Saturday, August 05, 2006
Transitions
I think I am having a harder time with this transition than my boys. Possibly because they are not fully aware of what is happening to their home program. They've been pretty welcoming to the new tutors, some testing, but it seems ok. And D. will still be around, and I'm sure we'll see her for respite from time to time. I should see if she wants to set up a steady schedule, once a week, once a month, or whatever. But today was T's last day. She and I were both teary when she left. She's been working with the boys for 3 years, now, and by far has logged in the most hours with them. And of course they adore her. She's one of the few people who really believes in them. I'm going to miss her alot.
Thursday, July 06, 2006
iep forms link
http://www.icoe.k12.ca.us/ICOE/Departments/SELPA/IEP+Meeting+Agendas/
An excellent website with links to IEP info, forms, etc.
An excellent website with links to IEP info, forms, etc.
Everything you always wanted to know about IEPs but...
http://www.icoe.k12.ca.us/NR/rdonlyres/2C5885E2-BA79-467F-95FA-4D6B05A69426/5204/StIEPmanual.pdf
IEP MANUAL
WRITING IEPs
FOR EDUCATIONAL BENEFIT
March 2006
IEP Form 1- Information/Eligibility
Items above the solid line may be completed prior to the meeting, based on information contained in the student information system.
1. Introduce participants and set a warm and positive tone for the meeting.
2. State purpose of the meeting and review agenda.
3. Review dates for accuracy. Check accuracy of data and update any changes in identifying information, such as English Language development, migrant status, address, phone number, etc.
Review Results of Evaluation to Determine Eligibility for Special Education Services, if appropriate. If not, record information from the most recent determination regarding the student’s disability and go to Step 8.
4. Consider evaluation results in all areas of suspected disability:
Psychologist
Special Education teacher(s)
DIS/Related Services Staff
General education teacher(s)
Other school staff
Other agencies
Parents
Independent evaluations, if appropriate
5. Verify that there are no other areas of suspected disability that should be evaluated at this time.
6. Eligibility: Determine eligibility for special education services.
Identify primary disability based on state and district/SELPA eligibility criteria:
o If team determines student has a learning disability, complete Specific Learning Disability Team Determination of Eligibility form.
o Evaluation team members sign form as appropriate
o Identify secondary disability if any
If student is not eligible for special education:
o Document reason for decision and other options to address student’s educational needs on IEP Team Amendment Page (Form 8).
o IEP team members sign as appropriate.
If parent(s) do not agree that the child is not eligible for special education services, note their concerns, discuss options for resolving their concerns, and review Special Education Rights of Parents and Children – Notice of Procedural Safeguards.
7. How Disability Effects Educational Performance: Describe how the student’s disability affects his or her educational performance.
Educational Benefit Reminder:
Are all sections of the form addressed? Is the evaluation complete? Does it appropriately identify whether the child has a disability and provide information regarding the content of the child’s IEP?
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IEP Form 1A - Transition Services
IEP Form 1B – Individual Transition Plan
1A must be completed for students ages 16 or younger. If the student is younger than age 16 and consideration of transition is not appropriate, skip IEP Forms 1A & IB and go to IEP Form 2 – Present Levels of Academic Achievement and Functional Performance.
Form 1A
8. How Student Participated in the Process: Describe how the student participated in the process. If for some reason the student was not able to attend describe how the student’s interests were determined.
9. Student’s Post School Preferences/Interests/Goals: Begin the transition planning by identifying the student’s dreams, preferences, interests and goals.
10. California High School Exit Exam: Discuss the student’s participation in the California High School Exit Exam, including his or her need for accommodations or modifications. Discuss the need for submitting a waiver if a modification is used.
11. Document that no later than grade 9, the parent(s)/guardian(s) and student have been informed of the requirement for the student to pass the CAHSEE in order to earn a diploma.
Indicate the date if the student has already passed the CAHSEE in English Language Art and in Math.
Note if student will be taking the CAHSEE with accommodations.
Note if student will be taking the CAHSEE with modifications. Remember a waiver is required if the students will be getting modifications.
12. Transfer of Rights: On or before the student’s 17th birthday, explain that he or she will assume all special education rights and protections upon turning 18 (unless a conservator has been appointed by the court.) Review the Special Education Rights of Parents and Children - Notice of Procedural Safeguards with the student.
13. Credits: Update the credits the student has earned, which courses are required for graduation, and additional courses related to goals, graduation, and/or vocational interests.
Form 1B
14. Age Appropriate Transition Assessments: Document results of age‐appropriate transition assessments.
15. Other Vocational Evaluations: Note other vocational evaluations that should be conducted.
19. Measurable Postsecondary Goals: Document appropriate measurable postsecondary goals to be completed, including person/agency responsible and timeline. Document when the activity is completed. Include:
Training: Document specific measurable goals that student would need training on.
Education: This would include measurable academic goals.
Employment: Specify activities in which the student may be involved, such as career exploration, competitive or supportive employment, etc.
Independent Living (when appropriate): Specific measurable goals in the area of independent living skills.
Other: Include other measurable goals that the student need for postsecondary transition.
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Educational Benefit Reminder:
Is the transition plan developed in accordance with the student’s post-school preferences, interests, and goals?
Are all areas of transition needs clearly specified, with corresponding measurable goals and responsible
persons/agencies identified as appropriate?
Are the transition activities and services specifically designed to prepare the
student for employment and independent living?
IEP Form 2 - Present Levels of Academic Achievement and Functional Performance
Except for the Concerns of the Parent, a draft of this portion of the IEP may be prepared prior to the meeting. Each section should be discussed at the meeting and changes made as appropriate based on input by members of the IEP team.
20. Strengths, Preferences, and Interests: Identify student’s strengths/preferences/interests.
21. Parent Concerns: Ask parent(s) to express their concerns relevant to their child’s educational progress.
22. Test Scores: Scores reflecting the student’s performance on state, district wide and other assessments may be gathered prior to the meeting. Review results of the assessments including, as appropriate:
California Standards Test
CAT-6
CAPA
CAHSEE
Other Assessment Data, including results of district wide and/or individually administered assessments. If the student in an English Learner, document performance on the CELDT.
23. Pre-academic/Academic/Functional Skills: Summarize Pre-academic/Academic/Functional skills, including the student’s performance in the classroom, levels of mastery of the California content standards, progress in the curriculum, etc. Pre-academic and Functional skills should address the student’s development of readiness concepts for continued academic progress in the general education curriculum, as appropriate.
24. Communication: For students with identified areas of need in communication, describe the student’s articulation, voice, fluency, and language needs. If none, indicate "no concerns noted at this time."
25. Gross/Fine Motor Development: For a student who has been identified with motor development concerns, describe his or her specific skills and or needs. If none, indicate "no concerns noted at this time."
26. Social/Emotional Development: Describe the student’s social/emotional strengths and needs.
27. Health: Describe pertinent medical information that relates to the student’s educational progress. If none, indicate "no concerns noted at this time."
28. Vocational: Include strengths, interests, and needs related to pre-vocational/vocational skills. Address traits such as work habits, initiative, completion of classroom or school site jobs, etc.
29. Self-Help: For those students with needs in self-help, specify skills such as dressing, toileting, feeding, etc. Indicate "age appropriate" if no concerns are noted.
30. Areas of Need: Based on the information regarding the student’s Present Levels of Performance, identify all areas of need to be addressed in goals and objectives/benchmarks.
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Educational Benefit Reminder:
Are all sections of the Present Levels of Academic Achievement and Functional Performance addressed?
including documentation of "no concerns noted" or "age appropriate"?
Does this clearly reflect the student’s current performance in the educational setting?
Does the Present Levels of Academic Achievement and Functional Performance include all needs identified in the assessments?
Are all areas of need identified that should be addressed in goals, and objectives/benchmarks if required?
IEP Form 3 - Special Factors and Participation in State/District Wide Assessments
31. Assistive Technology: Does student require assistive technology devices and services or low incidence services, equipment and materials to meet educational goals and objectives? Indicate yes or no. If yes, specify the type of devices, services, equipment, and/or materials needed.
32. Blindness or Visual Impairment: Is student blind or visually impaired? Check yes or no. If the student is visually impaired, indicate whether instruction in Braille will be provided, and if not, why?
33. Deaf or Hard of Hearing: If student is deaf or hard of hearing, specify the strategies and specialized instruction and the mode of communication. If the student is not deaf or hard of hearing, indicate "N/A".
34. English Learner: Is the child an English Learner? Check yes or no. If yes, specify how student’s level of English proficiency, related to the IEP, will be addressed.
35. Behavior: Does student’s behavior impede learning? Specify yes or no. If yes, describe how the behavior impedes learning. Specify positive behavior interventions, strategies, and supports to address the behaviors. Check if there is a Behavior Support Plan or Behavior Intervention Plan and attach a copy.
36. Participation in State/District Wide Assessments (STAR): Indicate how the student will or will not participate in each of the State/District Assessments:
CAT-6/California Standards Test:
If the student will participate in this test, check all boxes as appropriate.
Specify accommodations if required by the student as part of his or her regular instructional process.
Specify modifications if required by the student as part of his or her regular instructional process. Remember modifications fundamentally alter the test therefore the score will not be counted toward AYP.
If the student will not participate in all or part of the CAT-6, indicate why and describe how the child will be assessed.
California Alternate Performance Assessment (CAPA). If the student has a significant cognitive impairment, indicate the CAPA Level that is most appropriate to measure student progress.
Grade Exempt. Check the box to indicate that the student is below grade 2 or above grade 11 and therefore is exempt from the STAR.
Specify any accommodations or modifications the student may need to participate in other state or district wide assessments, including writing proficiencies, physical fitness tests, etc.
NOTE: Do not put parent exemption on the IEP form as a reason that the student will not participate. The IEP Team must address how the student would participate even if there is a parent exemption.
37. Promotion/Graduation Standards
Check if the student will be meeting the district promotion standards or if the student will be promoted to the next grade based on making substantial progress toward meeting goals and objectives.
38. Frequency and Type of Progress Reports: Check the frequency that parents will be informed of their child’s progress towards the goals and indicate the type of report.
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Educational Benefit Reminder:
Has the IEP Team addressed all the special considerations the student may require?
Are accommodations/modifications on state and district wide?
assessments in accordance with state guidelines?
Do all team members, including parents, understand the progress reporting requirements?
IEP Form 4A - Annual Goals and Objectives
IEP Form 4B – Annual Goals and Benchmarks
IEP Form 4C – Annual Goals
Use IEP Form 4A or 4B for students who take the CAPA. These students require annual goals AND objectives or benchmarks. Use IEP Form 4C for all other students. Objectives or benchmarks are no longer required for students who are accessing the general curriculum. Draft goals (and objectives or benchmarks, if required) may be developed prior to the meeting and reviewed with the team for changes. Annual goals, objectives, and/or benchmarks must be measurable, and at least one annual goal must be written for each area of identified need.
39. Measurable Annual Goals: Develop measurable annual goals including short-term objectives or benchmarks individual that are unique to the needs of the student based on assessment(s). These goals and objectives/benchmarks must relate to: meeting the student’s needs that result from the disability; meeting the student’s needs to enable involvement in and progress in the general curriculum; and, meeting other educational needs that result from the disability. In addition the goals and objectives must be linguistically appropriate.
• Note subject area of need (reading, math, social emotional/behavioral, etc.)
• Write measurable goal annual goal and document baseline for the goal.
• Include the personnel responsible for the goal.
• Most goals should be aligned to general curriculum; therefore document state standard #.
• Develop at least two short term objectives or benchmarks for each goal.
For progress reports, include the date and the summary of the progress.
Educational Benefit Reminder:
Are there goals and objectives for each area of need and vice versa?
Are the goals and objectives/benchmarks measurable?
Do the goals and objectives enable the student to be involved/progress in the curriculum?
Are all other educational needs resulting from the disability addressed?
If the student is an English language learner, are the goals linguistically appropriate?
Is the person(s) identified who will primarily be responsible for implementing the goal and monitoring progress?
Are the progress reports being sent to parents as scheduled?
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IEP Form 5A - Services
Special education and related services are determined at the IEP meeting only after goals and if appropriate objectives/benchmarks have been finalized. Placement decisions must be made in conformity with the least restrictive environment (LRE) provisions. These provisions direct that to the maximum extent appropriate, students with disabilities be educated with typically developing peers, and that special classes, separate schooling or other removal of students from the general educational environment occurs only if the nature or severity of the disability is such that education in general education classes with the use of supplementary aids and services cannot be achieved satisfactorily. The placement must be made in the school that the student would attend if the student did not have a disability unless unique circumstances prevent this placement. Special education and related services and supplementary aids and services, should be based on peer-reviewed research to the extent practicable.
40. Service Delivery Options Considered: Discuss and document service delivery options considered. The team must always first consider placement in the general education classroom with supports prior to recommending a more restrictive setting.
In determining the LRE consideration must be given to any harmful effect on the child or quality of services that the child needs. Follow the continuum of services below as a guide to determining LRE:
• General Education Class
• General Education Class - Supplemental services or aids
• General Education Class - Some direct instruction. Less than 21% of time out of the classroom for special education services.
• General Education Class - 21% to 60% of instructional day in pull out.
• Some/or no instruction in General Education Class - Minimum of 60% of the instructional day in a special setting (intensive services).
• Some/or no Instruction in General Education Class - School based day treatment.
• No instruction in General Education Class - Special day school facility.
• Residential School.
• Hospital Program.
• Home Instruction.
41. Supplementary Aids and Services: Note supplementary aids and services and/or supports for school personnel (consultation to teachers, preferential seating, enlarged text, etc.). Team must also document modifications and or accommodations that will be needed in order for the student to progress toward annual goals while participating in the general curriculum. Accommodations do not fundamentally alter or lower expectations or standards in instructional level, content, or performance criteria (extended time on an un-timed task, enlarged text, etc.). Modifications fundamentally alter or lower exceptions or standards in instructional level, content, or performance criteria (alternate math assignment, etc.). Document who will be responsible for the supplementary aids and services, the start and end date, duration, frequency, and location.
42. Special Education and Related Services: The team needs to determine the special education and related services that would provide educational benefit and facilitate progress on the goals and objectives for the student (e.g. SDC, RSP, speech/language, etc). Identify the type of service, start and end date, duration, frequency, and location for all services. Location must be specific (gen ed classroom, special ed classroom, speech room).
43. Extended School Year: Discuss if student needs ESY to receive FAPE and fill out the type of services the student will receive, start and end date, duration, frequency, and location.
ESY shall be provided to a student with a disability who the IEP deems requires special education and related services in excess of the regular academic year. Such students shall have disabilities which are likely to continue indefinitely or for a prolonged period of time, and interruption of the student’s educational programming may cause regression, when coupled with limited recoupment capacity, rendering it impossible or unlikely that the student will attain the level of self-sufficiency and independence that would otherwise be expected in view of his or her disability. (5 CCR 3043)
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IEP Form 5B - Placement
44. Physical Education: Check the type of physical education, if applicable.
45. Location of Services: Document the district where the student is receiving services and the school of attendance. These are required CASEMIS data fields. Note the school type (public day school, special education center, nonpublic day school, juvenile court school, etc.) and if in preschool, note the preschool setting (early childhood setting, early childhood special education setting, separate school, etc).
46. Is Student Receiving Services in School of Residence: Check yes or no to the question "all special education services provided at student’s school of residence." If the team determines "no," rationale must be documented.
47. Percentage of Time Outside of Regular Education Environment and In Regular Education Environment: Document the percentage of time the student not participate in the regular environment and document percentage of time student will participate in regular education environment. Consider the full day including lunch, recess, passing periods, etc.
48. Subject Areas Student Will Not Participate in Regular Education: If student is not participating in the general education 100% of the day, note the subject areas that he/she will not participate and the rationale (Least Restrictive Environment requirement).
49. Other Agency Services: Note other agency services. It is especially important to document services under county mental health.
50. Promotion Criteria: Check the option that applies.
51. Progress Reporting: Check the frequency of the progress reports and the how progress will be reported.
52. Transportation: Note if the student needs transportation (curb to curb, wheel chair lift, etc.) as a related service.
53. Graduation Plan: This needs to be done for students in grade 8 and higher. NOTE: The IEP Team must use caution when determining if the student will be working towards a diploma or a certificate of completion. Students must have the opportunity to work toward a diploma if they have the ability to do so.
54. Transition: If the student is going through a transition (preschool to kindergarten, special ed to general ed, etc.), document the activities to support the transition.
Educational Benefit Reminder:
Are the appropriate services identified to support progress toward all goals?
Do the services support progress in the general curriculum?
Are the services appropriate to support participation in extracurricular and other nonacademic activities?
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IEP Form 6 - Signature and Parent Consent
52. Participants Attendance: Have all meeting participants sign and date that they were in attendance. Make sure to include title.
53. Parent Consent: Check the parent consent box if they agree in whole or in part to the IEP. If they agree only in part, document the areas they are not in agreement with. Steps to resolve the disagreement should be documented on Form 7.
54. Not Eligible: If team determines child is not eligible, check the appropriate box.
55. No Longer Eligible: If team determines child is no longer eligible for special education, check the appropriate.
56. Parent Signature: Have parent(s) sign and date.
57. Students Enrolled in Private Schools by Their Parents: If student is enrolled in private school by his/her parent, check the box and develop a Services Plan, if appropriate.
Educational Benefit Reminder:
Did all IEP Meeting participants sign?
Do the parent(s) consent to all components of the IEP?
If not, are areas of agreement and/or disagreement clearly specified?
Are the next steps identified for reaching resolution if appropriate?
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IEP Form 7 - IEP Team Meeting Comments Page
• Not a required component.
• Used by most districts to document key points of agreement and/or areas of disagreement.
• Should be a summary of what happened.
• Generally keep it "short and "sweet.
Educational Benefit Reminder:
Is this information a summary of the meeting?
Does everyone agree that the information accurately reflects what was
discussed and the agreements that were made?
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IEP Form 8 – IEP Team Amendment Page
IDEA Section 614 3 (D) In making changes to a child’s IEP after the annual IEP meeting for a school year, the parent of the child with a disability and the LEA may agree not to convene an IEP meeting fro the purposes of making such changes, and instead develop a written document to amend or modify the child’s current IEP.
IDEA Section 614 3 (F) Changes to the IEP may be made either by the entire IEP Team by amending the IEP rather than by redrafting the entire IEP. Upon request, a parent shall be provided with a revised copy of the IEP with the amendments incorporated.
• Serves as the option for making minor amendments to the IEP if the parent(s) and district agree that a meeting is not needed (adding additional DIS LSH minutes after a phone conversation with the parents and agreement with school staff, etc.)
• Attach this form to current IEP after getting signature from parent(s).
• Districts need to designate who can serve as the LEA representative. LEA representative is authorized to approve the amendments.
• Parents may request a copy of the IEP with the amendments incorporated.
Educational Benefit Reminder:
Is the amendment clear?
Do the parents and staff agree on the amendment?
Are all affected staff (special ed teacher(s), DIS provider(s), gen ed teacher(s), etc.),
including the LEA representative, informed of the amendment/change?
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IEP Form 10 – IEP Team Member Excusal
"IDEA Section 614 (d) (1) (c) IEP TEAM ATTEDANCE‐
‘(I) ATTENDANCE NOT NECESSARY – A member of the IEP team shall not be required to attend an IEP meeting, in whole or in part, if the parent of a child with a disability and the local educational agency agree that the attendance of such a member is not ecessary because the member’s area of the curriculum or related services is not being modified or discussed in the meeting, ‘(ii) EXCUSAL‐ A member of the IEP Team may be excused from attending an IEP meeting, in whole or in part, when the meeting involves a modification to or discussion of the member’s area of curriculum or related services, if—‘(I) the parent and the local educational agency consent to the excusal; and ‘(II) the member submits, in writing to the parent and the IEP team, input into the development of the IEP prior to the meeting. ‘(iii) WRITTEN AGREEMENT AND CONSENT REQUIRED‐ A parent’s agreement under clause (i) and consent under clause (ii) shall be in writing."
1. Enter the date of the meeting the team member/s will be excused from attending.
2. Enter the name of the team members who will be excused.
3. Enter the area or curriculum or related service that the team member is responsible for addressing.
4. Check the appropriate column that explains why the IEP team member is being excused form the IEP meeting in whole or part.
5. Get signature of parent or student as appropriate and LEA representative.
Educational Benefit Reminder:
Did the parents agree prior to the IEP Team meeting that the team member/s could be excused?.
Did the excused team member/s provide written input prior to the IEP Meeting to the parents and the LEA?
Was the excused Team member’s written input complete and sufficient for the IEP team to develop an IEP for educational benefit?
Did the excused team member/s receive a copy of the IEP?
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IEP MANUAL
WRITING IEPs
FOR EDUCATIONAL BENEFIT
March 2006
IEP Form 1- Information/Eligibility
Items above the solid line may be completed prior to the meeting, based on information contained in the student information system.
1. Introduce participants and set a warm and positive tone for the meeting.
2. State purpose of the meeting and review agenda.
3. Review dates for accuracy. Check accuracy of data and update any changes in identifying information, such as English Language development, migrant status, address, phone number, etc.
Review Results of Evaluation to Determine Eligibility for Special Education Services, if appropriate. If not, record information from the most recent determination regarding the student’s disability and go to Step 8.
4. Consider evaluation results in all areas of suspected disability:
Psychologist
Special Education teacher(s)
DIS/Related Services Staff
General education teacher(s)
Other school staff
Other agencies
Parents
Independent evaluations, if appropriate
5. Verify that there are no other areas of suspected disability that should be evaluated at this time.
6. Eligibility: Determine eligibility for special education services.
Identify primary disability based on state and district/SELPA eligibility criteria:
o If team determines student has a learning disability, complete Specific Learning Disability Team Determination of Eligibility form.
o Evaluation team members sign form as appropriate
o Identify secondary disability if any
If student is not eligible for special education:
o Document reason for decision and other options to address student’s educational needs on IEP Team Amendment Page (Form 8).
o IEP team members sign as appropriate.
If parent(s) do not agree that the child is not eligible for special education services, note their concerns, discuss options for resolving their concerns, and review Special Education Rights of Parents and Children – Notice of Procedural Safeguards.
7. How Disability Effects Educational Performance: Describe how the student’s disability affects his or her educational performance.
Educational Benefit Reminder:
Are all sections of the form addressed? Is the evaluation complete? Does it appropriately identify whether the child has a disability and provide information regarding the content of the child’s IEP?
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IEP Form 1A - Transition Services
IEP Form 1B – Individual Transition Plan
1A must be completed for students ages 16 or younger. If the student is younger than age 16 and consideration of transition is not appropriate, skip IEP Forms 1A & IB and go to IEP Form 2 – Present Levels of Academic Achievement and Functional Performance.
Form 1A
8. How Student Participated in the Process: Describe how the student participated in the process. If for some reason the student was not able to attend describe how the student’s interests were determined.
9. Student’s Post School Preferences/Interests/Goals: Begin the transition planning by identifying the student’s dreams, preferences, interests and goals.
10. California High School Exit Exam: Discuss the student’s participation in the California High School Exit Exam, including his or her need for accommodations or modifications. Discuss the need for submitting a waiver if a modification is used.
11. Document that no later than grade 9, the parent(s)/guardian(s) and student have been informed of the requirement for the student to pass the CAHSEE in order to earn a diploma.
Indicate the date if the student has already passed the CAHSEE in English Language Art and in Math.
Note if student will be taking the CAHSEE with accommodations.
Note if student will be taking the CAHSEE with modifications. Remember a waiver is required if the students will be getting modifications.
12. Transfer of Rights: On or before the student’s 17th birthday, explain that he or she will assume all special education rights and protections upon turning 18 (unless a conservator has been appointed by the court.) Review the Special Education Rights of Parents and Children - Notice of Procedural Safeguards with the student.
13. Credits: Update the credits the student has earned, which courses are required for graduation, and additional courses related to goals, graduation, and/or vocational interests.
Form 1B
14. Age Appropriate Transition Assessments: Document results of age‐appropriate transition assessments.
15. Other Vocational Evaluations: Note other vocational evaluations that should be conducted.
19. Measurable Postsecondary Goals: Document appropriate measurable postsecondary goals to be completed, including person/agency responsible and timeline. Document when the activity is completed. Include:
Training: Document specific measurable goals that student would need training on.
Education: This would include measurable academic goals.
Employment: Specify activities in which the student may be involved, such as career exploration, competitive or supportive employment, etc.
Independent Living (when appropriate): Specific measurable goals in the area of independent living skills.
Other: Include other measurable goals that the student need for postsecondary transition.
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Educational Benefit Reminder:
Is the transition plan developed in accordance with the student’s post-school preferences, interests, and goals?
Are all areas of transition needs clearly specified, with corresponding measurable goals and responsible
persons/agencies identified as appropriate?
Are the transition activities and services specifically designed to prepare the
student for employment and independent living?
IEP Form 2 - Present Levels of Academic Achievement and Functional Performance
Except for the Concerns of the Parent, a draft of this portion of the IEP may be prepared prior to the meeting. Each section should be discussed at the meeting and changes made as appropriate based on input by members of the IEP team.
20. Strengths, Preferences, and Interests: Identify student’s strengths/preferences/interests.
21. Parent Concerns: Ask parent(s) to express their concerns relevant to their child’s educational progress.
22. Test Scores: Scores reflecting the student’s performance on state, district wide and other assessments may be gathered prior to the meeting. Review results of the assessments including, as appropriate:
California Standards Test
CAT-6
CAPA
CAHSEE
Other Assessment Data, including results of district wide and/or individually administered assessments. If the student in an English Learner, document performance on the CELDT.
23. Pre-academic/Academic/Functional Skills: Summarize Pre-academic/Academic/Functional skills, including the student’s performance in the classroom, levels of mastery of the California content standards, progress in the curriculum, etc. Pre-academic and Functional skills should address the student’s development of readiness concepts for continued academic progress in the general education curriculum, as appropriate.
24. Communication: For students with identified areas of need in communication, describe the student’s articulation, voice, fluency, and language needs. If none, indicate "no concerns noted at this time."
25. Gross/Fine Motor Development: For a student who has been identified with motor development concerns, describe his or her specific skills and or needs. If none, indicate "no concerns noted at this time."
26. Social/Emotional Development: Describe the student’s social/emotional strengths and needs.
27. Health: Describe pertinent medical information that relates to the student’s educational progress. If none, indicate "no concerns noted at this time."
28. Vocational: Include strengths, interests, and needs related to pre-vocational/vocational skills. Address traits such as work habits, initiative, completion of classroom or school site jobs, etc.
29. Self-Help: For those students with needs in self-help, specify skills such as dressing, toileting, feeding, etc. Indicate "age appropriate" if no concerns are noted.
30. Areas of Need: Based on the information regarding the student’s Present Levels of Performance, identify all areas of need to be addressed in goals and objectives/benchmarks.
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Educational Benefit Reminder:
Are all sections of the Present Levels of Academic Achievement and Functional Performance addressed?
including documentation of "no concerns noted" or "age appropriate"?
Does this clearly reflect the student’s current performance in the educational setting?
Does the Present Levels of Academic Achievement and Functional Performance include all needs identified in the assessments?
Are all areas of need identified that should be addressed in goals, and objectives/benchmarks if required?
IEP Form 3 - Special Factors and Participation in State/District Wide Assessments
31. Assistive Technology: Does student require assistive technology devices and services or low incidence services, equipment and materials to meet educational goals and objectives? Indicate yes or no. If yes, specify the type of devices, services, equipment, and/or materials needed.
32. Blindness or Visual Impairment: Is student blind or visually impaired? Check yes or no. If the student is visually impaired, indicate whether instruction in Braille will be provided, and if not, why?
33. Deaf or Hard of Hearing: If student is deaf or hard of hearing, specify the strategies and specialized instruction and the mode of communication. If the student is not deaf or hard of hearing, indicate "N/A".
34. English Learner: Is the child an English Learner? Check yes or no. If yes, specify how student’s level of English proficiency, related to the IEP, will be addressed.
35. Behavior: Does student’s behavior impede learning? Specify yes or no. If yes, describe how the behavior impedes learning. Specify positive behavior interventions, strategies, and supports to address the behaviors. Check if there is a Behavior Support Plan or Behavior Intervention Plan and attach a copy.
36. Participation in State/District Wide Assessments (STAR): Indicate how the student will or will not participate in each of the State/District Assessments:
CAT-6/California Standards Test:
If the student will participate in this test, check all boxes as appropriate.
Specify accommodations if required by the student as part of his or her regular instructional process.
Specify modifications if required by the student as part of his or her regular instructional process. Remember modifications fundamentally alter the test therefore the score will not be counted toward AYP.
If the student will not participate in all or part of the CAT-6, indicate why and describe how the child will be assessed.
California Alternate Performance Assessment (CAPA). If the student has a significant cognitive impairment, indicate the CAPA Level that is most appropriate to measure student progress.
Grade Exempt. Check the box to indicate that the student is below grade 2 or above grade 11 and therefore is exempt from the STAR.
Specify any accommodations or modifications the student may need to participate in other state or district wide assessments, including writing proficiencies, physical fitness tests, etc.
NOTE: Do not put parent exemption on the IEP form as a reason that the student will not participate. The IEP Team must address how the student would participate even if there is a parent exemption.
37. Promotion/Graduation Standards
Check if the student will be meeting the district promotion standards or if the student will be promoted to the next grade based on making substantial progress toward meeting goals and objectives.
38. Frequency and Type of Progress Reports: Check the frequency that parents will be informed of their child’s progress towards the goals and indicate the type of report.
5
Educational Benefit Reminder:
Has the IEP Team addressed all the special considerations the student may require?
Are accommodations/modifications on state and district wide?
assessments in accordance with state guidelines?
Do all team members, including parents, understand the progress reporting requirements?
IEP Form 4A - Annual Goals and Objectives
IEP Form 4B – Annual Goals and Benchmarks
IEP Form 4C – Annual Goals
Use IEP Form 4A or 4B for students who take the CAPA. These students require annual goals AND objectives or benchmarks. Use IEP Form 4C for all other students. Objectives or benchmarks are no longer required for students who are accessing the general curriculum. Draft goals (and objectives or benchmarks, if required) may be developed prior to the meeting and reviewed with the team for changes. Annual goals, objectives, and/or benchmarks must be measurable, and at least one annual goal must be written for each area of identified need.
39. Measurable Annual Goals: Develop measurable annual goals including short-term objectives or benchmarks individual that are unique to the needs of the student based on assessment(s). These goals and objectives/benchmarks must relate to: meeting the student’s needs that result from the disability; meeting the student’s needs to enable involvement in and progress in the general curriculum; and, meeting other educational needs that result from the disability. In addition the goals and objectives must be linguistically appropriate.
• Note subject area of need (reading, math, social emotional/behavioral, etc.)
• Write measurable goal annual goal and document baseline for the goal.
• Include the personnel responsible for the goal.
• Most goals should be aligned to general curriculum; therefore document state standard #.
• Develop at least two short term objectives or benchmarks for each goal.
For progress reports, include the date and the summary of the progress.
Educational Benefit Reminder:
Are there goals and objectives for each area of need and vice versa?
Are the goals and objectives/benchmarks measurable?
Do the goals and objectives enable the student to be involved/progress in the curriculum?
Are all other educational needs resulting from the disability addressed?
If the student is an English language learner, are the goals linguistically appropriate?
Is the person(s) identified who will primarily be responsible for implementing the goal and monitoring progress?
Are the progress reports being sent to parents as scheduled?
6
IEP Form 5A - Services
Special education and related services are determined at the IEP meeting only after goals and if appropriate objectives/benchmarks have been finalized. Placement decisions must be made in conformity with the least restrictive environment (LRE) provisions. These provisions direct that to the maximum extent appropriate, students with disabilities be educated with typically developing peers, and that special classes, separate schooling or other removal of students from the general educational environment occurs only if the nature or severity of the disability is such that education in general education classes with the use of supplementary aids and services cannot be achieved satisfactorily. The placement must be made in the school that the student would attend if the student did not have a disability unless unique circumstances prevent this placement. Special education and related services and supplementary aids and services, should be based on peer-reviewed research to the extent practicable.
40. Service Delivery Options Considered: Discuss and document service delivery options considered. The team must always first consider placement in the general education classroom with supports prior to recommending a more restrictive setting.
In determining the LRE consideration must be given to any harmful effect on the child or quality of services that the child needs. Follow the continuum of services below as a guide to determining LRE:
• General Education Class
• General Education Class - Supplemental services or aids
• General Education Class - Some direct instruction. Less than 21% of time out of the classroom for special education services.
• General Education Class - 21% to 60% of instructional day in pull out.
• Some/or no instruction in General Education Class - Minimum of 60% of the instructional day in a special setting (intensive services).
• Some/or no Instruction in General Education Class - School based day treatment.
• No instruction in General Education Class - Special day school facility.
• Residential School.
• Hospital Program.
• Home Instruction.
41. Supplementary Aids and Services: Note supplementary aids and services and/or supports for school personnel (consultation to teachers, preferential seating, enlarged text, etc.). Team must also document modifications and or accommodations that will be needed in order for the student to progress toward annual goals while participating in the general curriculum. Accommodations do not fundamentally alter or lower expectations or standards in instructional level, content, or performance criteria (extended time on an un-timed task, enlarged text, etc.). Modifications fundamentally alter or lower exceptions or standards in instructional level, content, or performance criteria (alternate math assignment, etc.). Document who will be responsible for the supplementary aids and services, the start and end date, duration, frequency, and location.
42. Special Education and Related Services: The team needs to determine the special education and related services that would provide educational benefit and facilitate progress on the goals and objectives for the student (e.g. SDC, RSP, speech/language, etc). Identify the type of service, start and end date, duration, frequency, and location for all services. Location must be specific (gen ed classroom, special ed classroom, speech room).
43. Extended School Year: Discuss if student needs ESY to receive FAPE and fill out the type of services the student will receive, start and end date, duration, frequency, and location.
ESY shall be provided to a student with a disability who the IEP deems requires special education and related services in excess of the regular academic year. Such students shall have disabilities which are likely to continue indefinitely or for a prolonged period of time, and interruption of the student’s educational programming may cause regression, when coupled with limited recoupment capacity, rendering it impossible or unlikely that the student will attain the level of self-sufficiency and independence that would otherwise be expected in view of his or her disability. (5 CCR 3043)
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IEP Form 5B - Placement
44. Physical Education: Check the type of physical education, if applicable.
45. Location of Services: Document the district where the student is receiving services and the school of attendance. These are required CASEMIS data fields. Note the school type (public day school, special education center, nonpublic day school, juvenile court school, etc.) and if in preschool, note the preschool setting (early childhood setting, early childhood special education setting, separate school, etc).
46. Is Student Receiving Services in School of Residence: Check yes or no to the question "all special education services provided at student’s school of residence." If the team determines "no," rationale must be documented.
47. Percentage of Time Outside of Regular Education Environment and In Regular Education Environment: Document the percentage of time the student not participate in the regular environment and document percentage of time student will participate in regular education environment. Consider the full day including lunch, recess, passing periods, etc.
48. Subject Areas Student Will Not Participate in Regular Education: If student is not participating in the general education 100% of the day, note the subject areas that he/she will not participate and the rationale (Least Restrictive Environment requirement).
49. Other Agency Services: Note other agency services. It is especially important to document services under county mental health.
50. Promotion Criteria: Check the option that applies.
51. Progress Reporting: Check the frequency of the progress reports and the how progress will be reported.
52. Transportation: Note if the student needs transportation (curb to curb, wheel chair lift, etc.) as a related service.
53. Graduation Plan: This needs to be done for students in grade 8 and higher. NOTE: The IEP Team must use caution when determining if the student will be working towards a diploma or a certificate of completion. Students must have the opportunity to work toward a diploma if they have the ability to do so.
54. Transition: If the student is going through a transition (preschool to kindergarten, special ed to general ed, etc.), document the activities to support the transition.
Educational Benefit Reminder:
Are the appropriate services identified to support progress toward all goals?
Do the services support progress in the general curriculum?
Are the services appropriate to support participation in extracurricular and other nonacademic activities?
8
IEP Form 6 - Signature and Parent Consent
52. Participants Attendance: Have all meeting participants sign and date that they were in attendance. Make sure to include title.
53. Parent Consent: Check the parent consent box if they agree in whole or in part to the IEP. If they agree only in part, document the areas they are not in agreement with. Steps to resolve the disagreement should be documented on Form 7.
54. Not Eligible: If team determines child is not eligible, check the appropriate box.
55. No Longer Eligible: If team determines child is no longer eligible for special education, check the appropriate.
56. Parent Signature: Have parent(s) sign and date.
57. Students Enrolled in Private Schools by Their Parents: If student is enrolled in private school by his/her parent, check the box and develop a Services Plan, if appropriate.
Educational Benefit Reminder:
Did all IEP Meeting participants sign?
Do the parent(s) consent to all components of the IEP?
If not, are areas of agreement and/or disagreement clearly specified?
Are the next steps identified for reaching resolution if appropriate?
9
IEP Form 7 - IEP Team Meeting Comments Page
• Not a required component.
• Used by most districts to document key points of agreement and/or areas of disagreement.
• Should be a summary of what happened.
• Generally keep it "short and "sweet.
Educational Benefit Reminder:
Is this information a summary of the meeting?
Does everyone agree that the information accurately reflects what was
discussed and the agreements that were made?
10
IEP Form 8 – IEP Team Amendment Page
IDEA Section 614 3 (D) In making changes to a child’s IEP after the annual IEP meeting for a school year, the parent of the child with a disability and the LEA may agree not to convene an IEP meeting fro the purposes of making such changes, and instead develop a written document to amend or modify the child’s current IEP.
IDEA Section 614 3 (F) Changes to the IEP may be made either by the entire IEP Team by amending the IEP rather than by redrafting the entire IEP. Upon request, a parent shall be provided with a revised copy of the IEP with the amendments incorporated.
• Serves as the option for making minor amendments to the IEP if the parent(s) and district agree that a meeting is not needed (adding additional DIS LSH minutes after a phone conversation with the parents and agreement with school staff, etc.)
• Attach this form to current IEP after getting signature from parent(s).
• Districts need to designate who can serve as the LEA representative. LEA representative is authorized to approve the amendments.
• Parents may request a copy of the IEP with the amendments incorporated.
Educational Benefit Reminder:
Is the amendment clear?
Do the parents and staff agree on the amendment?
Are all affected staff (special ed teacher(s), DIS provider(s), gen ed teacher(s), etc.),
including the LEA representative, informed of the amendment/change?
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IEP Form 10 – IEP Team Member Excusal
"IDEA Section 614 (d) (1) (c) IEP TEAM ATTEDANCE‐
‘(I) ATTENDANCE NOT NECESSARY – A member of the IEP team shall not be required to attend an IEP meeting, in whole or in part, if the parent of a child with a disability and the local educational agency agree that the attendance of such a member is not ecessary because the member’s area of the curriculum or related services is not being modified or discussed in the meeting, ‘(ii) EXCUSAL‐ A member of the IEP Team may be excused from attending an IEP meeting, in whole or in part, when the meeting involves a modification to or discussion of the member’s area of curriculum or related services, if—‘(I) the parent and the local educational agency consent to the excusal; and ‘(II) the member submits, in writing to the parent and the IEP team, input into the development of the IEP prior to the meeting. ‘(iii) WRITTEN AGREEMENT AND CONSENT REQUIRED‐ A parent’s agreement under clause (i) and consent under clause (ii) shall be in writing."
1. Enter the date of the meeting the team member/s will be excused from attending.
2. Enter the name of the team members who will be excused.
3. Enter the area or curriculum or related service that the team member is responsible for addressing.
4. Check the appropriate column that explains why the IEP team member is being excused form the IEP meeting in whole or part.
5. Get signature of parent or student as appropriate and LEA representative.
Educational Benefit Reminder:
Did the parents agree prior to the IEP Team meeting that the team member/s could be excused?.
Did the excused team member/s provide written input prior to the IEP Meeting to the parents and the LEA?
Was the excused Team member’s written input complete and sufficient for the IEP team to develop an IEP for educational benefit?
Did the excused team member/s receive a copy of the IEP?
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Wednesday, July 05, 2006
School Placement Needs
Facilitated interactions with typically-developing peers
Opportunities to integrate/mainstream daily with typically-developing peers (currently approximately 30% of day is mainstreamed with support).
Multiple opportunities to expressively communicate throughout school day using Alex’s chosen method of communication – PECS, sign, use of assistive technology and/or verbal communication. (not just at snack time).
Meaningful access to the general education curriculum based on 2nd grade State standards.
Structured environment
Visual supports used consistently throughout day for enhanced receptive language and greater independence.
Safe environment without dangers.
Positive behavior management.
Professional identified as Team leader with capacity to convene and communicate with entire team of professionals (OT, SLP, behavioral consultant, APE specialist, school psychologist, family, etc.)
1:1 ratio to ensure follow through throughout day.
Teacher capable of ensuring appropriate sensory diet throughout day.
Coordination with home program team to ensure generalization across settings.
Opportunities to integrate/mainstream daily with typically-developing peers (currently approximately 30% of day is mainstreamed with support).
Multiple opportunities to expressively communicate throughout school day using Alex’s chosen method of communication – PECS, sign, use of assistive technology and/or verbal communication. (not just at snack time).
Meaningful access to the general education curriculum based on 2nd grade State standards.
Structured environment
Visual supports used consistently throughout day for enhanced receptive language and greater independence.
Safe environment without dangers.
Positive behavior management.
Professional identified as Team leader with capacity to convene and communicate with entire team of professionals (OT, SLP, behavioral consultant, APE specialist, school psychologist, family, etc.)
1:1 ratio to ensure follow through throughout day.
Teacher capable of ensuring appropriate sensory diet throughout day.
Coordination with home program team to ensure generalization across settings.
Long Term Goals
Long Term Goals to be met through 1:1 behaviorial support home program
I. Communication
A. Able to fully and spontaneously express himself verbally to communicate his wants, needs, observations, feelings and social interactions.
B. Able to fully understand and comprehend verbal language spoken by others in all settings and contexts.
II. Self-Help
Completely independent with the following:
A. Personal hygiene
i. Toileting
ii. Bathing
iii. Handwashing
iv. Teethbrushing
v. Grooming (hair, finger/toenails)
B. clothing
i. dressing, including orientation and fasteners
ii. folding and putting away clothes
iii. selecting appropriate clothes for weather
iv. identifying when clothes are clean/dirty
v. laundry skills
vi. able to tie shoes
C. Meals
i. Basic food preparation
ii. Basic nutrition awareness
iii. Completely independent in serving self, eating, cleaning up
III. Personal Safety
A. Consistently avoids dangerous situations (eg, cars/traffic, fire/heat, fans, bullies, drowning, unknown animals, height/falling, etc.)
B. Engages in no self-injurious behaviors
C. Does not act aggressively towards others
III. Learning Readiness Skills
A. Attending: Independently able to attend to Instructor in full classroom and small group instruction for 6 consecutive hours.
B. Follows Directions: independently able to follow series of 3-5 sequenced directions given verbally without contextual clues.
IV. Appropriate Behaviors
A. Reduction of self-stimulatory behaviors to 5% of his day, and only in appropriate settings (eg, alone in bedroom)
B. Complete elimination of self-injurious behaviors
C. Total elimination of inappropriate aggressive behaviors towards others.
D. Able to express frustrations verbally and seek physical/mental relief through age-appropriate outlets.
E. Able to self-regulate by choosing appropriate activities (eg deep breathing, heavy work, physical exertion, exercise, etc.)
V. Daily Living Skills
A. Demonstrates appropriate understanding of time, calendar, money, spending/saving, daily schedule.
B. Able to successfully navigate self in community (school, park, store, etc.)
C. Able to independently access public transportation.
D. Understands sexual education training and knows how to appropriately interact with others in this regard.
E. Demonstrates competent understanding of the laws governing society.
VI. Leisure Skills and Extra-Curricular Activities
A. Able to independently participate in group sports and games.
B. Demonstrates ability to identify, select and participate in meaningful extra-curricular activities.
C. Able to appropriately interact with peers in school and social settings.
VII. Academics
A. Meaningful participation in age-appropriate grade level State standards in all learning areas.
B. Able to generalize concepts and skills learned in school, and able to functionally use these skills in the community.
VIII. Vocational Skills
Demonstrates vocational skills sufficient to secure employment in chosen field.
I. Communication
A. Able to fully and spontaneously express himself verbally to communicate his wants, needs, observations, feelings and social interactions.
B. Able to fully understand and comprehend verbal language spoken by others in all settings and contexts.
II. Self-Help
Completely independent with the following:
A. Personal hygiene
i. Toileting
ii. Bathing
iii. Handwashing
iv. Teethbrushing
v. Grooming (hair, finger/toenails)
B. clothing
i. dressing, including orientation and fasteners
ii. folding and putting away clothes
iii. selecting appropriate clothes for weather
iv. identifying when clothes are clean/dirty
v. laundry skills
vi. able to tie shoes
C. Meals
i. Basic food preparation
ii. Basic nutrition awareness
iii. Completely independent in serving self, eating, cleaning up
III. Personal Safety
A. Consistently avoids dangerous situations (eg, cars/traffic, fire/heat, fans, bullies, drowning, unknown animals, height/falling, etc.)
B. Engages in no self-injurious behaviors
C. Does not act aggressively towards others
III. Learning Readiness Skills
A. Attending: Independently able to attend to Instructor in full classroom and small group instruction for 6 consecutive hours.
B. Follows Directions: independently able to follow series of 3-5 sequenced directions given verbally without contextual clues.
IV. Appropriate Behaviors
A. Reduction of self-stimulatory behaviors to 5% of his day, and only in appropriate settings (eg, alone in bedroom)
B. Complete elimination of self-injurious behaviors
C. Total elimination of inappropriate aggressive behaviors towards others.
D. Able to express frustrations verbally and seek physical/mental relief through age-appropriate outlets.
E. Able to self-regulate by choosing appropriate activities (eg deep breathing, heavy work, physical exertion, exercise, etc.)
V. Daily Living Skills
A. Demonstrates appropriate understanding of time, calendar, money, spending/saving, daily schedule.
B. Able to successfully navigate self in community (school, park, store, etc.)
C. Able to independently access public transportation.
D. Understands sexual education training and knows how to appropriately interact with others in this regard.
E. Demonstrates competent understanding of the laws governing society.
VI. Leisure Skills and Extra-Curricular Activities
A. Able to independently participate in group sports and games.
B. Demonstrates ability to identify, select and participate in meaningful extra-curricular activities.
C. Able to appropriately interact with peers in school and social settings.
VII. Academics
A. Meaningful participation in age-appropriate grade level State standards in all learning areas.
B. Able to generalize concepts and skills learned in school, and able to functionally use these skills in the community.
VIII. Vocational Skills
Demonstrates vocational skills sufficient to secure employment in chosen field.
Wednesday, June 28, 2006
My new book club
Companies are developing a computer program that reads peoples faces and determines their emotional state, thus helping to more accurately target advertising messages to their precise mood. The ASD community thinks this could potentially one day help the aspies and other HFAs, to help them clue in to the emotions of their communication partners. I was thinking it would be really great at IEP meetings, too. I mean, are those administrators sitting their smirking at me while I furiously scribble notes or lean over to consult with my partner, or to they manage to keep the compassionate look of concern glued to their faces?
Seriously, though, we had a surprisingly positive iep for A yesterday. I kept waiting for them to say no, but they really didn't. I can't help wondering if I missed something. They didn't make reference to my parent handouts in the narrative, but I'm going to make sure they get included in the final iep document, whenever we finally finish this meeting. Yesterday was day 2. Each segment has so far lasted 3 hours each. Next segment is scheduled for Wednesday 7/5, after we look at one more possible classroom option for A. And we get some goals written. Yeah, just little details like goals and placement.
I'll try to type up the handouts I did -- one was my long term vision/goals for A, and why he'll need a home program until he's 25 or can do his own laundry, whichever comes first; the other is a list of the essential components in a classroom placement for A. I'd like to have boilerplates of these available for other parents -- seems like such an essential part of the process that never gets written out.
Maybe I'll start a blog with essential IEP tools, like templates for these docs, some really relevant legal quotes, etc.
Oh, and did I tell you about the new book club I joined? The bookclub meets monthly in Santa Clara. The book we focus on is by Pam and Pete Wright -- From Emotions to Advocacy -- The Special Education Survival Guide. Each month we go over 1-2 chapters. Now, this is my kind of book club!
Seriously, though, we had a surprisingly positive iep for A yesterday. I kept waiting for them to say no, but they really didn't. I can't help wondering if I missed something. They didn't make reference to my parent handouts in the narrative, but I'm going to make sure they get included in the final iep document, whenever we finally finish this meeting. Yesterday was day 2. Each segment has so far lasted 3 hours each. Next segment is scheduled for Wednesday 7/5, after we look at one more possible classroom option for A. And we get some goals written. Yeah, just little details like goals and placement.
I'll try to type up the handouts I did -- one was my long term vision/goals for A, and why he'll need a home program until he's 25 or can do his own laundry, whichever comes first; the other is a list of the essential components in a classroom placement for A. I'd like to have boilerplates of these available for other parents -- seems like such an essential part of the process that never gets written out.
Maybe I'll start a blog with essential IEP tools, like templates for these docs, some really relevant legal quotes, etc.
Oh, and did I tell you about the new book club I joined? The bookclub meets monthly in Santa Clara. The book we focus on is by Pam and Pete Wright -- From Emotions to Advocacy -- The Special Education Survival Guide. Each month we go over 1-2 chapters. Now, this is my kind of book club!
Sunday, June 11, 2006
Pebble Beach
Wow, what a magical, enchanted place! Today the baby seals swam practically right up to us to check us out -- 5 of them! A and B loved climbing the rocks, exploring the tide pools, throwing stones into the water. Pure peace and beauty. Felt like home.
Friday, June 09, 2006
Please sign and circulate
Dear Friends,
The special education teachers of the San Mateo County Office of Education (SMCOE) are standing up for small class sizes for our children. The SMCOE is trying to raise the number of students that they put in the special ed classes. While currently there are no caps, there are some recommended levels for each classroom. These recommended numbers of students are based on safety factors (for the students and the staff) and the ability of the educators to teach our children, not just be babysitters. I was at the SMCOE Board of Education meeting this week, and there were about 40 educators there trying to convince the Board not to raise the numbers of students in each class. As a parent, I support these teachers. While of course I don’t always agree with my sons’ teachers on every single issue, to me this is clearly an issue where parents and teachers can stand together and support our children and each other. With a small group of parents, we have drafted the letter pasted below. Our goal is to get at least 100 parents, relatives, caregivers and supporters to sign on to this letter, and we will send it to the SMCOE Board of Education, with a copy to the teachers association. If you agree, please send your name as you’d like it to appear on the letter, and email it to smallclasssize@hotmail.com
Even if your child is not in County classes, and even if your child is not in special education, this is an important issue that deserves your support. Please distribute widely to your own networks of friends and family, as well as other listserves.
Thanks for your support.
OPEN LETTER TO THE SAN MATEO COUNTY BOARD OF EDUCATION
We, the undersigned, are parents, relatives, and supporters of children in special education and regular education classes in San Mateo County. We are concerned about the proposal to raise the number of students in the County’s special education classes. We understand that the current recommendations for class size are based on several important factors, foremost among them the safety of the educators and the students. Current class sizes also promote the appropriate education of the students, as is intended in the I.D.E.A. Adding additional students to these classrooms will increase noise levels, increase the staffing needs, and create safety hazards. We urge the San Mateo County Office of Education to maintain the current class sizes and not jeopardize the education of any student. Thank you for your prompt attention to this matter.
Signed:
The special education teachers of the San Mateo County Office of Education (SMCOE) are standing up for small class sizes for our children. The SMCOE is trying to raise the number of students that they put in the special ed classes. While currently there are no caps, there are some recommended levels for each classroom. These recommended numbers of students are based on safety factors (for the students and the staff) and the ability of the educators to teach our children, not just be babysitters. I was at the SMCOE Board of Education meeting this week, and there were about 40 educators there trying to convince the Board not to raise the numbers of students in each class. As a parent, I support these teachers. While of course I don’t always agree with my sons’ teachers on every single issue, to me this is clearly an issue where parents and teachers can stand together and support our children and each other. With a small group of parents, we have drafted the letter pasted below. Our goal is to get at least 100 parents, relatives, caregivers and supporters to sign on to this letter, and we will send it to the SMCOE Board of Education, with a copy to the teachers association. If you agree, please send your name as you’d like it to appear on the letter, and email it to smallclasssize@hotmail.com
Even if your child is not in County classes, and even if your child is not in special education, this is an important issue that deserves your support. Please distribute widely to your own networks of friends and family, as well as other listserves.
Thanks for your support.
OPEN LETTER TO THE SAN MATEO COUNTY BOARD OF EDUCATION
We, the undersigned, are parents, relatives, and supporters of children in special education and regular education classes in San Mateo County. We are concerned about the proposal to raise the number of students in the County’s special education classes. We understand that the current recommendations for class size are based on several important factors, foremost among them the safety of the educators and the students. Current class sizes also promote the appropriate education of the students, as is intended in the I.D.E.A. Adding additional students to these classrooms will increase noise levels, increase the staffing needs, and create safety hazards. We urge the San Mateo County Office of Education to maintain the current class sizes and not jeopardize the education of any student. Thank you for your prompt attention to this matter.
Signed:
Saturday, May 20, 2006
Overwhelmed Again
Or maybe still. The trigger: upcoming ieps. Guilt that I've let A. stay in a bad placement all year, without working hard enough to make it better. Unsure that things will improve next year. Scared about the future. Other triggers: B's health issues. Haven't started serious detox yet b/c of elimination issues. Can't seem to get back on track with the suppl's. I feel like I have more issues with task completion than my kids do! I can't seem to focus, finish. Depressed, I guess. Treating it with alcohol. not wise. Getting through the day to day, but not accomplishing anything. And when anything gets out of whack, boom, everything gets out of whack. No wiggle room. Not sure how to break the cycle. Take a break from work? Maybe... Could we swing it financially? Maybe if I can figure out fmla and T gets this new job...
Sunday, May 14, 2006
Mother's Day
Started off the day good, ended the day good, but had a few rough spots in the middle. I tend to get a little sad on Mother's Day. I guess I get stuck on how much nicer it would be to spend Mother's Day in Italy instead of Holland.
We had a beautiful afternoon/evening on the beach. I am so proud of B. He tries so hard to overcome his fears (of which he has many). Last time we went to the beach, T made the boys go to the waters end. This time, as soon as we got there, B. grabbed T's hand and led him right to water's edge. And stuck his foot in all by himself! Just to do it. To prove to himself that he could. And he paid super close attention to the waves the entire time, judging how far up the shore the water would come, when he needed to run back up the shore, when he could stay where he was, when it was safe to put his foot in quickly, and when the next wave was coming too quickly. It was really beautiful. At one point, B was paying more attention than T, who wound up getting wetter than he would have liked! A great end to Mother's Day.
We had a beautiful afternoon/evening on the beach. I am so proud of B. He tries so hard to overcome his fears (of which he has many). Last time we went to the beach, T made the boys go to the waters end. This time, as soon as we got there, B. grabbed T's hand and led him right to water's edge. And stuck his foot in all by himself! Just to do it. To prove to himself that he could. And he paid super close attention to the waves the entire time, judging how far up the shore the water would come, when he needed to run back up the shore, when he could stay where he was, when it was safe to put his foot in quickly, and when the next wave was coming too quickly. It was really beautiful. At one point, B was paying more attention than T, who wound up getting wetter than he would have liked! A great end to Mother's Day.
Monday, May 08, 2006
"coincidences"
Are coincidences really coincidences
or are they one of the ways that the spirits and powers that be help push us in the right direction?
I ran into Amiga's friend and Boxcar maker extraordinaire twice during the past week, while I was hiking and waterplaying with A (B stayed home with his papa, where both of them seem happiest these days). Maybe A and L will become friends.
or are they one of the ways that the spirits and powers that be help push us in the right direction?
I ran into Amiga's friend and Boxcar maker extraordinaire twice during the past week, while I was hiking and waterplaying with A (B stayed home with his papa, where both of them seem happiest these days). Maybe A and L will become friends.
Wednesday, May 03, 2006
random thoughts today
Contradictions
Between what I imagine my life's mission to be
And how I actually prioritize my time and energy
The gap between theory and practice
Integrity
Envision the big picture, longterm solution
Act step by step
Strategize like a chess player to make all the pieces fall into place
at exactly the right time
Yet be present in each moment
Between what I imagine my life's mission to be
And how I actually prioritize my time and energy
The gap between theory and practice
Integrity
Envision the big picture, longterm solution
Act step by step
Strategize like a chess player to make all the pieces fall into place
at exactly the right time
Yet be present in each moment
Tuesday, April 04, 2006
Discrimination
http://www.united.com/ual/asset/AirCarrierAccessAct_030925.pdf
This is the link to the Air Carrier Access Act, which is a federal law that ensures that airlines cannot refuse service to individuals with mental and/or physical disabilities "solely because the person's disability results in involuntary behaviors that may affend, annoy or inconvenience crewmembers or other passengers." So that means they can't kick B. off the plane tomorrow if he starts to whine or kick the seat in front of him. And it means the idiot customer service agent I spoke to today on the phone was ignorant, rude and stupid. And I'm so glad I got her full so name so I can report her to her supervisor. Please, remind me not to travel by airplane again. I am so incredibly stressed out just at the thought of it.
This is the link to the Air Carrier Access Act, which is a federal law that ensures that airlines cannot refuse service to individuals with mental and/or physical disabilities "solely because the person's disability results in involuntary behaviors that may affend, annoy or inconvenience crewmembers or other passengers." So that means they can't kick B. off the plane tomorrow if he starts to whine or kick the seat in front of him. And it means the idiot customer service agent I spoke to today on the phone was ignorant, rude and stupid. And I'm so glad I got her full so name so I can report her to her supervisor. Please, remind me not to travel by airplane again. I am so incredibly stressed out just at the thought of it.
Sunday, April 02, 2006
Breakfast
I went out to breakfast with my oldest son today. Just the two of us. We sat at the counter at Dennys. We were both extremely well behaved. He ate a plate of french fries and a glass of orange juice. (I won't tell you what I ate!) I am SOOOOO proud of him!!! It was truly a pleasure to be out with him, spending the morning together. The highlight was getting to watch an entire tray of beverages overturn as a two servers collided right in front of us (no-one was hurt, just a huge mess involving LOTS of liquid -- A. showed great restraint by returning to his seat with just one prompt). B. has been much more difficult the last few days -- terribly whiney. He's probably just experimenting with his newfound voice, and I shouldn't complain about that at all, but 24/7 whining? A bit hard to handle.
Thursday, March 30, 2006
Overwhelmed
That's how I'm feeling lately. Overwhelmed with everything. Unable to focus or significantly advance forward, on anything. I move one step forward on understanding my children's rights to an appropriate education, and then wind up dropping important parts of their biomedical treatment. I can't seem to find a balance, an equilibrium. Too much to do, too exhausted to do any of it. Stressed out by vacation. Stuff like that.
Monday, December 05, 2005
The power of our intentions
Do our intentions contribute to our reality?
Can I make something happen by believing that it will?
If I stay present, focussed and calm, can I affect another's energy level?
Can I expand my energy field?
BELIEVE.
Can I make something happen by believing that it will?
If I stay present, focussed and calm, can I affect another's energy level?
Can I expand my energy field?
BELIEVE.
Wednesday, October 26, 2005
Off to Long Beach
So I'm off tomorrow to Long Beach for the DAN! Conference. It will be the longest time away from my boys. My folks will be in town and I'm not sure if that will make things more or less stressful. I'm really glad I decided to go, though. I'm positive I will learn a lot and hopefully help me to take the next steps with biomedical treatments for A and B. I need to learn more about the pros and cons of detoxification, the risks and the benefits, to be certain we're making the right decision. And figure out what needs to be in place before we go there.
I'll be sharing a hotel room with another mom who I've only e-met. I'm hoping she'll be relaxed and things will work out nicely. I spoke with another mom who may join us there, except her family is moving this weekend, she has 4 kids, including an 11 yr old with ASD, ... That conversation sure helped put things in perspective for me.
I'll be sharing a hotel room with another mom who I've only e-met. I'm hoping she'll be relaxed and things will work out nicely. I spoke with another mom who may join us there, except her family is moving this weekend, she has 4 kids, including an 11 yr old with ASD, ... That conversation sure helped put things in perspective for me.
Saturday, October 22, 2005
I'm as quirky as my kids, I'm afraid
So, for months I've been thinking about going to the DAN! Conference in Long Beach, on biomedical treatments for autism. It's next weekend. I haven't registered, haven't made plane or hotel reservations, havent done anything to make it happen. I'm not sure why (not). Part of me is afraid to be overwhelmed by the sheer quantity of information. Part of me is afraid to be overwhelmed by all the other parents who know more, do more, have more success with their children, ..... But I know it will be really good information, I know I'll be motivated to do more, prepared to do more. What am I waiting for?
Monday, September 26, 2005
Pumpkins
Okay, so I spent more quality time with the goats than with my friends and soulmates. Still, it was reassuring to know that if one of my sons escaped to the far end of the pumpkin patch, or released all the hungry goats from their petting zoo pen, perhaps another SuperMama would be there to make things right. Maybe it is just a bit too ambitious to expect to have an actual conversation when the tribe of quirky kids (accompanied by their quirky parents) gets together. Great fun, though. B. would have spent all his time with the family who owned the place, behind the counter, where he kept wandering every time I turned my back. He kissed one of the daughters on the cheek as she was sitting behind the counter! Maybe when the kids are older we'll purchase some land and open a pumpkin patch of our own.
Thursday, September 22, 2005
Ironic Chains
I spent the entire day at a conference learning about the SCERTS Model, (Social Communication, Emotional Regulation, Transactional Supports). When I get home, T. tells me that Tutor S. didn't come to work with B, and he didn't have the energy to try to pack both boys up in the car to take A. to his OT appt. I decide to check my work messages at around 7pm, and learn that Tutor S. called my work # at 9am to tell me that she has pink eye, and won't be coming to session with the boys this afternoon. She says in the message, "Call me to let me know you got this message." So, I call her at 7pm to let her know that just now I heard her message, and to see if she is coming tomorrow. Nope. She made NO EFFORT to either 1) find a sub for her session today or 2) notify M. that she was not coming in. Just no show. And despite the fact that I did not call to confirm receipt of her msg, she didn't bother to leave a msg at the house for T. And what's this about T. not having the energy to take A to his OT session? What, you mean maybe b/c he was up till passed midnight watching Netflix dvds? Pretty valid reason for not feeling like driving your kid to the therapy session that he needs. FUCCCKKKKK!!!!!!!
BTW, the Transactional Supports I spent the day learning about refers to the support that the professionals are supposed to be providing to the child and the entire family so we can cope better.
Sometimes I feel like I'm at the end of my rope with no where to turn.....
BTW, the Transactional Supports I spent the day learning about refers to the support that the professionals are supposed to be providing to the child and the entire family so we can cope better.
Sometimes I feel like I'm at the end of my rope with no where to turn.....
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