Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Kindergarten is quite different today than it was when you were in K. There are so many more expectations for working, sitting and paying attention. There is very little playing anymore. They have 25-30 minutes of recess, a quick and chaotic lunch and they have to transition in and out of their classroom to other classes. So think about all the standing in line and quiet walking. Think worksheets... that’s kindergarten today in most public school classrooms.

Op here. Thanks for this. My concern is that the learning goals dont have to be grade level expectations. For example, if the end of K expectation is DRA level 4, the teacher can write DRA level 2 as the learning goal even though my child is capable of a level 4. The teacher wont be held accountabile in the same ways if the children with ieps dont meet the grade level expectations. Please correct me if I am wrong.

You are wrong.

There is an IEP team that determines the goals. Not a single teacher. The teacher your child has may not even be on the IEP team.

+1 Also IEP goals have to match the curriculum. If you kid can do grade level work, the IEP goals have to be for on grade level acheivement.

Anonymous wrote:

Anonymous wrote:Kindergarten is quite different today than it was when you were in K. There are so many more expectations for working, sitting and paying attention. There is very little playing anymore. They have 25-30 minutes of recess, a quick and chaotic lunch and they have to transition in and out of their classroom to other classes. So think about all the standing in line and quiet walking. Think worksheets... that’s kindergarten today in most public school classrooms.

Op here. Thanks for this. My concern is that the learning goals dont have to be grade level expectations. For example, if the end of K expectation is DRA level 4, the teacher can write DRA level 2 as the learning goal even though my child is capable of a level 4. The teacher wont be held accountabile in the same ways if the children with ieps dont meet the grade level expectations. Please correct me if I am wrong.

You are wrong.

There is an IEP team that determines the goals. Not a single teacher. The teacher your child has may not even be on the IEP team.

Anonymous wrote:Kindergarten is quite different today than it was when you were in K. There are so many more expectations for working, sitting and paying attention. There is very little playing anymore. They have 25-30 minutes of recess, a quick and chaotic lunch and they have to transition in and out of their classroom to other classes. So think about all the standing in line and quiet walking. Think worksheets... that’s kindergarten today in most public school classrooms.

Op here. Thanks for this. My concern is that the learning goals dont have to be grade level expectations. For example, if the end of K expectation is DRA level 4, the teacher can write DRA level 2 as the learning goal even though my child is capable of a level 4. The teacher wont be held accountabile in the same ways if the children with ieps dont meet the grade level expectations. Please correct me if I am wrong.

Anonymous wrote:

Anonymous wrote:Kindergarten is quite different today than it was when you were in K. There are so many more expectations for working, sitting and paying attention. There is very little playing anymore. They have 25-30 minutes of recess, a quick and chaotic lunch and they have to transition in and out of their classroom to other classes. So think about all the standing in line and quiet walking. Think worksheets... that’s kindergarten today in most public school classrooms.

Doesn't seem right then to claim a child has a disability because the standards have changed. Seems like something might be wrong with the standards not the child. Standards may change but natural maturity and biology not so much.

That’s not the sole criteria.

Often with ADHD, parents notice that the child is a whirling dervish even at 13 months, long before school starts. Or that they struggle with non-school family time activities and outings. My kids were both tested for hearing issues in toddlerhood because they were so daydreamy. Interestingly, the younger one has laser focus during lessons and tests, but is on another planet otherwise.

Anonymous wrote:Kindergarten is quite different today than it was when you were in K. There are so many more expectations for working, sitting and paying attention. There is very little playing anymore. They have 25-30 minutes of recess, a quick and chaotic lunch and they have to transition in and out of their classroom to other classes. So think about all the standing in line and quiet walking. Think worksheets... that’s kindergarten today in most public school classrooms.

Doesn't seem right then to claim a child has a disability because the standards have changed. Seems like something might be wrong with the standards not the child. Standards may change but natural maturity and biology not so much.

Anonymous wrote:Yes. If you are in a public school, the IEP will continue. I’m surprised you haven’t done a transition IEP. In Fairfax County, the preschool and kindergarten teachers have an IEP meeting with the parents in the spring.

Piggybacking off this question, what is Fairfax County preschool like? In general, who qualifies to attend? I think my son has a condition that may make him eligible to attend (he’s only 18 months now so he’s not old enough yet) but I’m wondering if putting him in a private preschool would be just as good/helpful for him.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:But can I cancel the iep after preschool before kinder? Will his Kinder teacher or principal be made aware that he was in special ed preschool if I cancel?

You can refuse the IEP services, but the file will follow your child.

And if the school thinks that your child needs services to be successful, they can take you to due process to keep the IEP in place.

Op here. Thanks. I am not ashamed just concerned about the differences in teacher accountability and learning expectations. I believe it is only the initial consent of services that can be refused without due process right? This is such a big decision and I dont want to make it lightly.

You can withdraw consent for the IEP at any time. But I reccommend not to do that. Instead, if you think your kid no longer needs it, gradually fade out the supports. I also would keep the IEP the same through pre-k and beginning of K. Expectations go up at the start of each year, so you don't want to drop support right when he needs it most. A few months into K, you can consider fading if he is doing well.

OP, teacher accountability is greater if your child has an IEP. I teach students with SN in an inclusion classroom. I have to document everything:
pre-assessment
learning goals
Differentiated instruction and assessments
Time on task
Frequent breaks
Attention clues
Informal assessment during learning
Formal assessments
Root cause analysis
Reteaching
Reassessment

If there is the slightest evidence that I dropped the ball, I will be roasted over live coals. I am not held accountable in this way for any other group of students such as 504, FARMS, or ELLs. I make sure everyone’s needs are met, but only an IEP triggers this paper trail. If you, as a parent, want to ensure accountability, the IEP is a good tool.

Kindergarten is quite different today than it was when you were in K. There are so many more expectations for working, sitting and paying attention. There is very little playing anymore. They have 25-30 minutes of recess, a quick and chaotic lunch and they have to transition in and out of their classroom to other classes. So think about all the standing in line and quiet walking. Think worksheets... that’s kindergarten today in most public school classrooms.