You will notice that I'm providing our comments without providing the actual IEP draft, only the final accepted IEP. Hopefully this is still helpful for you. The important thing is to get an idea of the extent of communication we have with our team regarding the IEP process. I encourage you put challenge your team to put forward the best possible plan on behalf of your child.
Here is the actual document. Parental comments to the proposed IEP draft
6 years (kindergarten, transition to public school)
Dear Team Leader,
Thank
you for the proposed IEP we have received on March 2014. We appreciate the
time and effort you and the team members have invested in this document. We are
very excited about The Student’s transition to the public school and very
hopeful that The Student will receive the support he needs for a successful
transition and a great year in kindergarten.
Attached
to this letter are our initial comments on the proposed IEP. Please make the
modifications possible at this time and let us know when a new draft is ready
so we can act on it.
Sincerely,
The
parents
March 2014
Parental comments to the proposed IEP for The Student
Lauric
11. Vision
statement (page 4). Please edit the sentence “The team would like to see The
Student advocate for himself, improve his toileting skills, improve
communication with peers and adults” to “The team would like to see The Student
advocate for himself, become more independent, and improve communication with
peers and adults”
22. Accommodations
(page 5)
a.
The Student is not completely toilet trained and
he almost never requests to use the bathroom. The Student requires frequent
scheduled bathroom breaks and reminders to stay dry.
b.
Per The Student’s 3-year evaluation reports and
based on our observation of the inclusion kindergarten classroom we believe The
Student requires 1:1 instructional support during academic activities (writing,
math instruction, independent work) in order to have meaningful access to the curriculum.
Please see:
(1)
OT report page 6 - “The Student’s organizational
skills and his ability to work independently are not functional for school
performance: “The Student has difficulty
with initiating, organizing and completing tasks. The Student needs frequent
reminders to keep working.”
(2)
Educational report page 2 - “During times The
Student is required to write in the classroom, he works one-on-one with a
teacher to help with focus and organization. Without this support, despite his
knowledge of letters, The Student has a very difficult time with writing
tasks.”
(3)
Educational report page 3 - ” As the demand of
the task increases, The Student’s attention wanes and increased encouragement
or restructuring of the activity is needed.”
(4)
SPL report page 2 - “The Student needs
repetition and explicit instruction in order to recall and connect newly
learned information with concepts that are already known.”
3. Goal
2. Speech and language
a.
We believe The Student should work on retelling
familiar stories, including key details. For example The Student should be able,
with support, to tell his peers and teachers details about his home days, and at
the end of the school day The Student should be able to talk about his day and
provide details.
4. Goal
4. Fine motor
a.
The Student should continue working on lacing
strings through holes as per current IEP.
5. Goal
8. Mathematics
a.
The Student should be supported to achieve the
same benchmarks in math as his kindergarten peers. He is already working on
many of these benchmarks and should be able to make significant progress
towards a more challenging goal. In addition to the existing benchmarks, per
the kindergarten curriculum provided by the kindergarten teacher, we believe
this goal should also include:
i.
The Student will be able to count 0 - 100 in
sequence.
ii.
The Student will be able to skip count to 100 by
tens.
iii.
The Student will be able to name/model/draw
shapes and identify them as 2D/3D.
63. Service
Delivery
a.
It was discussed during the IEP meeting and
recorded in the Summary of Meeting for Proposed IEP that the whole team
(teacher, therapists, and special educators) will meet for team consultation
1x15 minutes per week. This needs to be
added to the IEP.
b.
The Student should receive most of his speech
therapy in the classroom, as it was previously reported by his previous speech
therapist, and his classroom teacher that he is not generalizing skills from
the pull-out therapy into the classroom (see the 2013 annual IEP report). At a
minimum, the current schedule, 2x30min in the classroom and 1x30min pull-out,
should be maintained. Given The Student’s poor evaluation results, especially
in social pragmatics and speech intelligibility, we believe The Student would
benefit from an additional 1x30min in classroom session for a total of 3x30min
in classroom and 1x30min pull-out therapy.
74. Additional
Information
a. For
consistency in service and to minimize The Student’s stress in interacting with
new adults, we believe the 1:1 staffing support during transitions, lunch and
recess should be provided by one of at most two people previously designated
for this service. This will allow The Student to get familiar and comfortable
with the staff person providing the service and will allow the support person
to get familiar with The Student’s communication issues.
85.
While the team has agreed that various AAC
strategies should continue to the probed during a trial period, the IEP
contains no clear plan for such a trial. Please see the attached Assistive
Technology Trial Planning Form intended to guide the IEP Team through the
process of considering each student’s need for Assistive Technology. We believe
the trial should be implemented in the classroom and the time allocated for
this trial should be separate from The Student’s other therapies to make sure
it doesn’t negatively impact The Student’s progress towards his goals. We
understand that the successful implementation of the trial may not be possible
while The Student is enrolled at TEDCC, but a trial plan should be in place for
September.
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