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Question regarding testing eligibility testing...
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<blockquote data-quote="LittleDudesMom" data-source="post: 428215" data-attributes="member: 805"><p>You know, this is not my first rodeo - although it is the first one with this school. Both the social worker and psychologist were shared with the middle school so they know me and difficult child and have always been supportive. When I asked for educational assessments, I assumed the WJ (achievement) at the very least. This was based on past experience. Assumption would be my first mistake.....</p><p></p><p>At the triennial, there was no question that difficult child was still eligible, at least verbally....... I don't question their intent to keep him on an IEP, but I do want to make sure they don't take away the supports (especially directed towards note taking and lengthy written assignments) by just doing a short classroom observation - if you get my concern.</p><p></p><p>I think my plan, at this point, is to go to the meeting without preconceived notions, and see what happens. If I don't feel difficult child's needs are being specifically and completely addressed/me, I will go from there!</p><p></p><p>I do understand that further testing is not always necessary at the triennial. It really is just a look at whether the child is appropriately placed. At his last triennial, the team agreed difficult child was placed appropriately, his IEP goals were being met, and the supports included at the IEP were appropriate - we added two classroom modifications that were better suited to middle school, and away we went! High school now.........</p><p></p><p>Thanks!!</p></blockquote><p></p>
[QUOTE="LittleDudesMom, post: 428215, member: 805"] You know, this is not my first rodeo - although it is the first one with this school. Both the social worker and psychologist were shared with the middle school so they know me and difficult child and have always been supportive. When I asked for educational assessments, I assumed the WJ (achievement) at the very least. This was based on past experience. Assumption would be my first mistake..... At the triennial, there was no question that difficult child was still eligible, at least verbally....... I don't question their intent to keep him on an IEP, but I do want to make sure they don't take away the supports (especially directed towards note taking and lengthy written assignments) by just doing a short classroom observation - if you get my concern. I think my plan, at this point, is to go to the meeting without preconceived notions, and see what happens. If I don't feel difficult child's needs are being specifically and completely addressed/me, I will go from there! I do understand that further testing is not always necessary at the triennial. It really is just a look at whether the child is appropriately placed. At his last triennial, the team agreed difficult child was placed appropriately, his IEP goals were being met, and the supports included at the IEP were appropriate - we added two classroom modifications that were better suited to middle school, and away we went! High school now......... Thanks!! [/QUOTE]
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