child for just a couple of hours.
SUBJECT:
Re: IEP FOR MIDDLE SCHOOLDate: 97-04-29 19:41:25 EDT
From: Lmazzola
KPerry111:
I think you are wise to look into this now, I have learned the hard way that it is not an "automatic" thing. I thought that all courses, unless modified and specified, were "college track", how wrong I was. Because of "numbers" rather than actual ability, my daughter was "tracked" in Math in the "non-college" prep track. As soon as I realized this, I moved her up, but she had already lost a year's worth of curriculum. Yes, she has LD's, but they have never affected her math ability, but because she was on an IEP, the school "automatically" put her in the lower track.
My suggestion, ask for a "Program of Study" guide. Hopefully, it will cover both Middle and High School curriculum courses so that you can make informed decisions regarding the courses your child will take and any services he may require. If there is no such guide, start making appointments with current teachers (to assess what his skill levels are) and future teachers (to see what the courses will require).
The big mistake I made was to let them convince me my daughter would be "more comfortable" at the lower level. (This made sense since she was really struggling in her other classes, but what they didn't tell me was that this lower class was not on the college prep track).
Good luck
SUBJECT: Re:IEP FOR MIDDLE SCHOOLDate: 97-04-29 23:16:20 EDT
From: SusanS29
"My son will be in 7th grade next year. What are things that should be included in his IEP if he plans on going to college."
By law, an IEP has to reflect his current educational needs.
SUBJECT: Re:IEP
FOR MIDDLE SCHOOLDate: 97-04-30 05:20:48 EDT
From: KErnhart
His goals should reflect as close as possible the goals of all students in
the school. Adaptations should help raise level of preformance. Check to
see what the qualifications are for all students recieving a diploma. Not
all are the same in the states.
SUBJECT: Re:Time for PaperworkDate: 97-05-03 22:50:26 EDT
From: Hillmed
I have heard that Virginia gives their teachers 3 days
I'm an OT in Virginia---I don't get any time to do the paperwork or attend the meetings. We also work 10 hour days. I start at 7:30 and end around 5:00 meeting with parents, teachers and kids. We can't cancel kids for IEP's so we have to reschedule around the meetings. I would really like to have the time to plan better, but they(administration) just don't see it. In one school system they tried to give the spec ed teachers a week to do the IEP's-It cost too much for substitutes so they didn't continue it. we all feel the pinch. I think the Teachers associations should address this.
SUBJECT:
Re: Time for PaperworkDate: 97-05-04 15:22:18 EDT
From: R u Niz
I guess I'm a little confused here. The timing of the Annual Reviews is written into the IEP-the Annual Review must occur within a year of the date the IEP was written. If an initial IEP was written on May 4, 1996--then the review must take place on or before May 4, 1997--Right? Although an IEP meeting can be called at any time to fine tune or make changes to the IEP, the actual Annual Review date is pretty much dictated by the date of the original IEP.
So how does giving SpEd teachers a week to do Annual Reviews mean anything?
As caseloads, SpEd tasks, paperwork changes, collaboration requirements, etc.
keep piling up, many of us are becoming overwhelmed. Although many in the
teaching profession (not all, just many) perceive SpEd jobs as "cushy" due to
smaller class sizes, I feel that it is becoming very difficult to do
everything well. My sympathies go to the OT professional in the previous
post.
SUBJECT: Re:Time for PaperworkDate: 97-05-04 18:25:20 EDT
From: KTteech
We, the teachers, have subs for the actual meetings. Due to our contracts we receive one and a half days planning time per month. This year with a new principal we (the teachers) were asked to give up one day planning time per month for Feb., March, and April for "TEAM PLANNING DAYS". I have 18 students between morning and afternoon: all of my students receive Sp/L, 17 receive O.T., 14 recieve P.T, and 5 receive services from the teacher of the visually impaired (I specialize in students with multiple needs). They all work part time in our building---so you can imagine the scheduling nightmare. We get together as a TEAM on those 3 days to establish current levels, prioritize needs, and write goals and objectives. During these times the studetns do not recieve their hands-on service time from the therapists. The therapists have 3 teachers to meet with, so needless to say, time spent in the classroom is drastically cut back between these meetings and the actual annual reviews. During the course of one of these planning days we average about four reports per day, so in order to finish we have to "catch as catch can" with our TEAMS, whenever.
Our actual Annual reviews are scheduled for 45 minutes each, and so far (knock on wood) we've stuck well to this schedule----I have 7 done 11 more to go.
I have two children of my own, 7 and 8 years old, both play soccer and baseball/softball, which overlap in our commnunity for 6 weeks in the Spring---NOW---ugh!!. My husband works in retail and is home at night usually one or two days per week, and not home on weedends. On a day when we is working at night I put in from 8:00-4:15 at work, luggin' work home every night that I never seem to get to. The nights he can cover at home I stay late usually unitl 10 or 11 p.m. There have been serveral nights lately where I come home, get the kids, and go back to work for another 2 to 3 hours ---whild the kids play in the gym. Yes, it's very tough on the MARRIAGE! I agree the amount of time is unbelievable, it's NOT a cush job, we earn every penny!!!
With more and more cut backs every year our "intake" process is now unexistant. We find out a new student is coming and are given the file to read, with words of encouragement and "he starts tomorrow". And they just keep coming... How are the rest of you "taking in" new students!?!
Our A.R.s began the last week of April and will continue until the end of the school year, all students have an A.R, regardless of intake date. All projected dates for completion are for 5/98, covering one year from now. All students do not need to be reviewed now, based on when they started---but it makes for more organization. Case studies on the other hand are occuring at all times, we scatter them throughout the year based on DUE dates, so no one team is over whelmed. Number of case studies due next year also is considered when making up classlists.
Excuse my rambling, (this is an essay not a message, sorry) but it has been very theraputic... Gotta go make dinner...Have a good week ALL!!
Katy
SUBJECT: Re:Time for Paperwork (cont)Date: 97-05-04 19:06:11 EDT
From: KTteech
If what I wrote is as clear as mud, it probably to would help if I had stated
I teach cross categorical heterogenously grouped early childhood special
education, an A.M. and a P.M. class totally 18 students!!
SUBJECT: Re:Time for
PaperworkDate: 97-05-05 20:56:14 EDT
From: SusanS29
"So how does giving SpEd teachers a week to do Annual Reviews mean anything?"
If you write an IEP in November, you re-write it in May so that next year
it's due in May. Many places do this.
SUBJECT: Re:Time for PaperworkDate: 97-05-05 22:35:26 EDT
From: R u Niz
I guess that makes sense, Susan. But I still can't imagine closing down
classes-which I would have to do-and scheduling 17-20 Annual Reviews in one
week!
SUBJECT: Re:Time for PaperworkDate: 97-05-07 00:14:56 EDT
From: SusanS29
"I guess that makes sense, Susan. But I still can't imagine closing down classes-which I would have to do-and scheduling 17-20 Annual Reviews in one week!"
The class where I saw it done was limited to 12 children (EMR) and had a half-time teacher assistant, which made it easier.
In the Resource room we had three resource teachers. So what we did was if I
had an IEP, one of the other teachers would take my students (I provided the
work). That way my students were rarely if ever cancelled.
SUBJECT: Re:Time for
PaperworkDate: 97-05-07 18:04:32 EDT
From: PIKAPP42
All of my IEP's end on the same date but our school gives us every monday to
have conferences and we team teach once a week in order to get testing
done.
SUBJECT: Re:Time for PaperworkDate: 97-05-07 18:05:48 EDT
From: PIKAPP42
see if your principal we allow you to team teach with another teacher in
building a few hours one day a week starting four to five weeks before your
IEP end dates start ending.
SUBJECT: LiaisonsDate: 97-05-11 07:54:16 EDT
From: ARobita638
I am a special Education teacher in a Mass. High School. In our school we are responsible for servicing students and holding their annual reviews. Many of the special education staff is also given additional reponsibilities to act as a liaison for students they do not directly service. This duty entails holding review meetings as well as checking with teachers in regular education whom might be servicing these students.....Most of us teach 5 periods a day....have a prep and a duty period which is when we are suppose to act as liaison to approximatley 40 students..... I was wondering what other schools are doing...1. Who acts as liaison? (is it just special education staff)2. What does acting as a liaison mean in your school? 3. When do people do it?
my son is a six year old that falls into that category of not being severe enough to diagnose easily but there is definitely something, but he is in a catch all category, i feel that no one truly can say what it is... anyhow he has epilepsy, add, allergies, sensory integration disorder, a pending cp diagnosis (waiting for a 48 hr eeg result) drools excessively, is immature, cries easily, has the verbal vocabulary of a ten year old, but when he puts his hands into it he can test (depending on the test giver as low as three years old), tires easily, has incredible logical thinking skills. we have had him in early childhood since he was 3 years old. we waited an extra year to send him to kindergarten where he went to his home school, and was pulled out for speech, ot and 290 minutes of LD services (he was in a half day program) by the end of the first semester we had to add depression to his list of symptoms. it was at this point we pulled him out of public school and put him in an alternative school we have seen great personal growth in him, but don't feel there has been growth in the area of the 3 R's. admittedly we are rolling the dice in keeping him in the current school, but he is happier and we feel he will able to learn more efficiently this upcoming school year. the problem is that he has continued at the public school for his speech and the o.t., but now the case manager has indicated to me ahead of time that they may request that his speech be stopped because they feel he his muscle tone is so low that he won't be able to progress, also they are insisting that he comes back for the LD. his current school is saying it won't be necessary.....i am so confused. where do we stand?????? i know what happened to my son in the original school in a ten week period and i don't want to see him suffer like that again. the classes are all large (35 kids) can the school just take the speech away??? if we keep him in his school now do we have to provide transportation back and forth to all his services between the schools? if i have scripts does the school have to do a neuro-psych evaluation, p.t. evaluation, visual auditory assessment for education (even if the professionals have to be tuitioned out)??????? what kind of deadline can i ask for in response to any requests.....any help, input or advice is appreciated thank you patti
< what kind of deadline can i ask for in response to any requests>
Patti, you situation is very complicated. It sounds like you have made some good choices for your child so far. A child can't learn much of anything if they are unhappy. I'm not sure that the school can withdraw any support at all whatsoever, if it is necessary for him to receive those services in order to learn. The transportation issue really depends on what the district already provides to other children in the district. The main thing is that they cannot single your child out because you have selected a non-public school - if they provide services to the students in the public schools, they must make the same service available to you.
What you need to do is to learn the laws that protect your child's access to an appropriate and free education. I would highly recommend that you get in touch with a nearby chapter of the United Cerebral Palsy Association. Many of the UCPAs have advocacy services and training for parents of kids with CP and any other disability. They may just be your very best resource for now, and the long haul.
Also, get in touch with the Protection and Advocacy Agency in your state.
They might be able to offer you some good assistance too. Many have advocacy
manuals for parents which will outline the laws for you. And, ask them for a
referral to your state's Parent Training and Information program (PTI). Each
state must have one.
SUBJECT: IEP for writing disabilityDate: 97-05-20 22:32:27 EDT
From: GlynFP1
At the eligibility meeting last Wed. it was determined that my son does qualify for special ed. services in the area of written language. A full report was not ready for us (they had to photocopy it) and is supposed to be given to us this week.
The IEP meeting is this Friday. I'm not sure what to look for or ask for. My son is bright-IQ 133 on the Stanford Binet-but scored 110 on TOWL which exactly meets our school system's criterion of a 23 point discrepancy. Needless to say there were alot of numbers thrown out during the eligibility meeting. Some of his writing was lower and some was a little higher. He has organizational problems, too. (They considered ADD w/out Hyperactivity for a while, but ruled it out at the eligibility meeting.)
The special ed. teacher indicated briefly that next year my son would be pulled out of reg. class to attend the resource room 4 days a week for 45 min. each. The want to do the IEP now because they'd like to start him in the resource room ASAP in order to figure out a little better where he is and give him a feeling for it before next school year.
Any suggestions? Should I look for modifications in the reg. classroom for next year? What kind? Any advice would be appreciated. I should have a copy of the report with <all> numbers in the next day or two. Also, we had contacted a tutor a few weeks ago. We didn't think my son would qualify for special ed. so we thought a tutor would be well worth it this summer. Should we continue with that idea even though he has qualified for special ed.?
Glyn
SUBJECT: Re:IEP for writing disabilitDate: 97-05-20 23:58:32 EDT
From: Mars000210
glyn, think about where your childs writting problems occur, is it just speed, thoughts come faster then his handwriting, does his compositions are short ( but are correct in content). Look at the work he brings home. Determine what is difficult for him , then brain storms solutions that can be easily done by him at school which will allow him to learn the material presented.
When looking back the things I found to be the most sucessfull, and
depleated the a lot of stress, were having note takers and incresed time to
do assignments. I would have started started keyboading earlier and requested
the alphasmart Pro, not having to rewrite assignments improved the content
immediately with my girls and allowed them more time to listen to the
material presented in class
A few questions for you to think about may be : What are they going to address in resource: Are they going to do remediation for handwriting: Are they going to teach keyboarding skills: Will they address content of written work? Another thought is: How will your child feel about being pulled out of class ( I felt this was important to concider): Can the accomedations and interventions be done fully in the class room setting instead of resource.
I am not trying to make these decsions, you must make, harder for you. I have found if I thougth hard about these questions I was better prepared for my meetings.
I have my meetings tomorrow I have gone over all of the above for myself. I have changes I think that will improve my girls performance in school for next year. My girls had resouce this year just to let you know for the first time. We used it as a study hall to complete assignments, tests and to keep thier papers organized. It worked well. Make the IEP work for your child it should be specific to address the problems you see your child is having that impedes his ability to learn the material presented in school.
Good Luck Barb
SUBJECT: Re:IEP for writing disabilitDate: 97-05-21 09:49:55 EDT
From: Ratatat
<Any suggestions? Should I look for modifications in the reg. classroom for
next year? What kind? Any advice would be appreciated. I should have a
copy of the report with <all> numbers in the next day or two. Also, we had
contacted a tutor a few weeks ago. We didn't think my son would qualify for
special ed. so we thought a tutor would be well worth it this summer. Should
we continue with that idea even though he has qualified for special ed.?>
As far as the tutor goes, be sure to give your child a break from school too! Maybe starting up with a tutor about three weeks before school begins in the Fall would be enough... meeting once to twice a week to review some basic math facts, reading/comprhension, etc...
If they were considering ADD without hyperactivity, but have ruled it out at this point, I'd like to advise that you keep your eyes open on this one. Kids with high IQs often are able to cope and built some strategies on their own because of thei intelligence when they are younger and before the demands for independence from the schools increases along with the academic challenges (like in middle and high school). My own son was able to do pretty well until about 10th grade when he "hit the wall". His inventory of strategies were literally used up and tapped out with the increased demands. At this point, he was carefully evaluated and diagnosed with ADD. He has a very high IQ which actually helped to "mask" his struggles for all those years.
Meanwhile, if your son is exhibiting some traits that might have caused the team to consider ADD, then I would suggest that you look at typical accommodations often offered to kids with ADD. Many of them are just common sensical and would be appropriate for all sort of school situations for all sorts of learning problems. You can find a good list of accommodations right here in the Special Education Forum's library.
Also, I'd highly recommend that you get a copy of Taming the Dragons: Real Help for Real School Problems by Susan Setley, Starfish Publishing, St. Louis. You can get a copy from the Hawthorne Educational Services catalog at 1-800-542-1673. Its just about the best, most useful and easy to understand explanation/guide I've ever seen for helping kids who have learning challenges - no matter what they are. The back of the book is full of wonderful tips that are easy to implement and really work. In fact, your school's teachers might really like to add this book to their resoruce shelves.
SUBJECT: Re:IEP for writing disabilitDate: 97-05-21 13:54:07 EDT
From: KevisB
Dear Glyn,
I've been following your case for a while as your child shared some traits with our son, from your description. I am writing because I think that classroom modifications are at least as important as the resource room time in helping your child feel he can accomplish what is expected at school. Some modifications that we found succesful are:
1. Spelling tests orally or on an easel on big paper.
2. No copying from the board or overhead projector required. 3. Most written compositions to be dictated to an adult to type or write down. Student to edit.
4. Math assignments: 5 repetitions of a skill are enough to demonstrate mastery; student may stop at 5 problems practicing the same skill (e.g. long division). Math facts tested orally.Written math tests to be shortened (depending on test, teacher-student contract prior to doing test).
The above are just some suggestions of things that are written into my son's IEP.
If I were you, I would go through the daily tasks that are being taught and keep asking the questions, "What is the educational purpose of this task? How can the educational objective be accomplished with the least amount of writing and no copying?" Then, write those classroom modifications INTO HIS IEP! Otherwise, they don't really exist and his next teacher may not follow them.
On the tutor aspect, we were advised by the educational consultant we retained that school was so stressful in itself for our son that he needed the time outside of school to rest and recover, and to move his large muscles to help his motor development. That is also why we have an accommodation that classwork not finished in class does not get taken home as homework. By the way Dan is now finishing 4th grade, and his writing has improved some. He has also learned to keyboard this year.
I would also be careful about keyboarding too early. Because of his writing problems, Dan started learning keyboarding in resource room in 2nd grade. His development was not ready for it, and he started hating resource room and computing. Even in third grade, when many of the other children were doing quite well with keyboarding, he was not. Now in 4th grade, he has learned it easily, using the Herzog method, which is quite good. So my advice is to be careful your child is ready to learn keyboarding, as you don't want to turn him off to what could be a valuable skill for someone dysgraphic by doing it too early.
SUBJECT: Help for Writing DisabilityDate: 97-05-21 21:58:11 EDT
From: Lookouts 4
My son is in the 4th grade and was classified about 6 weeks ago. His LD is Dysgrapgia(writing disability). The Ed. Phycologist said he had sligh ADD. He is tempermental and does not respond well to ANY presure. I have learned to help him with homework a little at a time. I go bezerk when his Special Ed teacher assigns 20 spelling words. he really cannot absorb that many words in a week. Ten max. He gets A's in SS and Science so very little modifications have been made for those subjects. He is given test orally in resource room and sometimes he writes the answers.
My husband and I have attend every meeting and we prepare ourselves ahead of time. We do alot of research. You can too. Go on the Internet and key in Dyslexia or Dysgraphia. In the Maple Hayes Hall Dyslexia School Lichfield "Dyslexia and your Child" you will find a lotof answers. There are hand writing examples.
About how your child feels? I conviced our son he was smart and that's why we were going to such lengths to help him do well. If he wasn't why would we bother.He was the only 3rd grader on the Odyssey team. That helped us convince him he was very bright, intelligent, articulate and knowledgable.
These kids are very bright you can't fool them they know exactly what other kids think of their going to the resource room. You must tutor him in how to handle remarks from other. Give him some responses he can use when they tease. This helps catch the insensitive ones off guard.
I have learned a great deal about dysgraphic kids. They know the answers but cannot write them down. They must learn to keyboard. the computer is their lifeline.
I am rapidly becoming an advocate for dyslexia/Dysgraphia. This LD has
gone unnoticed for too long. AS many as 4% of all students have some form of
it. Where are the model IEP's for Dysgraphia or Dyslexia? There are none. It
seems they are being made up as they go along. I am calling for a model IEP
curriculum to be followed. If you have suggestions please E-Mail me at
Lookouts4@AOL. Libby
SUBJECT: IEP: more infoDate: 97-05-22 11:19:56 EDT
From: GlynFP1
I've received some of my son's evaluation reports. Terms that are mentioned
specifically are <weaknesses in visual-motor integration (copying)> and
<visual planning and organization skills are weak.> During the Broad Written
Language (W-J) it was noted, < he engaged in subtle off-task behaviors and
requested a bathroom break. The tasks were clearly laborious for him from
both a processing and production standpoint.>
On the TOWL he had problems with the Sentence Combining Subtest. The
examiner concluded also that <he appeared to have more difficulty approaching
and completing unstructured tasks when compared to the more structured
subtests on the Contrived Writing portion of the test (and) requested
frequent breaks.>
What is meant by <weak visual motor integration> and what are <visual
planning and organizational skills?>
It should be noted that he scored average to above average on virtually all tests and subtests. But then, to show how testing can be an inexact science, he scored in the superior range in Writing Samples (W-J) <suggesting a strength in written expression when compared to those skills associated with the mechanics of writing.> I'm so confused!
I've appreciated all the suggestions for my IEP meeting. I have to do alot of reading and spend alot of time doing online research today!
The psychologist's report wasn't ready for me yesterday. Hopefully, it'll come today. I want to look for patterns in his strengths and weaknesses. Maybe I'll be posting again later today.
It sounds like most of you are only concerned with parents and teachers input at the IEP. It's not about forms being or not being filled out-it's about the STUDENT-what a novel idea-the student should be there for the first draft of the IEP. Teacher and student should decide goals together before the meeting. My high school students presented and wrote their own IEP's this year. They also explained their disability to their parents and spoke of stratagies they use to over come these disabilities. It's amazing to see their self esteem soar after these IEP meetings.
I want to report our positive IEP meeting experience. As I posted before, my son was identified as LD in written language about 1 1/2 weeks ago. I was a little distressed that I didn't receive complete copies of the evaluation results before the IEP meeting. I had read so often on this board and others how difficult it has been for people to get their children evaluated, identified and then get the IEP or 504 services that the children needed. Although the process was a long one-it took us 4 months from beginning to end, during which time our son seemed to be in a holding pattern-I'd have to say that everyone involved has been very cooperative and has shown much concern for the well-being of our son.
The LD teacher had prepared IEP's and presented them to us during the meeting. She had one for this year (only 4 weeks left) and for next year. For the remainder of this year she wants to meet with our son a few times a week mainly to see if she can identify exactly where his problems and deficits are so that she'll have a head start on next year.
Next year's IEP was a bit general and dealt only with what services our son would receive in the Resource Room. I tentatively mentioned possible modifications in the classroom (I'm not the boldest person on earth!), the LD teacher was very receptive, so I listed what I felt he needed. She added every single one to the IEP! She also made it clear that the IEP "belongs" to the parents and child. Nothing gets added or taken out without the parents consent. It can be changed at any time to suit our son's needs. I was so relieved to see that this is our school's policy! I thought we'd have endless battles.
Of course it made me wonder about the parents who go in to these IEP meetings without any knowledge of their rights or of what would be best for their child. If I hadn't been online and hadn't been reading books for info. on LD and, specifically, writing disabilities, there would be no classroom mods. in place for next year.
Thanks to ALL of you who have given me advice and information!! I'm hopeful that my son is going to get the help he needs.
Glyn - great news. And what a terrific teacher! It's good to hear about the
successes. Oh - and congratulations to your son on his "imaginary country"
story and recognition (saw your posting in dysgraphia).
SUBJECT: Re:IEP
computer programDate: 97-05-26 22:35:28 EDT
From: CFjord
I am interested in receiving the I.E.P. computerized program. please e-mail
me
at cfjord@aol.com
Thanks!
SUBJECT: Re:IEP: more infoDate: 97-05-27 16:32:33 EDT
From: RRTeach
>>It should be noted that he scored average to above average on virtually all tests and subtests. >>But then, to show how testing can be an inexact science, he scored in the superior range in >>Writing Samples (W-J) <suggesting a strength in written expression when compared to those >>skills associated with the mechanics of writing.> I'm so confused!
Don't be confused-The Writing Samples subtest measures the ability to compose a syntactically and semantically correct sentence in response to a specific stimulus (picture, set of directions, etc.). For most items, it does not consider spelling, punctuation, captitalization or other areas of writing mechanics. I had a student write, "the gril lost her belt and is serchin for it all ovre the closit" This is a correct response to the request and scored full credit.
-*-**-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-
Linda
rrteach@aol.com
-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-
"...It's not easy being quiet and good, it's like hanging on to the edge of a
bridge when you've already fallen over; you don't seem to be moving, just
dangling there, and yet it is taking all of your strength."-Margaret
Atwood in Alias Grace
SUBJECT: IEP for ESL studentDate: 97-05-29 22:58:32 EDT
From: JH127
I'm wondering if a student I am tutoring would be able to get an IEP. The
specifics are as follows: the child is 13 yrs old and from Brazil. She came
her a year ago and spoke only portugese. She had only a 1st, possibly 2nd
grade, education in Brazil and was placed in 6th grade last fall in an ESL
program. She is speaking conversational english but is not progressing in
academics. The school has not made any commitments concerning her needs. Is
an IEP an option and would it help in this situation?
SUBJECT: Re:IEP for ESL
studentDate: 97-05-30 08:25:11 EDT
From: Ratatat
<She is speaking conversational english but is not progressing in academics.
The school has not made any commitments concerning her needs. Is an IEP an
option and would it help in this situation?>
If there is a suspicion that this child has a learning disability, then the
school is required to conduct a full, individual, non-discriminatory and
multi-disciplinary evaluation. It may well be that they will need to conduct
it in her native language (sounds most likely to me) so that the testing will
not discriminate against the language differences. Only after she's been
fully evaluated can you determine if she needs and IEP for special education
for a disability.
SUBJECT: IEP for ESL StudentDate: 97-05-30 21:05:48 EDT
From: JH127
If after testing they find that she doesn't have any disabilities can an IEP
still be written to help determine her course of study. She is having
difficulties that may be due to her lack of schooling as opposed to a
specific disability. Noone seems to have a clear set plan for how this child
is going to "catch up" on 5 yrs of missed schooling AND learn English. Her
social, study, and academic skills are all at a deficit. Thanks for previous
input.
SUBJECT: Re:IEP for ESL StudentDate: 97-05-30 23:04:22 EDT
From: Ratatat
< Her social, study, and academic skills are all at a deficit. Thanks for
previous input.>
With such noticable deficits, don't you think that she would be eligible for some sort of extra supports... if not under IDEA then under Section 504?
SUBJECT:
Re: IEP for ESL StudentDate: 97-05-31 19:12:03 EDT
From: R u Niz
I believe that if the student is behind academically due to poor schooling
the student does not automatically receive services under IDEA. As an ESL
student there should be some services-I know there is a section on the IEP
we use that refers to that.
SUBJECT: IDEA: More info pleaseDate: 97-06-01 11:46:02 EDT
From: JH127
What exactly is idea and section 504?
SUBJECT: Re:IDEA: More info pleaseDate: 97-06-01 19:46:18 EDT
From: Ratatat
<What exactly is idea and section 504? >
If you go to the Special Education Library files you will find a file, "What
Do The Laws Say?" that should clarify things for you. You can get to the
library files by using Keyword: Families, then click on Education in the
scroll box...in the next window click on Special Education, then click on
I would like to hook up with parent or teacher who has IEP goals written for aug. comm. device user. I'm the parent of a 10 yr. old Liberator user with Unity program. She is below grade level but doing well with Lib. Major goal for next fall...Reading! (Has been doing alot of pre-reading activities) DCMCM @ aol
SUBJECT: IEP WENT SOUR HELP!!!!!Date: 97-06-18 01:54:45 EDT
From: MILEVINE
Had IEP for my 2 boys today it went sour on me Issues were brought up with my son that I did not know about. He is at a non public school now because of problems with our school district.
He is finally doing very well and making good progress but not ready to
return to public school plus the district does not have the support system
for him. He now gets group speech 2 times per week with a very good
therapsts and councling group. He will be starting Individual APE this year
coming up. He is also now involved in Special Olympics and a dance team
through the school. All this would end if he went back to public school
He is also having very sever headaches and is going in for MRI next month. He is very easyly upset getting sick can not take pressure. When he was in public school before not that long age he could not handle school and was out most of the time.
Now get the fun part they asked the child if he would like to go back to regular high school of they didn't tell him all the support would not be there. He heard a friend of his is going back to public school what they didn't tell him was his friend was going to a high school that houses a very good program for the deaf and hearing impaired. Yes his friend is deaf. He did not understand what he was doing and agreed to go see placements. The I.E.P. states that he will go and look at placements no mention of mom. He was run over by them and is now very upset.
Well this is my story sorry it is so long Anyone who might be able to lead some help please contact me.
MILEVINE@aol.com
SUBJECT: IEP-Amount of TimeDate: 97-06-19 17:24:27 EDT
From: R u Niz
When we were given an inservice in our school by some Chicago Public School Sp-Ed teachers, they claimed that it is legal to write in the IEP where the space is given for the amount of time the child will receive services: "up to 400 minutes" or "up to 200 minutes." They claim the time does not have to be exact.
We have always been very careful to list specific amounts: "200 minutes per week," or "400 minutes per week" and then made our schedules to provide that service.
This came up during an inservice on Inclusion and these teachers felt it was
perfectly appropriate to have such a "loose" stipulation on the IEP. I can
see why the service provider might like this arrangement-"Johnny, I can only
give you a half hour today...catch you later." My case manager thought this
was perfectly appropriate and is looking to write our IEP's this way. I'm
worried about protecting the students' rights to service. Am I out of
line?
SUBJECT: Re:IEP-Amount of TimeDate: 97-06-20 08:01:02 EDT
From: Ratatat
<We have always been very careful to list specific amounts: "200 minutes per
week," or "400 minutes per week" and then made our schedules to provide that
service.>
As a parent, I would NEVER sign such an IEP.
It's supposed to be specific and individualized. Saying "up to" means that anything from 1 to 200 minutes would be allowed.
Lots of IEPs are written that say something like "30 minutes two to three times a week."
I wouldn't sign that one either!
I would think too that it could open a district up for failure to provide/prove FAPE in LRE. If there were a lack of progress by the student, who would a school defend this practice if they couldn't prove that the child actually received adequate services? When there is a lack of progress it's often considered a violation of the FAPE.
Remember, the IEP is a service contract. Would you contract with someone to do work on your house by giving an estimate of "up to 4 hours" to do the job? I wouldn't.
Looking at my legal stuff, I find that in 34 CFR Sec.300.346 it explains that and IEP for each child MUST include:
1) a statement of the child's present levels of educational performance;
2) a statement of annual goals, including short-term instructional objectives;
3) a statement of the SPECIFIC special education and related services to be provided to the child, and the extent to which the child will be able to participate in regular education programs;
4) the projected dates of initiation of services and the anticipated duration of the services; and
5) appropriate objective criteria and evaluation procedures and schedules for determining, on at least an annual basis, whether the short-term instructional objectives are being achieved.
SUBJECT: Re:IEP-Amount of TimeDate: 97-06-20 13:30:04 EDT
From: R u Niz
Thanks, Ratatat. I printed out your response to put in my file. I had already printed out everything I could find in AOL and on the Net relating to IDEA 97.
I met with my principal today and expressed my concerns. We are agreed that it is a goal to provide opportunities for my SpEd kids to be included more with the regular classrooms. (No one is completely segregated.) We are agreed that we will look for ways to CONTINUE to implement team teaching. (He admitted that he was very aware of what I had tried to do this year and he was pleased.) When he has figured out the block scheduling he wants to implement in the fall, he has agreed to call me and work with me create slots where I can be in the regular ed rooms with my kids. All of this is with the understanding that the IEP's give us our direction and will be honored. He said he understood my feelings with regard to questionable IEP writing practices and he would never ask me to do something I felt was not in the best interests of my students. With regard to decisions made for the Junior High SpEd kids, he said he would tell the case manager that "we will take our lead from you"-meaning me!
I think I won this one.
SUBJECT: GratitudeDate: 97-06-20 13:41:32 EDT
From: R u Niz
This school year is just drawing to a close in Chicago. It was a very stressful year for me not because my students were so challenging-which they were and I loved every minute of that! It was stressful because I felt I had to fight constantly to protect the interests and rights of my students-among these I count the kids who spent a year at risk of failure because our case manager still refuses to provide 504 protection.
Throughout this, the teachers and parents on this board have been such an
amazing source of information and support. You will never know how much a
difference this makes. I want to take a second to thank all of
you-especially Ratatat and Susan. We do "get by with a little help from our
friends."
SUBJECT: Re:IEP-Amount of TimeDate: 97-06-20 15:49:47 EDT
From: Ratatat
< He said he understood my feelings with regard to questionable IEP writing
practices and he would never ask me to do something I felt was not in the
best interests of my students. With regard to decisions made for the Junior
High SpEd kids, he said he would tell the case manager that "we will take our
lead from you"-meaning me!>
WOW!
SUBJECT: Re:IEP-Amount of TimeDate: 97-06-22 15:12:29 EDT
