IEP Progress - Zero

[Anonymous]

In looking at the second quarter compared to the first quarter in terms of progress on IEP goals, there has been none (ADHD/Dysgraphia support). Do we call for a meeting?

As a side note, the school was asked for recommendations for private school since we are not sure what we are doing next year. I am paranoid these days and wonder if they figure they don't need to focus as much time on my son since he may be out of their hair next year? Honestly, affording private school is a stretch, but the inclusion model does not seem to be working for him.

[Anonymous]

I don't know about you specific situation but when my first grader was not progressing as well as I expected (barely at all) they called a meeting quickly and revised his plan and did more testing also. He is now doing better. Still a slow progression though. but I do feel like school is doing a good job.

[Anonymous]

Anonymous wrote:In looking at the second quarter compared to the first quarter in terms of progress on IEP goals, there has been none (ADHD/Dysgraphia support). Do we call for a meeting?

As a side note, the school was asked for recommendations for private school since we are not sure what we are doing next year. I am paranoid these days and wonder if they figure they don't need to focus as much time on my son since he may be out of their hair next year? Honestly, affording private school is a stretch, but the inclusion model does not seem to be working for him.

OP - was there progress in other past quarters, or is the IEP new?

I would not jump to conclusions just yet. Our kids progress at a slower rate, and it's sometimes difficult to see it from quarter to quarter. That said, I would absolutely call a meeting. If inclusion isn't working for him, are you open to considering actual special ed classes?

[Anonymous]

It is new as of the beginning of this year.

His inclusion class is chaos which is the problem. His ability to focus is definitely hindered by the others in the class, and I am sure, vice versa!

[Anonymous]

Ask to see the data, and yes call a meeting. Document your concerns over lack of progress and ask a lot of questions about what interventions they are doing, who is working with him and when.

[Anonymous]

You can ask but when we asked they were so unhelpful that we dropped the IEP as it did more harm than good and wasted our time. It absolutely may be the classroom environment as many are large and chaotic and they use centers vs. actual teaching and structure. Some kids need more structure than others. I'd do private services if not private school or both.

[Anonymous]

Anonymous wrote:You can ask but when we asked they were so unhelpful that we dropped the IEP as it did more harm than good and wasted our time. It absolutely may be the classroom environment as many are large and chaotic and they use centers vs. actual teaching and structure. Some kids need more structure than others. I'd do private services if not private school or both.

Yes, this.
After 3 years of an IEP and the lack of real progress, we are on our way to private. Chaos and classroom environment has been our biggest issues too, among others. It has felt like a waste of time.

[Anonymous]

Anonymous wrote:You can ask but when we asked they were so unhelpful that we dropped the IEP as it did more harm than good and wasted our time. It absolutely may be the classroom environment as many are large and chaotic and they use centers vs. actual teaching and structure. Some kids need more structure than others. I'd do private services if not private school or both.

Are you thinking special needs private or regular private?. Do you disclose the diagnosis if it is a normal or christian private? I too think my child would do soo much better with sitting at a desk facing a board instead of all these constant transitions with stations and group work but worry that he wont truly get a fresh start if they know about his dx and prior struggles.

[Anonymous]

As a special ed teacher, I hate all the constant centers and transitioning. I would ask for the counselor to do an observation in the classroom, and then another one in the pull-out setting, (assuming there is one), to see if there is a difference in time on task, etc. I am at a well-regarded Fairfax school, where they seem to think it is important for the kids to all be included for the main part of instruction, but some kids can’t focus in that setting. I think administrators need to hear that this workshop model is not working for every kid. I would have an IEP and point out the lack of progress and ask for more special ed hours and specific instructional programs or groups to be put in place.