Reply to Standardized Testing time counts towards IEP hours????

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Reply to "Standardized Testing time counts towards IEP hours????"

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote]I struggle to understand how clarifying in the IEP that services will not be provided during PARCC testing leads to kids not receiving accommodations. It's not like 'reducing the number of service weeks' would be done with no context and while 'accommodations' fall under the rubric of special ed services, I can't recall any accommodations that are associated with specialized instruction. If a kid is getting reduced service hours because no SPED staff are available for specialized instruction/related services, he would still be able to get accommodations. Accommodations don't usually have to be provided by SPED staff.

We have noted in all our IEPs that 'consultations' with the guidance counselors, school psychologists, SLPs, OT/PTs will not be counted as part of service hours. Clarifying PARCC testing would be no different. It would be along the lines of "The IEP team agrees that during the period of PARCC testing, students receive limited instruction. As such, the number of service hours Larlo receives during the period of PARCC (typically 3 weeks in May), may be pro-rated by a factor of X. Once grade level testing is completed, regular service levels will resume."

I'm sure the statement could be crafted better but you get the idea.

So you are asking for it to be reflected in the IEP meeting notes? Both DC and MoCo (the two PARCC jurisdictions I am familiar with) use online forms that don’t have a space that would allow you to write that.[/quote]

I'm in Virginia and in the IEP there is a page called "Present Level of Performance" aka the PLOP page.  This page is also used to document the discussions in the IEP.  I, again, struggle to understand that DC and MD wouldn't have something similar.  Even on the goals pages, there are several places test can be added to clarify, explain, note, etc. things pertinent to that goal.  As a PP said, 'the form doesn't have space' is not a good answer.[/quote]

You write your meeting notes in the PLOP?

In both DC and MD the PLOP page is where you write the present levels of performance, which is critically important information for the next teacher to have, and for the next IEP team to look back on when they determine whether progress was adequate.  I can not imagine using that space to document discussions about anything other than the present levels of performance.

IEP's are challenging enough to interpret when things are in the places designed for them.  Looking at the PLOP, which documents where the child finished skill wise at the end of last year, to find information about something that happens during the course of the school year seems counterintuitive.

I am still confused as to why OP is exerting her energy about including something that everyone knows is true in the IEP, rather than on something that might conceivably benefit her child.  Exerting her energy to get it written down in some random place, where it isn't going to change a child's program a whit, is even more incomprehensible. [/quote]

I don't know what your agenda is -- it's not "incomprehensible" to want to make sure that service hours are clearly laid out and accounted for. Otherwise how can you tell if the hours need to be increased or decreased? [/quote]

If your kid has X number of hours on their IEP, and those X hours are interpreted in the way that your district has always interpreted them, and your child needs more services, because they aren't making the expected progress, then you increase them.  Since everyone on the IEP team, including the parent, clearly knows that the IEP wasn't implemented in the same way during PARCC that it was the rest of the year, writing it in the IEP won't make any difference.

My agenda is to get teachers and parents working together to actually make a difference for kids.  Attacking teachers because they spend their time working on behalf of kids, not changing the way things are recorded on forms, is absurd.  Micromanaging teachers to the degree that they can't use their training and knowledge of the situation to do what's best for kids, can lead down a very bad path.  I've seen it.  [/quote]

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