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Special Ed 101
How to measure progress and other IEP topics
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<blockquote data-quote="Martie" data-source="post: 156793" data-attributes="member: 284"><p>Pepperidge,</p><p></p><p>What you need in my opinion is curriculum based assessment that is conducted very frequently (monthly) in relationship to SMART IEP goals. This avoids the problem of test-retest being invalid whcih is what your SD seems to be saying.</p><p></p><p>HOMEWORK is the number one rated problem of parents on this board. I would get modifications written in. IT CAN BE DONE and homework is fair game for an IEP. As you may know, my ex-difficult child attended school half time in 7th and 8th grades and had a "study hall" in which all the homework he ever did was completed. If it could not be done in 45 minutes, then the school was assigning too much and it was up to the teachers to figure out how not to "overload." Here is an observation: under conditions of MY monitoring homework at home, ex-difficult child was a procrastinator; in the resource room (where it was also written in that he was to get no help because INDEPENDENCE was a major goal and he has no LDs) he was very efficient with his time. He never brought a book home in middle school after 6th grade.</p><p></p><p>Your situation is different, but I hope my illustration is clear. If your difficult children need homework assistance, then GET IT IN THEIR IEPs. It sounds as though difficult child#2 needs a 1:1 during "study hall."</p><p></p><p>It is trickier to get homework modifications, but it can be done The CBA is part of the law, so that is easier. in my opinion you should insist on frequent measurement of IEP goal progress particularly in core academic subjects. Testing via standardized instruments has uses, but for determining if IEP goals are being met, they are pretty useless.</p><p></p><p>Best to you,</p><p></p><p>Martie.</p></blockquote><p></p>
[QUOTE="Martie, post: 156793, member: 284"] Pepperidge, What you need in my opinion is curriculum based assessment that is conducted very frequently (monthly) in relationship to SMART IEP goals. This avoids the problem of test-retest being invalid whcih is what your SD seems to be saying. HOMEWORK is the number one rated problem of parents on this board. I would get modifications written in. IT CAN BE DONE and homework is fair game for an IEP. As you may know, my ex-difficult child attended school half time in 7th and 8th grades and had a "study hall" in which all the homework he ever did was completed. If it could not be done in 45 minutes, then the school was assigning too much and it was up to the teachers to figure out how not to "overload." Here is an observation: under conditions of MY monitoring homework at home, ex-difficult child was a procrastinator; in the resource room (where it was also written in that he was to get no help because INDEPENDENCE was a major goal and he has no LDs) he was very efficient with his time. He never brought a book home in middle school after 6th grade. Your situation is different, but I hope my illustration is clear. If your difficult children need homework assistance, then GET IT IN THEIR IEPs. It sounds as though difficult child#2 needs a 1:1 during "study hall." It is trickier to get homework modifications, but it can be done The CBA is part of the law, so that is easier. in my opinion you should insist on frequent measurement of IEP goal progress particularly in core academic subjects. Testing via standardized instruments has uses, but for determining if IEP goals are being met, they are pretty useless. Best to you, Martie. [/QUOTE]
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