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<blockquote data-quote="slsh" data-source="post: 360881" data-attributes="member: 8"><p>Shari - I also feel very strongly that the noon dismissal is incredibly inappropriate. He is entering 2nd grade, and I cannot <u>begin</u> to tell you how quickly the time flies and how extraordinarily difficult it is to make up for lost time, not only academically but socially. Forget about free and appropriate - they are flat out denying him education, period.</p><p></p><p>I also agree there are way too many transitions in there for a kid who doesn't transition well. That Occupational Therapist (OT) goal of participating in class appropriately for 10 minutes is another 2 hidden transitions, if I'm reading that right.</p><p></p><p>I also very strongly take except to this goal: </p><p></p><p><strong>5. <u><em>Recognize times of escalating behavior and reduce number of behavior related incidences</em></u> which require removal from the classroom to less than 2 times per week as measure by SWIS data by May 2011 with trimester reports</strong></p><p><strong></strong></p><p>On the one hand, they're stating he's at K level developmentally. on the other hand, they're expecting him to meet a goal that some of our kids *never* meet in school. How will he recognize times of escalating behavior? What are the markers (subparts) of that goal? What tools/supports are they going to provide him to help him meet it? Quite frankly, I think it's an absurd goal at this stage, especially for a 7- or 8-year-old, in my humble opinion. In the interest of fair disclosure, thank you had a goal like that from 3rd grade on. For a kid who was perpetually in a state of fight or flee, it wasn't one he ever came close to meeting, even when they greatly lowered the measurements (1 time a week all the way to twice a month).</p><p></p><p>Did they address what arrangements will be made when sped teacher is out for the day? </p><p></p><p>What did they say about taking the statewide tests? Will accommodations be made, given his long and continuing history of absences from the classroom at district request? They cannot possibly expect him to tolerate taking the same test that his peers, who are and have been in school for full days, take.</p><p> </p><p>I know you have been thru heck, several times over, in the last year plus. I know it's hard to accurately predict where our kids will be in 1, 5, or 10 years, but .... My concern here is that this is an IEP for a kiddo with a severe disability, an IEP that does not give me the sense that a transition back to full reg ed is on the SD's mind. Again, in the opinion of this extremely battle-weary, almost-retired warrior mom, the time he has missed thus far, to say nothing of the prospect of another full year of partial days, is time that cannot be made up. It will become yet another handicap for him. </p><p></p><p>Was the advocate there? If so, what was her take? And more importantly, what is your take on this?</p></blockquote><p></p>
[QUOTE="slsh, post: 360881, member: 8"] Shari - I also feel very strongly that the noon dismissal is incredibly inappropriate. He is entering 2nd grade, and I cannot [U]begin[/U] to tell you how quickly the time flies and how extraordinarily difficult it is to make up for lost time, not only academically but socially. Forget about free and appropriate - they are flat out denying him education, period. I also agree there are way too many transitions in there for a kid who doesn't transition well. That Occupational Therapist (OT) goal of participating in class appropriately for 10 minutes is another 2 hidden transitions, if I'm reading that right. I also very strongly take except to this goal: [B]5. [U][I]Recognize times of escalating behavior and reduce number of behavior related incidences[/I][/U] which require removal from the classroom to less than 2 times per week as measure by SWIS data by May 2011 with trimester reports [/B] On the one hand, they're stating he's at K level developmentally. on the other hand, they're expecting him to meet a goal that some of our kids *never* meet in school. How will he recognize times of escalating behavior? What are the markers (subparts) of that goal? What tools/supports are they going to provide him to help him meet it? Quite frankly, I think it's an absurd goal at this stage, especially for a 7- or 8-year-old, in my humble opinion. In the interest of fair disclosure, thank you had a goal like that from 3rd grade on. For a kid who was perpetually in a state of fight or flee, it wasn't one he ever came close to meeting, even when they greatly lowered the measurements (1 time a week all the way to twice a month). Did they address what arrangements will be made when sped teacher is out for the day? What did they say about taking the statewide tests? Will accommodations be made, given his long and continuing history of absences from the classroom at district request? They cannot possibly expect him to tolerate taking the same test that his peers, who are and have been in school for full days, take. I know you have been thru heck, several times over, in the last year plus. I know it's hard to accurately predict where our kids will be in 1, 5, or 10 years, but .... My concern here is that this is an IEP for a kiddo with a severe disability, an IEP that does not give me the sense that a transition back to full reg ed is on the SD's mind. Again, in the opinion of this extremely battle-weary, almost-retired warrior mom, the time he has missed thus far, to say nothing of the prospect of another full year of partial days, is time that cannot be made up. It will become yet another handicap for him. Was the advocate there? If so, what was her take? And more importantly, what is your take on this? [/QUOTE]
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