Answering this many months after it was posted because this was posted as a resource and not a question about an IEP. One thing that I felt was missing from the IEP is mention that parents are providing outside tutoring for 1 hour 3X per week and that the parents feel this is the main reason your child is making progress in her ability to read. I would question how a student who is reading in the 6th percentile per special ed testing is able to get A's and B's in school. Why are they referring to 4th grade Lexile levels when the student is in end of year 5th grade where you'd expect them to achieve the EOY (high end) of the 5th grade level?
I see reference to her accommodations on state testing (Georgia Milestone) but they didn't include her results on the IEP - it could be they have this on her evaluation report but my feeling is that this is good data to have to see how she's doing compared with others in the state. These results would provide a more comprehensive picture of her ability.
My feeling is the IEP failed to provide FAPE given that your child only started to make progress when you started taking her to a tutor. If she does need a special dyslexia school, it should be on the school's dime - not yours. If the IEP teams feels that the outside tutoring is helping, they should have this as an ESY service. I'm not sure this was considered since the IEP is silent on the fact that she's getting outside tutoring. When a student makes progress, the school assumes that what they are doing is the driving force behind the progress. In oth words: Without documentation showing your child is getting outside help, the school feels the IEP is FAPE because she is making progress with the help the school is providing. (This is a version of "if it's not in writing, it didn't happen".)
The school is providing 750 minutes (12 hours + 30 minutes) of special instruction every week per page 16 and another 400 minutes (6 hours + 40 minutes) per page 17 and it looks to be helping. Given the additional 180 minutes of dyslexia-specific tutoring not mentioned, I'd say the reality is that the school's help isn't targeting the areas your child needs help with. The school MUST FACTOR IN the outside tutoring when considering if the IEP is appropriate. If she's in school 6 hours a day (keep in mind things like lunch, PE, art & music are part of the week), this is 3 full days every week where she gets SDI. I'd expect more progress.
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Answering this many months after it was posted because this was posted as a resource and not a question about an IEP. One thing that I felt was missing from the IEP is mention that parents are providing outside tutoring for 1 hour 3X per week and that the parents feel this is the main reason your child is making progress in her ability to read. I would question how a student who is reading in the 6th percentile per special ed testing is able to get A's and B's in school. Why are they referring to 4th grade Lexile levels when the student is in end of year 5th grade where you'd expect them to achieve the EOY (high end) of the 5th grade level?
I see reference to her accommodations on state testing (Georgia Milestone) but they didn't include her results on the IEP - it could be they have this on her evaluation report but my feeling is that this is good data to have to see how she's doing compared with others in the state. These results would provide a more comprehensive picture of her ability.
My feeling is the IEP failed to provide FAPE given that your child only started to make progress when you started taking her to a tutor. If she does need a special dyslexia school, it should be on the school's dime - not yours. If the IEP teams feels that the outside tutoring is helping, they should have this as an ESY service. I'm not sure this was considered since the IEP is silent on the fact that she's getting outside tutoring. When a student makes progress, the school assumes that what they are doing is the driving force behind the progress. In oth words: Without documentation showing your child is getting outside help, the school feels the IEP is FAPE because she is making progress with the help the school is providing. (This is a version of "if it's not in writing, it didn't happen".)
The school is providing 750 minutes (12 hours + 30 minutes) of special instruction every week per page 16 and another 400 minutes (6 hours + 40 minutes) per page 17 and it looks to be helping. Given the additional 180 minutes of dyslexia-specific tutoring not mentioned, I'd say the reality is that the school's help isn't targeting the areas your child needs help with. The school MUST FACTOR IN the outside tutoring when considering if the IEP is appropriate. If she's in school 6 hours a day (keep in mind things like lunch, PE, art & music are part of the week), this is 3 full days every week where she gets SDI. I'd expect more progress.