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momtotkbb

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About momtotkbb

  • Birthday 07/24/1964
  1. We used AOP's High School Health -- it was okay and got the required credit out of the way. She add in CPR and red cross training and did a project for gymnastics. I'm at a loss for what to do for middle ds bec I don't see him liking the AOP Lifepac. A number of people in our area use Total Health but I haven't really looked into it yet. CK12.org has a high school flexbook that I've considered too.
  2. Were additional testing instruments used? I would agree with the large discrepancy would not be a vailid indicator of intelligence. I had one w/ similar scatter although much higher Verbal Vision Therapy helped tremendously. Additional the w/ the other testing instruments used he was dx as dysgraphic, dyslexic and ADHD -- using Wilson Language Fundations program and meds for the ADHD were the final piece for our puzzle/
  3. This is the program I did my graduate training with. It is a fee based program but was one of the first in the nation for college aged LD students. They have expanded their services to include ADD/ADHD, Processing Disorders, Autism Spectrum, etc. http://achieve.siu.edu/ With that in mind, there are colleges and universities that provide the basic 504/ADA accommodations but on a higher scale than "basic" if that makes sense. Johnson county Community College in Overland Park Kansas is one of those schools.
  4. Correct, for dd and middle ds they have never had "official' IEP's or 504 in terms of coming from the public school system. I have however, written my plans - I believe I recall reading on HSLDA or in some of their literature at one point that they recommended doing that - each year documenting what accommodations they will be allowed or if we are using special curriculum to address areas of weakness or remediation. They College Board and ACT will require a formal diagnosis. Our kids had evals beginning in early elementary school and then we did re-evals every 3 - 3.5 years just like the public schools. Without a formal diagnosis documenting appropriate testing instruments, results, and recommendations they won't even consider accommodations. Both the College Board for SAT and the ACT turned down dd -- I thought that perhaps I hadn't included enough info so I sent copies of the full evals all the way from Elementary and then asked the Neuropsych that did her last eval to write a letter -- they still turned her down. On the third attempt I phoned them and walked them through the information I had sent and that's when I was told they don't have time to go through and read all the material submitted, but since I had walked them through it and they saw that the info and need for accommodation was there they would grant the request. For middle ds it went through the first time -- don't ask me why.
  5. Actually, at the high school end for what the mother is requesting it's a 504 request bec she's requesting accommodation in the classroom and not remediation or special educational assistance. In the majority of public schools I've been affliated with, the 504 plans are written w/ the guidance counselor, teachers, parents and student - frequently after a child's disability has been verified by the Spec Ed dept. Some disctricts will have a 504 compliance officer that attends or at least is made aware of the request. At the college level the student must take their documentation of a disability to the Disability Coordinator and request the accommodation so experience in high school communicating that request and utilizing that accommodation is beneficial.
  6. When you say "outsourced" is this through the public school or through a home-school co-op program? If it's through the public school I would suggest a call to the guidance counselor requesting a 504 plan be put into place. This would allow your dd to have accommodations in the classroom. You would have a 504 meeting w/ yourself, your dd, generally the guidance counselor, the teacher and frequently someone from Special Ed is included, but not always. By implementing the 504 you are making sure that you're all on the same page as to what accommodations the teacher is to provide and what your dd will be responsible for doing. If it's a co-op class I would determine if your co-op has any requirements in place for teachers accommodating students with disabilities. If not then it will be up to you, the teacher and your dd to set up what you think is resonable for accommodating her.
  7. I believe that they are good for the time you're in high school. I think bec dd had originally been approved in middle school we had to complete the process again. There are also some disabilities that have to be re-verified each year. I don't mind taking a look at what you have.
  8. We've done this so far w/ two of our kiddos. I completed their forms, attached all evals I had on the children and my accommodation plan I write each year. My accommodation plan is very simple -- I list the child's name, school year, a brief description of the disability and then list accommodations like so: 1. Due to slower processing speed Suzy will be allowed extended time for all exams and in-class assignments. 2. Due to fine-motor skills deficits and Dysgraphia Suzy will utilize a computer to compose all written work or will dicate her work. 3. Suzy will be provided extended time on standardized tests. 4. Due to difficulty with tracking and copying Suzy will circle her answers on the test booklet and will not be required to complete scan-tron/bubble test sheets. They told us 3 years ago that they wanted to see a history of the accommodations being provided in the "classroom" setting or for standardized testing. Then this past year they told me that really what they want to know for the most part is that the individual who performed the evaluation found the dc to have disability x and that they recommended accommodations of a, b, c. Be persistent and if they turn you down follow up. They actually denied dd;s twice this year - when they had approved it a few years ago -- on my follow up after the 2nd denial the lady on the phone kept telling me I didn't include information to verify the diagnosis as being current and the accommodations needed. I ask if she had a copy of dd's file in front of her and walked her through it. Her reply, "well we don't have time to read all the material submitted. I'll send this back and indicate on the front that the documentation is here." In less than 48 hours I had an e-mail confirming dd's accommodations!
  9. Thanks for the info! I hadn't considered the need for dd to apply early to a CC. She is doing Jump Start there now, but would have to submit a traditional application for Fall. While she has been accepted at all 4 year universities she applied to and people think she's crazy for not jumping at the acceptance, she is seriously considering staying at the CC where is taking dual enrollment courses.
  10. We are just embarking on this journey -- hopefully not too late for dd who didn't think she would continue to pursue sports in college but is having a change of heart. I have another one coming up that hopes to play baseball at the college level but he's a rising freshman so I'm trying to figure this out. I thought I read a post some time ago where mom's were listing materials they had submitted and had approved -- but I'm not finding it. I appreciate the info for BJU and Apologia -- we've also used PH so I would assume that's been approved since I checked out local ps on NCAA's site and their courses that I know use PH science have been accredited. What about Sonlight? Has anyone used the SL High School Cores 100-400 or Notgrass high school courses and had those approved by NCAA?
  11. DD is wanting to cover Human Anatomy and Physiology next year-- she's had Physical Sci, Bio, and Chemistry. Can anyone recommend a curriculum or resources besides Apologia's Human Body? Thanks -
  12. It sounds a little like the school is trying to get out of testing by stating that a 504 plan can be put in place w/ the previous dx. Arguements have been made in the past that 504 only requires a record of a disability or even a belief of a disability to qualify. However, most public institutions will want a current (within 3 years) dx. Even if the school district is willing to provide you w/ a 504 plan without a current eval -- your problem will come when your ds wants accommodations on the ACT/SAT or in college. It is possible to homeschool without either a 504 or IEP in place and still be allowed accommodations on the ACT/SAT and in college. IT does require that you keep detailed notes for each year as to the accommodations that you provide to your ds in the homeschool environment and that you can provide documentation of his disability. I have two teens that have always been hsed - I have a file for each one w/ all psychoed testing that has been done over the years along with a typed notice stating each school year what intervention I've provided along w/ what accommodations I've provided - that has been sufficient to allow accommodations on the ACT/SAT. As a former 504/ADA univ administrator I also know the importance of my teens being able to explain their disability - how it impacts their learning - and what accommodations they will need. We've worked since they were young on the skill necessary for them to articulate how their LD's impact them. I also spend the middle school and high school years working with them on finding an organization system that works for them, giving them deadlines that they must meet, etc. Then the Jr/Sr year they can do duel enrollment at the local community college to allow them to try out their skills in a less threatening enviornment than a Univ campus. Our oldest attended ps but truthfully even w/ a 504 they did nothing to help him prepare or explain his disability -- all that came from home.
  13. CONGRATS to your dd! It's so exciting when they meet their goals! Laminate the USAG card each year and attach it to their gym bag w/ a luggage tag -- we've always been told that technically the gymnast could be asked for their card at any meet. DD is a level 9 and has never needed it - but it's always nice to know it's there.
  14. My two teens are involved in sports and youth activities at church - through that they have friendships that have branched out into getting together and doing things. DD bec she's 16 and driving can obviously go more than ds (14) -- she goes out w/ friends generally one night on the weekend to high school football games (the majority of her friends are ps or cs), movies, out to dinner, or they come over to our house and hang out. One thing that I have found helpful during late elementary/middle is to have monthly or bi-monthly get- togethers in our home where they can invite a number of kids for an evening.
  15. My little one has requested the "dinosaur" set and Knights-- I'm not sure of it's official name. We did the Egyptian set two Christmas' ago and it has been well loved and is a favorite of all kids visiting our home.
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