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Simple thought: What's the SDI that's helping the student achieve the goal? Is it evidenced/researched based? The goal isn't all that bad provided the school is paving the way to meet the goal.

Thank you so much! This is very helpful. I am going to reread it when I'm not in middle of dinner prep, corralling etc., but wanted to let you know I appreciate it! I was having trouble articulating what you said because the sped person keeps trying to gaslight me and she's so belligerent that I spend most of the meetings trying not to lose it on her and that takes up a lot of mental space and energy so I'm not as productive as I should be. I also feel like this is someone you need to try get around by going in the back door... I usually don't do that but she's not reasonable. She was brought in by the principal who was actually asked to leave at the end of last year because he was so ridiculous. I'm not sure why people aren't seeing her ridiculousness. Ok, sorry for my divergence. Thanks again!

To independently start an assignment and with EF issues in mind, you need to hone skills where things aren't going to be a distraction. For me personally (I have some autistic tendencies), I will get stuck if there are misspellings or inconsistencies. If this was my goal, I would need to be given instructions w/o misspellings or have the teacher correct any misspellings and inconsistencies within the time frame in order to meet this goal. (*) Additionally, I tend to see too many options when it comes to starting a written assignment. I tend to work best when I can draft things in my head (might take longer than 5 minutes) and then 'just do it'. I'm taking a class & this is how I've approached the homework and it's working for me. (I think I'd suck with meeting your child's goal.) I agree that the goal doesn't make a lot of sense especially when you realize that a lot happens before putting pen to paper/fingers to keyboard. (**) I like a keyboard because I can make notes, write and delete and there's no paper trail since editing is virtual. Is AT something that might help her speed up the process & meet a goal like this. (*) What gets in your child's way where it takes longer than 5 minutes to start tasks? Removing these barriers is what will get her to meet this goal. If she has mental barriers, CBT might be needed and that's something that should be addressed by a clinician and not an educator. (**) Has she tried writing things on a computer/word processor? She might be thinking of the ending when she starts and with word processing, you can start at the end and be seamless with working backwards to the beginning - or starting anywhere and growing the assignment from this point. IEP basic: If you have a goal, there should be SDI provided by someone in the school that's going to remediate what's getting in the way so the goal can be met. What is the SDI (specially designed instruction) that will get her from where she is now to "will independently start assignments within 5 (then 3 then 2) minutes of receiving instructions in"? If there is no SDI she has the skills & doesn't need help/doesn't need a goal/doesn't need an IEP (for this issue). This is a good/reasonable goal provided the SDI will make it possible for it to be attained. Could it be that an accommodation for extra time makes more sense? This would be if there isn't a disability or slow processing is looking like an issue with EF. It might also be good for you to take a look at Lisa's IEP goal bank: https://adayinourshoes.com/iep-goal-bank/ You might be able to come up with a better direction for this to go in given the goal in the IEP feels off to you.

I rejected it and wrote that it makes no sense and I wanted a 'stay put' but I feel like the last goal wasn't specific enough either. And, I've never been shown any collected data. Standardized test results have in fact showed issues with paragraph writing (currently 7th grade). She struggles in math too. The Charter sped person keeps saying their data shows no academic problems. I have trouble interacting with this sped chair because of her belligerence so I hired an advocate but the advocate was way off base and said practically nothing in the meeting except to try to make my daughter sound way worse than she actually is (there was a history school avoidance). My daughter actually is doing relatively well at the small size school but she still needs support especially since she will be at our large size public HS after next year.

Yes the law is the same but there has not been good communication or coordination between the district and the Charter (they are in different districts) and the Charter school hasn't been very compliant or willing and they keep trying to minimize services. The latest IEP academic goal was rewritten from a writing/EF goal to a "Self Help" goal that states "will independently start assignments within 5 (then 3 then 2) minutes of receiving instructions in ? tasks with minimal prompting from the teacher."

What makes it tricky? At the end of the day they follow the exact same laws.

It's complicated so needs personal conversation.

What are the disabilities for which she is receiving services?

Hello, I'm not sure if this is allowed but I need help rewriting IEP goals for my daughter and in return, I am happy to provide help with interpreting neuropsych or school psych testing. It's a somewhat tricky situation in part because she's at a public Charter school. I do not want to hire an advocate nor can we afford one as we recently paid a $5k retainer for one and it was a disaster. I have a lot of background knowledge and just want someone (who isn't so emotionally involved to help me rewrite goals and give tips for dealing with a sped director who keeps trying to take my daughter off an IEP and reduce her goals and instructional time. I am in NH. TIA

She wants to do her own program. Our state has very lax homeschool rules.

If the programming in the IEP isn't appropriate, the student will communicate that. (They might act out because behavior is communication.) You want to stretch a younger child so they learn how to learn. This will help them reach their personal best. If the programming isn't a good match, the IEP can be revised. Does she realize that an IEP can be changed if needed - you don't need to wait for the annual meeting to make changes? She needs to learn to treat these children as individuals. Even if they have the same diagnosis, they might not be on the same trajectory as to where they will end up as adults. You want to keep a student on a graduation track as long as possible because of all the fundamentals that are taught in earlier grades. As far as homeschooling goes, does she want to do a cyber program or her own program starting from scratch? In my state, the Local LEA has to get a copy of what a parent is doing in homeschool if the student would have an IEP in their school. The copy needs to be OKed by a special ed certified teacher too. See what your state may require so you can make sure the grandma is following state mandates.

I'm guessing you've used all of them, but here are the "arguments" you could use with the custodial parent: 1) Ask why (what data) she has that the general ed material is "too hard?" Has the child verbalized this? Are grades falling? Does she struggle doing homework with her? 2) Explain that is wouldn't be fair to the younger child to stay on the same track as the older child if the younger child is more capable - could lead to resentment later on. 3) Is the grandmother able and willing to engaged the younger child in social activities that help with the socialization of home-schooled children? Or will social skills and interaction suffer? 4) Would she be willing to try the gen ed setting for a while with supports to see how the child does before pulling him/her to home-schooling? Gather more data? Speak with the child after each school day for indications of struggles? Check in with the gen ed teacher? I don't know much about home-schooling, but I would guess if the grandmother uses a state-approved program there would be no educational neglect.

I think this may be a situation that will wind up as it will be, but I am working with a parent (actually, a grandparent with custody) who is sadly trying to get her grandchild as little help as possible. She is at war with the school right now. She has an older child who is in a reduced day situation with mainly extracurriculuars in addition to a life skills class. The younger one, the child in question, is at a different stage and seems very capable of being at least in a resource program. Grandma insists the general ed material is too hard and wants what the older child has. We have the data. Grandma doesn't care and is so far planning to homeschool instead. Our state does have an educational neglect law, but I'm not entirely sure how that is defined.

I'd ask for data. Did the school do a screener? Dyslexics cannot decode nonsense words. That's the best type of screener for dyslexia IMO. She can ask the student to come to the meeting and decode some nonsense words. It'll take 2 minutes to show that he can't.

I'm in PA. We have an educator misconduct complaint that can be filled out. Also, there is strength in numbers so if you and a few other parents in your ISD make the same complaint, that's when the DOE will take action. I wish I had better advise.

I would also send a Gebser letter regarding the bullying. (And ask other parents with children being bullied to, as well.) Otherwise the school district can claim it did not receive notice of the bullying. See the link below to Lisa's sample Gebser letter. https://adayinourshoes.com/wp-content/uploads/Sample-Gebser-Letter.pdf

I think the first thing is to make sure the student will cooperate with an IEP if he is given one. If he "doesn't want any help at school," does this mean he doesn't want to be pulled from the general education setting and go to special education? If he can't be talked into this, I'm not sure it's worth the fight to get an evaluation. When you say "the support" is not helpful, do you mean specialized instruction that students receive via an IEP for dyslexia or accommodations via a 504 Plan? Could the parent consider private tutoring? A student is usually given a brief evaluation before the tutoring begins with no obligation to sign up for tutoring. As far as the timeline for requesting another evaluation if denied, she should request an IEE, file a state complaint, and/or file for due process based on the fact that the school was presented with a diagnosis of dyslexia (and other data showing struggles) and refused to evaluate.

Hi Lisa, My husband thinks Project 2025 is fear mongering. I told him I hope he is right. I know Project 2025 is more than just removing/or drastically reducing the US Department of Education, but it is an important issue. People don't realize what is at stake. People don't really how federal protections are important. I was too young to know what special education was like prior to the US Department of Education was established. I am aware of a law passed in 1975 regarding the Special Education. I recall IDEA being primarily established in the 1960's. However special education has enhanced so much because of the US Department of Education. I believe the section of special education is called the Office of Special Education Records (aka OSER). What will happen to my childrens education when this could come into fruition. I'm in MN. My governor is Tim Walz (Harris's former running mate) I would be more nervous if I lived elsewhere. Politically I'm a moderate and proudly have non-party written on my registration card. However, this should scare people. Sadly, it doesn't scare people. I hope they (the ones not concerned) are right. I have observed comments on the Internet such as education in the US is at an all time low. Or comments such as we spend more money on education than other countries yet the US is ranked such and such on such in such poll. You are the most knowledgeable person on due process. Both of my kids have IEP meetings soon. I thought I would brush up on my kids rights prior to their IEP meetings. Glad I was able to log in and comment on such an important post.

Yes, for all of your questions. In Illinois, they are actually required to do an eval but basically tried to talk her into just a 504. Her son is 7th grade so, yes, has been very good at masking. My concern was that once they deny her eval request, she'll have to wait a year before asking again, if she feels like it's needed. Is that timeline of rerequesting an eval correct? It's a tough one because he does not want any help at school and she has spoken to other parents in district who say that the support from the district is not helpful whatsoever.

First, make sure the request for an evaluation was in writing. Also, did it attach the neuropsych evaluation? Did it point to specific reasons for requesting, such as low standardized test scores in reading? A diagnosis in most states is not enough for an IEP - the student must also be struggling and show deficits in reading (what does the gen ed teacher see in terms of the student's reading level?). Students with dyslexia are good at masking. They may have high scores in fluency and comprehension because they have memorized a lot of words and learned how to figure out words from context, but if you drill down you might see deficits in phonological awareness and phonics, which are very important skill to have in place as you advance in grades and can no longer memorize as many words and the reading content is not familiar. If the first request was not sufficient, she can send another one with the above items. If there are no deficits or struggles, a 504 would be appropriate. If they deny the evaluation, make sure the school sends a Prior Written Notice (PWN) with detailed reasons as to why it was denied. At that point, she could try to request an Independent Educational Evaluation (IEE), but the law is a little unclear as to whether failure to conduct an initial evaluation triggers the right to an IEE. If she has the data to support her that the student is substantially behind in reading, she could file a state complaint that the school is violating the federal "child find" provision by refusing an evaluation.

I am so sorry for what you are going through. I will respond as best I can, but a lot of this is out of my purview. I would suggest reaching out to your state department of education and asking for their advice regarding these situations. With respect to not following the IEP, you need to speak with the case manager and let them know about the teacher's failure to follow the IEP. If that doesn't work, request a meeting with the teacher/coach present. If that doesn't work, keep going up the chain of command - director of special education, superintendent, board of directors. You can simultaneously file a state complaint. With respect to not following the 504, same process as above - start with the 504 coordinator. You can also file an OCR complaint for discrimination. With respect to the bullying, that needs to be reported to the school whether it's being done by a teacher or other students. (ALL of this should be in writing, by the way.) There should be a procedure in place at your school district for filing a complaint against a teacher. If the bullying in any way involves physical contact by the teacher, report this to the police and child services. Finally, can you get the families of all the children you reference in your post to get together and request being put on a board of directors' meeting agenda to describe their various experiences?

Advised my friend to do an eval request based on new neuropsych eval that diagnosed dyslexia. School is seeming to be very accomodating but steering her away from IEP eval and she is considering just doing a 504. In the meantime, they have set up a meeting to discuss but also stated that "that is also the date the we must give you an official response to your evaluation request". I do not trust that they will not use this as a way to deny her request, thus tying her hands for another year. Advice?

Hello my friends I am Carlos Guerra, and i am the proud parent of a student at Manor Senior High School. Not so long ago, a wonderful boy by the name of Darrin Loving, a special needs student who was nonverbal, was killing in a horrific attack just a few weeks ago. He was the target of bullies, who lured him into a bathroom, then stabbed him cruelly with a kitchen knife. The poor boy managed to make it out into the lunchroom, where he bled out, and all the other kids took videos and circulated them around on the social medias. And this is not the first time. My child is in phys ed at MSHS--his coaches don't take the IEPs or 504s seriously. I have spoke to one of the coaches, and he flat out told me they don't read them. THe principal Jessika Hearne plays favorites at school. She protects the bullies, and when they are sent to the office they are given candy. And they continue to bully my child and another special needs kids. A girl even committed suicide due to this. And before this, the dept of education investigated manor isd for discriminating against special ed students. I'm so scared for my child. I don't know how to transfer out of the isd we live in, and I can't pay for a church school. I would like the manor administration to be removed and put in place new people who actually care, but besides starting a petition I don't know what to do. https://chng.it/Ydh9PfBGDT https://www.kxan.com/news/local/manor/dept-of-education-investigating-manor-isd-special-education-complaint/

Many curriculum for kindergarten cover the letters & their sound at a pace of 3 letters a week so the whole alphabet gets covered in the first 2 months of school. This allows students to start decoding/reading (writing too) by this time of year. (In comparison, my oldest did a letter a week where it took the whole year to get through every letter.) Children who didn't attend preschool are also at a huge disadvantage with how things work in K. The simplest, best dyslexia screener a parent can do is work on rhyming words. Can you name a word that rhymes with cat? Bat, flat, sat, mat, fat, splat, gnat, vat - there are so many. I remember talking to a parent whose child's name was Michael. He thought there were loads of words that rhyme with his name. Dyslexia runs in their family and he's being watched very closely. Nemours also has a screener that parents can do with their child: https://www.readingbrightstart.org/ Reading nursery rhymes with your child can have a remedial effect. Also, dyslexia can be diagnosed at age 5. The issue is a student needs to be 2 years behind before they qualify for an IEP. Your child isn't 2 years behind and if you work with them to help them have access to school and better self-esteem, it might take years for them to be sufficiently behind to qualify for an IEP where they get the intervention that will help dyslexia. IMO, the system is broken when it comes to child find and SDI in reading as the school calls it. (School psychologists aren't allowed to diagnose dyslexia as this is outside of what their practice allows.) Connecticut Longitudinal Study showed that 20% of students have dyslexia yet 16% of students have IEPs and not all of the 16% are for dyslexia. Might be simpler to do a homeschool remedial program for dyslexia with your child. Toe by Toe and Horton Literacy Primer are the 2 I'm aware of. Many states are implementing reading screeners but screeners aren't as accurate as evals. Not all schools have special ed teachers who are trained to remediate dyslexia where an IEP is going to catch students up to where they should be. (Not looking to be all gloom & doom. We just don't teach reading well but that is changing. It's going to take time to get this to be a system that really works.) You'll definitely need to stay on top of this to make sure your child doesn't fall farther behind.

Look at your state standards for Kindergarten. Is she expected to recognize all letters of the alphabet and letter sounds by the end of the year? If so, and if she hasn't mastered this yet and they refuse to go over it again in class for everyone, they need to provide some type of help/intervention for your daughter so that they meet the state standard with her. If the teacher is no help, go to the principal. If they try to blame it on your daughter, then ask for a 504 and/or special education evaluation to either confirm this or rule it out. Do you think she might have dyslexic tendencies? If so, ask for a dyslexia screener. Some states have laws requiring this if the parent requests one; some do it for all - find out if your state requires this and if so, ask for a copy of her dyslexia screening results. Your pediatrician might also be able to do a screener. I would also advise speaking with your state department of education to see if they have any recommendations. Finally, speak with other parents. Are other Kindergarteners struggling? Did they have any experiences with their older children and thus may be able to provide some advice? Maybe most of the Kindergarteners learned these skills in pre-school? But even so, the school still has a responsibility to make sure all its students are meeting state standards and if it is taking your daughter longer because she didn't learn these skills in pre-school, they need to help her before she falls too far behind.