Re: someone who's been here....

[Guest guest]

This is the sort of education my (38, DS) received. She reads,

writes,does her own banking and pays her own bills. She has become my

caregiver. I would forget to take my medicine if she didn't remind me. She

attends a sheltered workshop three days a week with friends she has had all

her life, on the days my professional caregiver is here. Even though she is

very good at asserting herself, she has never had behavior problems because

she has never been the dumbest kid in the class.

Granny

On Saturday, February 18, 2012, Kerrigan <leslie-kerrigan@...>

wrote:

>

>

> Can someone educate me here? We calculate total hours in special ed

> (hours in special ed/total hours in the school day, including lunch and

> passing) and get a percentage. This is now a very important number. Is

> there a federal mandate as to how a student is classified if they were

> to get more than 49% of their day in a special ed setting? It looks to

> me like in our district, if you cross the 49% line, you have to

> automatically go to special day or other self-contained classroom, with

> the possibility of mainstreaming into regular ed for non-academics. I

> would think that you could be classified as a special ed student with

> more than 49% in special ed, and still take the resource classes, but

> it's not what I'm reading.

>

> I am looking at what I think might work for next year in high

> school (with no real info about the course offerings, I can't get that

> for awhile), and basically she can have 3 resource classes and 3 regular

> ed classes and be at less than 49%. But, for some years, it might be

> preferable to have 4 resource classes and 2 regular ed classes, which

> would be more like 56% in special ed. High school parents, help!!!!

>

> Also, has anyone tried to get a high school diploma in California? They

> looked at me like I was nuts when I said " well, can she be on a diploma

> track? " so I'm not sure what I'm missing (besides the CASHEE exam, which

> for now you can get a waiver, but that should be reevaluated by July

> 2012) So much to learn before our transition meeting!

>

> Thanks,

> , mom to (16) (14 DS) and Sammy (12), auntie to

> (18)

>

>

[Guest guest]

,

Good luck! We have been in high school for 3 years now. Nick's first year he

took English/Reading, Pre-Voc & History in a class that was below regular ed but

was not really self-contained as some of the kids do take some regular ed

classes. His PE, Music, Math and Science were done in the MMR self-contained

classroom (Nick was the only one in the class that could read). His second

year, I got a call from his case manager (the teacher in the self-contained

classroom) the vice principal (she is over the special ed at the high school)

and the other teacher decided there wasn't room in her classes for Nick so he'd

spend his entire day in the MMR self-contained classroom {umm, no based on his

IEP you can't do that}. She went back and kept arguing with them and even told

them I knew my son's rights and would expect the IEP to be followed.

Thought we might have another push by the others to keep Nick in the MMR

classroom (case manager was telling me they were telling her once again they

wouldn't have room). So, I sent an email to the director of special ed, the

inclusion specialist and the case manager basically saying what my goals were

for Nick (disAbility is Natural newsletter on inclusion), plus a few articles on

kids who were included in at their high school and said this is what I wanted

for Nick. Needless to say the special ed director sent a copy of my email to

the principal who told the vice principal and the teachers to make it work.

Nick is capable of doing the work at the higher level (sometimes with

modifications sometimes without), but over the years he has been trained by the

very school system that now wants him to be independent to be in these classes

to be dependent. Unfortunately, for Nick, he is perfectly willing to live down

to people's expectations versus having the " Oh? you think I can't? Well watch

me prove you wrong! " attitude. The only thing he seems truly driven to pursue

is chocolate, junk food and pop!

Cari Shepard

cmancari@...

someone who's been here....

Can someone educate me here? We calculate total hours in special ed

(hours in special ed/total hours in the school day, including lunch and

passing) and get a percentage. This is now a very important number. Is

there a federal mandate as to how a student is classified if they were

to get more than 49% of their day in a special ed setting? It looks to

me like in our district, if you cross the 49% line, you have to

automatically go to special day or other self-contained classroom, with

the possibility of mainstreaming into regular ed for non-academics. I

would think that you could be classified as a special ed student with

more than 49% in special ed, and still take the resource classes, but

it's not what I'm reading.

I am looking at what I think might work for next year in high

school (with no real info about the course offerings, I can't get that

for awhile), and basically she can have 3 resource classes and 3 regular

ed classes and be at less than 49%. But, for some years, it might be

preferable to have 4 resource classes and 2 regular ed classes, which

would be more like 56% in special ed. High school parents, help!!!!

Also, has anyone tried to get a high school diploma in California? They

looked at me like I was nuts when I said " well, can she be on a diploma

track? " so I'm not sure what I'm missing (besides the CASHEE exam, which

for now you can get a waiver, but that should be reevaluated by July

2012) So much to learn before our transition meeting!

Thanks,

, mom to (16) (14 DS) and Sammy (12), auntie to

(18)

[Guest guest]

Apples and oranges-

The amount of time the student spends in a special education setting is

about placement only. The amount of services, regardless of where they are

delivered, is what funding streams by law consider. If the school is doing

inclusion right, the student can receive as much as 100% sped services

without ever leaving the regular education environment by receiving services

in the regular education environment. That's why it's important to look

first at what sped services are needed and then at how and where they can be

provided-including taking the services to the child v making the child go to

services.

With percentages, the standard is that less than 20% time in sped setting is

an inclusive placement, 21% to 50% is mainstreaming, and less is

self-contained (even though there could be up to 49% regular ed setting.)

There are similar percentages for sped services, but often they run more to

full-time (more that 50%) v partial time (less than 50%). The state regs

should have the funding numbers.

Does CA have a modified diploma or just regular and sped certificate? School

can't deny students the opportunity to pursue a regular diploma, but if the

child is unable to make the requirements even with accommodations and

modifications, the child can't receive the diploma and must accept a

modified or sped cert, depending on what the state has.

Judi

From: [mailto: ] On Behalf

Of Kerrigan

Sent: Saturday, February 18, 2012 1:39 AM

Subject: someone who's been here....

Can someone educate me here? We calculate total hours in special ed

(hours in special ed/total hours in the school day, including lunch and

passing) and get a percentage. This is now a very important number. Is

there a federal mandate as to how a student is classified if they were

to get more than 49% of their day in a special ed setting? It looks to

me like in our district, if you cross the 49% line, you have to

automatically go to special day or other self-contained classroom, with

the possibility of mainstreaming into regular ed for non-academics. I

would think that you could be classified as a special ed student with

more than 49% in special ed, and still take the resource classes, but

it's not what I'm reading.

I am looking at what I think might work for next year in high

school (with no real info about the course offerings, I can't get that

for awhile), and basically she can have 3 resource classes and 3 regular

ed classes and be at less than 49%. But, for some years, it might be

preferable to have 4 resource classes and 2 regular ed classes, which

would be more like 56% in special ed. High school parents, help!!!!

Also, has anyone tried to get a high school diploma in California? They

looked at me like I was nuts when I said " well, can she be on a diploma

track? " so I'm not sure what I'm missing (besides the CASHEE exam, which

for now you can get a waiver, but that should be reevaluated by July

2012) So much to learn before our transition meeting!

Thanks,

, mom to (16) (14 DS) and Sammy (12), auntie to

(18)

[Guest guest]

Hi ,

One item to keep in mind is that if your daughter does graduate high school with

a diploma she will not be eligible to participate in your districts 18-22 year

old adult transition program. The state of California requires that districts

provide education to students with an IEP that do not receive a diploma until

the age of 22 years old. The goals of the adult transition program are IEP based

and include vocational training and assessment, job placement and job coaches,

independent living skills, travel training, continued classes to earn credits

for a diploma and access to community college classes, continued speech and

other therapy's as contained in student IEP. If your daughter graduates with a

high school diploma she cannot receive these services from the district. Just

something to keep in mind as you plan.

You also may want to find out if the Adult Transition Program in your district

is a good one and will meet the needs of your student as they do vary from

district to district.

Sent from my iPhone

[Guest guest]

I am glad posted about the diploma issue as it is true. My family (

Shipp) moved out here from Missouri with . In Missouri he got a diploma)

He has ds and many other issues. Well our school district would not let him go

to the adult transition program with his two siblings who only got certificate

of completion.This needs to be challenged and I am one to challenge since

will be getting a regular diploma!

Sent from my BlackBerry® on the MetroPCS Network

Re: someone who's been here....

Hi ,

One item to keep in mind is that if your daughter does graduate high school with

a diploma she will not be eligible to participate in your districts 18-22 year

old adult transition program. The state of California requires that districts

provide education to students with an IEP that do not receive a diploma until

the age of 22 years old. The goals of the adult transition program are IEP based

and include vocational training and assessment, job placement and job coaches,

independent living skills, travel training, continued classes to earn credits

for a diploma and access to community college classes, continued speech and

other therapy's as contained in student IEP. If your daughter graduates with a

high school diploma she cannot receive these services from the district. Just

something to keep in mind as you plan.

You also may want to find out if the Adult Transition Program in your district

is a good one and will meet the needs of your student as they do vary from

district to district.

Sent from my iPhone

[Guest guest]

Hi , we are in Ca. And there is no one I have found with a high school

diploma here, so I put in private school where she will get a diploma. She

won't get in the distrct adult program after high school. That's ok cuz she will

go to another program in the tri valley district which is even better! Just a

ten minute drive away. has worked hard and deserves the honor of a diploma

and I'm sure you feel the same about your daughter. She has two more high school

years after this year.Where in Ca. Are you? Keep me posted what u find out!

Sent from my BlackBerry® on the MetroPCS Network

someone who's been here....

Can someone educate me here? We calculate total hours in special ed

(hours in special ed/total hours in the school day, including lunch and

passing) and get a percentage. This is now a very important number. Is

there a federal mandate as to how a student is classified if they were

to get more than 49% of their day in a special ed setting? It looks to

me like in our district, if you cross the 49% line, you have to

automatically go to special day or other self-contained classroom, with

the possibility of mainstreaming into regular ed for non-academics. I

would think that you could be classified as a special ed student with

more than 49% in special ed, and still take the resource classes, but

it's not what I'm reading.

I am looking at what I think might work for next year in high

school (with no real info about the course offerings, I can't get that

for awhile), and basically she can have 3 resource classes and 3 regular

ed classes and be at less than 49%. But, for some years, it might be

preferable to have 4 resource classes and 2 regular ed classes, which

would be more like 56% in special ed. High school parents, help!!!!

Also, has anyone tried to get a high school diploma in California? They

looked at me like I was nuts when I said " well, can she be on a diploma

track? " so I'm not sure what I'm missing (besides the CASHEE exam, which

for now you can get a waiver, but that should be reevaluated by July

2012) So much to learn before our transition meeting!

Thanks,

, mom to (16) (14 DS) and Sammy (12), auntie to

(18)

[Guest guest]

We are in the San Diego area, and I am already unsure about our district

transition program... it may be wonderful, but I've not heard anything

wonderful, and the fact they've located it at the continuation high

school where the " involuntary " transfers go, it already made me think

" what? " Does anyone know what role does Regional Center play at age 18

and/or graduation? Do they have transition programs that they offer to

their clients? Or if you somehow manage to graduate with a diploma,

you're done? If you go to classes at a community college after that,

(still under age 22) is that considered part of their free education

until age 21? Are supports available, and are those arranged through

the community college, Regional Center, and/or privately? I see we

have many more issues to consider as we begin our high school

transition, because the decisions that we make now really carry through

into the post-high school transition as well. Yikes, how did my

daughter get this old, LOL!

I see I need to make a list of questions to get answered by our

administrators. When I asked some questions about high school (in early

8th grade) they suggested I was " crazy " to be " worrying " about all

this. Clearly, there is a lot to know, and they are not sharing that

information freely.... why isn't there a flow chart with the diploma

track and the certificate track, and then " what happens next " for each

of those... I'm sure I can't be the only special ed parent who is

fighting to find out information rather than waiting for it to be doled

out to me by an administrator when they think I am at the right point to

hear it! Thank goodness I have you all!

I know that our school is really picky about graduation participation,

so first off, I wonder if they even allow the special education students

who receive a certificate of completion to actually walk. Obviously,

with siblings and friends, is very aware of what " everyone "

does, so this will be something that will be important to her (and us.)

I suspect that if you are on the diploma track, they will not let you

walk with your class if you have not completed all the requirements,

including the CASHEE (required for a diploma, currently no alternate

assessment, they are " working on it. " ) So, to take an extra year or two

in the high school setting, working on graduation requirements will

likely not be an option.

Sigh, at least the district " parent facilitator " is responding to my

emails, and I am getting some of my questions answered by her (like

" what subjects have resource classes? " ) and she seems really friendly

and open. Funny thing is, we are on a week break, starting today. She

has been responding to my emails Friday afternoon and today, as I found

out today that she is a parent of a (now adult) with special needs. So,

she's aware of how frustrating it is to wait for answers! Luckily for

me, she immediately emailed the program specialist about my requests to

know what classes are offered, and to observe classrooms, but (ha ha ha)

I know that THAT person will not check or respond to email over a school

break, so I'll be hopefully bet getting a lot of info before the

administrator tells her " don't talk to the Kerrigan woman, I'll do it at

the IEP " (which is what I am certain this poor parent facilitator will

be told!)

Well, I will start me list of questions! Thank you all for your input

and education... clearly I've got a lot to learn about high school!

, mom to (16) (14 DS) and Sammy (12), auntie to

(18)

On 2/18/2012 2:56 PM, sudsystuff@... wrote:

> Hi , we are in Ca. And there is no one I have found with a high

> school diploma here, so I put in private school where she will

> get a diploma. She won't get in the distrct adult program after high

> school. That's ok cuz she will go to another program in the tri valley

> district which is even better! Just a ten minute drive away. has

> worked hard and deserves the honor of a diploma and I'm sure you feel

> the same about your daughter. She has two more high school years after

> this year.Where in Ca. Are you? Keep me posted what u find out!

> Sent from my BlackBerry® on the MetroPCS Network

> ------------------------------------------------------------------------

> *From: * Kerrigan <leslie-kerrigan@...>

> *Sender: *

> *Date: *Fri, 17 Feb 2012 22:39:13 -0800

> **< >

> *Subject: * someone who's been here....

>

> Can someone educate me here? We calculate total hours in special ed

> (hours in special ed/total hours in the school day, including lunch and

> passing) and get a percentage. This is now a very important number. Is

> there a federal mandate as to how a student is classified if they were

> to get more than 49% of their day in a special ed setting? It looks to

> me like in our district, if you cross the 49% line, you have to

> automatically go to special day or other self-contained classroom, with

> the possibility of mainstreaming into regular ed for non-academics. I

> would think that you could be classified as a special ed student with

> more than 49% in special ed, and still take the resource classes, but

> it's not what I'm reading.

>

> I am looking at what I think might work for next year in high

> school (with no real info about the course offerings, I can't get that

> for awhile), and basically she can have 3 resource classes and 3 regular

> ed classes and be at less than 49%. But, for some years, it might be

> preferable to have 4 resource classes and 2 regular ed classes, which

> would be more like 56% in special ed. High school parents, help!!!!

>

> Also, has anyone tried to get a high school diploma in California? They

> looked at me like I was nuts when I said " well, can she be on a diploma

> track? " so I'm not sure what I'm missing (besides the CASHEE exam, which

> for now you can get a waiver, but that should be reevaluated by July

> 2012) So much to learn before our transition meeting!

>

> Thanks,

> , mom to (16) (14 DS) and Sammy (12), auntie to

> (18)

>

>

[Guest guest]

California's graduation requirements are at http://www.cde.ca.gov/ci/gs/hs

Participation in graduation (walking) has already be fought and won in many

areas. When you are closer, it may not be an issue.

* someone who's been here....

>

> Can someone educate me here? We calculate total hours in special ed

> (hours in special ed/total hours in the school day, including lunch and

> passing) and get a percentage. This is now a very important number. Is

> there a federal mandate as to how a student is classified if they were

> to get more than 49% of their day in a special ed setting? It looks to

> me like in our district, if you cross the 49% line, you have to

> automatically go to special day or other self-contained classroom, with

> the possibility of mainstreaming into regular ed for non-academics. I

> would think that you could be classified as a special ed student with

> more than 49% in special ed, and still take the resource classes, but

> it's not what I'm reading.

>

> I am looking at what I think might work for next year in high

> school (with no real info about the course offerings, I can't get that

> for awhile), and basically she can have 3 resource classes and 3 regular

> ed classes and be at less than 49%. But, for some years, it might be

> preferable to have 4 resource classes and 2 regular ed classes, which

> would be more like 56% in special ed. High school parents, help!!!!

>

> Also, has anyone tried to get a high school diploma in California? They

> looked at me like I was nuts when I said " well, can she be on a diploma

> track? " so I'm not sure what I'm missing (besides the CASHEE exam, which

> for now you can get a waiver, but that should be reevaluated by July

> 2012) So much to learn before our transition meeting!

>

> Thanks,

> , mom to (16) (14 DS) and Sammy (12), auntie to

> (18)

>

>

[Guest guest]

On your IEP it states the amount of time in the reg Ed classrooms( including

resource) and the amount of time in Sp Ed classroom. I am thinking this is

federal, but not positive. Maverick was only in the Sp Ed classroom for Sp O

P.E. One period/day. The rest of the time he was in reg Ed...6 yrs of HS. The

last 2yrs he went to 2 resource classes ( reading and math ) and the rest reg

Ed. He walked with his class but didn't get diploma until he left school.

Your IEP is student specific and even if she spends NO time in reg Ed classrooms

the amount or lack of amount of time is not what qualifies her for Sp Ed.

Does that make sense?

Sent from my iPad

On Feb 17, 2012, at 10:39 PM, Kerrigan <leslie-kerrigan@...> wrote:

> Can someone educate me here? We calculate total hours in special ed

> (hours in special ed/total hours in the school day, including lunch and

> passing) and get a percentage. This is now a very important number. Is

> there a federal mandate as to how a student is classified if they were

> to get more than 49% of their day in a special ed setting? It looks to

> me like in our district, if you cross the 49% line, you have to

> automatically go to special day or other self-contained classroom, with

> the possibility of mainstreaming into regular ed for non-academics. I

> would think that you could be classified as a special ed student with

> more than 49% in special ed, and still take the resource classes, but

> it's not what I'm reading.

>

> I am looking at what I think might work for next year in high

> school (with no real info about the course offerings, I can't get that

> for awhile), and basically she can have 3 resource classes and 3 regular

> ed classes and be at less than 49%. But, for some years, it might be

> preferable to have 4 resource classes and 2 regular ed classes, which

> would be more like 56% in special ed. High school parents, help!!!!

>

> Also, has anyone tried to get a high school diploma in California? They

> looked at me like I was nuts when I said " well, can she be on a diploma

> track? " so I'm not sure what I'm missing (besides the CASHEE exam, which

> for now you can get a waiver, but that should be reevaluated by July

> 2012) So much to learn before our transition meeting!

>

> Thanks,

> , mom to (16) (14 DS) and Sammy (12), auntie to

> (18)

>

>

[Guest guest]

Maybe it's something with our district then... I know that in elementary

and middle we have had to look at the calculations because did

Resource math and english, plus speech, so they had to do the math (at

the IEP) to make sure she was below 50% time in SPED.... otherwise they

sent you to special day class. Or so they said, we didn't get close to

the bottom line to find out :-)

I know that no matter what she's qualified for SPED, but in looking at

the options for high school (well, the options I want to learn about and

look at) to try and plan for her to work on the diploma track. They

make it very difficult by using the blanket " if you have modifications

rather than accomodations, then the class doesn't count towards meeting

that graduation requirement, just 5 credits to your certificate of

completion. " It doesn't matter if the modification actually changed the

content so that the student was no longer meeting standards, it's just a

rule. Resource classes, on the other hand, somehow still meet the state

standards and count. So, I'm looking for a mix of RSP and regular ed,

knowing that can be successful in RSP w/o modifications....

general ed graduation requirements (like science).... ummm, no (hence my

FB post, " is a D passing " )

Did Mav get a diploma or a certificate of completion? And they did not

have a problem with 6 years of high school? Here, you get your 4, and

then either (1) get your diploma and leave, no more services til 21 or

(2) move on to the district transition program. I asked about taking an

additional year, and they looked at me like " oh here she goes again,

trying to change the rules...... " I have not found the arbitrary

" rules " so much in K-8 that I am finding as we move toward the high

school.... gets more and more interesting!

On 2/21/2012 2:39 AM, wrote:

> On your IEP it states the amount of time in the reg Ed classrooms(

> including resource) and the amount of time in Sp Ed classroom. I am

> thinking this is federal, but not positive. Maverick was only in the

> Sp Ed classroom for Sp O P.E. One period/day. The rest of the time he

> was in reg Ed...6 yrs of HS. The last 2yrs he went to 2 resource

> classes ( reading and math ) and the rest reg Ed. He walked with his

> class but didn't get diploma until he left school.

> Your IEP is student specific and even if she spends NO time in reg Ed

> classrooms the amount or lack of amount of time is not what qualifies

> her for Sp Ed.

> Does that make sense?

>

>

> Sent from my iPad

>

> On Feb 17, 2012, at 10:39 PM, Kerrigan <leslie-kerrigan@...

> <mailto:leslie-kerrigan@...>> wrote:

>

>> Can someone educate me here? We calculate total hours in special ed

>> (hours in special ed/total hours in the school day, including lunch and

>> passing) and get a percentage. This is now a very important number. Is

>> there a federal mandate as to how a student is classified if they were

>> to get more than 49% of their day in a special ed setting? It looks to

>> me like in our district, if you cross the 49% line, you have to

>> automatically go to special day or other self-contained classroom, with

>> the possibility of mainstreaming into regular ed for non-academics. I

>> would think that you could be classified as a special ed student with

>> more than 49% in special ed, and still take the resource classes, but

>> it's not what I'm reading.

>>

>> I am looking at what I think might work for next year in high

>> school (with no real info about the course offerings, I can't get that

>> for awhile), and basically she can have 3 resource classes and 3 regular

>> ed classes and be at less than 49%. But, for some years, it might be

>> preferable to have 4 resource classes and 2 regular ed classes, which

>> would be more like 56% in special ed. High school parents, help!!!!

>>

>> Also, has anyone tried to get a high school diploma in California? They

>> looked at me like I was nuts when I said " well, can she be on a diploma

>> track? " so I'm not sure what I'm missing (besides the CASHEE exam, which

>> for now you can get a waiver, but that should be reevaluated by July

>> 2012) So much to learn before our transition meeting!

>>

>> Thanks,

>> , mom to (16) (14 DS) and Sammy (12), auntie to

>> (18)

>>

>>