IEP Progress Report

[Guest guest]

I will try to give a little background, but keep it short...Emma is

in Kindergarten this year. She is starting to be more verbal, but

uses sign language and picture communication. She is full inclusion

with 40 minutes pull out time daily with the special education

teacher to focus on reading and math (IEP Goals). We recieved her

first progress report and I thought it was a total joke. If I am

understanding the IEP process they should be measuring how much of

the goal she knows right now so that when they do the next progress

review they should be able to tell if she is making progress towards

her goal. One of Emma's goals this year is that she will recognize

and label numbers 1-10 with 100% accuracy. This progress report the

special ed teacher wrote " Emma can hold up one finger with assistance

when we are playing a game. " It does not tell me how many numbers

she has gotten her to accurately label or how many she knows. I know

how many she knows because we work on them at home and Emma is more

than capable to hold up one finger on her own! Emma went to

preschool at the same school that she is going to kindergarten and

her teacher was awesome. It probably helped that she was fresh out

of school and had a minor in special education. At every IEP Review

we were told she new this many letters and at the next review she new

this many letters so we knew she was going towards her goal. This

paper tells me absolutely nothing. I will be going and talking to

them about it, my question is do I talk to just the special education

teacher who is in charge if this report or do I have a small meeting

with some of the IEP team (principle, teacher, AEA)? I have brought

things up in the past about the work that they have Emma doing

because I don't think they really know how to work with Emma and I

don't feel it has gotten me anywhere. The last time I commented on a

paper that came home in Emma's bag that was a ABC dot-to-tot that was

done perfectly and colored perfectly...her one-on-one aide did the

paper while Emma sat there because Emma didn't want to do it...keep

in mind Emma does not write and just is not interested in doing paper

and pencil type work...the principle never even responded and the AEA

worker told me that they would work harder at adapting the work for

Emma and that they were optomistic that she would be able to stay in

the General Ed classroom. We live in a small town and the bigger

town close to us that I would open enroll Emma to in a heartbeat is

not taking any kids on IEP's out of their district so they have no

other options but keep her in the general ed classroom. Sorry...I

was going to keep this short ~ I am just so frustrated! I am able to

get her do so much at home if they would take the time and make what

they are doing with her at school fun and at her level she could be

doing more there also.

Lorra

[Guest guest]

I met with the special ed teacher and she has not done any testing or

assessments of Emma as she doesn't feel she is to that point yet. My

response was that it doesn't matter it is in her IEP, this needs to

be done so we can show progress on her goals. When we did Emma's IEP

this year it was her 3 year so she had to be evaluated. They tried

to adjust the Brigance test but because she is mostly non-verbal they

had a hard time testing her and Emma did not test well. From my

conversation I gathered that this teacher is basing Emma's ability by

this test. I told her she needed to forget about that test and start

making her own assessments of Emma. I have now sent an email to our

school's AEA person to follow up with the teacher as to why the IEP

is not being followed and when I can expect this to start happening.

I am so frustrated that this teacher in my opinion has very low

expectations of Emma and because we live in a small town and she is

the special ed teacher this is what we will have to deal with for

most of Emma's elementary years. Thanks for all of your encouraging

words...and letting me vent just a little bit!

Lorra

>

> Hi Lorra,

> Keep pushing them at school to teach Emma, and keep schooling her

at home. The more you teach her the more she will start to show them

what she knows at school. You may have a problem with this year's

teacher, but you will get another teacher like last year who " gets

it " .

> Reading has always been easier for Faith than math, so that is what

I push, both at home and at school. This year, in 4th grade, the

teachers really do " get it " and it has been a good year so far. I

think the mainstreaming is important for socializing and learning to

act like typical kids, even when that is some not so good behavior!

If she picks up some academics while in the gen ed classroom, that is

great. This year she is about half and half and has math and reading

in resource.

> Hang in there, it sounds like you'll be able to work with this

school arrangement. Ask for what you want, and keep on top of what is

happening.

> ette

> -------------- Original message from " stileslorra "

: --------------

>

> I will try to give a little background, but keep it short...Emma is

> in Kindergarten this year. She is starting to be more verbal, but

> uses sign language and picture communication. She is full inclusion

> with 40 minutes pull out time daily with the special education

> teacher to focus on reading and math (IEP Goals). We recieved her

> first progress report and I thought it was a total joke. If I am

> understanding the IEP process they should be measuring how much of

> the goal she knows right now so that when they do the next progress

> review they should be able to tell if she is making progress

towards

> her goal. One of Emma's goals this year is that she will recognize

> and label numbers 1-10 with 100% accuracy. This progress report the

> special ed teacher wrote " Emma can hold up one finger with

assistance

> when we are playing a game. " It does not tell me how many numbers

> she has gotten her to accurately label or how many she knows. I

know

> how many she knows because we work on them at home and Emma is more

> than capable to hold up one finger on her own! Emma went to

> preschool at the same school that she is going to kindergarten and

> her teacher was awesome. It probably helped that she was fresh out

> of school and had a minor in special education. At every IEP Review

> we were told she new this many letters and at the next review she

new

> this many letters so we knew she was going towards her goal. This

> paper tells me absolutely nothing. I will be going and talking to

> them about it, my question is do I talk to just the special

education

> teacher who is in charge if this report or do I have a small

meeting

> with some of the IEP team (principle, teacher, AEA)? I have brought

> things up in the past about the work that they have Emma doing

> because I don't think they really know how to work with Emma and I

> don't feel it has gotten me anywhere. The last time I commented on

a

> paper that came home in Emma's bag that was a ABC dot-to-tot that

was

> done perfectly and colored perfectly...her one-on-one aide did the

> paper while Emma sat there because Emma didn't want to do it...keep

> in mind Emma does not write and just is not interested in doing

paper

> and pencil type work...the principle never even responded and the

AEA

> worker told me that they would work harder at adapting the work for

> Emma and that they were optomistic that she would be able to stay

in

> the General Ed classroom. We live in a small town and the bigger

> town close to us that I would open enroll Emma to in a heartbeat is

> not taking any kids on IEP's out of their district so they have no

> other options but keep her in the general ed classroom. Sorry...I

> was going to keep this short ~ I am just so frustrated! I am able

to

> get her do so much at home if they would take the time and make

what

> they are doing with her at school fun and at her level she could be

> doing more there also.

> Lorra

>