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Showing content with the highest reputation on 10/11/2022 in all areas
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I tend to borrow (copy & paste) but when I copy something, it comes out white on black. I do have a black background with Chrome so I'm sure that where is comes from. Let's say I want to recommend a book on toilet training & want to copy the title & author to the forum, this is what happens: Toilet Training for Individuals with Autism by Maria Wheeler I think this looks sloppy but I can't change it unless I retype it. I think I might just need to be less fussy with how my posts and replies look.1 point
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Rather than requesting an interim eval to see if dyscalculia or SDL in math is present, my suggestion is to request that the triennial is moved up. I think things are cleaner this way. Meanwhile, I'd keep a log of what you see. Note down how much you help her with homework, how long things take her to do, write out what she says like 'I don't remember the reacher going over this' or 'I forget how the teacher said to do this' along with the date & the assignment. Ex: 10/11/22. Chapter 2.4 1-8, 10, 12, 14. Started at 3:30, finished at 4:15. Redirected her to look at 4-7, 12 & 14. 'This doesn't look like the problems we did in class.' My guess is 11 math problems shouldn't take 45 minutes - should be 20-30 minutes. This provides data on her struggles as well as the type of problems she had problems with.1 point
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This is helpful to hear. In this school, the actual instructional hours actively with a teacher are less than an hour, so the majority of the time is more on our schedule. My biggest trouble is going over the work with her while trying to keep her on task and focused. I have no issue remaining coach, I just feel over my head.1 point
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Of course you are entitled to an advocate. Your child is entitled to FAPE and the school obligation to provide it is required under the law . The school has no choice. The HSDL has information that you can use to help guide you and for talking back points. Home school children can not be forced into public school to receive FAPE .. There are time they will want to provide service in school on a individual bias but that can not always force that either. Child find and all the testing applies absolutely they cant force you to prove it https://hslda.org/search?indexCatalogue=content-search-index&searchQuery=Special Education1 point
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The ones that I got the most out of are the series 'How to Talk so Kids will Listen and Listen so Kids will Talk'. The other book that I feel every parent/adult working with children should read is Ross Greene's The Explosive Child. I've also read his Lost at School but he has a book for more typical kids called Raising Human Beings. (The plots are all the same - it's the characters in the books that are different.) Mona Delahooke's Beyond Behaviors explains why children have behaviors but doesn't have the concrete examples that Ross Greene has in his books. It's a good book if you are looking for validation that there is more to behavior than attention, escape, access, and sensory needs. (I don't like that when I copy from the internet that the text is white on black. On Facebook, no one could tell.)1 point
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The difference between an IEP & a 504 is special instruction. Does your child need special instruction to keep up with learning grade level standards? If this is needed, an IEP is needed. If they will do OK with accommodations, then a 504 is needed. There are gen ed services called RTI or MTSS that provide a lower level of support w/o the need to have an IEP. Is this what your child gets in math & ELA or are these services via the IEP? If they are gen ed services, the can & should continue. Read through the current IEP to see what the services are that go with the IEP. What's not mentioned on the IEP is gen ed that can continue. ADHD generally gets the OHI box checked. You don't mention what box is currently checked on the IEP. If your child is young, it might be the DD box. Know that if 504 supports aren't enough, you can ask for a sp ed eval and start the IEP process over. Often, in MS, when a student goes from 3 to 8 teachers, EF issues tend to crop up and students w/ ADHD might need to get IEP services.1 point
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I am sharing this webinar information because it may be useful. (and I want to test out the Events Calendar feature on here!) This seems a little basic, but we all have to start somewhere. Hopefully you will get beyond knowing what "ESY" stands for. This self-paced twelve module online course provides participants with instruction on required elements for each section of the Individualized Education Program (IEP) as well as best practice considerations when preparing for and conducting an IEP team meeting. Objectives Module 1: Participants will be able to: - Identify the name of the current federal special education law - State the 13 disability categories recognized by IDEA - Analyze the elements of the special education evaluation process Module 2: Participants will be able to: - State the federal agency that oversees special education - Explain that "ESY" is an acronym for "Extended School Year" - Summarize that short-term objectives are only required for students who are eligible to take the PASA Module 3: Participants will be able to: - Explain the circumstances under which a draft copy of the IEP can be presented at an IEP team meeting - Identify how frequently a student's IEP team must meet - Compare situations when an IEP team member may sign the IEP based upon attendance Module 4: Participants will be able to: - Determine the sections of the IEP that must be considered when checking "yes" in the special considerations section of the IEP - State under what circumstances a communication plan must be developed for a student - Express when assistive technology should be considered a special consideration Module 5: Participants will be able to: - Summarize the required elements of the present levels of academic achievement and functional performance section of the IEP - Interpret the circumstances under which a student's progress toward current measurable annual goals should be included in the present levels of academic achievement and functional performance section of the IEP - Describe what is meant by "strengths" relative to the present levels of academic achievement and functional performance Module 6: Participants will be able to: - Identify when secondary transition planning must occur for a student with a disability - State the three areas of postsecondary transition planning - Compare the differences between a measurable annual goal and a postsecondary goal Module 7: Participants will be able to: - Explain the grade levels in which the PSSA is administered - Describe the content areas that are assessed via the Keystone exams - Identify the circumstances under which a student should take the ACCESS assessment Module 8: Participants will be able to: - Examine when the "report of progress" section of the IEP should be populated with data - Explain the time frame that progress reports for students with disabilities must be sent to parents - Summarize the purpose of monitoring student progress with regard to the IEP Module 9: Participants will be able to: - Explain that inclusive practices benefit students with disabilities as well as their non-disabled peers - Summarize the requirement related to the selection of instructional practices based upon peer-reviewed research - Describe the requirement for ongoing data collection to determine if a student is eligible to receive extended school year services Module 10: Participants will be able to: - Identify what is required regarding the "Questions for the IEP Team" - Explain that the determination of a student's educational placement occur after all other sections of the IEP are discussed - Evaluate placements that are considered to be "regular education class" Module 11: Participants will be able to: - Explain why the Pennsylvania Department of Education must collect PennData information - Explain the difference between "amount of special education" and "location of special education" - Summarize when Section B of section VIII of the IEP must be completed Module 12: Participants will be able to: - Explain appropriate vocabulary to use while conducting an IEP team meeting - Compare potential pros and cons of communication modes to engage families - Describe at least three considerations to ensure family engagement at an IEP team meeting Target Audience Special Education Teachers, Administrators, General Education Teachers, Parents More info: https://www.pattan.net/Events/On-line-Courses/Course-2739/Events/Session-367761 point
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