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Advocate, IEP meeting, MAP testing, and such...
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<blockquote data-quote="helpme" data-source="post: 352051" data-attributes="member: 8202"><p>>I'm not aware of any programs like that in our district. </p><p></p><p>Okay, I was just hoping that there was some "middle ground" area between regular ed</p><p>and Special Education. Our RTI sort of falls in the middle. It could be offered to help a</p><p>Special Education student maybe "socialize" if they are able to meet the RTI ability level.</p><p>I know we have cutoff's of how well a child must do and a cutoff for an eligibility</p><p>for RTI. Make sense? For us, it helps with parents who are on both sides of</p><p>eligibility and for those who can make entrance into RTI.</p><p></p><p>Here, a student without an IEP, a perfect GPA, who bombs the math portion</p><p>of standardized state testing, would qualify for math RTI. The child then</p><p>receives the same math assistance as a child with a full IEP, who has also</p><p>bombed the math section, who is mainstreamed.</p><p></p><p>RTI program goals are to identify disabilities with a subject, reteach concepts</p><p>to increase state testing, offer 1:1 support, identify a need for 1:1 support, etc.</p><p></p><p>I never thought to ask about it all, since we are in middle school using RTI now.</p><p>But I wonder if our state has RTI or a similar program for younger kids who</p><p>then can bounce into a younger grade level or a group of kids with a grade</p><p>level ability for a period of the day and then return to Special Education/mainstream.</p><p>I'm going to ask at my next meeting because I do wonder how the program</p><p>will be handled going onward and into high school.</p><p></p><p>I do know that our districts do have a similar situations for speech/language</p><p>as well as Title (reading). My son was mainstream and did not enjoy </p><p>being placed with kids so much younger. But for you, I wonder if you could</p><p>go at it backwards and say math was a strength, let him be regular ed for</p><p>those services and so on....see?</p><p></p><p>By the way, I have never compared my oldest difficult child's results with any other</p><p>testing. But I did appreciate the testing that MSD did do for him. We started</p><p>with a sedated audiogram (BEAR or BARE was it maybe), and then went to</p><p>MSD. This way 16 years ago. We then found the most help at XXXX.</p><p>His school IEP included their services, and I voluntarily transported. If my memory</p><p>is correct we bounced around 3-4 years of a delay in speech and language both,</p><p>with a switch from a strength in expressive to receptive every six months. </p><p>I think he caught up around middle school. That was were we got the most support. </p><p>Maybe check with XXX?</p><p></p><p>Look for XXX and XXXX in your PM's. I'm afraid to post too much detail here.</p></blockquote><p></p>
[QUOTE="helpme, post: 352051, member: 8202"] >I'm not aware of any programs like that in our district. Okay, I was just hoping that there was some "middle ground" area between regular ed and Special Education. Our RTI sort of falls in the middle. It could be offered to help a Special Education student maybe "socialize" if they are able to meet the RTI ability level. I know we have cutoff's of how well a child must do and a cutoff for an eligibility for RTI. Make sense? For us, it helps with parents who are on both sides of eligibility and for those who can make entrance into RTI. Here, a student without an IEP, a perfect GPA, who bombs the math portion of standardized state testing, would qualify for math RTI. The child then receives the same math assistance as a child with a full IEP, who has also bombed the math section, who is mainstreamed. RTI program goals are to identify disabilities with a subject, reteach concepts to increase state testing, offer 1:1 support, identify a need for 1:1 support, etc. I never thought to ask about it all, since we are in middle school using RTI now. But I wonder if our state has RTI or a similar program for younger kids who then can bounce into a younger grade level or a group of kids with a grade level ability for a period of the day and then return to Special Education/mainstream. I'm going to ask at my next meeting because I do wonder how the program will be handled going onward and into high school. I do know that our districts do have a similar situations for speech/language as well as Title (reading). My son was mainstream and did not enjoy being placed with kids so much younger. But for you, I wonder if you could go at it backwards and say math was a strength, let him be regular ed for those services and so on....see? By the way, I have never compared my oldest difficult child's results with any other testing. But I did appreciate the testing that MSD did do for him. We started with a sedated audiogram (BEAR or BARE was it maybe), and then went to MSD. This way 16 years ago. We then found the most help at XXXX. His school IEP included their services, and I voluntarily transported. If my memory is correct we bounced around 3-4 years of a delay in speech and language both, with a switch from a strength in expressive to receptive every six months. I think he caught up around middle school. That was were we got the most support. Maybe check with XXX? Look for XXX and XXXX in your PM's. I'm afraid to post too much detail here. [/QUOTE]
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