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Hi guys, Do any of you have an example of present levels for a second-grader in any or all of the areas below and how they were determined? We have an upcoming Initial Evaluation for Eligibility and I can't tell what the student's present levels are for any of the below. I'd also like to know if it's appropriate to ask the team for the present levels. If they don't know the present levels because she "doesn't qualify" then how did they know she didn't qualify? Spelling Reading Comprehension Written Expression Vocabulary Phonemic Awareness Basic Reading Skills Decoding Time Telling Math Problem Solving Emotional Self-Regulation Task Initiation Executive Functioning Fine Motor Skills Assistive Technology Needs Listening Comprehension Functional Communication Thanks!

Hi! I have a 15yr boy/freshman with a complex learning profile including dyslexia, ADHD and written expression issues. One of the goals we’ve been working on for years is his written expression and the different components of writing. This year we’re focused on organization, style, & conventions (based on PA writing rubric). He has been resistant for years to embrace his AT (Google read/write, Grammarly) to utilize the spell and grammar check. And I’ve tried to explain that these things can be easily corrected with tools and help paint the picture to the reader what he’s writing about etc… I think due to his ADHD he can’t be bothered to fix the misspelling and just wants to get the assignment turned in as quickly as possible. I’m looking for any ideas, suggestions, different tools he would be more inclined to use. PA Writing Rubric https://pa01000176.schoolwires.net/cms/lib/PA01000176/Centricity/Domain/1009/PA writing assessment rubric.doc

Hi there. I just received the first copy of my daughter's IEP. For the most part, everything looks how it should. It is missing three important things. One being an executive function goal. Then two accommodations were not included, 1. No reading outloud in class 2. extended time on tests My daughter is in the 10th grade and recently diagnosed with dyslexia and ADHD. I emailed the team and heard back from one special educator saying that she is adding the executive function goal of helping my daughter with finishing and turning in assignments. That was it, nothing about the 2 accommodations that I requested. Both are very important especially the no reading aloud. It causes great stress and anxiety. I believe it should be in the IEP even if the teachers are all following this request. It should be in there, right? If I am denied this being put in the IEP, do I ask for it to be put in a PWN? Thanks

Help! I’m not sure how to proceed. I’ve gone up the chain, last meeting was with director of sped 3 weeks ago. I asked for written documentation of minutes in OT, writing, reading, and math intervention. I feel like staff is being told not to do it. I only get a quick initial on days it’s done on child’s behavior daily home sheet. We had the annual IEP meeting day before that meeting to revise goals and accommodations for middle school for next year. Of the 3 weeks since my meeting, my child hasn’t had a single week with all required minutes due to lack of subs, etc.

Hello All, I have a 14yr old boy moving into 9th grade in the Fall. He is a great kid with dyslexia, ADHD, executive function delays (inhibition control, impulse control, working memory), and speech sound production disorder (stutter). This year in 8th grade, he's been in all GenEd classes (for the first time), which has significantly boosted his self-esteem. However, he still has 1:1 for 60mins SDI per week (not a lot) to help manage his goals with written expression, where he needs help with mechanics, organization, and syntax. He hates to revise his essays and needs to remember to use his AT for revising (grammar, spellcheck). I received his IEP draft for 9th grade, and they want to remove his 1:1 w/60 mins per week b/c "they just don't do that in the HS," - which I know is a common excuse that HS/MS uses to get out of providing services. However, I'm looking for creative ways that he can get specialized instruction for written expression to help that would keep him still in all GenEd but would actually instruct him along with his accommodations and not just allow for accommodations. As the webinars have stated, he won't magically have the skills just because he's showing up in 9th grade. He has all the accommodations, like audiobooks, small group testing, extended testing, guided notes, etc. But I'm looking for out-of-the-box ways to bolster his written expression skills. Any suggestions on where to start? Thanks so much! Teresa

Hi, I'm preparing for my ASK for either writing software, instruction, scaffolding (or all 3) for my 14yr old incoming 9th grade who is having issues in multiple areas of writing including essay writing (organization, expounding on ideas, complex sentences, syntax, grammar). We have some tools in place (AT, Grammarly) already but he's been apprehensive to embrace. As part of my ask, I'm looking for software (perhaps mind mapping software) that would help prompt him via like a text box like "enter in your topic sentence) then prompt for details and a conclusion. Then allow him to hit a button and it combines into a paragraph form which his AT tools can be used to revise and grammar check etc. Does anyone have any experience with a tool like this or any other writing tool they have found helpful? We have spent a lot of years and effort addressing the gaps in his basic reading skills while simultaneously working on his writing however I'm trying to be proactive as he heads into 9th grade. We are currently going through an RR and this is one of the main areas of focus to discuss coming out of the RR but I will be prepared with an ask on how to work on his writing and this is will be part of my ask. Thanks so much.

My 3rd grade son was recently diagnosed with dyslexia, dysgraphia and disorder of written expression by neuropsych through an IEE. He attends a small, private school. The public district uses Wilson Fundations for Tier 1 intervention, with review of the Fundations material coming through the resource room. Neither teacher is Wilson certified. I've been told that the CSE isn't allowed to name a specific intervention program (OG, Wilson, Barton, etc). I'd like him to receive tutoring at his private school. Is that justified? What would I need to demonstrate in order to support such a request?

My son's last triannual reevaluation was in April of 2021. Since he is in 8th grade this year, I would like to consider having another reevaluation (RR) before 9th grade this coming Fall of 2023 due to EF and Dyslexia diagnosis. However, our school replied that the RR needs to be completed by the annual IEP date, which is this April. However, based on reading the Procedural Safeguards and information I found on PAttan's website, this is incorrect. Am I correct? Any info is appreciated? I plan on replying to the school quoting Section 1414 (2) (B) of IDEA; (B) Limitation A reevaluation conducted under subparagraph (A) shall occur— (i) not more frequently than once a year, unless the parent and the local educational agency agree otherwise; and (ii) at least once every 3 years, unless the parent and the local educational agency agree that a reevaluation is unnecessary. and referencing PaTTAN's documentation that "The student's IEP must be reviewed and revised within 30 calendar days of the completion of the RR. "https://www.pattan.net/getmedia/ce367ee3-163c-4e51-ad36-117493d347dd/ReevalNarrative0618