Ok….i just wrote more again and got kicked out and lost everything:(. I have to submit this today and would love to talk to anyone who can answer a few questions if possible.., 310-849-8761 PRs are scored incorrectly and would like to ask the court to enforce more accountability with their progress measurement moving forward because he is not making progress, but they are just inaccurately scoring and saying he mastered something when he absolutely did not:(

Hi Carolyn:) Thank you so much for responding! Yes, I’m in Pa, and yes, I’m also recording (with permission…..finally). They do not provide the written work easily, and when they do, I have to chase it down with multiple emails for months. I still do Not have this kiddos “big” essay from his English class, in addition to almost everything else in that class (2nd semester of 9th grade, completed in June). In October, they wasted a whole, one hour IEP meeting coming up with logistics of providing his work samples on a biweekly basis, but emailed later that day stating it was not a provision of FAPE so they would not implement the plan we just created. I am currently going through the records provided 2 weeks ago per our June FERPA request, and there are so many things Blatantly missing…including work (with computer submissions, I don’t know how the district would keep…. I’ve been kicked off three times now after writing much more and it all gets erased:(:(:(. I’m going to try to continue this by logging back on… I really need input so, hopefully this gets seen

First of all, this sounds like a situation in which you need to be recording all meetings. But you appear to be in Pennsylvania (?), which is a two-party state, and it's unlikely the school district will agree to a recording. Does the district have a note-taker during meetings and if so, do they share the notes with you after the meeting? If not, you need to write up your own notes from the meeting and send to the team to document what was agreed to and what wasn't. You also need to respond to the NOREP with all the items that were requested and refused at the meeting, as well as ask for the reasoning behind the refusals. You may not receive a response, but at least you have the refusals documented. Refusing to add "work product" to the writing goal is ridiculous. If they refuse to add this, then just request the writing samples as a parent who has a right to see their child's work product. If they still refuse, do a FERPA request. I would think that would back them down a bit. I would think you could file for due process in this scenario since it is a substantive issue. However, I don't know how it is in Pennsylvania, but due process in my state is highly unsuccessful if you're a parent. But it might trigger a mediation, which would be good. Or can you request a mediation without filing for due process? That might be a better option. As far as the math goal, ask what data IS needed to demonstrate need/find eligibility in specific learning disability (math)? Also, call your state department of education and ask this question.

Please help. Today is NOREP day 10 for high school student with ASD, ADHD, SLD written expression After meeting #10 this year, an IEE completed in June, with an advocate signed on since December, there are “surprises” in the finalized version. My big issue: “How Progress is Measured” next to the Writing goal. Student work samples has always been included along with their “teach checklist”, “teacher rubric”, etc. In the finalized IEP, they just put Keystone Rubric alone. They had some other rubric in the draft, which I called the advocate about prior to the meeting and told her absolutely no…that his actual work samples had to be included with the rubric for Measuring Progress. She absolutely agreed, I told them at the meeting (with advocate), and they said “ok”, but they only have Keystone Rubric and refuse to add student written work samples. They also added a ridiculous baseline right with the goal that is one paragraph from last October and was not scored properly (which underscores why the actual work must be part of the “measuring progress”. They refuse to remove this “let’s shove a bunch of crap in after the meeting and after the lawyers go over it”. There are a lot of things that I’m not happy about in the IEP, but this is the last straw for me. Once I allow them to implement an IEP without using my kiddos actual written work to measure goal progress, 1) I will never get my hands on his work, and 2) they will check off boxes/rubrics/excel sheets that won’t be accurate (trust me on this) and continue to fail my kiddo forward, and right out of high school:(. Can I file due process where I do not agree to the goal measurement? (Again, for good reason because their data tracking is pitiful). I know this sounds silly, but with literally a meeting a month for 2 kids at this district, where they change goals that we agreed to at a meeting and say “we determined after the meeting”, or “we looked at the data when we were writing it up”, or “we know we agreed but we looked over the data and…”. I know that after the meetings our IEPs go through a million different hands and get “tweaked” “adjusted”, etc., and the final version Always has changes that are easy to overlook, but are important. I’m sure the answer is yes, but are they allowed to change anything they want in the final version? Because plunking in a bs baseline with the writing goal (after 10 meetings), and refusing to keep “student work samples” smells rotten to me. Written expression has been a Big Deal the whole time, so these changes are not haphazard. Also, the NOREP does not state facts in some areas: kiddo got Below Basic on May Algebra Keystones (as I predicted), he had “Needs Support” benchmarks the whole year in Algebra, his IXL (3 assessments this year, last one in May) have him at 3rd grade Geometry, 2nd grade Measurement, and 5th grade in fractions, but they say and wrote on the NOREP refusing to create a math goal because, “rejected because current educational data do not demonstrate the need for separate annual math goal.” The NOREP also does not reflect things I requested and they refused at the meeting including: Adding a goal for planning and revision for Written Expression, changing the “how disability affects student” (they have 2 silly sentences that mean nothing, so I emailed a suggestion and they emailed back 2 minutes later saying no). They have no reason… Please help. I am so frustrated and do not want another IEP to go into effect when I do not agree…..if I do agree with their progress monitoring methodology, then there is no way for me to know what they are doing or how my kiddo is doing. I have seen and dealt with disappearing writing goals for years and know that without the actual work, they can and will say anything:(

Yes, requesting a PWN is always a good idea. But it doesn't always solve the problem. Have you requested an IEP meeting with the new school district IEP team? I would do that and discuss the change in the IEP, how it would affect your daughter, and how she wasn't doing anything wrong to have it taken away from her. If you have it, I would bring data (provider recommendations, examples of meltdowns if her own iPad is taken away, etc.) showing why insisting on a school-issued iPad would create a barrier to her education. Stick to data and her legal rights. If still unresolved after the meeting, definitely request a PWN with a detailed explanation of why your request was denied.

Yes, I do, though maybe not in the way you're thinking. The present levels stuff I have is for teachers who contribute to IEPs. https://dontiepalone.com/iep-bundle-teachers/ I have lots of sample Present Levels statements, goals, accommodations, and other IEP examples in those IEP Toolkits (now sold as a bundle). I also have several articles on Present Levels. https://adayinourshoes.com/present-levels-iep/ One thing I would caution against is trying to make the Present Levels "strongly worded." Instead, make them specific, objective, and data-driven. A statement backed by data is much harder for a team to dismiss than one that's simply written with stronger language. For example, instead of saying your son has "major executive functioning challenges" or "severe work avoidance," I'd want the IEP to describe exactly what that looks like. How often does he initiate work independently? How many assignments are incomplete? How many prompts does he require? What happens when supports are removed? What is the educational impact? https://adayinourshoes.com/task-avoidance-task-initiation/ https://adayinourshoes.com/teaching-task-initiation/ For students who are cognitively strong, schools often spend a lot of time describing their strengths while minimizing how their disability affects their ability to access their education. "He's very bright" or "He's capable of grade-level work" doesn't tell the team why he's not making meaningful progress. The Present Levels should clearly explain how his executive functioning, emotional regulation, anxiety, or work-avoidant behaviors affect his ability to complete work, participate in class, make progress toward goals, and access the curriculum. That's the information that drives appropriate goals, accommodations, and services. Since you mentioned that his therapeutic school tends to downplay his needs, I'd also compare his progress reports to the actual data. Do the grades, missing assignments, behavior logs, teacher emails, or other documentation tell the same story? If not, that's something I would absolutely raise at the IEP meeting and ask the team to explain. And one last tip: whenever you see phrases like "needs occasional prompting," "sometimes struggles," or "making progress," ask for the data behind those statements. How much prompting? How often? What data shows he's making progress? Vague language is one of the biggest red flags I see in Present Levels. The more specific and measurable they are, the better the rest of the IEP will be.