The comments from my two boys' progress reports.

[Renee in NC]

First, the 8yo (measured 71 IQ, LDs in spelling, reading, and written expression, severe working memory deficits):

 

"L is a very sweet boy, and he tries very hard in class to complete his classowrk assignments. L is unable to read, and even with modified materials and assessments, he's struggling in reading and language arts. He has such a positive attitude, and enjoys working on assignments with hands-on materials."

 

Of course he can't read - he doesn't even know his letter sounds. He is happy in school, though.

 

Then my 9yo (measured IQ 62, no other findings, but no WAY this IQ is accurate):

 

"D is showing some learning gains in reading. We are working out of a 1st grade level book, and using the Read Naturally program. I would like to continue seeing him take Reading Counts tests, as well as practice basic addition facts. Please continue to read with him nightly."

 

I have seen some increase in his reading ability, but it seems to be related to his being medicated. I looked up Read Naturally and read what it is - no WONDER he is "making gains in his reading." This child has a phenomenal memory - I can read something to him once and he can recite it back pretty well. Listening to it 3-5 times in one day? He'll know it word for word. However, this isn't transferring I don't think. He can't generalize like most kids can. For example, my 6yo can read "lake" and then read rake, make, take, etc. easily. My 9yo cannot - he doesn't see patterns in words, just a picture of a whole word. This will only get him to the 4th-5th grade level - not acceptable to me (and I told the Assistant Principal that!)

 

He isn't getting *any* math instruction at his level, though, because that isn't as important to them, I guess. The addition facts is a 5 minute time test that he needs to pass, but I am not sure he can write fast enough to get it done in 5 minutes. I will make sure math goals end up in his IEP.

 

The IEP that *still* hasn't happened. I have a conference with his teacher in the morning and I want to see assessments, reports, *data*, durn it! Don't tell me he is making gains without telling me how it is being measured and what the goal is!:tongue_smilie: Gains in recognizing the Dolch List is not reading, unless the goal is 3rd grade level (and that may be her goal because he is in the 3rd grade - once he goes to 4th it is someone else's problem!:001_huh:)

[Jan in SC]

That's crazy, but not surprising from the ps. We went through a year old "team meetings" before we told them our attorney would be attending the next meeting with us and we wouldn't leave the meeting without an IEP in place.

 

Is 3rd grade a required testing year for Florida? I'd push his IEP by telling them that you can't wait to see what his score will do to their records!!

 

I'm sorry you're having to deal with this. Maybe you should research local private schools that teach O-G and ask if they are ready to treat this seriously or if you should send the tuition bill to them.

[Renee in NC]

That's crazy, but not surprising from the ps. We went through a year old "team meetings" before we told them our attorney would be attending the next meeting with us and we wouldn't leave the meeting without an IEP in place.

 

Is 3rd grade a required testing year for Florida? I'd push his IEP by telling them that you can't wait to see what his score will do to their records!!

 

I'm sorry you're having to deal with this. Maybe you should research local private schools that teach O-G and ask if they are ready to treat this seriously or if you should send the tuition bill to them.

 

I haven't had *any* meetings with anyone other than the Assistant Principal or a teacher.:glare: 3rd grade is a testing year in FL - that is what his teacher is freaking about, I think.:tongue_smilie: The 8yo's teacher is great, but he isn't making any progress (because he needs something like LiPS, which they do use, but he can't get until the IEP meeting happens!!!!) Can you tell I am a little frustrated?

 

Unfortunately, there are no private schools that handle LD kids at all here. There is one in NC that we may try, but they won't take them with the scores they have - they don't take MR kids (which is what they are currently classified.) Hopefully that is where the neuropsych will get us (an accurate diagnosis.)

[Renee in NC]

We had a conference about the 9yo this morning that was pretty helpful and productive. The IEP process for him seems to be bogged down in paperwork.

 

It seems the paperwork has to go from the teacher to another person, to another person, and so on. The teacher doesn't document something just right and it gets sent back to her and around we go again. The Asst. Prin. says, "I haven't seen xyz yet and I need that." The teacher says, "I gave that to so and so 2 weeks ago!" The AP says, "The PST plan calls for these interventions - are they documented?" The teacher says, "Well, in this meeting we switched to this intervention and I documented that." She says, "I haven't seen that yet, who has it?" The guidance counselor says, "So and so had that - you should have it by now!":001_huh:

 

It's enough to make us all dizzy!:tongue_smilie:

 

I do think everyone wants to help him. The guidance counselor says she will get his 504 plan done ASAP (it is based on his ADHD diagnosis alone - it gets him particular accomodations immediately.) They think we are 2 weeks from an IEP meeting and finalizing all this - everyone just has to get their paperwork in order.:tongue_smilie:

 

The guidance counselor says I need to go over the staffing specialist's head to her boss because she out of everyone is dragging her feet (and has never returned my calls.:glare:)

[cjbeach]

Having dealt with your same school district before I pulled ds and dd...:grouphug: and mutual :banghead:.

-Kath

[hsbaby]

I suffered through 8 years of IEP meeting before I pulled my dd out to hs. On top of that, I worked as a Service Coordinator that, among many other things, advocated for individuals with disabilities. We were required to know the special education laws like the back of our hand. We would attend the IEP meetings with the parents to ensure all of the childs needs were being met. I would even take along an advocate at my meetings. I would just get too emotional and it was nice to have someone calm, knowledgeable, and not as "close" to the situation to be there to step in when I started to get frustrated or flustered. Do you have any advocate type service near you? Even if you are fully aware of what the school is required to do for you and your child, it is extremely helpful to have that "back up". For some reason, the schools seem to think they can blow off parents, but when you bring an advocate along they tend to be more compliant and willing to listen to what you want/need. Good luck. I left many IEP meetings with my blood just BOILING!!!:grouphug: