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Help, school b.s. is about to start again! IEP meeting friday
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<blockquote data-quote="Ktllc" data-source="post: 592003" data-attributes="member: 11847"><p>Well, I survived this IEP meeting which lasted over 3.5 hours!! It probably would have lasted less if the psychologist was not dead set on saying V *might*probaly*possibly* be ADD... She went on and on about it despite the fact that his Auditory Processing Disorders (APD), sensory and Autism Spectrum Disorders (ASD) explains his inatention and fidgetedness (is this a word??).</p><p>V's Occupational Therapist (OT) even interveined at one point about it and then we finally both gave up since the team agreed to provide services.</p><p>The teacher was really weird today. I have no clue what happened to her but she even said she did not recommend testing (yes she did!!!) and she said that she felt like we were trying to make V sound worse than he is. She kept on saying that he is doing great, the psychologist pointed out that she had checked issues such as "social interaction dificulties" "personnal space issues" but then she could not give any examples of it... saying that V had none of this issues, or at least no more than other kids. GRRR! She was so uncooperative, I don't understand why she flipped on us like that. Why would her speech change from "V definetely need services" to "all is well".</p><p>The psychologist was quite puzzled by it but decided to proceed with IEP since we have enough documented issues and V receive enough private services to colaborate the fact that V does have issues, whatever you want to name those issues. So yes she was a bit stuck on ADHD, but she ended up being a good ally.</p><p>Then we drafted the IEP. I feel it is a bit too vague. The benchmark are:</p><p>1. Will follow spoken directions of games with- 80% accuracy; will ask for understanding when he does not understand rules with- 100% accuracy; will learn personal space between himself and others</p><p>2. will decode 3 and 4 letter words with 80% accuracy, will recal sight words with- 80% acuracy (K and !st garde program), will say the words correctly after decoding independently with- 80% accuracy.</p><p>2. will identify numbers 1-100 with- 80% accuracy, will write numbers 1-80 with- 80% accuracy, will add and substract one digit numbers with 80% accuracy.</p><p>All those goals will be measured by: class work, observation, teacher reports and report cards.</p><p>Ther is also: assignment will be modified as needed. They refused to use the TEACCH method because teacher said he does not need it, he does just fin ethe way it is in class... gr!. He will have a picture schedule available in his class (thinking about moving into 1st grade here. they can't take that away)</p><p>No accomodation allowed for reading assessment (they say the new computer system they use just don't allow it. They are looking into changing the program so it won't be timed for some students), as much time as needed for math assessment.</p><p>And that is pretty much it...</p><p>Oh, and they ordered a reevaluation for: Occupational Therapist (OT), PT, speech, conner's scales and Vandguard. Why wasn't it done right away... who knows. They said it might carry over to the summer. That's ok, the school year is almost over anyways.</p><p>So yes, mixed feeling about the whole thing. It appear I got what V needs: an IEP. But it seems like a poor IEP. Not sure I can really change it at this point since teacher is not willing to cooperate much and the achievement test puts V as average. The psychologist did say that we could not ignore the fact that V receive so much help outside of school. Typical kids do not need that to succeed in life and school.</p></blockquote><p></p>
[QUOTE="Ktllc, post: 592003, member: 11847"] Well, I survived this IEP meeting which lasted over 3.5 hours!! It probably would have lasted less if the psychologist was not dead set on saying V *might*probaly*possibly* be ADD... She went on and on about it despite the fact that his Auditory Processing Disorders (APD), sensory and Autism Spectrum Disorders (ASD) explains his inatention and fidgetedness (is this a word??). V's Occupational Therapist (OT) even interveined at one point about it and then we finally both gave up since the team agreed to provide services. The teacher was really weird today. I have no clue what happened to her but she even said she did not recommend testing (yes she did!!!) and she said that she felt like we were trying to make V sound worse than he is. She kept on saying that he is doing great, the psychologist pointed out that she had checked issues such as "social interaction dificulties" "personnal space issues" but then she could not give any examples of it... saying that V had none of this issues, or at least no more than other kids. GRRR! She was so uncooperative, I don't understand why she flipped on us like that. Why would her speech change from "V definetely need services" to "all is well". The psychologist was quite puzzled by it but decided to proceed with IEP since we have enough documented issues and V receive enough private services to colaborate the fact that V does have issues, whatever you want to name those issues. So yes she was a bit stuck on ADHD, but she ended up being a good ally. Then we drafted the IEP. I feel it is a bit too vague. The benchmark are: 1. Will follow spoken directions of games with- 80% accuracy; will ask for understanding when he does not understand rules with- 100% accuracy; will learn personal space between himself and others 2. will decode 3 and 4 letter words with 80% accuracy, will recal sight words with- 80% acuracy (K and !st garde program), will say the words correctly after decoding independently with- 80% accuracy. 2. will identify numbers 1-100 with- 80% accuracy, will write numbers 1-80 with- 80% accuracy, will add and substract one digit numbers with 80% accuracy. All those goals will be measured by: class work, observation, teacher reports and report cards. Ther is also: assignment will be modified as needed. They refused to use the TEACCH method because teacher said he does not need it, he does just fin ethe way it is in class... gr!. He will have a picture schedule available in his class (thinking about moving into 1st grade here. they can't take that away) No accomodation allowed for reading assessment (they say the new computer system they use just don't allow it. They are looking into changing the program so it won't be timed for some students), as much time as needed for math assessment. And that is pretty much it... Oh, and they ordered a reevaluation for: Occupational Therapist (OT), PT, speech, conner's scales and Vandguard. Why wasn't it done right away... who knows. They said it might carry over to the summer. That's ok, the school year is almost over anyways. So yes, mixed feeling about the whole thing. It appear I got what V needs: an IEP. But it seems like a poor IEP. Not sure I can really change it at this point since teacher is not willing to cooperate much and the achievement test puts V as average. The psychologist did say that we could not ignore the fact that V receive so much help outside of school. Typical kids do not need that to succeed in life and school. [/QUOTE]
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Help, school b.s. is about to start again! IEP meeting friday
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