Hello

Scooties, what are the issues with regard to the upcoming IEP meeting?

DRHD

Hi! Well let me give you some back round first. My son is 12,in the 6th grade.Last year he was in a secluded classroom which later I found out to be a “behavior Classroom” Which I was totally against him being in,in the first place. He remained in that classroom throughout the school year,the IEP meetings were a nightmare from over 15 people attending the meeting to attacking my parenting skills to be ending up upset and having to leave the meeting! I have never experienced this before in prior IEP meetings. Anyhow,I could not attend the Annual Review IEP meeting at the end of the year,but the team decided that my son needed more academics and did not need to be in that classroom. I asked about the STAR testing to the SPED director and she said that he could of been having a bad day that day and thats why his score turned out low,she seems to give an explanation like it was not an accurate test,but did not go into it any further. My problems come with Transferring from one class to another,what can I ask for to be put into the IEP? He will also be in a mainstream Home room ,the rest will be resource classes and then he will go back to the Home room for skills class,which I think is another reg class. In prior IEP meetings it is said my sons triggers is,loud noises,lots going on,lots of kids and big spaces(like lunchroom) and idle time,like waiting in line,waiting for the bus at the end of the day and so forth. I am glad they have decided to do this and if I can figure out what to ask for to be put into the IEP tomorrow ,then it will work out. My son also forgets and his hand writing is that of a 1st grader,so he will not do good copying anything off the board for notes or assignments. They’ve mentioned a keyboard but I think the processing and timing it would take him to do that would not work either. So What do you think?Can I ask for another test to be done to measure his grade level in both reading and math? What about his handwriting?

Scooties, from your reply I wish to offer my observations:
1) One major factor for your son for this year is that he is entering the middle school as a 6th grader. This is a vastly different environment than the elementary school environment.
2) Your descritpion of the proposed IEP does not sound unreasonable for your son given what background you have provided. having him to begin in a “regular” homeroom is appropriate and to then proceed to a skills class is reasonable as well. I suggest that he will receive the structure he requires.
3) Refusing consent to a proposed IEP is a procedural safeguard protection you have. At this juncture, what the school is attempting to do is to get this IEP in effect prior to the beginning of the upcoming school year. Otherwise refusing consent only invokes the “stay put provision” of IDEA regulations that would have his last developed IEP in effect. I would conclude it would be the last year IEP, correct? If so, the situation then becomes more complicated than it should be.
4) As for requesting him to be assessed in Reading and Math is not an unreasonable request. Make the request and let me know whether this was refused or granted.
5) Overall, my advice to you is to review this IEP to ensure that your child is to receive a benefit from this proposed IEP. Look at the consistency of what they describe to be his present level of performance and whether the annual goals match what he needs to improve his deficits. Make certain that if his behavior is an issue, then make certain there are behaviorial goals in place. Finally, I suggest you provide consent to this IEP to the extent he needs to have one in place. I would also recommend that you request an IEP review on or before the conclusion of the first six weeks of school to review progress/non-progress of this current IEP. At that time revisions to the existing IEP may take place. Please don’t get “bogged” down in attempting to include a provision in the IEP for every situation. Give the school the benefit of the doubt at this juncture and allow them to proceed to provide services to your son as they perceive. I would request that you stay steadfast to the follow up six weeks review as this should not be negotiable for you as a parent.

Please keep me posted and let me know immediately of the outcome of your meeting.

A couple more questions: 1) What is the official eligibility category for your son? 2) what state do you live? and 3) what is the name of the school division in which you reside?

DRHD

Middle school here is 5th and 6th grade,so my son is familiar with the school.
5) Overall, my advice to you is to review this IEP to ensure that your child is to receive a benefit from this proposed IEP. Look at the consistency of what they describe to be his present level of performance and whether the annual goals match what he needs to improve his deficits. Make certain that if his behavior is an issue, then make certain there are behaviorial goals in place. Finally, I suggest you provide consent to this IEP to the extent he needs to have one in place. I would also recommend that you request an IEP review on or before the conclusion of the first six weeks of school to review progress/non-progress of this current IEP. At that time revisions to the existing IEP may take place. Please don’t get “bogged” down in attempting to include a provision in the IEP for every situation. Give the school the benefit of the doubt at this juncture and allow them to proceed to provide services to your son as they perceive. I would request that you stay steadfast to the follow up six weeks review as this should not be negotiable for you as a parent.I did not understand any of this,sorry can you explain futher…
1) What is the official eligibility category for your son?
Tell me where I can find it and I’ll post it.
2) what state do you live?
Arkansas
and 3) what is the name of the school division in which you reside?
Southwest Middle school-white county