Yes, send home anything! It is helpful to know where DC is fitting, if at all. Also, helps to learn DC learning pattern. IEP meetings are difficult simply because reality comes crashing back. Many times I forget about differences, but the IEP reminds me. It is not hateful nor are the teachers, but it feels almost as though I must grieve for my lost child again. I cry at every single meeting. I don't care, it is my DC and I can cry if I want too.

Anonymous wrote:

Anonymous wrote:As a new special education teacher, I want to ask parents out there if you would prefer your teacher sending home a draft of the "present levels is performance" section of the IEP. You could read through it at home and see if you had any questions. If not, most of the meeting could be spent talking about goals and accommodations instead of repeating information you've already heard through conversations with the teacher, counselor, etc.

This is standard practice at our MCPS ES. I see everything before the meeting so there are no surprises.

Same at our FCPS ES. We're also in close contact with the teachers so we have a fairly good idea ahead of time where the kids' strengths and weaknesses are. We're very appreciative of the relationship we have with the teachers and their willingness to communicate so frequently. It makes it so much easier for us and the IEP meetings less stressful and focused on goals/accomodations/service levels.

Anonymous wrote:As a new special education teacher, I want to ask parents out there if you would prefer your teacher sending home a draft of the "present levels is performance" section of the IEP. You could read through it at home and see if you had any questions. If not, most of the meeting could be spent talking about goals and accommodations instead of repeating information you've already heard through conversations with the teacher, counselor, etc.

This is standard practice at our MCPS ES. I see everything before the meeting so there are no surprises.

Sorry, that should read "present levels of performance."

As a new special education teacher, I want to ask parents out there if you would prefer your teacher sending home a draft of the "present levels is performance" section of the IEP. You could read through it at home and see if you had any questions. If not, most of the meeting could be spent talking about goals and accommodations instead of repeating information you've already heard through conversations with the teacher, counselor, etc.

Anonymous wrote:So, as a psychologist who does testing and writes those reports, what would you have me do differently. I try to focus on strengths as well as weaknesses, and to explain the patterns within those inconsistencies. But if a child has real issues, they have to be explained. And, if I focus too hard on strengths, I'm decreasing the chances that the school will come through with services. Is there an answer, or is it just how it is?

Thank you for asking this question. I think the answer is this is 'just how it is'. It's helpful to have strengths as well as weaknesses. What's really helped me with the reports is some context. For example, my DS tests like the village idiot on intelligence tests because he forgets the question, forgets which button to push, didn't read/listen to the end of the question, etc. (can you tell he has ADHD?). Instead of just noting that his score is so low, indicate the low score may not be reflective of his intelligence/capability because of his impulsivity/poor working memory/inattention, etc. and offer suggestions to mitigate things.