Question: Unique Curriculum

[Guest guest]

Did they do a transition IEP by the age of 16, or is this the first one?

What are his post school goals? A transitional IEP is supposed to address his post school goals.

Does he desire post school education or training, or to get a job upon his exit (at the end of the semester he turns 21? The school is responsible for meeting his desires. The transition IEP is to make this process seamless.

Your son's IEP absolutely supercedes the Unique curriculum. Ask them to give you a copy of their Unique curriculum, now. That way the goals, accommodations, and modifications, you request, will not be duplicative.

Has your son been evaluated in the past 3 years? You always need a current evaluation, so that the Present Levels of Academic Achievement and Functional Performance, is up to date. You can then determine academic and functional goals.

Phyllis

From: BestGeenz@...Reply-to: sList To: deniseslist Sent: 4/11/2011 9:30:48 A.M. Mountain Daylight TimeSubj: Question: Unique Curriculum

Can anyone advise me on the following: My son is going to be eighteen next month and I'm getting prepared for his transition IEP. He attends a public school that is basically a center for Pre K through adult students who have special needs. As I have stated to the ESE Specialist and the IEP team, I want academics to be included in my son's transition IEP. What I'm being told is that they follow something called a Unique Curriculum, which includes quite a bit of vocational objectives.....which I'm fine with, but I want to make sure that they are accountable for continuing academic goals such as reading, comprehension, money skills, etc. My question is: Doesn't my son's IEP supercede their Unique Curriculum? Also, is my son still able to receive accommodations and modifications to the curriculum that they are using? This is one of my current disagreements with them.......as well as the fact that they have based a lot of what my son is able to participate in throughout the school day due to the possibility of "behavior issues." Our last meeting ended with me stating to his teacher that she will not "define my son by his past behavior." The never ending battle of wits continues this Thursday, at his transition meeting. Please advise, if anyone has any knowledge on these subject areas. Thanks so much, in advance!

Lesli

[Guest guest]

Phyliss.....I received word from the ESE Specialist that it would be an IEP/TP (?) meeting.....not a transition meeting. Right now I'm so tired and confused that I have no idea which way is up. I emailed him back asking him to elaborate and that if we're just meeting to go over goals, supports, accountability, etc. then when will the transition meeting take place? I feel like I'm in the Abbott and Costello comedy routine of "Who's on First." I'm still prepared for the meeting this Thursday no matter what. I just wanted to make sure that the appropriate agencies would have a representative present if this was going to be a transition IEP. And yes, I do have a copy of the Unique Curriculum and will be making sure that the IEP specifically states that there will be accommodations and modifications utilized so that my son can actively participate in the daily curriculum. Thanks for responding to my email.....it makes me feel better knowing that individuals like you, Theresa and Diane are out there......in my son's corner and mine...

Lesli

Question: Unique Curriculum

Did they do a transition IEP by the age of 16, or is this the first one?

What are his post school goals? A transitional IEP is supposed to address his post school goals.

Does he desire post school education or training, or to get a job upon his exit (at the end of the semester he turns 21? The school is responsible for meeting his desires. The transition IEP is to make this process seamless.

Your son's IEP absolutely supercedes the Unique curriculum. Ask them to give you a copy of their Unique curriculum, now. That way the goals, accommodations, and modifications, you request, will not be duplicative.

Has your son been evaluated in the past 3 years? You always need a current evaluation, so that the Present Levels of Academic Achievement and Functional Performance, is up to date. You can then determine academic and functional goals.

Phyllis

From: BestGeenz@...

Reply-to: sList

To: deniseslist

Sent: 4/11/2011 9:30:48 A.M. Mountain Daylight Time

Subj: Question: Unique Curriculum

Can anyone advise me on the following: My son is going to be eighteen next month and I'm getting prepared for his transition IEP. He attends a public school that is basically a center for Pre K through adult students who have special needs. As I have stated to the ESE Specialist and the IEP team, I want academics to be included in my son's transition IEP. What I'm being told is that they follow something called a Unique Curriculum, which includes quite a bit of vocational objectives.....which I'm fine with, but I want to make sure that they are accountable for continuing academic goals such as reading, comprehension, money skills, etc. My question is: Doesn't my son's IEP supercede their Unique Curriculum? Also, is my son still able to receive accommodations and modifications to the curriculum that they are using? This is one of my current disagreements with them.......as well as the fact that they have based a lot of what my son is able to participate in throughout the school day due to the possibility of "behavior issues." Our last meeting ended with me stating to his teacher that she will not "define my son by his past behavior." The never ending battle of wits continues this Thursday, at his transition meeting. Please advise, if anyone has any knowledge on these subject areas. Thanks so much, in advance!

Lesli

[Guest guest]

Diane.....again thanks for your response! I've printed out your email so I can refer back to it for the meeting. Not sure if this will be a transition meeting or an IEP meeting. Nevertheless....I'm prepared either way.....just super tired...

Lesli

Re: Question: Unique Curriculum

This unique curriculum sounds like a standard thing disguised by a title that says unique but it's far from unique. You need to ask your IEP team how your son is going to access the academic curriculum and be successful. He should have goals and they need to tell you how is he going to meet his goals and be successful. ALWAYS ASK the questions because then THEY HAVE to answer. When you talk they don't do anything but make you go around in circles and they get out of everything. When you ask a question it's direct and they need to answer it AND you make sure it is then put down on the IEP. Make the accountable. Ask for weekly data sheets from the work they do at school so you keep them accountable on the academic curriculum. MAKE SURE THAT IS WRITTEN ON THE ACCOMODATIONS PAGE and that it specifies weekly data sheets which means the teacher will have to send you data on his IEP academic goals....That's how you nail them. As long a s it is written they have to be accountable. If next year they don't send you data CALL a meeting and make them accountable. It's a legal document.

About the behavioral issues...tell them you want a Functional Behavioral Assessment - you are entitled to this. The District sends someone from outside who comes in and observes the whole day and make recommendations. When they tell you he has behavioral issues impeding his progress YOU TELL THEM IT IS PART OF THE DISORDER AND WHAT HAVE THEY DONE TO CORRECT THE PROBLEM. Remember IEP teams are notorious for throwing the ball back in your court so the problem is your child. You throw it back to them and make it THEIR responsibility because it's part of their job. You might want to have an Autism Resource teacher come in and observe...they will give their recommendations and then have them at your IEP meeting. Teachers usually have to follow the recommendations of the Autism Resource Teachers because they are hired by the District. The Autism Resource Teachers usually will make sure the academics are on track if that is what the parents want. They try and liais on between the parents and the teacher.

One other thing...have you thought about what kind of a job your son might be able to do? Then there might be some academic training required such as computers, etc. This way you can tie that in as well. Be confidant and firm...so they know you mean business. Good Luck...

Can anyone advise me on the following: My son is going to be eighteen next month and I'm getting prepared for his transition IEP. He attends a public school that is basically a center for Pre K through adult students who have special needs. As I have stated to the ESE Specialist and the IEP team, I want academics to be included in my son's transition IEP. What I'm being told is that they follow something called a Unique Curriculum, which includes quite a bit of vocational objectives.....which I'm fine with, but I want to make sure that they are accountable for continuing academic goals such as reading, comprehension, money skills, etc. My question is: Doesn't my son's IEP supercede their Unique Curriculum? Also, is my son still able to receive accommodations and modifications to the curriculum that they are using? This is one of my current disagreements with them.......as well as the fact that they have based a lot of what my son is able to p articipate in throughout the school day due to the possibility of "behavior issues." Our last meeting ended with me stating to his teacher that she will not "define my son by his past behavior." The never ending battle of wits continues this Thursday, at his transition meeting. Please advise, if anyone has any knowledge on these subject areas. Thanks so much, in advance!

Lesli