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<blockquote data-quote="Mickey2255" data-source="post: 113236" data-attributes="member: 3720"><p>Martie,</p><p></p><p>You ought to be teaching that Legal Issues 401 class! Excellent explanation in tying together IDEA and NCLB that I hope helps others too. I've read NCLB and I think I understand it but then I try to tie it back to difficult child's situation and our school and it gets confusing.</p><p></p><p>So...the IEP we are working off of was written at the beginning of the school year and put in place though I disagreed with it and had virtually no input. Can I ask them to prove progress with the current curriculum thus far into the year and if it's not working ask for a change? Or do I need to ask for progress starting with the next meeting? Considering the goals are completely subjective as written, it's going to be relatively easy for them to say he's made progress....Based on NCLB would it be appropriate to ask for a research based methodology/curriculum if they can't prove that theirs is without specifying which one?</p><p></p><p>Now that we have objective data from the IEE that tells us difficult child can learn and maintain grade level with the appropriate interventions and assists, I'm really going to struggle when they won't agree to goals that would help him accomplish just that. I'm not sure if I can use NCLB for that argument - it really only states that they should be reading at grade level by third grade and doesn't say much about what should be done if they are only reading at 2nd grade when in 4th grade. Heck, I couldn't even get them to agree in September that we should expect to see a full grade level advancement for a full year of education!!</p><p></p><p>I truly do appreciate your help - and 101 or 401 or whatever class you are lecturing on is just fine for me!!!</p><p></p><p>Michelle</p></blockquote><p></p>
[QUOTE="Mickey2255, post: 113236, member: 3720"] Martie, You ought to be teaching that Legal Issues 401 class! Excellent explanation in tying together IDEA and NCLB that I hope helps others too. I've read NCLB and I think I understand it but then I try to tie it back to difficult child's situation and our school and it gets confusing. So...the IEP we are working off of was written at the beginning of the school year and put in place though I disagreed with it and had virtually no input. Can I ask them to prove progress with the current curriculum thus far into the year and if it's not working ask for a change? Or do I need to ask for progress starting with the next meeting? Considering the goals are completely subjective as written, it's going to be relatively easy for them to say he's made progress....Based on NCLB would it be appropriate to ask for a research based methodology/curriculum if they can't prove that theirs is without specifying which one? Now that we have objective data from the IEE that tells us difficult child can learn and maintain grade level with the appropriate interventions and assists, I'm really going to struggle when they won't agree to goals that would help him accomplish just that. I'm not sure if I can use NCLB for that argument - it really only states that they should be reading at grade level by third grade and doesn't say much about what should be done if they are only reading at 2nd grade when in 4th grade. Heck, I couldn't even get them to agree in September that we should expect to see a full grade level advancement for a full year of education!! I truly do appreciate your help - and 101 or 401 or whatever class you are lecturing on is just fine for me!!! Michelle [/QUOTE]
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