Guest guest Posted November 2, 2006 Report Share Posted November 2, 2006 I learned that The Nevada law is that they have 45 days to get everything done and enact the IEP. Molly is getting an IEP done because she is 6 and is quite advanced. At 4, she Briggans tested to the 3rd grade. This year, she is reading above a 6th grade level and her math is around a 3rd grade level. The school districts gomebound program was not willing to work outside of a kindergarden curriculum with her, depite the fact that they just finished testing her above a 3rd grade level last year. Their excuse was: somekids grow up in a book rich environment and tend to be cognitievely advanced while others....in homes where books are scarce are cognitively behind. So in Nevada, children are not allowed to " test out " of their grade level until the end of 2nd grade in order to let the ones that are behind catch up. So, when I asked them how that affected my child who is schooling at home and has no other children to work with....they responded by saying the standards had to be adhered to regardless of where the child schooled. They never brough up an IEP. Then, last week, I got in touch with Lynn Szott from ZLB Behring. Having been through a similar experience, she gave me some great info about how to proceed and I followed her advice. There is a department within the school system nationally called " ESE " (exceptional student something or rather). Through both and the state director for this program, I learned that IEPs are not only for children that have developmental disabilities; but also for children that don't meet the set standards because they are gifted and talented. So, we are hoping to enact an IEP that addresses Molly's advanced cognitive level, but also her style of learning. I am also wondering if things can be included in the IEP that a " normal " child would get in a " normal " school environment.....like music and foriegn language? Molly will not have an IEP to work in the confines of various school settings or environments as she is completely unable to attend school. While IVIG has made a difference in her health, she is still getting sick with ANY exposure and developes deep seated infections that take months to get over. Her specialists agree that school is not worth the risk to a child that was getting pneumonia 6- 8 times a year. It is like playing russian roulette.....trying to guess which time she will get a pneumonia that takes her life...not a risk we are willing to take. There are times that I feel terrible for her that she cannot go to school....the times that we go to the store and there are the craft projects from the elementary school that she would go to pinned up to the walls of the store....that she is not there doing those things with the other kids. But then I also think back to the time when she was on the sofa for 9 months straight, battling one infection after another and were sure she was going to die. Thanks for everyones feedback! It is so greatly appreciate. Terri > > Make sure you check that what you are asking-IE-writing the IEP and such the day of the evaluation-is something they can even offer. I know in Indiana, there is a 60 day time frame from the moment the request is made for evaluation until the IEP actually has to be written and enacted (I would think this is federal-but not sure?). It is sometimes in the child's best interest to let the team meet after the evaluation to compare notes and digest what they saw. I work in specail needs preschool-and I know that many times when a child leaves the eval, the team needs to go over tests, score things and look at the whole picture-and that takes time. I know as a a parent(of one child with an IEP and one with a 504) we are always anxious to see things happen asap-especially when things have been rough before-but there really are parameters and guidelines that school have-that are backed up by federal laws-and they can take every minute they have if they so choose. > > I am not trying to be negative-but I do not want you to be terribly disappointed if things don't happen-even with the advocate. My mom is a CASA (court appointed support advocate for children in need) and she had to learn these things the hard way-she was always calling me asking if they school was with in their rights- and 9 times out of ten they were-and she is a court appointed advocate-and she still has to follow the school rules! > > So I guess I see this issue from both sides-and I just don't want you to get your feelings hurt, get worked up and excited...I have been there on both sides-and it is hard. When we evaluate a child- and we know they are going to qualify-we always try to schedule things to get them in asap-but it is not always possible-sometimes there are many logistics to work out, transportation, what would be the best placement......and I know the speech and occupational therapist, along with the lead teacher have many standardized tests to score and compare-and it takes time-just be patient-there are some of us out there that are on the parents side-and know what you are going thru-but not all-and I know I am going on and on-but anyway-give everyone a chance to see things-so that you can get the best and most for your child! > > Let me know if you have any questions and will try to get answers! > > Thanks-Becky in IN-mom to Maddie-age 10, IgA def, gerd, asthma, low IgG, nk cell issues-and special needs preschool grad- > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 7, 2007 Report Share Posted September 7, 2007 F.Y.I. Sincerely, Vivian ' wrote: To: <Undisclosed-Recipient:;> Subject: IEP INFO Date: Fri, 7 Sep 2007 14:26:37 -0500 Dear friends, This is a great reference information. It gives great responses and then references the law. Hope you find it helpful. ' BODY { FONT-SIZE: 1em; MARGIN: 0px 100px; BACKGROUND-COLOR: #cccc66 } A { COLOR: #000000; TEXT-DECORATION: none } .grid { WIDTH: 100%; BACKGROUND-COLOR: #000099 } .item { PADDING-RIGHT: 5px; PADDING-LEFT: 5px; FONT-SIZE: 1.1em; PADDING-BOTTOM: 5px; WIDTH: 25%; PADDING-TOP: 5px; BACKGROUND-COLOR: #ffffdd } .copyright { FONT-SIZE: 0.9em; TEXT-ALIGN: center } .container { PADDING-RIGHT: 10px; PADDING-LEFT: 10px; FONT-SIZE: 1.1em; LEFT: 50%; PADDING-BOTTOM: 10px; MARGIN-LEFT: -300px; WIDTH: 600px; PADDING-TOP: 10px; POSITION: absolute; BACKGROUND-COLOR: #ffffcc } A:link A:visited { } A:hover { TEXT-DECORATION: underline } function survey() { location= " pop_survey.php " ; } Pop-Up IEP Are you dreading your next Individual Education Program (IEP) meeting? Are you already in disagreement with your IEP team or your school staff over needed services for your child? If so, you are not alone. Below are some " conversation stoppers " that parents may hear when advocating for their children. Knowing what the " real " issues might be, some respectful but effective responses, and what the laws say about educating children with disabilities can assist you in getting your IEP team meetings moving again in a more positive direction! Click on the quote to see possible responses and support for those responses. " We’ve never had a child like yours in our school. " " We don’t have an inclusion program here. " " We can’t mainstream your child unless we have a one-to-one instructional assistant or aide. " " Your child can’t participate in academic classes if he can’t pass the state assessments. " " We focus on learning functional skills in this program. " " You need to be realistic. " " First we’ll work on skills and then we’ll see if your child is ready for mainstreaming. " " Your child’s health needs make it impossible for us to serve him here. " " We don’t have a full time school nurse. " " Your child’s behaviors are disrupting the classroom. " " We need your permission to use the time-out room for out-of-control behaviors. " " The general education teacher could not be here today. " " Our district doesn’t put technology into the IEP. " " We just don’t have the money for technology. " " We’ll use teacher observation to measure that IEP goal. " " We can’t give your child special education services if you don’t sign this IEP. " Copyright © 2006 NCLID - Developed by TASH Permission to use for educational purposes granted. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 7, 2007 Report Share Posted September 7, 2007 F.Y.I. Sincerely, Vivian ' wrote: To: <Undisclosed-Recipient:;> Subject: IEP INFO Date: Fri, 7 Sep 2007 14:26:37 -0500 Dear friends, This is a great reference information. It gives great responses and then references the law. Hope you find it helpful. ' BODY { FONT-SIZE: 1em; MARGIN: 0px 100px; BACKGROUND-COLOR: #cccc66 } A { COLOR: #000000; TEXT-DECORATION: none } .grid { WIDTH: 100%; BACKGROUND-COLOR: #000099 } .item { PADDING-RIGHT: 5px; PADDING-LEFT: 5px; FONT-SIZE: 1.1em; PADDING-BOTTOM: 5px; WIDTH: 25%; PADDING-TOP: 5px; BACKGROUND-COLOR: #ffffdd } .copyright { FONT-SIZE: 0.9em; TEXT-ALIGN: center } .container { PADDING-RIGHT: 10px; PADDING-LEFT: 10px; FONT-SIZE: 1.1em; LEFT: 50%; PADDING-BOTTOM: 10px; MARGIN-LEFT: -300px; WIDTH: 600px; PADDING-TOP: 10px; POSITION: absolute; BACKGROUND-COLOR: #ffffcc } A:link A:visited { } A:hover { TEXT-DECORATION: underline } function survey() { location= " pop_survey.php " ; } Pop-Up IEP Are you dreading your next Individual Education Program (IEP) meeting? Are you already in disagreement with your IEP team or your school staff over needed services for your child? If so, you are not alone. Below are some " conversation stoppers " that parents may hear when advocating for their children. Knowing what the " real " issues might be, some respectful but effective responses, and what the laws say about educating children with disabilities can assist you in getting your IEP team meetings moving again in a more positive direction! Click on the quote to see possible responses and support for those responses. " We’ve never had a child like yours in our school. " " We don’t have an inclusion program here. " " We can’t mainstream your child unless we have a one-to-one instructional assistant or aide. " " Your child can’t participate in academic classes if he can’t pass the state assessments. " " We focus on learning functional skills in this program. " " You need to be realistic. " " First we’ll work on skills and then we’ll see if your child is ready for mainstreaming. " " Your child’s health needs make it impossible for us to serve him here. " " We don’t have a full time school nurse. " " Your child’s behaviors are disrupting the classroom. " " We need your permission to use the time-out room for out-of-control behaviors. " " The general education teacher could not be here today. " " Our district doesn’t put technology into the IEP. " " We just don’t have the money for technology. " " We’ll use teacher observation to measure that IEP goal. " " We can’t give your child special education services if you don’t sign this IEP. " Copyright © 2006 NCLID - Developed by TASH Permission to use for educational purposes granted. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 7, 2007 Report Share Posted September 7, 2007 F.Y.I. Sincerely, Vivian ' wrote: To: <Undisclosed-Recipient:;> Subject: IEP INFO Date: Fri, 7 Sep 2007 14:26:37 -0500 Dear friends, This is a great reference information. It gives great responses and then references the law. Hope you find it helpful. ' BODY { FONT-SIZE: 1em; MARGIN: 0px 100px; BACKGROUND-COLOR: #cccc66 } A { COLOR: #000000; TEXT-DECORATION: none } .grid { WIDTH: 100%; BACKGROUND-COLOR: #000099 } .item { PADDING-RIGHT: 5px; PADDING-LEFT: 5px; FONT-SIZE: 1.1em; PADDING-BOTTOM: 5px; WIDTH: 25%; PADDING-TOP: 5px; BACKGROUND-COLOR: #ffffdd } .copyright { FONT-SIZE: 0.9em; TEXT-ALIGN: center } .container { PADDING-RIGHT: 10px; PADDING-LEFT: 10px; FONT-SIZE: 1.1em; LEFT: 50%; PADDING-BOTTOM: 10px; MARGIN-LEFT: -300px; WIDTH: 600px; PADDING-TOP: 10px; POSITION: absolute; BACKGROUND-COLOR: #ffffcc } A:link A:visited { } A:hover { TEXT-DECORATION: underline } function survey() { location= " pop_survey.php " ; } Pop-Up IEP Are you dreading your next Individual Education Program (IEP) meeting? Are you already in disagreement with your IEP team or your school staff over needed services for your child? If so, you are not alone. Below are some " conversation stoppers " that parents may hear when advocating for their children. Knowing what the " real " issues might be, some respectful but effective responses, and what the laws say about educating children with disabilities can assist you in getting your IEP team meetings moving again in a more positive direction! Click on the quote to see possible responses and support for those responses. " We’ve never had a child like yours in our school. " " We don’t have an inclusion program here. " " We can’t mainstream your child unless we have a one-to-one instructional assistant or aide. " " Your child can’t participate in academic classes if he can’t pass the state assessments. " " We focus on learning functional skills in this program. " " You need to be realistic. " " First we’ll work on skills and then we’ll see if your child is ready for mainstreaming. " " Your child’s health needs make it impossible for us to serve him here. " " We don’t have a full time school nurse. " " Your child’s behaviors are disrupting the classroom. " " We need your permission to use the time-out room for out-of-control behaviors. " " The general education teacher could not be here today. " " Our district doesn’t put technology into the IEP. " " We just don’t have the money for technology. " " We’ll use teacher observation to measure that IEP goal. " " We can’t give your child special education services if you don’t sign this IEP. " Copyright © 2006 NCLID - Developed by TASH Permission to use for educational purposes granted. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 13, 2008 Report Share Posted November 13, 2008 /message/24580 Articles that back up frequent one-on-one speech frequently, there is information that can be found at Speechville. (Cherab's sister site.) Info that can be found at Cherab also. Printing this info to present at a meeting might be helpful. /message/29465 list of IEP resources /message/4613 more info on IEPs /message/24599 Advocating information Lots of reading, but I hope these help. There is more info in the IEP folder in the link section. Tina Quote Link to comment Share on other sites More sharing options...
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