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Special Ed 101
Curriculum and adequate yearly progress
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<blockquote data-quote="Mrs Smith" data-source="post: 84453" data-attributes="member: 3893"><p>I think that's the problem. His most recent evaluation had his IQ at borderline even though the evaluator thought that the ADHD issues prevented an accurate picture of his true potential and she said as much in the 20 page document (which we shared with the district). His first IQ assessment (done by early intervention program) came out average. I'm under the impression that the SD thinks he is making as much progress as he can. I wonder though, if a kid who could make up over a year's worth of progress in one year could really be borderline IQ in the first place?</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><p></p><p></p><p>What I meant was that the progress is being measured in vague language like:</p><p></p><p>difficult child will increase his math reasoning and computation concepts and skills to the 5th grade level measured by IEP progress reports/3 times per school year</p><p></p><p>Baseline: SRA Math Series, Level C, 76% average across all probes</p><p></p><p>In the past they used to be more specific like go from grade level 4.3 to 5.3 and they broke down the specific skills to be learned. Some of this is probably to cover their bases and some is changes in IDEA laws. I guess it's time for another evaluation to re-assess.</p><p></p><p>I thought LMB V/V was geared to NonVerbal Learning Disorder (NVLD) type kids who focus on details but not the gestalt? After that they recommend OCN math.</p><p></p><p>I'll have to call for more details. Thanks again for all your help Sheila.</p></blockquote><p></p>
[QUOTE="Mrs Smith, post: 84453, member: 3893"] I think that's the problem. His most recent evaluation had his IQ at borderline even though the evaluator thought that the ADHD issues prevented an accurate picture of his true potential and she said as much in the 20 page document (which we shared with the district). His first IQ assessment (done by early intervention program) came out average. I'm under the impression that the SD thinks he is making as much progress as he can. I wonder though, if a kid who could make up over a year's worth of progress in one year could really be borderline IQ in the first place? 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). What I meant was that the progress is being measured in vague language like: difficult child will increase his math reasoning and computation concepts and skills to the 5th grade level measured by IEP progress reports/3 times per school year Baseline: SRA Math Series, Level C, 76% average across all probes In the past they used to be more specific like go from grade level 4.3 to 5.3 and they broke down the specific skills to be learned. Some of this is probably to cover their bases and some is changes in IDEA laws. I guess it's time for another evaluation to re-assess. I thought LMB V/V was geared to NonVerbal Learning Disorder (NVLD) type kids who focus on details but not the gestalt? After that they recommend OCN math. I'll have to call for more details. Thanks again for all your help Sheila. [/QUOTE]
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