HELP! Frustrated

[Guest guest]

I am so frustrated! There is an IEP scheduled for THU AM. I do not feel ready.

I have this sinking feeling (due to the spec ed teacher saying what SHE thinks

Alden needs as far as inclusion... which would be all unstructured stuff such as

PE, MUSIC, etc.) and I am NOT willing to have him excluded again. They are NOT

modifying his work properly. There seems to be no communication between the

regular classroom teacher and the spec ed classroom. He is currently pulled out

for LA and Math but if he is just sitting with an aid doing modified work, I

don't see why that cannot happen (and SHOULD happen) in the regular classroom

along side his peers. I hate this! He was doing so well until an incident with

an aid, which got her removed (she swatted his butt AND pinched his side!). I

am SO TIRED OF THIS!

The 2nd grade teacher has nothing but good things to say about Alden and I have

it all copied. She communicates VERY well on a daily basis. Not so much with

spec ed. FURIOUS.

If you are on FB and could chat with me asap, I would appreciate it. If you

would have the time and want to email me privately, I wouldn't mind a phone call

to talk to someone. Seriously, I don't know what I want to do about some things

but I feel very stressed about this meeting. I have some things written down

but then yesterday spec ed sent a Goals and Objectives for me to look over and

either approve or disapprove with changes written down and I feel that I am not

liking it BUT am not sure what exactly it is that I want to change. Some things

come to mind but I am not sure if I am looking at any of this objectively at

this point.

Here is how it starts out:

Present level of Performance:

Within the areas of Reading, Alden demonstrates performance that suggests

limited proficiency relative to the curriculum demands for his grade placement.

Observations of Alden's responses on the word attack test showed that he has

emerging skills with phonics but he is very slow and inconsistent when has to

recall or manipulate his sound/symbol associations accurately to decode and

recognize words. Alden's inefficiency with basic reading skills directly

affects his general accuracy and speed for reading connected test. His

limitations with basic skills and reading fluency/accuracy appear to be the

primary impediments to his reading comprehension.

Now how negative is the above? He is reading. He knows phonics and DOES decode

unfamiliar words using his phonics. No, he isn't reading at second grade level

but he is testing with their little computer tests and is passing at K-beg. 1st

grade level as far as I understood. Comprehension isn't horrible, either. He

just takes more prompting to dialogue. Also, while he is slow to respond I know

for a fact that IF he is given the time to respond he OFTEN answers questions

correctly! He is much further along than this is implying AND whether he is AT

the grade level really doesn't matter because his placement in the class is NOT

about what he can do... his IEP is to be the driving force, no?

Then his annual goals read like this: (I can't retype all of them nor for all

subjects but they are all similar)

Annual Goal:

1. The student will read with comprehension.

Short Term Objectives/Modifier:

1. Recall known information related to reading selection

Mastery Criteria: 8 out of 10 times (80%)

2. Follow written directions. 8 out of 10 times.

it goes on... and then Vocab goals etc.

Please get in touch with me... someone who might have some suggestions?

Thanks, Kiersten