Lisa Lightner

I think you can get this added, but I would try as an SDI, not a related service. The IDEA portion on related services does not exclude tutoring, but it does not include it either. I think if you try to add it there, the focus will then switch to whether or not tutoring can be added as a related service, and not your child's needs, if that makes sense. Students with frequent absences often have "absence plans" or specific accommodations added to IEPs or 504s. https://sites.ed.gov/idea/regs/b/a/300.34

I'm wondering how they know that a 3-year-old will not be in the gen ed environment, before the team has met to determine placement. Placement is a team decision.

Perfectly normal. When you see soooo many parents, fighting so hard and for so long....to get something, it feels weird to turn that same thing down. But, you know what is best. When Kevin was in preschool I didn't do ESY because I was not going to ruin our summer and be tethered to school days for a worthless program. Didn't feel like fighting, so we just took summers off.

The IEP should be done by the annual renewal date.

Yes, I put it in this video. https://www.berrycast.com/conversations/dd0239a8-2609-52fa-992f-e3c2d8726c2f But when you are in your club, look at the header, and you should see a "manage club" button which will give you a drop down bar of options.

So first, in order to invoke "stay put," you have to file some type of dispute resolution. Either mediation or due process. You don't just declare "stay put" and nothing changes. (otherwise that's what many parents would do) Def time to read your procedural safeguards booklet and review your options. If you disagree with the eval results, you can request an IEE. That will also be in your procedural safeguards. IEPs are NOT just for academics, however you may not have enough data in other areas to warrant one. If they only assessed in academics and he's "fine" there, then you have to get other data. As far as the pronoun thing, that alone is not enough to warrant an IEP. However it can be indicative of other issues, such as possibly pragmatics. Based on what you posted here, he was really only evaluated in speech and if there are other concerns, you have to request that.

Yes. Something's got to give, there are only so many hours in a day. If you don't like the current set up, request a change. We have parents in here who are "pissed" that their kid gets pulled out of core classes, and they fall behind. Others, like you are "pissed" that they get pulled from recess and specials, leaving no fun time in the day. Don't take it personally, they're scheduling what they thought would work. If your child gets a lot of pull out time, then you're going to have to work with the team to prioritize.

Re your questions: 2. (answer that one first)- You can ask if there are any people who work evenings, but I would not demand it. If it's there and available, certainly take advantage of it. 1. A 1:1 aide or something, the location shouldn't matter. But you will have mindsets and biased thinking to overcome. honestly, if you're putting a 1:1 aide in an IEP, what difference does it make where that aide/para goes? But the traditional bias will be "only in the school building." You can get it added, but it will be a journey. The process will be the same (see link below) ANother thought--can you private pay someone to do this? Even if for only a few hours a day, that might be a way to lessen the burden, and start to collect data that your child does better with this accommodation. https://adayinourshoes.com/one-on-one-aide-paraprofessional-iep-special-education/