IEP info

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-

>

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.

'

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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

Developed by TASH

Permission to use for educational purposes granted.

September 7, 2007