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Special Ed 101
Question on Visual Motor Integration
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<blockquote data-quote="PollyParent" data-source="post: 87807" data-attributes="member: 3822"><p><div class="ubbcode-block"><div class="ubbcode-header">Originally Posted By: Mrs Smith</div><div class="ubbcode-body">Logistics are important. What good is an IEP that can't be implemented? Sounds like an attempt by the SpEd Director to make you think they can meet your son's needs when realistically they can't. It's so frustrating!</div></div> </p><p></p><p>OK, I think I didn't explain that well enough.</p><p></p><p>The SpecEd director offered that of course there would have to be another meeting to make sure that the logistics worked. But that for the annual IEP, we were still having so much trouble determining what a reasonable goal was, that it didn't do much good to get sidetracked on logistics before we knew what the program looked like.</p><p></p><p>On his major goal from last year's IEP, he was supposed to make 80% progress. Last year he demonstrated 39% achievement, and so far this year he demonstrated 41% achievement. His achievement is increased, but is it reasonable achievement? I would say no, and the case manager was saying yes. We couldn't come to a resolution as to whether the 80% standard should stay in place, just because it was there last year, or whether we should rewrite his goals so as to have a reasonable expectation of being met, along with appropriate accommodations. A different goal at 80% success? The same goal at 60% success? What about the third goal where he showed no progress at all? Why keep it in there if there's no movement? </p><p></p><p>One of his goals from last year is that he will ask for help before displaying frustrated behaviors 100% of the time. (Ridiculous. I signed it last year without enough research on my part.) OK, that's just silly. Can we give him some training on how to relieve frustration, or make accommodations for his disability, or bring the goal into a reasonable target area? I don't ask for help 100% of the time and I'm not a nine year old boy with Asperger's. So let's work out what he needs to have if we keep those goals in place.</p><p></p><p>Then we would get sidetracked on the accommodations, and on logistics, and then the SpecEd director would attempt to get us back to a discussion of goals, benchmarks, etc.</p><p></p><p>But I agree -- a plan can look great on paper, but if it's not implemented, then what's the point?</p><p></p><p>Which is basically what happened last year. The case manager, the principal, and the aide want it all to stay the same, and the Director of SpecEd, the Behaviorist, and the parents want the goals to change.</p><p></p><p>Five hours, no resolution.</p><p></p><p>Polly Parent</p></blockquote><p></p>
[QUOTE="PollyParent, post: 87807, member: 3822"] <div class="ubbcode-block"><div class="ubbcode-header">Originally Posted By: Mrs Smith</div><div class="ubbcode-body">Logistics are important. What good is an IEP that can't be implemented? Sounds like an attempt by the SpEd Director to make you think they can meet your son's needs when realistically they can't. It's so frustrating!</div></div> OK, I think I didn't explain that well enough. The SpecEd director offered that of course there would have to be another meeting to make sure that the logistics worked. But that for the annual IEP, we were still having so much trouble determining what a reasonable goal was, that it didn't do much good to get sidetracked on logistics before we knew what the program looked like. On his major goal from last year's IEP, he was supposed to make 80% progress. Last year he demonstrated 39% achievement, and so far this year he demonstrated 41% achievement. His achievement is increased, but is it reasonable achievement? I would say no, and the case manager was saying yes. We couldn't come to a resolution as to whether the 80% standard should stay in place, just because it was there last year, or whether we should rewrite his goals so as to have a reasonable expectation of being met, along with appropriate accommodations. A different goal at 80% success? The same goal at 60% success? What about the third goal where he showed no progress at all? Why keep it in there if there's no movement? One of his goals from last year is that he will ask for help before displaying frustrated behaviors 100% of the time. (Ridiculous. I signed it last year without enough research on my part.) OK, that's just silly. Can we give him some training on how to relieve frustration, or make accommodations for his disability, or bring the goal into a reasonable target area? I don't ask for help 100% of the time and I'm not a nine year old boy with Asperger's. So let's work out what he needs to have if we keep those goals in place. Then we would get sidetracked on the accommodations, and on logistics, and then the SpecEd director would attempt to get us back to a discussion of goals, benchmarks, etc. But I agree -- a plan can look great on paper, but if it's not implemented, then what's the point? Which is basically what happened last year. The case manager, the principal, and the aide want it all to stay the same, and the Director of SpecEd, the Behaviorist, and the parents want the goals to change. Five hours, no resolution. Polly Parent [/QUOTE]
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