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In my mind, no kid should be allowed to fail. I believe the mantra "kids do well when they can." So, even more so when we know there are learning disabilities. You can request anything....you just have to have the data to back it up. What do you have that says that she needs to learn in person rather than virtual?
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Yes, case law has supported this, unfortunately. I would spend the summer researching and planning for what you're going to ask for, when school returns in the fall.
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Hi there-- It is referenced, and I did get permission many years ago to share. The IEP Goal Bank on ADayInOurShoes is made up of many lists of IEP goals. The PDF from Redmond is just one small part of it. Most of the other lists are a combination of: crowdsourced from when we had the Facebook group, my clients' IEPs (redacted of course!) and other ideas I've picked up at workshops, conferences and networking with other advocates.
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Honestly, this is more than an online forum can help you with. Expelling a child from school is a HUGE deal, and every state requires the school district to go through a very specific process. Sounds like that did not happen and you need an attorney. A school cannot just hold an online IEP meeting and then expel a kid, except under a few very specific circumstances--and that would be something like a huge amount of narcotics, or a gun, something like that.
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I am going to need more information--when you say "we had a meeting" what do you mean? IEP meeting? Manifestation meeting? And when you say dismissed, do you mean suspended or expelled? From your neighborhood public school?
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They should always participate to the maximum extent possible. That might be 5 mins in the beginning. Sending a note or recording a video. But self advocacy skills need to be developed, and she's the most important person on the IEP team.
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Generally no. If there is someone you want at the IEP meeting because they are a vital participant to your child's education, request that they be there. But it's not good practice to try and uninvite specific people to an IEP meeting.
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Some states define it, some do not. Usually, the default is then "reasonable." I would say 2 business days is not reasonable. Tell them you can't, and offer some days that you can.
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She is correct, schools cannot diagnose. They can only find him eligible/ineligible in the 13 categories. One is autism, one is IDD. I'm assuming, perhaps incorrectly, with trisomy 21 that he's currently eligible under IDD. Category shouldn't drive supports and services but it often does. It also shouldn't drive placement, but often does. Ideally, the newly identified needs will be found thru these assessments, and then a better IEP can be drawn up. She can say "we don't find him eligible for the autism category" based on the evals. Fine, then he's a kid with Trisomy 21 who also has sensory needs, pragmatic language issues...whatever else. Just make sure the actual needs are identified.
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An aide, para, etc. is not defined in IDEA. Nor is "life skills" actually. The main tenet of IDEA and IEPs is I--individualized. If your son has needs identified that would warrant a 1:1, then you're to have to make the case for it, ask, then ask for a PWN.
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I am sharing this webinar information because it may be useful. (and I want to test out the Events Calendar feature on here!) This seems a little basic, but we all have to start somewhere. Hopefully you will get beyond knowing what "ESY" stands for. This self-paced twelve module online course provides participants with instruction on required elements for each section of the Individualized Education Program (IEP) as well as best practice considerations when preparing for and conducting an IEP team meeting. Objectives Module 1: Participants will be able to: - Identify the name of the current federal special education law - State the 13 disability categories recognized by IDEA - Analyze the elements of the special education evaluation process Module 2: Participants will be able to: - State the federal agency that oversees special education - Explain that "ESY" is an acronym for "Extended School Year" - Summarize that short-term objectives are only required for students who are eligible to take the PASA Module 3: Participants will be able to: - Explain the circumstances under which a draft copy of the IEP can be presented at an IEP team meeting - Identify how frequently a student's IEP team must meet - Compare situations when an IEP team member may sign the IEP based upon attendance Module 4: Participants will be able to: - Determine the sections of the IEP that must be considered when checking "yes" in the special considerations section of the IEP - State under what circumstances a communication plan must be developed for a student - Express when assistive technology should be considered a special consideration Module 5: Participants will be able to: - Summarize the required elements of the present levels of academic achievement and functional performance section of the IEP - Interpret the circumstances under which a student's progress toward current measurable annual goals should be included in the present levels of academic achievement and functional performance section of the IEP - Describe what is meant by "strengths" relative to the present levels of academic achievement and functional performance Module 6: Participants will be able to: - Identify when secondary transition planning must occur for a student with a disability - State the three areas of postsecondary transition planning - Compare the differences between a measurable annual goal and a postsecondary goal Module 7: Participants will be able to: - Explain the grade levels in which the PSSA is administered - Describe the content areas that are assessed via the Keystone exams - Identify the circumstances under which a student should take the ACCESS assessment Module 8: Participants will be able to: - Examine when the "report of progress" section of the IEP should be populated with data - Explain the time frame that progress reports for students with disabilities must be sent to parents - Summarize the purpose of monitoring student progress with regard to the IEP Module 9: Participants will be able to: - Explain that inclusive practices benefit students with disabilities as well as their non-disabled peers - Summarize the requirement related to the selection of instructional practices based upon peer-reviewed research - Describe the requirement for ongoing data collection to determine if a student is eligible to receive extended school year services Module 10: Participants will be able to: - Identify what is required regarding the "Questions for the IEP Team" - Explain that the determination of a student's educational placement occur after all other sections of the IEP are discussed - Evaluate placements that are considered to be "regular education class" Module 11: Participants will be able to: - Explain why the Pennsylvania Department of Education must collect PennData information - Explain the difference between "amount of special education" and "location of special education" - Summarize when Section B of section VIII of the IEP must be completed Module 12: Participants will be able to: - Explain appropriate vocabulary to use while conducting an IEP team meeting - Compare potential pros and cons of communication modes to engage families - Describe at least three considerations to ensure family engagement at an IEP team meeting Target Audience Special Education Teachers, Administrators, General Education Teachers, Parents More info: https://www.pattan.net/Events/On-line-Courses/Course-2739/Events/Session-36776
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