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Hello there, I am reaching out because I am feeling a bit overwhelmed with the current IEP process for my child. My child has been diagnosed with and we have recently updated their IEP to better address their evolving needs. One area where I am struggling is understanding how to effectively monitor progress toward the IEP goals. We have set some ambitious goals; but I am finding it challenging to gauge whether we are making adequate progress and how to adjust our approach if needed. I am also concerned about how to ensure that the goals are both realistic and aligned with my childs abilities and needs. Additionally; I am seeking advice on the best practices for collaborating with the school and educators. What strategies have you found helpful in making sure that the school team is aligned with the IEP objectives and that any adjustments are communicated promptly? Also, I have gone through this post; https://forums.adayinourshoes.com/forums/topic/100-iep-goals-how-they-are-tracked-blue-prism-not-receiving-adequate-support/ which definitely helped me out a lot. I am excited to learn from others who have navigated similar challenges and to find ways to better support my childs educational journey. Thank you so much for your help and assistance.

Hi! I have a son who is a junior in high school. He is on the autism spectrum with comorbid challenges of ADHD, OCD, anxiety... the list goes on. I realized this year (even though I should have noticed it at least last year) that my son focuses better and for longer when he reads out loud to himself. Some of his teachers this year require students to sit and read silently for 60+ minutes. My son has fallen behind because he cannot read silently to himself. I wonder if anyone else has seen this? I can't find specific accommodations already established (other than using a "WhisperPhone" -- really? What high school kid is going to want to do that in class?) to enable a student to read aloud to him/herself. However, I have found anecdotal evidence from individuals who report that reading aloud improves their focus and helps block distractions. The IEP meeting is tomorrow, and I am going to suggest that Ryan be permitted to sit outside the classroom (in the hallway). Or, he can go to the library (I know -- too far removed from teacher). Finally, he does have a 1-1 for a number of hours each day. Could he report to this person in a location where he can read aloud? I am interested in your thoughts and ideas. Thank you!