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Site Admin

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  1. Site Admin
    In my mind, no kid should be allowed to fail. I believe the mantra "kids do well when they can." So, even more so when we know there are learning disabilities. You can request anything....you just have to have the data to back it up. What do you have that says that she needs to learn in person rather than virtual?
  2. Site Admin
    Yes, case law has supported this, unfortunately. I would spend the summer researching and planning for what you're going to ask for, when school returns in the fall.
  3. Site Admin
    Hi there-- It is referenced, and I did get permission many years ago to share. The IEP Goal Bank on ADayInOurShoes is made up of many lists of IEP goals. The PDF from Redmond is just one small part of it. Most of the other lists are a combination of: crowdsourced from when we had the Facebook group, my clients' IEPs (redacted of course!) and other ideas I've picked up at workshops, conferences and networking with other advocates.
  4. Site Admin
    Honestly, this is more than an online forum can help you with. Expelling a child from school is a HUGE deal, and every state requires the school district to go through a very specific process. Sounds like that did not happen and you need an attorney. A school cannot just hold an online IEP meeting and then expel a kid, except under a few very specific circumstances--and that would be something like a huge amount of narcotics, or a gun, something like that.
  5. Site Admin
    I am going to need more information--when you say "we had a meeting" what do you mean? IEP meeting? Manifestation meeting? And when you say dismissed, do you mean suspended or expelled? From your neighborhood public school?
  6. Site Admin
    They should always participate to the maximum extent possible. That might be 5 mins in the beginning. Sending a note or recording a video. But self advocacy skills need to be developed, and she's the most important person on the IEP team.
  7. Site Admin
    Generally no. If there is someone you want at the IEP meeting because they are a vital participant to your child's education, request that they be there. But it's not good practice to try and uninvite specific people to an IEP meeting.
  8. Site Admin
    Some states define it, some do not. Usually, the default is then "reasonable." I would say 2 business days is not reasonable. Tell them you can't, and offer some days that you can.
  9. Site Admin
    She is correct, schools cannot diagnose. They can only find him eligible/ineligible in the 13 categories. One is autism, one is IDD. I'm assuming, perhaps incorrectly, with trisomy 21 that he's currently eligible under IDD. Category shouldn't drive supports and services but it often does. It also shouldn't drive placement, but often does. Ideally, the newly identified needs will be found thru these assessments, and then a better IEP can be drawn up. She can say "we don't find him eligible for the autism category" based on the evals. Fine, then he's a kid with Trisomy 21 who also has sensory needs, pragmatic language issues...whatever else. Just make sure the actual needs are identified.
  10. Site Admin
    Creating your own "feed" and customizing what you see when you come here: https://www.berrycast.com/conversations/a8183968-62fa-5f4c-ab49-3847a287c3d1
  11. Site Admin
    Setting up your profile and signature: https://www.berrycast.com/conversations/bc45eebb-e0f5-5c64-b108-731ca0b96371
  12. Site Admin
    How to Start a Club: https://www.berrycast.com/conversations/dd0239a8-2609-52fa-992f-e3c2d8726c2f
  13. Site Admin
    Getting Started: https://www.berrycast.com/conversations/d12fb55f-656e-56f2-b176-765c3a6547b1
  14. Site Admin
    An aide, para, etc. is not defined in IDEA. Nor is "life skills" actually. The main tenet of IDEA and IEPs is I--individualized. If your son has needs identified that would warrant a 1:1, then you're to have to make the case for it, ask, then ask for a PWN.
  15. Site Admin
    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-36776
  16. Site Admin
    For clarification--when you say "homeschooling" what do you mean and what does your state say? Is this a cyber charter or online learning implemented at home? Or, if you are true homeschooling, is your child still eligible to receive services from the district?
  17. Site Admin
    I remembered! https://paalprogram.org/
  18. Site Admin
    I would start with the CCIU. And there's another place in Downingtown, the name escapes me right now....but they only take in transition aged students, it is a private placement I believe.
  19. Site Admin
    First, have you done a Vision Statement with him and your family? That can help clear the deck and help guide your decision. Also, you need to see what your state requires as far as a regular diploma, what diploma options are available and so on. And which of those options fits with his vision for adult life? If you do want to press on with a regular diploma, there will be obstacles. Most schools see the 13th, 14th, 15th year for our kids as black and white--you either get a regular diploma and graduate after 12th, of if you need the extra years you get life skills or vocational skills. But there's NOTHING that prevents a student spending those 3 extra years pursuing a diploma, if they need more time. At least read over the vision statement stuff this weekend and think about it. I find this concept one that brings me the most clarity for my own child and clients. https://adayinourshoes.com/iep-vision-statement/
  20. Site Admin
    YAY! You got in and posted! Ok, on to your question. As a professional advocate, one of the biggest pieces of advice I offer is "choose your battles" and I rarely recommend that you fight a battle that you cannot win. There is nothing in IDEA or any state regs (to my knowledge) that would prevent you from being your son's para. Your school district policy may say otherwise. However, this is not a battle that you're likely to win. A 1:1 or para may be FAPE for your child, but "school won't have to pay" should not be your argument as that is not what IEP services are based upon. They're based on the child's needs. When you say the "teacher has stopped trying" you need to further define that, for your IEP team, and call a meeting. What, specifically, is your child not receiving that they need?
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