Sheila
Moderator
I get a lot of questions related to how to? and IEP meetings. It works best for me to handle IEP meetings as one would any other business matter. Everyone has to develop their own style, but I thought maybe this writing may help some readers.
difficult childs IEP was originally scheduled for April. I called (and faxed notice) to reschedule it because:
1) I needed/wanted his progress report and they hadnt come out as of the date (werent even due out),
2) I needed the written results of his TAKS tests to help me determine needs for his IEP (results dont typically come in until mid to late May),
3) I knew the language re-evaluation I had requested a couple of weeks earlier hadnt even been started. (Needed the re-evaluation to measure progress and for developing next years goals.)
Diagnostician called and pressed hard to reschedule it for the first week in May said theyd get in trouble with-the SEA if they didnt hold the meeting on time. I assured her I would cover them by advising her Id get her parent permission to hold the IEP meeting at a later date. (And I followed through.)
I agreed to the May 4th date as long as I had the TAKS results prior to May 4th. I explained that I would have to have the meeting rescheduled if that didnt happen because I cant meaningfully participate without needed info. I also explained that if they insisted on holding the IEP meeting without me getting the results, Id have to have the meeting reconvened. She said she had to do some checking and shed get back with me.
She calls back and said they were sure they would have the results by the 11th; the first available date that we were all available was the 15th so that's when we rescheduled the meeting.
I called the school on the 11th; front desk thought they were in not really sure. (I know they are in by this comment.) I asked, Who would know? I was connected to difficult childs counselors office. Shes not in, so I left a message. Called her later in the day and left a 2nd message. (Still havent received a call back from her.) Then I called the principal. (Still havent received a call back from her.)
difficult child arrives home without the TAKS results on the 11th. I send an email to Diagnostician cancelling meeting until I get the info requested, then copy and paste the email to a fax cover sheet and fax it.
Diagnostician calls first thing on the 14th. She doesnt have TAKS results either, and by the way, language evaluation wont be completed in time for the IEP meeting. Almost in the same breath I receive email from Speech Language Pathologist (SLP) cant get it done. Can we do it at the very beginning of school in August? I let it slide; emailed Speech Language Pathologist (SLP) that would be ok with me as long as I could be assured it would be done at the very beginning of the Fall Semester. (difficult childs medication isnt working, so it may be best anyway. Mentally prepared for a fight at IEP meeting anticipating that they would want to drop language therapy. According to Speech Language Pathologist (SLP) hes met all his goals, hes done so well in therapy, etc. )
Diagnostician sends an email. School is out the 25th; if I have everything I need she can schedule for 21st? Emailed her back; still dont have TAKS results, but if someone can get the results to me, the date will work for me. Shortly thereafter, I received an email from the Language Arts teacher that difficult child passed two TAKS Reading and Writing (mom did the happy dance). No word from Math teacher, so I know he failed the Math TAKS (not unexpected by mom).
I arrived early for the IEP meeting still without written TAKS results. I politely announce that I must have them or we will have to reschedule. Diagnostician disappears and brings me a printed document with only pass/fail notations. I apologized for the inconvenience and relay to her that this document doesnt tell me what I need to know, and again explained that I need to see the written breakdown. Diagnostician finally is able to retrieve a copy for me. This took about 30 minutes we are well past the scheduled start time at this point.
The written results are important because each test is broken down by subject and Objectives/Essential Skills for the grade level, and reveals student strengths and weaknesses per Objective. For example, 7th Grade Reading TAKS consisted of 48 questions from various stories pertinent to the following Objectives:
1. Basic Understanding (comprised 12 of 48 total questions on the test)
2. Applying Knowledge of Literary Elements (comprised 10 of the total test questions)
3. Using Strategies to Analyze (comprised 10 of the total test questions)
4. Applying Critical-Thinking Skills (made-up 16 of the total test questions)
The score is a scaled score, however, if familiar with the meaning of the Objectives a parent can zero in on the childs strengths and weaknesses at a glance. Example: A student could do well on Objectives 1, 2, and 3 but bomb 4. Youd know right away that the child has a comprehension and/or inferencing problem even if the student passed the test.
Primary agreements:
I agreed with sds recommendation that difficult child needs math tutorials. They agreed with my recommendation that math tutorials is too vague, and that the tutorials should be geared to his specific needs. We agreed on daily tutorials being targeted at specific weaknesses as denoted by the Math TAKS.
They agreed that the duties of his Daily Coach needed to be clarified in the IEP, and agreed to use my recommendations on verbiage.
Sd personnel kind of acted like they wanted to change his BIP. I said, I dont want any changes. They agreed to no changes in the BIP and we moved on.
I asked that the language therapy be given in the increments it was originally designed (2 20 min sessions per week vs 1 40 min session per week). They accepted the recommendation.
I asked that the BIP be reflected in each Subject (it had inadvertently been left out of one class period last year). They agreed to accept the recommendation.
And on it went. Based on past experience, the meeting went very smoothly and quickly.
The Diagnostician wanted me to sign the IEP signature page acknowledging parent agreement with the new IEP. I told her, After its in its final form, give me a call and Ill run by and sign it. She was a bit taken aback by that, but said ok. Meeting adjourned.
Diagnostician called 5/24 the IEP was reduced to writing and ready to sign. She wanted to bring it by and get my signature. (This time Mom is taken aback. Ive never had such an offer.) I expressed my appreciation but told her Id come by tomorrow, the afternoon of 5/25 to sign it, but Id appreciate it if she could fax me a copy so I could review it before I got there that way Id be able to get out of her hair a whole lot quicker. No hesitation to fax the IEP noted.
I received the fax. Several important things were missing and/or incorrect including but not limited to:
1) the BIP was not faxed with the other IEP documents (reportedly an oversight),
2) the BIP was written to be effective ONLY during his elective period instead of in all school environments (reportedly a computer glitch),
3) math tutorials will be targeted at specific weaknesses as depicted by the Math TAKS was not in the IEP (reportedly an oversight).
4) I let go the misinformation of parent permission to do a [language] evaluation was obtained at this meeting written into the Minutes/Deliberations section of the IEP. Its no big deal under the circumstances; besides I have written documentation of when parental permission was given if I need it.
We cordially went over the needed corrections by telephone. Shes faxing the BIP and will fax the corrections upon completion. We will try for a signature next week.
difficult childs IEP was originally scheduled for April. I called (and faxed notice) to reschedule it because:
1) I needed/wanted his progress report and they hadnt come out as of the date (werent even due out),
2) I needed the written results of his TAKS tests to help me determine needs for his IEP (results dont typically come in until mid to late May),
3) I knew the language re-evaluation I had requested a couple of weeks earlier hadnt even been started. (Needed the re-evaluation to measure progress and for developing next years goals.)
Diagnostician called and pressed hard to reschedule it for the first week in May said theyd get in trouble with-the SEA if they didnt hold the meeting on time. I assured her I would cover them by advising her Id get her parent permission to hold the IEP meeting at a later date. (And I followed through.)
I agreed to the May 4th date as long as I had the TAKS results prior to May 4th. I explained that I would have to have the meeting rescheduled if that didnt happen because I cant meaningfully participate without needed info. I also explained that if they insisted on holding the IEP meeting without me getting the results, Id have to have the meeting reconvened. She said she had to do some checking and shed get back with me.
She calls back and said they were sure they would have the results by the 11th; the first available date that we were all available was the 15th so that's when we rescheduled the meeting.
I called the school on the 11th; front desk thought they were in not really sure. (I know they are in by this comment.) I asked, Who would know? I was connected to difficult childs counselors office. Shes not in, so I left a message. Called her later in the day and left a 2nd message. (Still havent received a call back from her.) Then I called the principal. (Still havent received a call back from her.)
difficult child arrives home without the TAKS results on the 11th. I send an email to Diagnostician cancelling meeting until I get the info requested, then copy and paste the email to a fax cover sheet and fax it.
Diagnostician calls first thing on the 14th. She doesnt have TAKS results either, and by the way, language evaluation wont be completed in time for the IEP meeting. Almost in the same breath I receive email from Speech Language Pathologist (SLP) cant get it done. Can we do it at the very beginning of school in August? I let it slide; emailed Speech Language Pathologist (SLP) that would be ok with me as long as I could be assured it would be done at the very beginning of the Fall Semester. (difficult childs medication isnt working, so it may be best anyway. Mentally prepared for a fight at IEP meeting anticipating that they would want to drop language therapy. According to Speech Language Pathologist (SLP) hes met all his goals, hes done so well in therapy, etc. )
Diagnostician sends an email. School is out the 25th; if I have everything I need she can schedule for 21st? Emailed her back; still dont have TAKS results, but if someone can get the results to me, the date will work for me. Shortly thereafter, I received an email from the Language Arts teacher that difficult child passed two TAKS Reading and Writing (mom did the happy dance). No word from Math teacher, so I know he failed the Math TAKS (not unexpected by mom).
I arrived early for the IEP meeting still without written TAKS results. I politely announce that I must have them or we will have to reschedule. Diagnostician disappears and brings me a printed document with only pass/fail notations. I apologized for the inconvenience and relay to her that this document doesnt tell me what I need to know, and again explained that I need to see the written breakdown. Diagnostician finally is able to retrieve a copy for me. This took about 30 minutes we are well past the scheduled start time at this point.
The written results are important because each test is broken down by subject and Objectives/Essential Skills for the grade level, and reveals student strengths and weaknesses per Objective. For example, 7th Grade Reading TAKS consisted of 48 questions from various stories pertinent to the following Objectives:
1. Basic Understanding (comprised 12 of 48 total questions on the test)
2. Applying Knowledge of Literary Elements (comprised 10 of the total test questions)
3. Using Strategies to Analyze (comprised 10 of the total test questions)
4. Applying Critical-Thinking Skills (made-up 16 of the total test questions)
The score is a scaled score, however, if familiar with the meaning of the Objectives a parent can zero in on the childs strengths and weaknesses at a glance. Example: A student could do well on Objectives 1, 2, and 3 but bomb 4. Youd know right away that the child has a comprehension and/or inferencing problem even if the student passed the test.
Primary agreements:
I agreed with sds recommendation that difficult child needs math tutorials. They agreed with my recommendation that math tutorials is too vague, and that the tutorials should be geared to his specific needs. We agreed on daily tutorials being targeted at specific weaknesses as denoted by the Math TAKS.
They agreed that the duties of his Daily Coach needed to be clarified in the IEP, and agreed to use my recommendations on verbiage.
Sd personnel kind of acted like they wanted to change his BIP. I said, I dont want any changes. They agreed to no changes in the BIP and we moved on.
I asked that the language therapy be given in the increments it was originally designed (2 20 min sessions per week vs 1 40 min session per week). They accepted the recommendation.
I asked that the BIP be reflected in each Subject (it had inadvertently been left out of one class period last year). They agreed to accept the recommendation.
And on it went. Based on past experience, the meeting went very smoothly and quickly.
The Diagnostician wanted me to sign the IEP signature page acknowledging parent agreement with the new IEP. I told her, After its in its final form, give me a call and Ill run by and sign it. She was a bit taken aback by that, but said ok. Meeting adjourned.
Diagnostician called 5/24 the IEP was reduced to writing and ready to sign. She wanted to bring it by and get my signature. (This time Mom is taken aback. Ive never had such an offer.) I expressed my appreciation but told her Id come by tomorrow, the afternoon of 5/25 to sign it, but Id appreciate it if she could fax me a copy so I could review it before I got there that way Id be able to get out of her hair a whole lot quicker. No hesitation to fax the IEP noted.
I received the fax. Several important things were missing and/or incorrect including but not limited to:
1) the BIP was not faxed with the other IEP documents (reportedly an oversight),
2) the BIP was written to be effective ONLY during his elective period instead of in all school environments (reportedly a computer glitch),
3) math tutorials will be targeted at specific weaknesses as depicted by the Math TAKS was not in the IEP (reportedly an oversight).
4) I let go the misinformation of parent permission to do a [language] evaluation was obtained at this meeting written into the Minutes/Deliberations section of the IEP. Its no big deal under the circumstances; besides I have written documentation of when parental permission was given if I need it.
We cordially went over the needed corrections by telephone. Shes faxing the BIP and will fax the corrections upon completion. We will try for a signature next week.
What do you find as some of the most effective strategies in your son's BIP? I'm always looking for ideas and suggestions.