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Special Ed 101
Curriculum and adequate yearly progress
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<blockquote data-quote="Sheila" data-source="post: 84421" data-attributes="member: 23"><p>It depends on a child's ability. You should consult with your private evaluator about this issue. Part of what you will want to get from the evaluation process is "difficult child is at point C -- what's the plan to get him point F?"</p><p></p><p>You'll want to know:</p><p>strengths and weaknesses</p><p>What can he learn?</p><p>How does he learn?</p><p>What's the best method to teach him?</p><p>How much intervention does he need to get him back to grade level within X months/years? 1:1 tutoring targeting Y 1x/wk for 1 hr, 3x/wk for 30 min; etc?</p><p>Reasonable expectations, etc.</p><p></p><p> <div class="ubbcode-block"><div class="ubbcode-header">Quote:</div><div class="ubbcode-body">our SD has stopped using measurable data in the IEP's </div></div></p><p></p><p>I'm not exactly sure what you mean by this statement, but you can always ask for testing. I believe the 2004 regs restricts parents requests for testing to one per year in some circumstances -- I'd have to check on it.</p><p></p><p>If you're referring to using measurable goals in IEPs in general, that would be a non-compliance issue:</p><p></p><p>Section 300.320(a)(2)(i),</p><p>consistent with section</p><p>614(d)(1)(A)(i)(II) of the Act, requires</p><p>the IEP to include measurable annual</p><p>goals. Further, § 300.320(a)(3)(i),</p><p>consistent with section</p><p>614(d)(1)(A)(i)(III) of the Act, requires</p><p>the IEP to include a statement of how</p><p>the childs progress toward meeting the</p><p>annual goals will be measured. The Act</p><p>does not require goals to be written for</p><p>each specific discipline or to have</p><p>outcomes and measures on a specific</p><p>assessment tool. Furthermore, to the</p><p>extent that the commenters are</p><p>requesting that we mandate that IEPs</p><p>include specific content not in section</p><p>614(d)(1)(A)(i) of the Act, under section</p><p>614(d)(1)(A)(ii)(I), we cannot interpret</p><p>section 614 to require that additional</p><p>content. IEPs may include more than the</p><p>minimum content, if the IEP Team</p><p>determines the additional content is</p><p>appropriate.</p><p></p><p>Regulations: Part 300 / D / 300.324 / b</p><p></p><p>(b) Review and revision of IEPs.</p><p></p><p>(1) General. Each public agency must ensure that, subject to paragraphs (b)(2) and (b)(3) of this section, the IEP Team--</p><p></p><p>(i) Reviews the child's IEP periodically, but not less than annually, to determine whether the annual goals for the child are being achieved; and</p><p></p><p>(ii) Revises the IEP, as appropriate, to address--</p><p></p><p>(A) Any lack of expected progress toward the annual goals described in Sec. 300.320(a)(2), and in the general education curriculum, if appropriate;</p><p></p><p>(B) The results of any reevaluation conducted under Sec. 300.303;</p><p></p><p>(C) Information about the child provided to, or by, the parents, as described under Sec. 300.305(a)(2);</p><p></p><p>(D) The child's anticipated needs; or</p><p></p><p>(E) Other matters.</p><p></p><p>I've used Linda Mood Bell's V&V program for difficult child; but it was to target some of his language and reading weaknesses. I'm unfamiliar with programs for NonVerbal Learning Disorder (NVLD).</p></blockquote><p></p>
[QUOTE="Sheila, post: 84421, member: 23"] It depends on a child's ability. You should consult with your private evaluator about this issue. Part of what you will want to get from the evaluation process is "difficult child is at point C -- what's the plan to get him point F?" You'll want to know: strengths and weaknesses What can he learn? How does he learn? What's the best method to teach him? How much intervention does he need to get him back to grade level within X months/years? 1:1 tutoring targeting Y 1x/wk for 1 hr, 3x/wk for 30 min; etc? Reasonable expectations, etc. <div class="ubbcode-block"><div class="ubbcode-header">Quote:</div><div class="ubbcode-body">our SD has stopped using measurable data in the IEP's </div></div> I'm not exactly sure what you mean by this statement, but you can always ask for testing. I believe the 2004 regs restricts parents requests for testing to one per year in some circumstances -- I'd have to check on it. If you're referring to using measurable goals in IEPs in general, that would be a non-compliance issue: Section 300.320(a)(2)(i), consistent with section 614(d)(1)(A)(i)(II) of the Act, requires the IEP to include measurable annual goals. Further, § 300.320(a)(3)(i), consistent with section 614(d)(1)(A)(i)(III) of the Act, requires the IEP to include a statement of how the childs progress toward meeting the annual goals will be measured. The Act does not require goals to be written for each specific discipline or to have outcomes and measures on a specific assessment tool. Furthermore, to the extent that the commenters are requesting that we mandate that IEPs include specific content not in section 614(d)(1)(A)(i) of the Act, under section 614(d)(1)(A)(ii)(I), we cannot interpret section 614 to require that additional content. IEPs may include more than the minimum content, if the IEP Team determines the additional content is appropriate. Regulations: Part 300 / D / 300.324 / b (b) Review and revision of IEPs. (1) General. Each public agency must ensure that, subject to paragraphs (b)(2) and (b)(3) of this section, the IEP Team-- (i) Reviews the child's IEP periodically, but not less than annually, to determine whether the annual goals for the child are being achieved; and (ii) Revises the IEP, as appropriate, to address-- (A) Any lack of expected progress toward the annual goals described in Sec. 300.320(a)(2), and in the general education curriculum, if appropriate; (B) The results of any reevaluation conducted under Sec. 300.303; (C) Information about the child provided to, or by, the parents, as described under Sec. 300.305(a)(2); (D) The child's anticipated needs; or (E) Other matters. I've used Linda Mood Bell's V&V program for difficult child; but it was to target some of his language and reading weaknesses. I'm unfamiliar with programs for NonVerbal Learning Disorder (NVLD). [/QUOTE]
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