Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Parents you need to remember there are many other students in your child's regular education class who may have learning needs to such as ESOL and those in the middle average students who just could use a bit of one-on-one personal push, but do not quite have the scores to even merit an individualized look. You are not wrong to want the best for your individual child, but do recognize the demands across the board and also "the right" of each child in the classroom to a FAPE.

OP is there any model within the school where your son could be pulled out for language arts to a small, self-contained setting with a Resource Teacher? Your son is a classic example of the problem with today's education, his IEP places him on one level of reading and writing which is usually the appropriate one given the disability; while the classroom goals or state policy say "All children will....... and so he is trying to keep up on two different planes of learning, which is just very hard to do. And again if the testing is on grade level in terms of reading and related skills, of course he may fail them if has not reached those benchmarks in his core skills. It is a lot of needless pressure on a students wo can learn and master the skills but at a slower pace.

According to the law, only children with special needs designated by an IEP are guaranteed FAPE. FAPE does not apply to every child in a general ed class room. If the OP is trying to prove denial of FAPE, she needs to look at the goals on her DC's IEP to see if they have been met. If they haven't then that is a denial of FAPE. That is why it is important to have IEP goals that are appropriate and do not create a sense of lowered expectations. Under FAPE, children need to make adequate yearly progress and this is determined by the IEP goals. The IEP goal is supposed to be set at adequate yearly progress.

I think that is part of the problem -- how do you define "adequate yearly progress?" It's a different standard than meeting IEP goals. DC has met few IEP goals (has LDs) but is deemed to make adequate progress. It seems if the goals are not being met, there's a problem, but the schools are able to say there's "adequate progress." That's a very low standard in my opinion.

Anonymous wrote:

Parents you need to remember there are many other students in your child's regular education class who may have learning needs to such as ESOL and those in the middle average students who just could use a bit of one-on-one personal push, but do not quite have the scores to even merit an individualized look. You are not wrong to want the best for your individual child, but do recognize the demands across the board and also "the right" of each child in the classroom to a FAPE.

OP is there any model within the school where your son could be pulled out for language arts to a small, self-contained setting with a Resource Teacher? Your son is a classic example of the problem with today's education, his IEP places him on one level of reading and writing which is usually the appropriate one given the disability; while the classroom goals or state policy say "All children will....... and so he is trying to keep up on two different planes of learning, which is just very hard to do. And again if the testing is on grade level in terms of reading and related skills, of course he may fail them if has not reached those benchmarks in his core skills. It is a lot of needless pressure on a students wo can learn and master the skills but at a slower pace.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Parents you need to remember there are many other students in your child's regular education class who may have learning needs to such as ESOL and those in the middle average students who just could use a bit of one-on-one personal push, but do not quite have the scores to even merit an individualized look. You are not wrong to want the best for your individual child, but do recognize the demands across the board and also "the right" of each child in the classroom to a FAPE.

OP is there any model within the school where your son could be pulled out for language arts to a small, self-contained setting with a Resource Teacher? Your son is a classic example of the problem with today's education, his IEP places him on one level of reading and writing which is usually the appropriate one given the disability; while the classroom goals or state policy say "All children will....... and so he is trying to keep up on two different planes of learning, which is just very hard to do. And again if the testing is on grade level in terms of reading and related skills, of course he may fail them if has not reached those benchmarks in his core skills. It is a lot of needless pressure on a students wo can learn and master the skills but at a slower pace.

According to the law, only children with special needs designated by an IEP are guaranteed FAPE. FAPE does not apply to every child in a general ed class room. If the OP is trying to prove denial of FAPE, she needs to look at the goals on her DC's IEP to see if they have been met. If they haven't then that is a denial of FAPE. That is why it is important to have IEP goals that are appropriate and do not create a sense of lowered expectations. Under FAPE, children need to make adequate yearly progress and this is determined by the IEP goals. The IEP goal is supposed to be set at adequate yearly progress.

I think that is part of the problem -- how do you define "adequate yearly progress?" It's a different standard than meeting IEP goals. DC has met few IEP goals (has LDs) but is deemed to make adequate progress. It seems if the goals are not being met, there's a problem, but the schools are able to say there's "adequate progress." That's a very low standard in my opinion.

Anonymous wrote:

Anonymous wrote:

Parents you need to remember there are many other students in your child's regular education class who may have learning needs to such as ESOL and those in the middle average students who just could use a bit of one-on-one personal push, but do not quite have the scores to even merit an individualized look. You are not wrong to want the best for your individual child, but do recognize the demands across the board and also "the right" of each child in the classroom to a FAPE.

OP is there any model within the school where your son could be pulled out for language arts to a small, self-contained setting with a Resource Teacher? Your son is a classic example of the problem with today's education, his IEP places him on one level of reading and writing which is usually the appropriate one given the disability; while the classroom goals or state policy say "All children will....... and so he is trying to keep up on two different planes of learning, which is just very hard to do. And again if the testing is on grade level in terms of reading and related skills, of course he may fail them if has not reached those benchmarks in his core skills. It is a lot of needless pressure on a students wo can learn and master the skills but at a slower pace.

According to the law, only children with special needs designated by an IEP are guaranteed FAPE. FAPE does not apply to every child in a general ed class room. If the OP is trying to prove denial of FAPE, she needs to look at the goals on her DC's IEP to see if they have been met. If they haven't then that is a denial of FAPE. That is why it is important to have IEP goals that are appropriate and do not create a sense of lowered expectations. Under FAPE, children need to make adequate yearly progress and this is determined by the IEP goals. The IEP goal is supposed to be set at adequate yearly progress.

Anonymous wrote:

Parents you need to remember there are many other students in your child's regular education class who may have learning needs to such as ESOL and those in the middle average students who just could use a bit of one-on-one personal push, but do not quite have the scores to even merit an individualized look. You are not wrong to want the best for your individual child, but do recognize the demands across the board and also "the right" of each child in the classroom to a FAPE.

OP is there any model within the school where your son could be pulled out for language arts to a small, self-contained setting with a Resource Teacher? Your son is a classic example of the problem with today's education, his IEP places him on one level of reading and writing which is usually the appropriate one given the disability; while the classroom goals or state policy say "All children will....... and so he is trying to keep up on two different planes of learning, which is just very hard to do. And again if the testing is on grade level in terms of reading and related skills, of course he may fail them if has not reached those benchmarks in his core skills. It is a lot of needless pressure on a students wo can learn and master the skills but at a slower pace.

Anonymous wrote:

Anonymous wrote:Does he have accommodations for the SOLs? Like a reader or circling the answer in the workbook rather than bubbling it? Do you think he knows the material but can't show it on the test or do you think he does not know the material?

What does his IEP include for goals?

My DC is similar he has LDs and above average intelligence. When he was in Elementary school, there were two kinds of things that he was learning. One was the curriculum (math, science, social studies, Language Arts) and one was the remediation for his reading and writing. To access the curriculum we (school and parents) read to him and he dictated any required answers. To get better with his reading he had daily tutoring in his reading program (at school, 2-3 times a week after school with a private tutor and at home). He was pulled out for language arts until 6th grade and writing was addressed there, but we also worked on the mechanics of typing at home.

If you haven't, I suggest you go to wrightslaw.com. They are a great resource and help show what should be expected of schools and how to get a better IEP and how to work with the school.

Yes, he has accommodations.
I will need to review his IEP goals, but teacher says he makes improvement each quarter. His classes are in the general education classroom so he is not getting individualized instruction. His IA makes sure his accommodations are in place and help him highlight text, reread passages, and helps him with math.

Anonymous wrote:Does he have accommodations for the SOLs? Like a reader or circling the answer in the workbook rather than bubbling it? Do you think he knows the material but can't show it on the test or do you think he does not know the material?

What does his IEP include for goals?

My DC is similar he has LDs and above average intelligence. When he was in Elementary school, there were two kinds of things that he was learning. One was the curriculum (math, science, social studies, Language Arts) and one was the remediation for his reading and writing. To access the curriculum we (school and parents) read to him and he dictated any required answers. To get better with his reading he had daily tutoring in his reading program (at school, 2-3 times a week after school with a private tutor and at home). He was pulled out for language arts until 6th grade and writing was addressed there, but we also worked on the mechanics of typing at home.

If you haven't, I suggest you go to wrightslaw.com. They are a great resource and help show what should be expected of schools and how to get a better IEP and how to work with the school.