No longer eligible for Special ed

[Anonymous]

OP - If there are skill areas where there is a question of DS now not needing an IEP, I would ask for monitoring or consultation services under his IEP at least through the first two quarters. Kindergarten is like first grade was maybe a decade ago as there is evaluation the very first week of school and everything in skills from complete no readers to early readers on1st or 2nd grade entering. There can also be demands on a teacher of ESL students with little or no English even with pullout time and/or included students with an IEP with various learning or behavior challenges. Imwould suggest keeping an active IEP for monitoring as so many unknowns of how DS will do. Staff or you could reconvene at any time to end it or strengthen the IEP, but once it ends, a lot harder to get it reinstated.

[Anonymous]

Anonymous wrote:OP - If there are skill areas where there is a question of DS now not needing an IEP, I would ask for monitoring or consultation services under his IEP at least through the first two quarters. Kindergarten is like first grade was maybe a decade ago as there is evaluation the very first week of school and everything in skills from complete no readers to early readers on1st or 2nd grade entering. There can also be demands on a teacher of ESL students with little or no English even with pullout time and/or included students with an IEP with various learning or behavior challenges. Imwould suggest keeping an active IEP for monitoring as so many unknowns of how DS will do. Staff or you could reconvene at any time to end it or strengthen the IEP, but once it ends, a lot harder to get it reinstated.

Read the post at 12:20 yesterday. This is NOT OP's issue.

She's deciding whether to start services for a preschool child, or trying to find out if people think the services are any good.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Anyone have a preschooler who progressed enough with the county special education services such that he no longer needed any services by K? I'm trying to gauge the effectivesness of county services.

My son was in PEP for 3 and 4. During his annual review in PK 4, he was given an academic assessment. Based on the results, he would no longer eligible for his IEP. I had significant concerns about going to K without an IEP. He has ASD/AnxietyADHD and Mood Dysregulation.

My kid was not ready to function in a classroom but no longer fell below the county determined threshold. We transitioned to after school social skills and
CBT therapy. This worked ok for K and 1. He fell apart in 2 and it was a disaster. We now have our IEP again and he is in a self contained classroom.

Would you be willing to elaborate on what or why things changed so drastically in 2?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Anyone have a preschooler who progressed enough with the county special education services such that he no longer needed any services by K? I'm trying to gauge the effectivesness of county services.

My son was in PEP for 3 and 4. During his annual review in PK 4, he was given an academic assessment. Based on the results, he would no longer be eligible for his IEP. I had significant concerns about going to K without an IEP. He has ASD/AnxietyADHD and Mood Dysregulation.

My kid was not ready to function in a classroom but no longer fell below the county determined threshold. We transitioned to after school social skills and CBT therapy. This worked ok for K and 1. He fell apart in 2 and it was a disaster. We now have our IEP again and he is in a self contained classroom.

Would you be willing to elaborate on what or why things changed so drastically in 2?

PP--I can't say it was any one thing. In K and 1, teachers were more tolerant of his behaviors and emotional outbursts. There was less sitting and more movement. He seemed more flexible then as well. By 2nd, there were expectations in the classroom that he just couldn't meet without extensive support. As the expectations got bigger and he was not able to meet them, his frustration grew and his tolerance decreased. He didn't have the emotional regulation skills to identify big problem vs little problem. Everything was a big problem and his response was always a response appropriate for a big problem.

[Anonymous]

Anonymous wrote:School therapies are designed to help a child function at school. So if there's a specific issue that therapy could address, then they qualify, but if not, then you should find private providers.

Depends on the school. We asked for them to help our child function at school and none were catered to the school needs but rather my child was placed in a group of 6 kids with hugely varying needs and was given services based off the lowest functioning child. My child's academics and needs were vastly different from the other kids and they provided no services and refused when we asked to make them classwork specific. In theory, they are supposed to.