Anonymous wrote:Anonymous wrote:You could add “and maintain “ at x measurement system (I.e. level, percentage, etc) so you can argue at the IEP that ESY services would be necessary to fulfill the aspect of maintaining. Even better is if you can write specific numbers of levels for specific programs before x date (usually start of following school year) (I.e. will complete 25 levels Language for Learning by DATE achieving 90% accuracy on each level). Here if you write the number high enough where they can’t achieve it during normal school year then esy could be justified. Best to focus on a couple key basic skills and some social skills during summer. It can be short staffed and not always well managed. If you have a 1:1 it can be a great experience though. You might have more luck enrolling in summer camp for social skills and hire a 1:1 to go with them. If you can get specific programs written into IEP such as Direct instruction that can easily be completed by any teacher after a few hours training you will get more out of it too.
Many options, hire a lawyer or advocate if you can afford to.
www.wrightslaw.com
Many thanks, PP, this is very helpful and insightful. Yes, we're considering social skills camps. The kiddo is fairly high functioning (other than social - not interested in peers at all), so it would be hard to justify, and also, if it's a short staffed situation, I'd rather not, we can swing the camps financially.
Anonymous wrote:You could add “and maintain “ at x measurement system (I.e. level, percentage, etc) so you can argue at the IEP that ESY services would be necessary to fulfill the aspect of maintaining. Even better is if you can write specific numbers of levels for specific programs before x date (usually start of following school year) (I.e. will complete 25 levels Language for Learning by DATE achieving 90% accuracy on each level). Here if you write the number high enough where they can’t achieve it during normal school year then esy could be justified. Best to focus on a couple key basic skills and some social skills during summer. It can be short staffed and not always well managed. If you have a 1:1 it can be a great experience though. You might have more luck enrolling in summer camp for social skills and hire a 1:1 to go with them. If you can get specific programs written into IEP such as Direct instruction that can easily be completed by any teacher after a few hours training you will get more out of it too.
Many options, hire a lawyer or advocate if you can afford to.
www.wrightslaw.com
Anonymous wrote:Anonymous wrote:They review this at the annual review or in March/April if the annual has not yet occurred.
The annual has not occurred yet. How does it happen? We request it? They notify us? It's been only 6 months since the initial IEP meeting to establish eligibility/placement/initial goals.
Will they also update goals and formulate new once in March/April for the following academic year? That's more than 6 mo in advance, we do not have a definite idea where he will be at by next September developmentally. Since the goals are very specific, how do we not under- or over-shoot ?
Sorry for idiotic questions, first timer here.
Anonymous wrote:They review this at the annual review or in March/April if the annual has not yet occurred.