EA support

iVillage Member
Registered: 04-28-2005
EA support
10
Tue, 10-18-2011 - 9:44pm

Last year DS was in JK, and had an EA assigned

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Avatar for janx7
iVillage Member
Registered: 11-26-2001
Wed, 10-19-2011 - 9:24am
Hi Stephanie, do you have an anticipated date for your upcoming meeting? Have you requested a copy of the results prior to the meeting so you can look things over and be prepared to discuss the IEP fully at the meeting?

I can see that you're concerned about the loss of the EA and feel that an EA is integral to the success of your son's educational progress, so it is essential that you be prepared before you go into that next meeting if you notice that the EA support isn't on the DRAFT IEP this go round. We all know that budget cuts are making a big difference in a lot of districts - and EAs are being cut or pulled in to different areas for other support - DOCUMENTATION is crucial. Go to last year's teacher and get a letter. Get a note from the EA from last year as well. If you have any medical support from your own evals, use those as support too.

Consider the following: Look at the proposed goals in the DRAFT IEP, can your son meet or exceed the goals without the EA? Be realistic.
Do the goals have enough stretch in them currently to allow your son to grow without the EA?
Could he do well in the classroom?
Would he thrive?
Would he really struggle?
Would there be sufficient support in the classroom without an EA ? If not, these are some of the questions I would probably ask at the meeting:
What supports would be in place in of the EA?
How would Special Ed support that in the reg ed classroom?
How would the classroom teacher accommodate his needs?

I'm sure there are a bevy of others, but those 3 are crucial... I'd also make sure that any goals are specific to your son's needs and not the boilerplate template goals a lot of districts tend to use.

Good luck and best wishes as you wait for the results.

 

iVillage Member
Registered: 10-08-2004
Wed, 10-19-2011 - 3:00pm
The first thing that jumped out at me is this....how did you friend know about what was going on in the SPED class w/ the teacher and EA and your DS?

Next, I most definitley think the eval may affect the amount of EA support, I would ask though to be 100% sure.

Did he miss the word because he just actually missed it or was it for the lack of the EA? I am just playing with the ideas that not only there might be other kids in the class that need the EA but maybe they are trying to see how much your DS can do without the EA? This would help in any eval. they are doing.

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iVillage Member
Registered: 04-28-2005
Thu, 10-20-2011 - 6:27am
I told my friend the situation, and she said that it is common for the officials to note other reasons to move a child (such as safety concerns in our case). She use to teach at this school years ago.

As for the missing the word, he missed it, but if the EA was helping him she would have pointed it out to him. Why would they make him work alone if it is in his IEP that he gets full EA support? He looks to them for reassurance when his answers questions or does tasks (just a nod will do to let him know he is on the right track).

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iVillage Member
Registered: 04-28-2005
Thu, 10-20-2011 - 6:37am
I don't know if DS would meet/exceed the goals. They have such broad goals, for example in junior kindergarten parents are told "by the end of senior kindergarten your child is expected to know most of the alphabet". He has a hard time getting stuff on paper. For example he told me that he knew how spell his friend's name. He sounded out the letters and came up with " R O B E R T", but when I asked him to write it down he has trouble forming the letter to true form. This is where he needs the hand over hand to help him.

The working IEP came home last night and I am to make comments. No where on there does it say anything about the IPad that he is suppose to be working on at school. I'll make a note of the, but is it ok to note that we are awaiting the results of the psychological evaluation. The IEP needs to be returned within 30 days (I believe).

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Avatar for janx7
iVillage Member
Registered: 11-26-2001
Thu, 10-20-2011 - 7:22am
If the district is supposed to be providing assistive technology with an iPad, it should be in the IEP , so I would definitely make a note of it. It should also be under a separate goal (or they could be listing it under a 504 plan - so check with the special ed teacher/director to make sure they didn't file that under a different program)

Since you're awaiting the results of the psych eval, I'd give them 5 more working days to get you a copy of the results to finish their assessment of the psych eval notes, then, if you still haven't received your copy, make a call and request a copy for your review and just say, that you would like to see them so you can be more fully prepared prior to the your meeting on such and such a date.

Going back to the goals - if you find that the goals are still really broadly written, you can ask that they be more explicit in how they will be assessed and achieved. Remember, you're working in draft form at this point. You do not have to sign anything. You can initial saying that you do not approve this goal as it is written - you do not have to go into any specific details as to why.

Good luck and keep us posted. It sounds like you've got things well in hand.

 

iVillage Member
Registered: 02-24-2010
Thu, 10-20-2011 - 4:10pm

Ok is the psychiatric evaluation being done by the school or is this something you are having done by other evaluators?

“Clearly," said Arthur,"you're an idiot- but you're our kind of idiot. Come on.” 
― Markus ZusakThe Book Thief

iVillage Member
Registered: 05-02-2004
Sat, 10-22-2011 - 3:53pm
If the school is providing the Ipad (or even if you are and they approve,) it should be in the IEP. My son uses a word prediction computer and it is listed so that he is able to use it on state testing. Your son sounds young, but if it is something that he will be using down the road in future grades then it should be listed.

Goals are supposed to be measurable. Saying "will know most of the alphabet" is not measurable. They should say for instance "will know 80% of the alphabet". You can ask for them to clarify those if you want. It may make it easier for you all to know if he has completed the goal and is ready to move on to new ones. It would also prevent them from arbitrarily saying "he knows most, he is out of this program" when "most" is defined by them as 51% and you as mastery (more like 90-95%.)

The phyc eval - I am assuming that it is private, which is why the IEP is going on without it. If this is your annual IEP meeting, you can request a delay of the meeting so that you all can incorporate the results when you get them. Or, you can proceed with the IEP, then request another meeting to discuss and perhaps modify the IEP after you get the results. The annual has to be done within a time limit, if they don't get it in, or have in writing that you are requesting to extend the time, then they can get in trouble.
iVillage Member
Registered: 04-28-2005
Sun, 10-23-2011 - 9:57am

The evaluation was offered by our Child Development Centre at our local hospital.

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iVillage Member
Registered: 04-28-2005
Sun, 10-23-2011 - 10:01am
I was also wondering how often psyc. evaluations are needed? Every year? Are they a requirement for every student these days, or just those who need IEP?

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iVillage Member
Registered: 02-24-2010
Mon, 10-24-2011 - 2:02pm

Psych evaluations for the school?

“Clearly," said Arthur,"you're an idiot- but you're our kind of idiot. Come on.” 
― Markus ZusakThe Book Thief