Upcoming IEP. Trying to prepare.

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Upcoming IEP. Trying to prepare.
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Sat, 04-08-2006 - 9:57pm

I've got David's annual IEP meeting coming up on Thursday, and I'm trying to prepare myself. I've learned so much about AS and IEPs this year, and THIS time, I don't want to merely accept the one or two weird goals they write up.

I'm planning on asking them to put in a provision for his 3rd grade teacher to get training in AS (now that I have found where CA law specifically says that teachers who have kids with special needs are supposed to have training in the specific disabilities at least annually, and that the district in supposed to pay for it.) Unfortunately, I'm not sure what kind of "training" is available for teachers other that reading a few books and looking at a website or two.

Also, I've had so much on my plate this year, especially with Nathan, that I've let some of David's issues go on the back burner. I FINALLY got organized enough to get organized, if that makes sense, and I created a 3-ring binder full of David's stuff. I found this year's IEP paperwork, and was looking through it. I see that the two goals that were written up are about A) Writing clearly, like putting spaces between words, and B)Staying on task during a written assignment. Yes, I signed it, because they seem like okay goals, but aside from the speech teacher's goals, which were sensible and meaningful, that was all there was. (BTW, I've just paraphrased the goals; they did make them measurable.)

Well, now that I'm a year older and wiser, I realize that there ought to be more. Writing is something he's excellent at in many ways, so it's odd that both of this year's goals were related to writing projects. I'm thinking about what I think he needs, and I'm not sure how to say it. I think he could use some help in self-regulation. Like, sometimes, if he's hot or hungry, or distracted by annoying noises, or who-knows-what, he'll start acting up. But I have no idea what his triggers are in each specific situation, because I'm not there. He has told me that he's sometimes not sure what he's supposed to be doing. He's also got some kind of math anxiety. He's excellent at word problems, but freezes when he has to do basic addition/subtraction on a timed test, and sometimes that triggers some inappropriate behavior. Also, as far as I can gather, he tends to get confused when they are doing something with a parent volunteer. (Art classes, gardening, and other special projects are always taught by parent volunteers).

Up until now, I've been trusting the IEP team (other than myself) to come up with these goals and stuff, but it kind of looks like it's up to me.

He has a short list of supports on this past year's IEP. One of them is a weekly speech class, where he is learning conversational skills and that one is worth keeping. One other support is an hour a day in the resource room (which, as far as I can tell, is just a room that is sometimes quieter than the gen ed classroom, but not always.) I admit, I had forgotten that this is on the IEP, because he does NOT go there every day, or even every week. I'm not entirely sure what they do in there. Apparently, many times the teacher is doing some kind of group activity in there, which makes it hard for David to work.

At the beginning of the year, the IEP team met, and we all discussed how David often needs a quiet place to do his work. There is no place like that at school. (In my day, kids just kept their mouths shut, so classrooms were always quiet, but I digress. ;)) In first grade, he often spent time working in the principal's office, because it's a quiet place, but we all recognized that that wasn't an ideal solution, because going to the "principal's office" is often associated with "being bad" *He* didn't seem to make that connection, but they were concerned that people would see him there often, and draw conclusions. If the principal herself was in her office, she'd let him sit there, and he did develop a comfortable, trusting relationship with her, which is nice. But often, she wasn't in there, or was in a meeting, so that wouldn't work. They tried real hard to find somewhere appropriate, his own special little "office" area, and finally they found a place. I was assured that it was the perfect spot for when he needs a quiet spot to work. It turns out it's the resource "office", which is different from the resource classroom. Of course, there isn't always a teacher there, so it isn't always available. By law, I was told, a student can't be left alone or with a non-credentialed teacher. (I can hear all the eyebrows raising; it sounds weird now to me, too. Maybe I'm remembering that wrong.)

As far as goals go, I'm not sure what to say, because I've never observed him in the classroom. (I'd volunteer, like many parents do, but my 4.5 year old can't handle being in a classroom, and we have no sitter.) This year, I never heard anything from the teacher at all until December. Up until that point, I thought he was doing so well there was nothing to say. Later, I learned that she was trying her best to keep him in the classroom as much as possible, even when he was becoming disruptive. After a while, as I began to understand AS better, and how it affects David, I printed up some info for her. After she read it, it was like a big "Ah-Ha!" moment for her. She seems to understand him much better now. A day late and a dollar short, I guess.

Anyway, sorry to ramble. I keep staring at a blank piece of paper or Word Document, trying to think of something to prepare for this meeting. I've found several websites with sample IEPs for AS kids, but they aren't appropriate for David. I want to have my ideas written out coherently, so it's clear what I'm asking for.

Of course, it doesn't help that every two minutes I'm interrupted. Any thoughts are welcome.

Evelyn (David is 8, AS, and in 2nd grade, going to 3rd next year)

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Sat, 04-08-2006 - 10:31pm

Evelyn, thanks for posting this.


I have a 3 ring binder, too.

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Sat, 04-08-2006 - 10:49pm

Ok, that was long and I just had a beer after a days worth of yardwork, so my focus is even a bit shorter than usual. I will have to take this a piece at a time.

Check with them what is available for training. Also check with your SELPA. Our SELPA (california thing ladies) has multiple trainings on all sorts of things each year. Our district has autism training too. You are northern CA right? Home of Michelle Garcia Winner. If I am not mistaken there are a million conferences, workshops and trainings a teacher could go to up there.

Next, for objectives and concerns, I like to make a chart. In the first collumn I list my concerns. In the second collumn any evidence of those concerns like testing results, report cards, teacher reports, etc. In the 3rd collumn I list if it is an area that needs to be tested or looked into further and any notes that go with that. In the fourth collumn I leave it blank to fill in what we agreed upon at the IEP. I believe (gotta look at my notes) I usually put a collumn in just for me of how I would like to see it addressed.

As for self regulation, totally ask about that. Perhaps he needs a full SI (OT) evaluation and perhaps they can do the Alert Program with him. I am going to address that with Mike this year. We finally have him regulated most of the time with alot of our input, now he needs to learn how to self regulate better.

As for the quiet space and a "credentialed teacher" could they mean even classified staff? Seems to me kids are left under the guidance of classified staff at lunch and recess every day. Aides, lunch staff and noon duties are considered classified staff. They still have to have CPR certification and meet certain criteria and as such should be ok for him to be with one and if that is the case maybe he should have his own aide so that this quiet area is a possibility.

As for the blank piece of paper. Well there is the chart I mentioned, but other than that I would go back to what we learn in grade school and high school. Just start brainstorming. Write everything you think of then organize it later. Brainstorming, rough draft, edit, final...

Renee

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Sat, 04-08-2006 - 10:54pm

Hey guys, if you would like I just wrote an article on organization for our (me and candes) magazine and it is online. It isnt perfect but there maybe some ideas in there.
http://www.asdrendrewolf.org/artlsure/organize.htm

Renee

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Sat, 04-08-2006 - 11:09pm

Renee, that site is awesome.

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Sun, 04-09-2006 - 12:04am

The new cover is incomplete so keep checking. Also there are TONS of great articles in the archives of each section to check out. Many are written by regular posters there. Infact our own LR and Amy are section editors and have articles written by them there too. Wonder if you can figure out who they are..... Valerie also has written some things that are up.. Francine wrote a great piece she submitted to the chicken soup folks that is there...who am I forgetting....It has been tons of fun to do so if you ever feel the need feel free to write something too.

There is a collumnist who is a college student with AS. The next issue will feature a 5 page article about her trip around the country meeting various Aspies over christmas break. I can't wait until it is up.

CANDES get cracking GIRL!!!!

Renee

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Sun, 04-09-2006 - 9:21pm

Actually, I do a little writing for fun.

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Wed, 04-12-2006 - 7:57pm

Renee,

Sorry it's taken me so long to respond with a thank you for all your ideas. So, thanks.

You're right, you *would* think that there would be a million workshops, conferences, and other training opportunities for teachers here in the Bay Area...but man, I'm not finding ANY online. None. Well, okay, two or three things from a few months ago. I've googled every combination of "Aspergers", "training", "conferences", etc I can think of. I went to our SELPA website, such as it is. NR SELPA hasn't quite entered the 21st century, so their website is just a list of phone numbers, and a slightly embarrassing, "Local Plan" document, which seems to be IDEA loosely paraphrased by a fifth-grader.

I'll ask about this at the meeting tomorrow. I hate to think that I'll have to insist that the district/SELPA send the 3rd grade teacher to Texas or someplace for training. I mean, for goodness sake, this is the Bay Area. Unless we want to see snow, or a view that doesn't include a car or someone talking on a cell phone, we shouldn't have to leave the Bay Area for anything at all. LOL! (Of course, because of traffic, you CAN'T leave without a 3 day weekend.) I suppose just having them read a few books would count as "training."

As far as the chart goes, well, I've been working on that. I'm finding that it's tough to do it about school stuff because I've had so little feedback this year about how he's doing (for evidence). Hopefully the teacher will be of some help. The only work he ever brings home are the stories he writes during indoor recess. On his report card he gets 3s, which is below his potential, but I realize that's not important as far as IEPs go.

I'll be sure to let everyone know how it goes. Wheeee!!

Evelyn