[tri-med] IEP report

Well it only took 2.5 hrs (not considering all the hours of prep I did) and
then another half hour of talk in the hall way but we did it. I think.  :-)

Test result wise Alex's biggest challenge is processing and that affects
test results on those timed tests. They have him at a verbal IQ of 85,
performance IQ of 69 and a full scale of 75. So he's remained consistent for
the past number of years in terms of their testing of his IQ.

His scores in other areas show huge jumps in the sub groups. He can range
from a GE of 4.4 to 7.7. Because of the processing issues it inhibits his
automatic responses (ie: multi tables, prev info) as he has retrieval
issues. Basically their testing was in the ball park with Sylvan on the
reading issues. And nobody got their shorts in a knot because the Sylvan rep
was there. We DID get the dir of spec services as a result of my letter.
;-)

For the most part I was happy with our accommodations but not happy with
their goals. But then, they've been somewhat nebulous all along. They think
the goal of attaining hs graduation is enough under goals.  :-(

I'm happy with the classes we've gotten worked out. They are all classified
General Ed but 2 are going to be team taught and the gen ed Lit and Comp
class will have a support class with it for Alex. Alex wants as much general
ed as he can. When he was asked why his reply was because most of the spec
ed students are goof-offs. So it's the classmates and not the courses that
bother him.

Alex attended the last half of the IEP (first time). He was asked his
opinion a few time and he also voiced some questions.

I only cried once when the school psych was explaining to Alex about testing
scores we'd covered just before he arrived. The way she did it....brought a
tear to Jim's eye too. She gave good news, then the not so good results and
why (you have a brain that was wired differently before you were born and it
makes some things harder for you) but that he works so hard that he gets
those great scores. She went on  to tell him that when he someday has a job,
and that he will find a niche that works for him, his boss will say "give
that to Alex to do. It may take a day longer but I want it done right". As
the tissues were passed to me I muttered "I'm such a sap" and the Sylvan rep
said "No. Your a Mom". The school psych praised him so highly. As did a few
of his teachers. He is apparently a unique child in the special services
world.   :-)   His drive, persistence, desire to do well and responsibility
are what they pointed out. Jim and I got multiple pats on the back as well.
:-)

We still have a few questions to address about some classes (very minor).
Also a few issues about how things ended up because when 2 conversations
were going on at once (8 adults and 1 child) it got distracting. They also
did the new computer program of record and it wasn't until we after we'd
left that I said to Jim "We never signed anything saying we agree with the
IEP nor do we have a puter print out of it"! I have a call into the dir of
spec ed..............used to be those copies were handed out after the form
was filled out and we got the pink one. I think there's a violation in that
happening somewhere.....................add it to his 3 yr eval being
overlooked/last...........

Once again there is no means for them to address his reading specifically so
Sylvan remains "it". Still may wait and see about trying to push the school
for payment. They did suggest a puter reading program LEXIA that we could
buy. My friend said that the district should pay for it under FAPE (free
appropriate public education) under the extended school year services so
I'll be checking on that. I think that under FAPE they should create a class
for his reading........but that would take lawyers I believe.....and a few
folks I know who are forcing the school district right now have had some
backlash against their students. I'm not quite sure just what to do or how
to go about it. I need to read that advocacy manual and see what all I find.
I do know that if a child needs something (how does one prove need to
justify if one side says yes, it's needed and the other side says no????)
and the school doesn't currently off it (or have $$) that it's too bad,
they'll have to create it. But if you and the district don't agree on what
is "appropriate" how do you force them? Things to ponder for the next few
days as I process all that's happened. I'm emotionally drained and exhausted
with a dull head ache.

Guess I need to go and address dinner............can you say grilled cheese
and soup?!?   :-)

Michelle mom to Alex (14,partial trisomy 14 mosaic) and Molly (11)
MichiganUSA


                  Building ___ooOOoo__ Rainbows
                       www.trisomyonline.org
                  Families Helping Families On-line

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