Elemeno

This strikes me as a bizarre step. I see no good reason to go to oral testing if she's able to test typically.

Preferential seating. Written as something to be established by both student and teacher so that it actually works. I know it's often a joke these days, but when it's done thoughtfully, it's wonderful.

I personally find it a beauty of a plan. Be prepared for the school coming back and offering options to stay in general ed (though if the issues and distractions in the general ed classroom are as big a deal as it seems, I don't think they'll have much of a case).

There's a reason preferential seating has become a joke.

I think the parent training on some time-keeping skills is the best way to go. It sounds like the team is doing the other pre-reminders and reminders already.

I can't see why she still wouldn't be able to get that IEE, though it will take a lot of people jumping back on the ball. I would send a written communication about the missed eval.

Yes, part of RTI. The parents are the sort who are hesitant about getting an IEP, hence why they haven't pushed it further.

I am asking this on the behalf of my sibling who is a general education teacher. She has a student who is very aggressive, mercurial, and is completely unable to keep up with the rest of the class. So, the student has been observed and data is being collected. Here's the thing: this started at the beginning of last school year. Yes, it's been a year and a half of data collection. The kid clearly needs more help than the standard classroom, but the district keeps saying "we'll see, try this intervention and we'll check back". Parents are frustrated (but are also hesitant of going further) and the teachers are frustrated and a classmate gets punched/kicked every week, practically. I feel like this is going beyond the mark of data collection at this point.

Definitely sounds like retaliation. If I read your post correctly, it sounds like there is currently no existing current IEP?

What makes it tricky? At the end of the day they follow the exact same laws.

She wants to do her own program. Our state has very lax homeschool rules.

I think this may be a situation that will wind up as it will be, but I am working with a parent (actually, a grandparent with custody) who is sadly trying to get her grandchild as little help as possible. She is at war with the school right now. She has an older child who is in a reduced day situation with mainly extracurriculuars in addition to a life skills class. The younger one, the child in question, is at a different stage and seems very capable of being at least in a resource program. Grandma insists the general ed material is too hard and wants what the older child has. We have the data. Grandma doesn't care and is so far planning to homeschool instead. Our state does have an educational neglect law, but I'm not entirely sure how that is defined.

The state is Idaho. Compulsory age for school is 7, though districts can start kindergarten as early as 5. I've never actually seen a state that didn't have a compulsory age that's different from kindergarten minimum. That's interesting.

No extreme safety issue, more of educational concerns. Parents want a guaranteed 1:1 first.

Grade: kindergarten. This family is refusing to take their child to school until an IEP is in place. The child has about another month before they are required by age to be in school, but the worry is by then the kid will have missed a lot of introduction to school. School is honestly trying to get all the testing and evaluation done as fast as they can, but parents' schedule are impacting the ability to get to evaluations. For how long can an IEP be used as a reason not to attend school?