Leaderboard

Data collection is generally done as part of an evaluation. On average, evals take 60 days - depends on state regs. With the written evaluation in hand, the team meets and decides on support for the student (or not if they don't meet criteria to get help). Special ed level data collection would require parent permission. Is the data collection & intervention trials part of RTI/MTSS where there are no timelines for placing support in place? RTI & MTSS are part of general ed intervention where data collection & support trials would not need parent permission. If I was the parent, I'd be asking for a copy of the observation results report as well as requesting a team meeting to see what the next step can be. The school should have a 'child study team' of some sort that works with gen ed students who need RTI or MTSS. If this is a special ed eval, they missed the timeline for completing the eval & moving forward and a state complain can be filed. Given how you have described this student, they need a special ed level of evaluation for learning disabilities. Having a LD & not getting the support you need can lead to frustration that comes out as punching classmates. The 'in your face' thing is the punching where this ends up being the school's focus and the root of the issue (the LD) isn't looked at. In cases like this, supporting the LD can fix the behavior. (Documentary, The Kids We Lose, covered this issue.)

To me, it sounds like medical neglect if the student has a history of food lodging in the throat and the school lacks the equipment needed, per a doctor letter that they have a copy of, to deal with this. There are agencies that will look into medical neglect in situations like this. Your state does offer facilitators for IEP meeting where they might help in getting you & the school on the same page. Would the school agree to this? https://www.cadreworks.org/cadre-continuum/stage-iii-conflict/facilitation/facilitated-iep-team-meeting-massachusetts and https://www.mass.gov/info-details/facilitators-for-iep-team-meetings Not sure if MA has a consult line that parents & advocates can call to help resolve situations like this. I did find this group located in Boston - they might be able to offer guidance: https://www.massadvocates.org/ I also found this: https://www.mass.gov/info-details/education-resources

You are absolutely correct that any areas in which the child was found eligible and has an IEP for has a right to have a re-evaluation in those areas every three years. I would suggest referring the school psychologist to the IDEA and any state guidelines you can find regarding special education processes that address this specific issue. l would even call your state department of education and speak with someone and add THAT to you email. I would also copy your director of special education. The only allowed reason for not conducting a three year re-eval is if BOTH the school district and parent agree. I they still say "no," ask for a PWN and file a state complaint. As far as the math goals, again, you are absolutely correct that she should be switched to life skills math. At a minimum, she should not be attending any gen ed math classes at all, but instead should be spending that time in special education math. Schools try to argue that students need to stay at least part of the time in the gen ed math class so they are exposed to the skills their peers are learning. But your daughter is way too far behind to get anything our of a gen ed math class and it would be very frustrating and a complete waste of time. Other than pointing to her significantly low math level, I'm not sure how else to convince the team.

You really can't put a "cap" on the number of accommodations needed because it totally depends on the child's needs - you could have a child with multiple disabilities who needs multiple accommodations. You base the number on what is needed - not on whether or not it is difficult to implement. However, you make a very good point about a teacher's ability to implement multiple accommodations (25 is quite a large number). Without knowing all the facts it's difficult to say whether a collaborative classroom is best. I would start by pointing out the impossibility of a teacher to stay on top of all these accommodations and ask for push in minutes from a special education teacher or an aide for the classroom - both of which can assist with the accommodations. If that doesn't work, then a more restrictive environment might be an appropriate discussion.

How many accommodations are reasonable for in IEP? An IEP was just written for a student with 25 accommodations. Is a collaborative classroom the best fit for this student, and how can a teacher stay in compliance /document that number of accommodations?