Comments on: Scoop Essentials: IEP Boot Camp http://www.disabilityscoop.com/2009/01/05/iep-boot-camp/1431/ Developmental Disability News Wed, 10 Mar 2010 23:13:08 -0800 http://wordpress.org/?v=abc hourly 1 By: tedmauro http://www.disabilityscoop.com/2009/01/05/iep-boot-camp/1431/comment-page-1/#comment-128 tedmauro Tue, 03 Mar 2009 06:06:16 +0000 http://www.disabilityscoop.com/?p=1431#comment-128 Great article (Contract law being applied to IEP process.) I would agree that it is a good idea to consult with state groups to find out each states unique approach. For the post Discouraged I would recommend that they ID a test case student (a student with a active parent) and then give the parent's name to an advocate or Pro-parent etc with a description of the problem. A well placed phone call or letter is the key (oh...and leave your name off of it.) I learned the hard way that advocating in the schools is a dangerous game that leads to repercussions. I have conferred with parents in which a outside source paid for it - I never shared who and gave it at cost just to see that the services that should be provide was being provided in that school to those kids. It is a win win for me because they get the services or they go to Due Process and I get more money. The really bad cases get settled if they are smart. Your case is bad since the program is driving the educational services, not FAPE concern of the need of the child. Great article (Contract law being applied to IEP process.) I would agree that it is a good idea to consult with state groups to find out each states unique approach. For the post Discouraged I would recommend that they ID a test case student (a student with a active parent) and then give the parent’s name to an advocate or Pro-parent etc with a description of the problem. A well placed phone call or letter is the key (oh…and leave your name off of it.) I learned the hard way that advocating in the schools is a dangerous game that leads to repercussions.

I have conferred with parents in which a outside source paid for it – I never shared who and gave it at cost just to see that the services that should be provide was being provided in that school to those kids. It is a win win for me because they get the services or they go to Due Process and I get more money. The really bad cases get settled if they are smart. Your case is bad since the program is driving the educational services, not FAPE concern of the need of the child.

]]> By: Discouraged http://www.disabilityscoop.com/2009/01/05/iep-boot-camp/1431/comment-page-1/#comment-111 Discouraged Sun, 22 Feb 2009 16:46:12 +0000 http://www.disabilityscoop.com/?p=1431#comment-111 My rural Georgia school system does not offer Resource classes anymore to prove we offere the Least Restrictive Environment. Only Severe and Profound students get Resource classes now. With the NCLB requirements, we have students sitting in 90-minute block classes, that have NO HOPE of ever passing the class, ever passing the End-of-Course Tests, and no hope of passing a Georgia High School Graduation Test. I see students that have benefited from these policies and procedures because they have improved and have graduated with regular ed diplomas. I also grieve for those, some on my caseload, that are simply unable to cognitively comprehend the material and have no way to do anything other than get their morale totally crushed. I have a student that I feel is NOT being appropriately served because she would be more beneifted by community based skills and not being forced to sit in general ed classes. My school has no plan to help educate these students. You're either Severe/Profound or you're in general education. I'm told there is nothing to do for her except put her on a special ed diploma track (NCLB says she's a drop out then.) and let her take as many cosmatology classes as the teacher can stand. This is not in this student's best interest. How can I best help her and not get myself fired for questioning authority? I am seriously considering being the discenting vote to say that she is not being appropriately served, or to hedge things by saying, "Given the present educational offerings, this student is being served appropriately." This is pretty close to heresy in my job. What can I encourage my school system to consider? What tool can I use to help this student? My rural Georgia school system does not offer Resource classes anymore to prove we offere the Least Restrictive Environment. Only Severe and Profound students get Resource classes now. With the NCLB requirements, we have students sitting in 90-minute block classes, that have NO HOPE of ever passing the class, ever passing the End-of-Course Tests, and no hope of passing a Georgia High School Graduation Test. I see students that have benefited from these policies and procedures because they have improved and have graduated with regular ed diplomas. I also grieve for those, some on my caseload, that are simply unable to cognitively comprehend the material and have no way to do anything other than get their morale totally crushed. I have a student that I feel is NOT being appropriately served because she would be more beneifted by community based skills and not being forced to sit in general ed classes. My school has no plan to help educate these students. You’re either Severe/Profound or you’re in general education. I’m told there is nothing to do for her except put her on a special ed diploma track (NCLB says she’s a drop out then.) and let her take as many cosmatology classes as the teacher can stand. This is not in this student’s best interest. How can I best help her and not get myself fired for questioning authority? I am seriously considering being the discenting vote to say that she is not being appropriately served, or to hedge things by saying, “Given the present educational offerings, this student is being served appropriately.” This is pretty close to heresy in my job. What can I encourage my school system to consider? What tool can I use to help this student?

]]> By: hlu1055 http://www.disabilityscoop.com/2009/01/05/iep-boot-camp/1431/comment-page-1/#comment-30 hlu1055 Tue, 06 Jan 2009 20:41:37 +0000 http://www.disabilityscoop.com/?p=1431#comment-30 very useful strategies, particularly about goal-writing. one small caveat: in TN, rule provides that an LEA can implement an IEP without parental consent on the 15th day after it was presented to the family, unless the family files for due process. since IDEA doesn't require written parental consent for other than the initial provision of spec ed services, TN isn't alone, unfortunately, in allowing schools to move forward with an unsigned IEP. thanks--holly lu, nashville, TN very useful strategies, particularly about goal-writing. one small caveat: in TN, rule provides that an LEA can implement an IEP without parental consent on the 15th day after it was presented to the family, unless the family files for due process. since IDEA doesn’t require written parental consent for other than the initial provision of spec ed services, TN isn’t alone, unfortunately, in allowing schools to move forward with an unsigned IEP. thanks–holly lu, nashville, TN

]]> By: UCPNational http://www.disabilityscoop.com/2009/01/05/iep-boot-camp/1431/comment-page-1/#comment-27 UCPNational Mon, 05 Jan 2009 16:42:42 +0000 http://www.disabilityscoop.com/?p=1431#comment-27 Wow this is great info. Consider it dugg, stumbled, reddited, etc... Wow this is great info. Consider it dugg, stumbled, reddited, etc…

]]>