|
|
Post by StrugglingAgain on Sept 24, 2004 16:31:59 GMT -5
Well, having had two older children who made wonderful grades, it's not surprising that I don't know how to do this. Maybe my child does need a tutor! Anyway, he brought home his math test that we studied hard for, and made an F. I want to get busy with this IEP quickly before the year is half gone or before I go crazy. If a child has an IEP, how does he/she progress through the grades; like from third to fourth grade? I honestly think he tries, but makes silly mistakes that makes the answer wrong. I just want to do whatever it is so he can feel good about himself again. If there's an IEP will he be out of the classroom alot? I feel so badly for him.....what a rough road. Anyway, how do I go about getting the ball rolling?
|
|
|
|
Post by rosyred45 on Sept 24, 2004 19:15:05 GMT -5
I don't know alot about IEP's, BUT don't be afraid of him venturing out of his "regular" room. This year we have 2 kids that go out of their classes as per their IEP, and it is the best thing for them. One boy is only add, but his self esteem has greatly rose since he started to go to the other classroom. They aren't teasing him, naking fun of him, it is a SMALLER class size, which is perfect.
The other boy is adhd/aspergers/dyslexic/something else, but I feel bad I forget exactly.....BUT IT IS THE BEST THING FOR HIM.
Mikey doesn't go out of hte class, and he lags because he can't stay organized enough for the regular room. But he doesn't qualify for and IEP because they have found no other LD's.
I'll look around for you, but see if the 504 ideas that you got the other day can be put in there too.
They are truly worth the fight. I have seen a 100% turn around in attitude/oppositional/sacrastic/ and other behaviors from these two.
Good luck
|
|
|
|
Post by eaccae on Sept 24, 2004 21:22:59 GMT -5
The first step is to request in writing a full evaluation as you are interested in pursuing an IEP for you child. You can ask for a full evaluation along with tests specific to certain areas of concern you might have.
The school will set up a meeting with a team - usually the principal, the parents, the teacher, the school psychologist and the specialists where they formally discuss your request. After that they do testing on your child to see if he qualifies for any special ed. If he doesn't then he won't qualify for an IEP but he MAY qualify for a 504. A 504 is a set of accomodations that you and the teachers/specialists agree upon for you child that the school is responsible for implementing - it just doesn't have the special ed aspect.
We just got a 504 for this year (we have been asking for one for 4 years . . . ) - anyway - this year we have accomodations set up - longer time limits on math tests - he can do the work but it takes him much longer; extended time on writing assignments on an as needed basis; extended time on the Connecticut Mastery Tests . . . - these are the types of things we have. I know people that have limits for the amount of homework sent home. I'm sure in the future we will have no grading based on spelling for the higher grades (DS can ace every spelling test but he can't apply spelling into his writing).
Anyway - the best thing to do is get the letter to the office (I usually hand deliver them) and that will get the ball rolling.
Let us know how it goes!!
|
|
|
|
Post by tridlette on Sept 25, 2004 10:43:22 GMT -5
www.wrightslaw.com/this is a spectacular web sight to help you navigate the whole process of IEP's. It takes a few days to really digest the tutorial, but it is extremely worth it. home.insightbb.com/~eisresources/files/Interventions%20Main.htmthis web site is from a member of our old forum. She posted this from her school district and it again has some incredibly helpful ideas for incorporating into an IEP or 504 service plan. Good luck! Laurie
|
|
|
|
Post by StrugglingAgain on Sept 25, 2004 19:30:37 GMT -5
What a wonderful group of people you are! Thanks so much for all the information. I've just spent over an hour reading the sites you gave me, tridlette! There are many, many suggestions that may help us. I've been resisting a 504 (I don't think he qualifies for an IEP), but I'm about ready to give in. We canNOT continue to cry, yell, scream, etc. every evening over his school work/homework. I've been a member of this site, or the one that had to shut down, for several years. All of you have been so helpful....any problem I had, one of you had already been there! Each time I wrote I felt like there was someone going to help...and you did! I'm going to swallow my pride and get my little boy some more help!!!
|
|
|
|
Post by Linda on Sept 25, 2004 20:08:09 GMT -5
strugglingagain....you go get em girl!!!!!Don't give up !!!There is help for your boy...advocate for him....Linda
|
|
|
|
Post by rosyred45 on Sept 27, 2004 10:46:58 GMT -5
((((((((((hat and broom))))))))))) Here's this is case you need it  |
|
|
|
Post by StrugglingAgain on Sept 27, 2004 12:46:51 GMT -5
Oh thank you so much for the offer of the hat and broom. The problem is, I think I need my own because this may be a long and drawn out affair! I spoke to the asst. principal on Fri. and she said she'd have the teacher call me...well, she has yet to do that OR to email, so I'm fixin' to write another email, I guess. I don't even know what the specific problem is...tests, classwork, homework? Much less, what subject(s) she's referring to. I detest confrontation, so this is very hard for me. I know, I know, there's no better reason! I'll keep you posted.
|
|
|
|
Post by rosyred45 on Sept 27, 2004 13:50:13 GMT -5
We all hate confrontation, believe me, especially when it comes to our children. I know others have been afraid that the teacher would take the frustrations out and be unfair to the children. BUT don't worry, you can keep my broom and hat til your comes in. Oh look here's yours I just ordered it (((((((((((hat and broom)))))))))))) (now when you ask if I lost it, yes, my mind is out there somewhere ao if you come across it please return it ) Make sure to keep track of everything you send and document the outcome. Write down who you spoke with, what it pertained to an dif it was followed up. I have a folder just for Mikey's referals to the office, his report cards, doctor's dx, and his 504 plan. That way I can add to it and pull things right out. Oh my lord, I sounded organized there for a minute :oJust kidding. I woul dhave the same thing for Tara if she were in this situation too, but I do have all of her report cards together. Good luck and (((((((((((strength)))))))))))) to you |
|
|
|
Post by Sorka on Sept 27, 2004 17:17:50 GMT -5
Let's see.. www.tourettesyndrome.net has some GREAT legalize letters that light the fire under their bottoms! The request for records alone got me a personal call from the district office! And the attention of the superintendant.. Just go to the tutorials link.. I will double check real quick.. Ok actually down at the bottom of the page is an Advocacy link. That takes you to a whole bunch of information and there is on the right a Self-Help Tutorial that you can print out and pour over.. it is the BEST!! And it has all the letters you could need.. like I said to get their bottoms moving.. because it already sounds like they are dragging... Hope this helps! Denise |
|
|
|
Post by StrugglingAgain on Sept 27, 2004 19:24:56 GMT -5
Oh maaaaaan, now I need more advice..sorry! My little boy was in the principal's office again today for hitting. This zero tolerance is really hard for him...they can't just be little boys anymore. Anyway, now I've called his child psychiatrist and we're going to add the med Risperdal to his repertoir of meds. He took it last year during the school year for aggression, but I was hoping we could go without it. THAT's what I get for thinking! Now for the advice I need......the teacher is suggesting he have a tutor once a week for 30 min. Well, good grief, what's thirty minutes going to do for him? IF he's going to do it, let's do it at least twice a week! He came home this afternoon with a "pre-test" in math. She wanted to see how much they already knew, etc. No grade was taken and the teacher told them if they didn't know the answers to put a question mark beside the problem. He put a question mark beside every single one of them!!!!!! SO (aggravated), I made him SIT and we went to work. Would you believe he could work every one of them!!!?? Now what?? It's as if he's just being stubborn at school, or he wants to fool around instead of doing his work, or he wants someone's undivided attention! Gads! The child isn't my only child, but the only one at home, so he gets plenty of one-on-one at home. I adore him and we do everything together....what can I do about this nonchalant behavior at school? I just want to shake him and ask him what in the h*** is he doing!!! How do I get him motivated at school if I'm not there? I wonder how he'd like it if I plunked my rear in one of those little chairs and sat right next to him all day (maybe with my hat on and broom in hand!)! Any ideas, Ladies??
|
|
|
|
Post by adhdtimes4 on Sept 27, 2004 22:39:37 GMT -5
My husband has threatened to do this to our sons - even in HIGH SCHOOL. You talk about straightening up a child's act! They KNOW my husband means it. (I'm not sure my husband would be able to sit still, however!)
|
|
|
|
Post by rosyred45 on Sept 28, 2004 8:59:52 GMT -5
(I'm not sure my husband would be able to sit still, however!)  I know mine would be worse, hense why I plan all of the meetings during the morning hours Back to the hitting: Mikey had/has a big problem keeping his hands to himself. Actually, alot of the kids are still pretty ansy, so when I line them up, I make sure to not put the ones together that I KNOW will be going at it. And I also asked them what they thought they could do to keep their hands to themselves. Their own ideas: -Put your hands in your pockets -Fold your arms like you are pouting -put your thumbs through your belt loop -fold your hands in front of you or behind you -keep them straight down, like a soldier (usually doesn't last long) But this is their ideas and they remind each other, so it's been pretty good so far, haven't had too much trouble. We did the same thing with Mikey, if he felt like he was going to touch someone -or hit or what ever, he had to separate himself and would fold his arms. |
|
|
|
Post by AnneM on Sept 28, 2004 15:21:38 GMT -5
{{{Strugglingagain}}} .... I honestly don't think your boy could have a better Mom than you .... and it sounds to me as if your boy is definitelya prime example of the gap between "potential" and "what is actually happening" .... It is clear he is extremely bright and able to easily grasp the concept of school subjects ... (which incidentally is unlike my own son who has unfortunately never been a fast learner) .. But to get your son to actually put his effort into SCHOOL itself ... Hmmm ...  A tutor MIGHT just help to fill that gap .... although I agree .. 30 minutes a week is NOT a great help ... if you are going to go that route (which I think COULD be a good one) then at least make it a worthwhile amount of time ! ... BUT if you were to find that the 30 minutes was in any way beneficial would there be a possibility of increasing this time? i have a (grown up) friend who is very successful ... he says the BEST thing his mother ever did for him whilst he was growing up was to get him a tutor in maths. (although he didn't see it at the time!) ... Apparently this tutor pulled him up from a Grade D to a Grade B in maths ... Quite a significant step!! ... Please keep us posted ... we are right behind you and your young son !! ... TAKE CARE !! |
|
