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Special Ed 101
Question about IEP-middle school transition...
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<blockquote data-quote="Tiapet" data-source="post: 155118" data-attributes="member: 455"><p><span style="font-family: 'Times New Roman'"><span style="font-size: 12px"><em>Thanks. I know I can look over it. I saw the IEP there and read it. I just had that one question in my mind after the fact because I could not remember from so many years ago with Ms Emo's IEP (we're talking 8 years ago now since having to deal with this). It's weird how I can recall most all IEP information but that one thing but then again I never had to deal with middle school issues because she was out of an IEP by 2nd grade too.</em></span></span></p><p><span style="font-family: 'Times New Roman'"><span style="font-size: 12px"><em></em></span></span></p><p><span style="font-family: 'Times New Roman'"><span style="font-size: 12px"><em>The other thing is I was just happy that we went the route we did. In the evaluation (which they didn't ultimately see - wondering now will this come back to haunt me with their wanting to possibly reconvene in the future?) is that the recommended placement was day treatment, partial placement. While her psychiatrist and therapist, para professional and myself DON'T think she needs that at all, irregardless it was in the evaluation. The evaluation was done by another doctor at the agency based on her evaluation and testing so she hasn't worked or seen her all these months. A big difference if you ask me. But you know how schools can be, they might see that and jump on it. Unfortunately this area doesn't really have partials or day that we're aware of anyway and the other option is a school for severe behavioral/emotional issues which she clearly would not fit in (at least the teacher and principal months ago agreed with me on that, then).</em></span></span></p><p><span style="font-family: 'Times New Roman'"><span style="font-size: 12px"><em></em></span></span></p><p><span style="font-family: 'Times New Roman'"><span style="font-size: 12px"><em>If they do try to pull this off and promote her I'd like to see how they justify placing her in Special Education category now (as opposed to mainstream with help previously) and resource room. We went from least restrictive to a more restrictive environment. If that is not just one reason more to prove why she needs to stay behind I don't know what is (besides the social and emotional we've been talking about and the math issues). I have saved all my email correspondence with teacher discussing her retention and our conversations, as well as one that went with principal for months dating back to November so if I need them I have them. They can not say they didn't know either that there wasn't a problem!</em></span></span></p><p><span style="font-family: 'Times New Roman'"><span style="font-size: 12px"><em></em></span></span></p></blockquote><p></p>
[QUOTE="Tiapet, post: 155118, member: 455"] [FONT=Times New Roman][SIZE=3][I]Thanks. I know I can look over it. I saw the IEP there and read it. I just had that one question in my mind after the fact because I could not remember from so many years ago with Ms Emo's IEP (we're talking 8 years ago now since having to deal with this). It's weird how I can recall most all IEP information but that one thing but then again I never had to deal with middle school issues because she was out of an IEP by 2nd grade too. The other thing is I was just happy that we went the route we did. In the evaluation (which they didn't ultimately see - wondering now will this come back to haunt me with their wanting to possibly reconvene in the future?) is that the recommended placement was day treatment, partial placement. While her psychiatrist and therapist, para professional and myself DON'T think she needs that at all, irregardless it was in the evaluation. The evaluation was done by another doctor at the agency based on her evaluation and testing so she hasn't worked or seen her all these months. A big difference if you ask me. But you know how schools can be, they might see that and jump on it. Unfortunately this area doesn't really have partials or day that we're aware of anyway and the other option is a school for severe behavioral/emotional issues which she clearly would not fit in (at least the teacher and principal months ago agreed with me on that, then). If they do try to pull this off and promote her I'd like to see how they justify placing her in Special Education category now (as opposed to mainstream with help previously) and resource room. We went from least restrictive to a more restrictive environment. If that is not just one reason more to prove why she needs to stay behind I don't know what is (besides the social and emotional we've been talking about and the math issues). I have saved all my email correspondence with teacher discussing her retention and our conversations, as well as one that went with principal for months dating back to November so if I need them I have them. They can not say they didn't know either that there wasn't a problem! [/I][/SIZE][/FONT] [/QUOTE]
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