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[quote=Anonymous]In December, my 2nd grader was found eligible for SPED services as a student with a Specific Learning Disability as he is not achieving with oral expression, reading comprehension, reading fluency skills, written expression, and basic reading skills and there was a disorder noted with his long-term recall which impacts him in reading fluency skills, reading comprehension, written expresion, and basic reading skills.

He has been identified as a high-risk student for reading multiple times and had a reading plan in 1st grade and again in 2nd grade.  His progress has been really slow, and he is currently reading around a late kindergarten to early first-grade level.  He is working extremely hard and literally uses all of his emotional and cognitive energy during the school day.

We held his initial IEP meeting right before winter break, and I did not consent or not consent to the proposed IEP.  I mentioned I needed the evening to review with my spouse, and we knew how to sign online, but I promptly reached out to express concerns and questions.

The proposed IEP had 1 goal, "Given words in isolation, child will decode words using current taught patterns (VCe, Longer Words, Ending Spelling Patterns, R-Controlled Vowels, Vowel teams, etc.) with 80% accuracy in 4 out of 5 opportunities by (1 year from that date).

The accommodations/modifications offered included preferential seating.

The service offered was "reading instruction, 30 minutes 1 times daily in the general education setting".

When I clarified whether he would be receiving more intensive reading interventions now that he qualified for an IEP, I was told that he is making progress in the small group and so they don't see a need to provide any additional services.....essentially what they said is that he making some progress, so they are going to continue with the EXACT SAME intervention, curriculum/strategies, and service time provided in literally the same group that he was receiving before he was found eligible for sped services that he had already been receiving for 1.5 years while he fell farther and farther behind....I was told that now there would be additional monitoring and we could change some of the approach if it seems like he is not progressing....but we have a TON of data and just reviewed his thorough evaluation that he was not achieving, despite interventions......

I politely said that I would wait to sign the IEP after I reviewed it with my husband that evening, but I mostly needed a moment to collect my thoughts, process it, and then request a follow-up IEP.  I did so the following day and we held his follow-up IEP meeting today.  My husband participated virtually while I was in person.

Everyone was very friendly (honestly it did not feel genuine most of the time) and I asked some questions about exploring a fluency goal (more about gaining reading fluency with text that is below grade level but still would support him practicing and becoming more fluent as he is also gaining decoding skills and I felt okay-ish with their answer.  I also felt okay-ish with their answer about the setting, but when I inquired about the service and requested a more intensive service time, which could involve some additional one-on-one or small group sessions (I wasn't requesting a specific group size, person, or curriculum), I was told no.  The principal asked how much additional time did I want to see and I said just a little and threw out 15 minutes extra a day (but that could be have been compromised to 10 minutes a day or 15 minutes 3 x a day). The principal brought up that any additional time would take away from other things and said that we don't want him doing only reading all day long (massive exaggeration).

I reviewed that this is literally the same supports that he received prior to being found eligible for sped services and the only difference after all of that will be increased monitoring and data collection??? There's no way with their current interventions that he will catch up to being on grade level in the next few years but the gap will just continue to grow.

The principal acted like her hands were just totally tied and we could non-consent to the IEP and then we would hold another IEP meeting in the next 10 days with one of the sped coordinators.....the principal came into the meeting knowing that literally anything I asked for in addition to what THEY came up with, would be refused.  The IEP process is supposed to be collaborative and it was 100% not collaborative at all.

I was very polite through all of it, but remained firm in what I felt he needed (my husband is on the same page). I have close family who are current and retired educators in Arlington/Fairfax, and they were both shocked at his proposed IEP.  I'm going to have to find a sped advocate at this point, which I've wanted to avoid, but my child having their needs met and honoring their motivation and perseverance motivates me to not just give in to something that isn't fully serving his needs.

Sorry for the novel.....any advice? I don't live in northern VA anymore, so I need to find an advocate who serves my area.

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