JSD24

When I hear behavior, my suggestion is generally Ross Greene. https://forums.adayinourshoes.com/forums/topic/221-ross-greene-–-collaborative-proactive-solutions/#comment-834 She needs to learn that practice makes perfect. I'm sure that Tom Brady has thrown more bad passes than most people. This is how he got good with them. We learn from our failures. My husband knows to check the oven before turning it on because I sometimes stash dirty pots in there. He learned this by not checking and the house smelling bad. He's learned from his mistake.

RTI isn't working unless the observation data shows things are getting better. IMO, doing RTI for longer than a semester or so with the student not catching up is a red flag. The student, most likely, needs an IEP if the RTI has gone on this long. Parents need to request a special ed eval and see what the areas of disability really are. If they don't move forward with an IEP, they will at least have a good baseline outlining what the student needs. What is it going to take to convince the parents that the student needs more than gen ed is providing them? This behavior continuing is going to get this student kicked out of school & put in alt ed. Early intervention is best. How about they pay for a tutor if they a set against an IEP?

I look at this as the school doing CYA. They know this child needs an IEP so they need to say this to parents who have withdrawn their child from school. Special ed rules can conflict with gen ed school age requirements. If this student's file gets pulled during special ed monitoring, the school needs the revocation letter in his file for their paperwork to be complete. He's not truant from school since he's withdrawn from school but he's truant from IEP services & DCF investigates truancy (they are the 21st century truant officers). In other words, I see this as the parents having withdrawn their child from school which would be OK if he didn't have an IEP. The school must follow the IEP so the parent either needs to put the child somewhere where this can happen or they need to formally refuse special ed services in writing for the student's file. Option 4 gets the school out of the IEP loop. Make the school happy by signing the paperwork they need for their file. It's not retaliation. It's CYA. It keeps the district out of trouble with the state dept of special education. They aren't following the IEP as required by law if he's not going to school.

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

Looking at what can be asked for as far as accommodations go for someone with Prader Willi. This would be at a community college so commuting from home, not living in a dorm. I know this is a rare disease. Hoping that someone has BTDT and had success. Food seeking is the issue, not academics.

With a special ed evaluation, schools are (supposed) to access in all areas of suspected disability. This results in an evaluation report that shows present levels in these areas. If a student is sufficiently behind, they need to have specially designed instruction (SDI) that is evidence/research based to bring them up to the level of typical classmates. This is provided that that nature of the disability will not prevent them from doing this. IMO, every deficit area needs to be addressed either with SDI or the student needs to be accommodated. I can see where there are not enough hours in a day to provide SDI in all areas but the ones without SDI should be accommodated. And sometimes you do need both. A student in 5th grade who reads at a 3rd grade level needs SDI to improve reading skills. They also need accommodations like audio books and instructions read to them so they have access to 5th grade textbooks in science, social studies, etc. An area might not be addressed if it's not part of the state standards. For example if your 2nd grader cannot read an analog clock & this skill is part of the 3rd grade standards, the 2nd grade IEP isn't going to have SDI so this gets taught. Does this answer your question?

Dear School- The testing that has been done to date does not provide a reason why my child, XX, is in 7th grade but is only capable of doing math on a 1st grade level. I would like for assessments do be done that provides the reason for her being 6 years behind her classmates in this area. Prior evaluations have identified autism, ADHD, anxiety & panic disorders, sensory processing disorder, adjustment disorder with anxiety & low muscle tone which do not explain this. (I agree with you about the dyspraxia. The hallmark of autism is a lack of neural pruning at age 18 months. The extra connections individuals are left with will leave them with clumsiness, dyspraxia or apraxia which could look like low tone but it's really neurological in nature.) With knowing the nature of her math disability, we will be better able to have specially designed instruction as part of her IEP. This will help her attain the ability to have functional math skills. She needs to work to attain better time awareness as well as budgeting/money management skills. Please use this email as my permission for XXX School to do the necessary assessments to determine the nature of XX's math issues. Feel free to copy the above. Wording things this way show how your child will benefit from additional math assessments. As far as switching her to a curriculum that doesn't cover any 7th grade math, I'm not sure if that's allowed. IDEA says that students need to be exposed to grade level skill standards. She may need to be 'exposed' but I can see advocating for her to be taught a stronger functional foundation in math. Let the exposure be in small doses that are appropriate to her present level skills.

Just want to give some perspective. Your child is making progress with MTSS. She's average per testing. They indirectly offered a 504 by referring you to the 504 coordinator. I'd ask for written progress monitoring like you'd get with an IEP on the 504 in addition to extra time and instructions read to her on tests (if you and the 504 team feel this will help) as well as what the team suggests. Go through the progress monitoring reports. If you see the gap closing (she was a year behind, now 9 months behind - this is what I mean by the gap closing), then MTSS is the level of intervention needed for her to catch up - you know this because you see the gap closing. If the gap isn't closing, request the IEE. If this happens a year from now, the school might want to reassess rather than pay for an IEE. Work with them. BTW, I wrote this before reading Carolyn's response. Did they assess writing & spelling? You can ask the school to 'please show which assessments were done that looked at writing and spelling which are 2 areas I have concerns with'. (Feel free to double check the assessment really looked at this. The info should be readily available online.) If they didn't look at this, ask them to assess these areas or you can skip the assessment & ask them to progress monitor these via the 504 'to make sure she's keeping up in these areas'. Sometimes you need to play the school like you play a game of chess. Have a strategy. Be OK with sacrificing your pawns. Keep your eyes on winning the game which is what matters in the long run.

For Christi: Once an evaluation is written, the actual paperwork used to write it is generally shredded. I'd be very surprised if the questionnaire that was filled out by school personnel existed at a point in time when the parents requested this unless this was asked before the school filled it out. I'd also say that this is part of a child's educational records and parents are entitled to see it. I'd definitely verify that parents were given the parent version to fill out. Keep in mind that kids will often mask at school which will result in things like the BASC having different results with home & school. Not sure how seeing what the teacher filled out could invalidate using this tool in the future. I'd ask to see the instructions that go with the BASC where this is said. For Linda: Are the accommodations the type of accommodations that need to be implemented all at once or are they situational? Situational (where these are done in reading, those are done in PE and this group is for field trips) are going to be easier to keep on top of. If a student needs this many accommodations, does it mean they need a 1:1 so that the IEP can be followed? It is reasonable that the school accommodate all students according to IDEA and Section 504 where 25+ accommodations for one student is needed. Keep in mind they should be based on the student's needs and not the ability of a teacher to follow what's written. This is one reason why placement is always the last thing to decide on when it comes to IEPs.

With handwriting being unintelligible, I'd suspect that the disability is dysgraphia which is related to motor planning. Spelling issues do tend to be associated with dyslexia. There are different skills that need to come together for reading and writing fluency. It is possible to be able to decode fluently but not encode fluently. Encoding disabilities (SLD writing) can also be associated with dysgraphia. I have 2 thoughts on moving forward. One says to request the school look at dysgraphia & motor planning issues. The other says that the school saw this a did not assess in all areas of suspected disability as required in IDEA where the next step is to ask for an IEE. Be aware that if you ask for an IEE, the school has 2 ways to respond. One is to say 'yes'. The other option is to take you to due process. You might want to figure out a special ed attorney in case they do the latter.

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.

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.

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'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.

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.

There are a lot of things that come into play with what you describe. Students need FAPE with the stress on 'appropriate' in this situation. They need access. The IEP needs to be followed too. It sounds like when they are in the general ed classroom, they don't have access because their skill set is behind. If they are lost/cannot follow what's going on, that is not the access to LRE that IDEA says they should be getting. Is a student in a wheelchair watching the gymnastics module in PE really in LRE and getting meaningful benefit? These students are physically there but they are not getting meaningful benefit. Without knowing these students, it's hard to say what can be done so they do have access. Do they need to be pre taught so general ed is a 2nd dose of the same info? And if they need 2X the amount of exposure to a topic to get benefit, where is that illegal? What law does this break? I know of no law like this. So let's circle back to FAPE. What is appropriate math & ELA for these students? Sitting in a room where high level engineering is being discussed isn't going to be appropriate for every college student but they can take a class that covers this but has less need for technical expertise to understand the material and do OK. This is what it sounds like they need. Until the IEP says to do something different, you have to follow the IEP - gotta stay in compliance. Keep in mind that placement is an IEP team decision. If the IEP isn't FAPE, the team has to rewrite it so that it is. Are are the student's needs described in the evaluation report? Does the general ed teacher see that they have access via how they participate? Does exposure to grade level material have to be in a general ed classroom if the student is so far behind that they don't understand what's being taught in general ed? If the school doesn't have the support they need, is this the right placement for these students?

I agree with what Carolyn wrote. I have a child (now an adult) with autism. A 12:1 classroom will often not cover the state standards and these kids tend to end up academically behind because the focus is on behavior. Happened with a friend's child and she decided to pull to a virtual charter school. Her child stopped needing behavior support and is now learning academics. Kids like yours can end up being bored which can cause behaviors. They can also model classmate's behavior and end up with a lot worse behavior than when they started. There is also the matter of FAPE. They must meet his needs now that they are aware of what he needs. My district hires 3rd party therapists when they don't have staff to do what's in an IEP. Paying for outside services is also an option. They will owe comp ed services for what was missed waiting for a space to open. (I think they count on parents not knowing what they are entitled to.) Have you asked how they will make up what is messed while waiting for a slot to open? Have you asked which schools have the 12:1 classroom that is his placement? If they are full, they need to hire a teacher and make room for your child - provided they have an open classroom too. Where are they in this process (or are they waiting for a family to pull their child or move)? A private school that has a slot and can do what's in the IEP is a place your school can pay and have your child go there so they ARE getting FAPE. Is this an option the school is looking at given they don't have an open slot? Not sure where you are but in my area, a child who is 5 cannot get in to see a dev ped - doctors who take insurance do not take new patients who are school age. There are others who don't take insurance but that's expensive. I'd want accurate baselines with academics. I wouldn't want to see his reading regress. Did they do that? Are you in a state that mandates gifted? I've seen lots of kids like yours who are advanced and need gifted services. The IEE is a great next step because I'm assuming they didn't look at his advanced reading ability. That should be factored in with meeting academic needs. (If they say no to an IEE, the school must take you to Due Process to defend their eval results.) Neuropsych would hopefully be more comprehensive with understanding his needs.

Sitting outside of the classroom doesn't sound like he's able to have the same access to instruction (Can he see the board? Does the teacher use gestures that he can see? Is the teacher's voice loud & clear where he's sitting?) that the classmates get. How is he expected to learn the same things if his instruction isn't the same? Might be better for him if he watched a livestream of the classroom than listening from the hallway. This sounds like a civil rights violation to me. Is he always noisy? Does this describe him at home? When he is like this at home, what's the antecedent? Could this be the same at school? I'm not sure how anyone can do an FBA to determine what in the classroom is the triggering antecedent to his disruptive behavior if he's not in the classroom where they can observe him. I'm hoping they will do additional observations so there will be data showing what in the classroom triggers him when he is in the classroom. (FBAs can be dynamic where they get added to.) If this doesn't happen, an IEE would be needed. Was there any biting, hitting, kicking, eloping from learning area or from the property during the FBA? What did they say was the antecedent to those? Why isn't he in the classroom in the morning if the behaviors happen in the afternoon? Pretty sure that "in general ed" means in the same classroom as the rest of the class & not in the hallway near the classroom. What does the IEP say as to where he's educated? Does your state have a place for parents to ask questions like this? - The answer to this looks to be yes. They have a Education Program Specialist (EPS) who can answer questions. More info here: https://education.ohio.gov/getattachment/Topics/Special-Education/Dispute-Resolution/EarlyResolution_Information-sheet.pdf.aspx I think you need to call & clarify that what they are doing is in line with IDEA & state regs. Lastly, how is the BIP teaching him better behavior? Are they teaching him ways to calm down? Does he have a place to go to regulate when he becomes dysregulated in the classroom? He's going to pick his place & end up eloping if he doesn't have a place in the building where this can happen. Picking him up and taking him home is a suspension. How does the school record this on his attendance records?

In his acceptance speech, he says he'll be there for every American citizen. These are his exact words: Every single day, I will be fighting for you, and with every breath in my body, I will not rest until we have delivered the strong, safe and prosperous America that our children deserve and that you deserve. This will truly be the golden age of America. That's what we have to have. From: https://www.npr.org/2024/11/06/nx-s1-5181584/trump-celebrates-historic-win-in-speech We are a diverse group who include the disabled person he mockingly imitated as well as 'losers' who have life-long injuries from defending our freedom. From what he said he's changed from when he was last president - based on his actions. Maybe we need to remind him of the diversity of citizens that he will represent from 2025 - 2029. This is from the 1/6/21 transcript (https://www.npr.org/2021/02/10/966396848/read-trumps-jan-6-speech-a-key-part-of-impeachment-trial And we fight. We fight like hell. And if you don't fight like hell, you're not going to have a country anymore. Our exciting adventures and boldest endeavors have not yet begun. My fellow Americans, for our movement, for our children, and for our beloved country. And I say this despite all that's happened. The best is yet to come. So we're going to, we're going to walk down Pennsylvania Avenue. I love Pennsylvania Avenue. And we're going to the Capitol, and we're going to try and give. He also said: I know that everyone here will soon be marching over to the Capitol building to peacefully and patriotically make your voices heard. Maybe the people who were there misinterpreted what was said. I wish he'd stop saying 'fight' and raising his fist. I saw this as aggressive & it was a turn off.

There's only one social skills assessment that I'm aware of. It's the SSIS - Social Skills Improvement System. I'm assuming there are other assessments out there that I'm not familiar with. I did find an article that listed other assessments: https://blog.difflearn.com/2024/05/23/picking-the-right-social-skills-assessment/ The AFLS is something I'm familiar with and I believe it looks at a lot more than just social skills. My child's experience was they taught her 'skills'. I'm not sure if what skills were picked really addressed the deficit areas because there was little progress. You want to teach the skills that they don't have and in a way they will grasp and know when & how to apply them.

Was social skills assessed? That's where my child scored really low due to autism. I'd also change up how you ask her about school. Instead of 'How was school today?' ask 'What was the best part about school today?' and after she answers, ask 'What was the worst part?' With autism, communication seems to always be impaired to a degree but a different type of question will generally not get you the 'knee jerk' it was good/great. You might want to read up on afterschool restraint collapse as well as masking. Lots of autistics go through school masking where this is something they are always thinking about at school.

They need to keep accurate records with billing Medicaid. If the child was out sick or on a field trip where they weren't in the building, this is Medicaid fraud if no services were rendered which is a serious misuse of taxpayer funds. Medicaid is administered at the state level so you would need to go to the state with a complaint. I know where I live (PA), I can go to my state rep or senator with these sorts of issues. In other states, state legislators are part-time positions and they don't get involved with things like this. I assume that you could go to the state dept of health & human services or the ed law center in your state with a complaint. My state has a Health Law Center that could help with this. Realistically, Medicaid should audit this school since the lack of records increases the likelihood that bills were generated for students who didn't receive them. Often, the log is a list of students who got services where the names of other students need to be redacted. Since this takes time, I'd understand that there could be a delay in getting those records to you but they wouldn't be saying that they don't exist - they exist in a form that cannot be shared with a parent w/o editing. Therapists shoulf be keeping progress notes too. Those aren't shared with parents but are used to prepare progress reports that are part of the IEP process. (This might be where billing info come from.) With the week they did testing, I'd email and request clarification. If your child's IEP says 30 minutes of reading daily but they actually only spent 15 minutes with 1:1 testing that week, this would be a violation of the IEP. They need to do what the IEP states and the only time there is an exception is when the student is out due to illness so, technically, they should get services on days when there field trips and assemblies but the reality is that kids need field trips and assemblies when they are happening and IEP services don't happen. The IEP should probably say that in Sept, Jan and May, there will be one week where the reading interventionist is testing students rather than providing service minutes. It's a CYA type of thing. I know my son's IEP says that services start Sept 10 where school starts in August because they are figuring out schedules when school starts plus they do a 4-day weekend with Labor Day.

This is what I found on this document on pg 73: https://www.alabamaachieves.org/wp-content/uploads/2021/04/2019-Mastering-the-Maze-Process-1.pdf: • Results of the most recent evaluations/assessments/tests (typically within the past year): Include all information on evaluation/assessment/test results that are helpful to develop the IEP. It is not necessary to repeat information from the Notice and Eligibility Decision Regarding Special Education Services. The information should be written in meaningful terms so the parent, IEP Team members, and service providers have a clear understanding of the results. Standard scores, Level 3, percentiles, age, and grade equivalents, can be misleading. For example, stating a child scored a Level 3 in the average range should be easy for all to understand. Be consistent. Use terms such as above average, average, or below average to make test results more meaningful for those not familiar with scoring. Interpretation of Evaluation Results (standard scores with a mean of 100 and standard deviation of 15) o 116 and above = Above Average o 115-85 = Average o 84 and below = Below Average o Example: In reading, John scored a 95 (standard score) in the average range. It doesn't say about including info older than a year old but if I was to be filling out this form, I would want to mention when testing was last done or when the next testing is due. IDEA requires triennial testing so if it is noted that testing was last done in April of 2023, seeing this makes the IEP team aware that it's due to be done again in April 2026. If the student you see in real life doesn't match what's in the evaluation report, IMO, it's a sign that an eval might need to be done sooner than required.