New goals in amended IEP but no new service hours?

[Anonymous]

Thank you so much for this detailed response, PP! I didn't know what to ask for.

[Anonymous]

I'm still a little confused about what you're getting and why you think it's not appropriate.
If they've added speech/language goals and added corresponding pull out services with the SLP, than that's awesome. The added SLP hours are specifically there to address the added goals.
Did they decrease the push in special education hours? Is that what you're concerned about? If so, then yes, I think it totally makes sense to request that the special ed hours not be decreased.
If you want them to add additional push in hours plus the new SLP hours, I don't really think that's reasonable (barring any other circumstances that would require an increase in time)

My son has been receiving services from an SLP since infants and toddlers for articulation and expressive language. His phonemic awareness eval at the start of K was literally off-the-charts low. But all his hours were through the pull out SLP. He didn't need additional assistance in the classroom, and I actually would have been annoyed if they'd tried to use some push ins for services - he needed direct one on one instruction in a quiet and focused setting. (And, for whatever it's worth, his phonemic awareness is totally average now! We just did a reeval and I was so thrilled.)

[Anonymous]

Anonymous wrote:I'm still a little confused about what you're getting and why you think it's not appropriate.
If they've added speech/language goals and added corresponding pull out services with the SLP, than that's awesome. The added SLP hours are specifically there to address the added goals.
Did they decrease the push in special education hours? Is that what you're concerned about? If so, then yes, I think it totally makes sense to request that the special ed hours not be decreased.
If you want them to add additional push in hours plus the new SLP hours, I don't really think that's reasonable (barring any other circumstances that would require an increase in time)

My son has been receiving services from an SLP since infants and toddlers for articulation and expressive language. His phonemic awareness eval at the start of K was literally off-the-charts low. But all his hours were through the pull out SLP. He didn't need additional assistance in the classroom, and I actually would have been annoyed if they'd tried to use some push ins for services - he needed direct one on one instruction in a quiet and focused setting. (And, for whatever it's worth, his phonemic awareness is totally average now! We just did a reeval and I was so thrilled.)

Would love to be at average phonemic awareness, too. How old is your son now? It's great that they caught his phonemic awareness issues right at the beginning of kindergarten.

Mine is in 2nd grade and is low, as noted. They're proposing 30 min of SLP therapy a week, with four new goals, three of which are not related to the phonemic awareness issue. So assuming the time will be spend proportionally (roughly), that's 7.5 minutes of help with phonemic awareness per week.

I just don't see how that will get him up to average phonemic awareness in any reasonable length of time.

[Anonymous]

Anonymous wrote:Thank you so much for this detailed response, PP! I didn't know what to ask for.

You are welcome! For what it is worth to you, the goals I detailed are ones that would be covered in that reading/spelling program I linked to ....www.abcdrp.com.... in the first level, Level A. Just in case you can't get the school to agree that these are needed goals that could be achieved in, say, a year. They really need to be learned, though, as they are the basic foundation of being able to read and spell any word (not just words from a word wall or sight words memorized for a spelling test). Of course additional goals would be needed to cover words with common vowel teams, two syllable words and so on but those goals would be the start.