IEP meetings on the 14th

[Renee in NC]

The IEP specialist called me yesterday, but I got the notices today.

 

Should it concern me that an ESE teacher is not attending? The letter just left the place next to ESE teacher blank. I am worried that means they won't get services. Also, there is no OT listed, just the speech teacher. Does everyone involved usually come or just enough to meet some legal number?

 

My dh is going with me as backup. I just don't know what to expect.

 

One thing - they are using a program with the 9yo called "Read Naturally" that is a "research-based intervention" based on the guided oral reading idea. The program is worksheets with stories on them and CDs that have the stories on them. The idea is that the teacher goes over preliminary vocabulary, then does a "cold reading" with the child, recording WPM and the number of errors. Then the student listens to the story on CD, following along on the worksheet 4-6 times (there is a place on the worksheet to record that.) Then the student reads to the teacher again and the new info is recorded.

 

The problem is that it isn't being used that way. The teacher does go over the vocabulary and then has him read, correcting any error or word he doesn't know. Then he reads it to her and answers the questions on the back. She didn't even know it *had* CDs because all they gave her was a 3 prong folder with copies of the worksheets in it.:glare: Can I inisist that if this is going to be his "reasearch based intervention" that it be used the way it is meant to be used? I don't want them to drop it - it is better than the other program (Treasures.)

 

I am afraid that what they have been receiving so far is it. They have accomodations, but most of the remediation the 9yo has been receiving has been from college student volunteers. I guess I expected something different - isn't it the school system that says hsers aren't trained?:lol: From what I understand, the special ed has been drastically cut over the past few years. The 8yo's teacher was the research teacher at the school for years, but now there is no resource room.

 

Is there anything I should insist on for an ADHD, dyslexic student (9) or an 8yo who doesn't know his alphabet? Any accomodations that would be really great (the teacher already reads/writes for them as much as possible?) There will be no aide for either of them, I know, because they just don't do that in this district.

 

I really am hoping for remediation but afraid all we're getting is accomodation.

[Mandamom]

]The IEP specialist called me yesterday, but I got the notices today.

 

Should it concern me that an ESE teacher is not attending? The letter just left the place next to ESE teacher blank. I am worried that means they won't get services. Also, there is no OT listed, just the speech teacher. Does everyone involved usually come or just enough to meet some legal number?>>>>>

 

 

The couple of IEP meetings I have been to have usually had one or two people absent -- one time it was the psychologist who was supposed to be going over testing with me :confused1: So I kind of expect absences -- figuring that if I had to wait for everyone to be there the meeting would never be held. Probably a very bad attitude from me though.

 

>>>>>>

One thing - they are using a program with the 9yo called "Read Naturally" ....

The problem is that it isn't being used that way. The teacher does go over the vocabulary and then has him read, correcting any error or word he doesn't know. Then he reads it to her and answers the questions on the back.>>>>>

 

 

We use Read Naturally at the school I work for and yes we use it correctly. Are you saying that your son goes over the vocabulary with the teacher, reads the story once to the teacher and the teacher then gives your son corrections at which point he reads it again and then answers the questions and moves on to the next story?? If so, you might as well not use the program because the repetition of listening to the story (and most importantly,actively following along) is what makes the program successful. I would also make sure that he is using the correct level -- at school if the student is reading on a 3rd grade reading level we give the student about 1/2 a level above.

 

 

>>>>> Can I inisist that if this is going to be his "reasearch based intervention" that it be used the way it is meant to be used? I don't want them to drop it - it is better than the other program (Treasures.) >>>>>>

 

I would absolutely insist on the program being used correctly -- otherwise what is the point.

 

 

Is there anything I should insist on for an ADHD, dyslexic student (9) or an 8yo who doesn't know his alphabet? Any accomodations that would be really great (the teacher already reads/writes for them as much as possible?) There will be no aide for either of them, I know, because they just don't do that in this district.

 

I really am hoping for remediation but afraid all we're getting is accomodation.>>>>>

 

I had this exact conversation at work today -- schools only able to accomodate and doing little to no remediation. They don't really GET it. I wish I had an answer for you and if I think of anything I'll let you know.

 

 

[VinNY]

Hi Renee,

I have been attending CSE meetings for awhile now. Definitely bring someone else with you and take notes. I just took out a book from the library called Better IEPs by Barbara Bateman and Mary Ann Linden. I am sure there are others out there. You have some time after the IEP is written up to review it and to make changes if need be.

 

Long story short, my dtr has a low IQ also and I believe alot of the same issues as your sons..

 

after my last IEP we are getting:

speech 2x 1-1 2x group-with SLPS

resource room for 42 minutes every day w/ trained and certified special ed tchr

OT eval (haven't heard numbers yet but she should get 1-2 days) w/ trained cert OT

 

We started VT privately.

 

I am still homeschooling her in the morning and bringing her to the school in the afternoon. It is working out wonderfully. I am still up in the air about enrolling her. It seems there has been alot of cuts with remediation programs.

 

pm me in you want..my experience from three yrs ago to now have made a drastic turn for the better.

[Ibbygirl]

I had my son's IEP meeting last month and the OT was only able join the meeting by a conference call, everyone else was there, the Autism Coordinator, the ESE specialist (she runs the meetings), the Speech Pathologist and my son's teacher and me. The ESE specialist asked me if I was uncomfortable with the OT not being there in person and told me that we could re-schedule the meeting for another time when she could attend if it bothered me. I said as long as she conference called that it was fine, but I know every IEP I've had for my son they've all been there. My gut tells me if you don't feel comfortable then you should request that they all be there present at the meeting. If your meetings are like the ones I go to, each person reads their part of the goals and explains it to me. If you're concerned, you could contact CARD http://card.ufl.edu/ and talk to someone about advocacy. They will even come to the meeting with you if you want (for free). Bottom line, if you're not comfortable, postpone the meeting until you are. It is your child, you are in control. Best wishes.

 

Jennifer

[EKS]

I am so glad that things are finally moving forward.

 

I'm concerned that they're using Read Naturally with your 9yo. It is really meant for kids who know how to read but simply lack fluency. It does *not* teach reading. In fact, the only thing it teaches kids who don't really know how to read is how to memorize and make the teacher happy. When my son (who also has ADHD and dyslexia) qualified for reading help at the public school, Read Naturally is what they used. They did not use the recordings either. He was supposed to read the passage over and over until he got to a certain speed and then he moved on to the next one. One of the many problems was that every time he read a particular passage he would make different mistakes, so his overall time never improved. I think the schools must like Read Naturally because it's easy to implement in that it doesn't require much teacher time and is easily differentiated with the different levels, but it doesn't do the real work of teaching reading. It is only helpful if all the kid needs is some fluency work, which from what you've written in the past I suspect is not the case with your son. Kids whose reading problems go beyond simple fluency need much more intensive work (IMO). If at all possible, I would push to have him pulled out daily to work with a reading specialist who knows how to remediate reading in dyslexics (the one we worked with had no clue).

 

I'm sorry to be so negative about the only thing they seem to be doing for your son. I hope things go well at the meeting and that your boys get the help they need.

[Mom22ns]

We used ps for pre-k through 5th grade with ds. We had 2-5 IEP meetings per year during that time. It was rare for everyone to be there. It was just too difficult to schedule. However, most were there and those that weren't had goals already written to be presented, discussed and either agreed on or modified at the meeting. If you get there and find that the people absent represent services absent, then it is a problem.

 

My best suggestion for dealing with the ps system is reading From Emotion to Advocacy, by the Wrights of WrightsLaw http://www.amazon.com/Wrightslaw-Emotions-Advocacy-Education-Survival/dp/1892320096/ref=sr_1_1?ie=UTF8&s=books&qid=1291426682&sr=8-1

 

Oh, and ALWAYS take a tape recorder to IEP meetings. Start it the moment you sit down and don't turn it off until you are walking out. Sometimes important things are said in chit chat before or after the meeting.

[cjbeach]

I think I would question why the ESE teacher isn't there. That's seems odd. But my son's one therapy provider (speech) wasn't in our IEP. I felt like our whole IEP was just semantics anyhow. They could write down my feelings/needs/requests but unless he "qualifed by diagnosis" he wasn't getting anything more than he already had.

I had the behaviorist for the school in the meeting with me. We pulled my son from school because his anxiety had gotten so bad he stopped sleeping. The behaviorist said "Well these strategies should have been applied blah blah blah." I stopped her and said "THAT right there, what you're saying, how could he have gotten that help?" The teacher,the IEP facilitator, and the behaviorist then started scurrying through their papers. "Errr, well ...he doesn't qualify."

I said "OK, so you're telling me he NEEDS to be taught these behavior strategies to learn to function within a class and lessen his anxiety BUT you can't help him with that. He doesn't qualify."

Uh huh, yes, that's what we said.

"OK, so where can he get this help exactly?" I said.

"Privately" the behaviorist responded.

 

After that statement I was done, done, done with the meeting,the school, the whole enchilada. I was contained, but inwardly fuming. My only regret was not recording the session. Really. I wish i had recorded it....