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<blockquote data-quote="Shari" data-source="post: 265599" data-attributes="member: 1848"><p>No badgering felt here! <img src="data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7" class="smilie smilie--sprite smilie--sprite1" alt=":)" title="Smile :)" loading="lazy" data-shortname=":)" /> I appreciate any help on this journey.</p><p>***</p><p>Since the copy of the IEP I have is not right, I'll go from what it says mixed with the things that I think it should also say and doesn't (sped director is on this as we speak).</p><p>***</p><p>According to this IEP, he should be in the mainstreatm room 80&#37; of the time with 1:1 support. He gets pullout instruction in math and reading for 15 minutes each, daily, writing for 15 minutes 2x weekly, and Occupational Therapist (OT) 60 minutes weekly. SpEd teacher works pretty much 1:1 with him. He participates in one group instruction for reading in the resource room but it is not in place of his indivivual time. He has academic goals in each of these subjects. His only behavioral goal is to use self calming techniques and de-escalate with prompts in 3 of 5 attempts (which, if they could see things thru my eyes, he already does this - they don't see all the times he clenches his fists and restrains himself to keep plugging along thru the day).</p><p>***</p><p>In reality, tho, I don't think he spends anywhere NEAR 80% of the time in the mainstream room. And he bounces between 2 paras and the SpEd teacher (they won't commit 1 para to him). One para is very good with him, the other is mediocre, at best.</p><p>***</p><p>Math is his strongest subject. In the mainstream room, math is taught in the afternoon, after he leaves. The principal's solution to this was to cram all of his academics into the 3 hours he was there in the morning, and I refused that. So now he has a 15 minute window between lunch and specials that they are trying to cram math into at the expense of specials. I'm all for getting him his math, but if the long-term goal here is to get him into routine to keep him at school the full day, then I think they need to let specials be specials, and do what math they can where they can without rocking the boat elsewhere. But what do I know.</p><p>***</p><p>I realize they should be providing a tutor outside of school for him since they've stuck him on these half days, but I have not pushed that issue with them. I am afraid if I push to get a tutor, it will be too convenient for them to just keep him out of school even longer. At least with him not receiving math, I have a little ace in the hole to push them with. And I feel like the longer I'm there with him in the afternoon without a meltdown, the more "proof" I have that it can be done, and the more bargaining power I'll have to bring to the table when I push them to get him back in the afternoons with appropriate personel. Maybe that's way off the mark, but that's the thought behind what I'm doing right now.</p><p>***</p><p>And FWIW, the IEP isn't very good, the BIP outright hoovers, and they are just now starting an FBA. Oh, sorry, that will start the 27th, which I think is ridiculous. How can the paras even begin to know how to work with him without that? And we had to push them to do that!</p></blockquote><p></p>
[QUOTE="Shari, post: 265599, member: 1848"] No badgering felt here! :-) I appreciate any help on this journey. *** Since the copy of the IEP I have is not right, I'll go from what it says mixed with the things that I think it should also say and doesn't (sped director is on this as we speak). *** According to this IEP, he should be in the mainstreatm room 80% of the time with 1:1 support. He gets pullout instruction in math and reading for 15 minutes each, daily, writing for 15 minutes 2x weekly, and Occupational Therapist (OT) 60 minutes weekly. SpEd teacher works pretty much 1:1 with him. He participates in one group instruction for reading in the resource room but it is not in place of his indivivual time. He has academic goals in each of these subjects. His only behavioral goal is to use self calming techniques and de-escalate with prompts in 3 of 5 attempts (which, if they could see things thru my eyes, he already does this - they don't see all the times he clenches his fists and restrains himself to keep plugging along thru the day). *** In reality, tho, I don't think he spends anywhere NEAR 80% of the time in the mainstream room. And he bounces between 2 paras and the SpEd teacher (they won't commit 1 para to him). One para is very good with him, the other is mediocre, at best. *** Math is his strongest subject. In the mainstream room, math is taught in the afternoon, after he leaves. The principal's solution to this was to cram all of his academics into the 3 hours he was there in the morning, and I refused that. So now he has a 15 minute window between lunch and specials that they are trying to cram math into at the expense of specials. I'm all for getting him his math, but if the long-term goal here is to get him into routine to keep him at school the full day, then I think they need to let specials be specials, and do what math they can where they can without rocking the boat elsewhere. But what do I know. *** I realize they should be providing a tutor outside of school for him since they've stuck him on these half days, but I have not pushed that issue with them. I am afraid if I push to get a tutor, it will be too convenient for them to just keep him out of school even longer. At least with him not receiving math, I have a little ace in the hole to push them with. And I feel like the longer I'm there with him in the afternoon without a meltdown, the more "proof" I have that it can be done, and the more bargaining power I'll have to bring to the table when I push them to get him back in the afternoons with appropriate personel. Maybe that's way off the mark, but that's the thought behind what I'm doing right now. *** And FWIW, the IEP isn't very good, the BIP outright hoovers, and they are just now starting an FBA. Oh, sorry, that will start the 27th, which I think is ridiculous. How can the paras even begin to know how to work with him without that? And we had to push them to do that! [/QUOTE]
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