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Old 12-04-2012, 07:15 PM   #1
irishsharon
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I posted on the disabilities board but have had to replys so far ,so I thought I would ask here, if thats ok. The short version my ds is in a 5th grade inclusion class and he has a major learning disablity in math. He has been coming home with grades of 85-100 and dh and I think he is being over helped.I meet with the teachers this week and was wondering how to deal with this. Dh and I know what are ds can and cannot do. last year and the year before he got a level one(lowest level) on the state tests.Any advise on how to bring this up to the teachers would be great.
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Old 12-04-2012, 07:24 PM   #2
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Is he receiving an adapted curriculum? Extra time, fewer questions, etc??? That would all account for the higher grades. My students that are on an IEP for math get the same work, but they are pulled out a few times a week and the special Ed teacher goes over the work with them again in a small group setting and uses manipulatives with them or whatever they need to be successful.

I would urge you not to pull the plug on the services too soon. It can be very hard to get qualified again. With that said, some students do indeed "graduate out" from services.
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Old 12-04-2012, 07:37 PM   #3
irishsharon
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Originally Posted by #1hoosierfan View Post
Is he receiving an adapted curriculum? Extra time, fewer questions, etc??? That would all account for the higher grades. My students that are on an IEP for math get the same work, but they are pulled out a few times a week and the special Ed teacher goes over the work with them again in a small group setting and uses manipulatives with them or whatever they need to be successful.

I would urge you not to pull the plug on the services too soon. It can be very hard to get qualified again. With that said, some students do indeed "graduate out" from services.
Dh and I think he is being over helped on his tests.We have fought very hard for ds to get the help he needs but if he is getting A's and B's he will not qualify for services. The teachers are not helping him if they are giving him the answers.He is taking the same tests as his peers but he gets more time and has his test read to him as he reads the numbers reversed.
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Old 12-04-2012, 07:40 PM   #4
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Quote:
Originally Posted by irishsharon View Post
I posted on the disabilities board but have had to replys so far ,so I thought I would ask here, if thats ok. The short version my ds is in a 5th grade inclusion class and he has a major learning disablity in math. He has been coming home with grades of 85-100 and dh and I think he is being over helped.I meet with the teachers this week and was wondering how to deal with this. Dh and I know what are ds can and cannot do. last year and the year before he got a level one(lowest level) on the state tests.Any advise on how to bring this up to the teachers would be great.
Maybe he just has really good teachers...and I genuinely mean that. Maybe something just clicked for him and he's understanding the material.
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Old 12-04-2012, 07:44 PM   #5
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Originally Posted by irishsharon View Post
Dh and I think he is being over helped on his tests.We have fought very hard for ds to get the help he needs but if he is getting A's and B's he will not qualify for services. The teachers are not helping him if they are giving him the answers.He is taking the same tests as his peers but he gets more time and has his test read to him as he reads the numbers reversed.
So you are worried that maybe, due to teacher evaluations, etc...that maybe they are over helping him so he gets higher grades so they get better evaluations? I can actually understand that concern, especially if your son's services are at stake.
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Old 12-04-2012, 07:55 PM   #6
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So you are worried that maybe, due to teacher evaluations, etc...that maybe they are over helping him so he gets higher grades so they get better evaluations? I can actually understand that concern, especially if your son's services are at stake.
All I know is that my son has had wonderful teachers who all worked very hard to help him.When we have him do his homework it is very clear what he can and cannot do.If the school district thinks he is doing well he will get no services next year when he goes to middle school.Then when he needs the help it can take months for it to begin. I need his teachers this year to understand that.
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Old 12-04-2012, 08:17 PM   #7
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Is the teacher reading the test to him or is it an aide? If the person reading is not trained on what they can and can help your son with they may be giving hints to help him out. I teach and read test to kids several times a year. I try very hard to not change my voice as I read the test or answer choices. I never ask "are you sure" after a student answers.
I would be very clear when talking to the teacher that you are worried about jr high and your having no extra services.
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Old 12-04-2012, 08:26 PM   #8
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In our state they test the kids to tell if they need the IEP and help it is not based on grades. Even if the child/teen gets all A's they still get help and only the retesting that is done every three years can disqualify them if they test high enough showing they are now on a level with their peers. If a child is getting help in math and has an IEP he gets the help as stated in his IEP. They can get A's and B's because of their needs being met so they understand the work and the teachers are not allowed to feed them answers. If you are concerned just call the teacher or stop in and ask them if because he is getting high grades does that mean he is doing better this year and keeping up with the others. Then ask if because he is getting such good grades will it disqualify him from having an IEP. I really don't think they can do that legally in any state.
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Old 12-04-2012, 09:04 PM   #9
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Remember the IEP and accomodations can be revised. You could request a meeting and discuss your concerns with the teacher, spec Ed teacher, etc. I don't know what state you are in, but consult your rights, and voice your concerns. This could be anything: too much help, too much accommodations, or he could be progressing. Hope that helps!
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Old 12-04-2012, 09:33 PM   #10
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I am a special education director. It seems that he is getting good grades because the accommodations and modifications are being implemented properly. I would be concerned if he wasn't passing because that would be a red flag that the IEP wasn't being followed. A student cannot be discharged because they are getting good grades. A reevaluation will determine if your child will continue to qualify for services. I would ask the teacher how your child is being tested and any changes to the IEP can be discussed at that time.
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Old 12-04-2012, 10:18 PM   #11
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My ds is doing better but you don't go from two years behind to now getting A's and B's in three months. All the IEP meetings I have had for my ds the teachers have had a big part in helping convincing the special ed chairperson he needed certain services. If the teachers are saying he has caught up then I am going to have to prove to the chairperson that this is not the case.My ds will take the state math test again this year but you do not get the results until the summer.If this shows no major improvement I can call another meeting to get services but this could take time. I need to say something but I fear that they will treat my child differently,we can say they won't be hurt feelings cause people to be bitter.I hate conflict but if they are sugar coating how my ds is doing he is the one who loses not them.He is my child forever and theres for 180 days.
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Old 12-04-2012, 10:51 PM   #12
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I am a special education director. It seems that he is getting good grades because the accommodations and modifications are being implemented properly. I would be concerned if he wasn't passing because that would be a red flag that the IEP wasn't being followed. A student cannot be discharged because they are getting good grades. A reevaluation will determine if your child will continue to qualify for services. I would ask the teacher how your child is being tested and any changes to the IEP can be discussed at that time.
This has been a long fight to get my child the right help.He was not meeting his IEP goals in math but the district was not doing anything to help.Dh and I had him tested and showed he has a major learning deficit in math.I was told when he was in 2nd grade that resource room would help.Then he was put in an inclusion class in 3rd and I was told this would be the answer.When he still fell further behind they said there was nothing else they could do but send him to a 12-1-1 class for a child who has a learning disability.At the end of 4th grade he was at a 2nd-3rd grade math level and because I was going to bring a lawyer the special ed chairperson finally agreed to one on one resource room.Ds's new teachers give lots of extra bonus points to boost your grade.Just a side note ds does really well insocial studies and science. His last social studies test he got a 93 ,normal for him in this subject but half the class failed and the teachers let them retake the test. How is this a fair assesment? Also giving extra worksheets to boost your lowest grade are some of the things they do.I'm not sure if its because they where 2nd grade teachers for 5 years.I have fought to hard and I mean hard, to let my child lose his services.I have and never will stick my head in the sand, we have ds do some of the same problems that are on his tests and he does not get even half of them right, that is not good.
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Old 12-05-2012, 05:50 AM   #13
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The purpose of an IEP is to teach a child at his individual level. So he is getting A's or B's at his level, not the level of the class. The work he is doing is probably not the same work expected of others in the class, or if it is the same work, his modification may be that he takes the test one-on-one, receives additional remedial time,etc. My child is gifted, but also LD in writing. So while she was very intelligent and had great ideas, she had trouble putting those ideas on paper. She received help in that area for a couple of years and is now no longer in the program. Depending on the severity of your child's disability he may be receiving just extra help, or a different parallel curriculum. You should talk with his special ed. case manager or teacher about your concerns. The fact that he is receiving good grades with an IEP does not mean he has "caught up" with the class, he is now being graded on work at his personal instructional level rather than comparing him to everyone else in the class.
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Old 12-05-2012, 08:00 AM   #14
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My DS7 is in the same boat, but with reading. He has been 'in the system' since age 3 with a speech delay and the past 4 years with interventions he has improved dramactally from non-verbal to reading at an early Kindy level when he was tested last March.
Well after 2 marking periods this year, he still isn't on par with a mid year Kindy reading level... The teacher gives him a modified spelling test of 6 words instead of the usually 15 and marks very generously his almost illegable work. And he got an '87' for the starting 2 terms of the year. Great - he can do his IEP stuff, but he is in SECOND grade - I need to know how he compares with his peers! I have attended ARDs and conferences, but feel I am speaking to a brick wall when it comes to progress. They seem content to coast his way to being a high school graduate with an 8th grade (or less) reading level. UNACCEPTABLE. He was tested in first grade with an average IQ so he is capable, they are just not pushing him enough.
So we are homeschooling next year and will lose services, but with his ASD and ADHD diagonsis, he could probably get them back if our grand experiement fails. I honestly don't think I can do worse than the school right now.
Good luck, I feel your pain.
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Old 12-05-2012, 09:46 AM   #15
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DS's works on his IEP goals BUT he takes exactly the SAME tests as the other kids in the class because he will have to take the state test just like the other kids.He gets extra time and has his tests read to him those are the only modifications.I feel the teachers are over helping him during his tests.I meet with the teachers tommorow and want to bring up my concerns but dont want them to feel attacked.I really need help with how to bring this up at the meeting and the right words so the teachers don't become defensive.I am very aware of what my ds can do and when we give him the same problems from his tests the next day he only gets half right, something is wrong.
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