|
Post by Mayleng on Feb 1, 2004 12:31:02 GMT -5
Ok, Scotty is getting 504 plan and my initial meeting is Wednesday. They feel he really needs help with organizational skills. Anything I should know going in? What should I push for? They have been very good to us and seem really to want to help Scotty. I'd like to have some ideas.
|
|
|
Post by Mayleng on Feb 1, 2004 13:41:21 GMT -5
Hi Millermom, it's good to know they will be giving him the 504. Depending on Scotty's strength and weaknesses, here are some accomodations (make sure it says Accomodations and make sure they don't modify the curriculum).
You should find out if the 504 means he will also be getting Resource Room help for his writing. He would need OT for that.
I would make sure he has preferential seating, and if he is easily distracted by noise, sit him away from the doors, aircon or heater ducts and sit next to a quiet child who is a good example.
Mikey has RS help for Listening Skills (they practice multiple step instructions etc), and organizational skills and time management (which is what Scotty needs).
Below are a list of some accomodations, you can add others which are more relevant to Scotty.
Sample Accommodations
Physical arrangement of room
Provide preferential seating Stand near him when giving instructions Have the daily routine in writing where it's easy to see Include opportunities for movement in the schedule
Instruction Allow tape recording of lectures Provide a written outline of material covered Use overhead and other visual media with oral instruction Incorporate technology, e.g., computers, calculators, videos Accept typed or word-processed assignments Allow oral or taped assignments Individualize assignments, e.g., length, number, due date, topic Use peer tutoring Teach specific study skills, e.g., organization, note taking
Testing Provide practice questions for study Give open book tests Allow one page of notes to be used during testing Vary format of test Read questions aloud Allow him to respond to questions orally Allow use of technology, e.g., calculator, word-processor Provide extra time to complete test Give parts of test in more than one sitting Allow opportunity to take test in another room or at another time of day Allow him to retake test Give more frequent short quizzes and fewer long tests
Grades
Mark correct answers rather than mistakes Base grades on modified standards, e.g., IEP objectives, effort, amount of improvement, content rather than spelling Specify the skills he's mastered rather than give a letter grade
Homework
Limit homework to a certain amount of time spent productively, rather than an amount of work to be completed Give modified assignments Allow extra credit assignments Allow him to work on homework at school Provide written explanation of homework assignments Select a "study buddy" who can copy assignments or clarify by phone Give reminders about due dates for long-term assignments Develop reward system for work completed and turned in
Communication
Develop daily or weekly home-school communication system, e.g., notes, check list, voice mail, email Mail assignment sheets directly to home Hold periodic student-teacher meetings Schedule regular parent-teacher meetings
I know some of the above doesn't apply to Scotty, but I thought it might help others with older kids who would need these types of accomodations.
Is there anything else you think Scotty needs help in specifically? Mikey has an IEP, so if you find that he needs OT for writing and they don't do that for a 504, I suggest you push for an IEP then. Also the Oganizational, time management and listening skills should be more than the Gen Ed teacher doing it. He will need an Rs teacher to help him work on it. The extra time for tests and homework is important if he needs it. Also if he is having problems copying from the board his daily agenda, then a copy should be provided to him.
Good Luck with the meeting.
|
|
|
Post by Mayleng on Feb 1, 2004 13:51:02 GMT -5
Another thing, this is to do with the tests. Mikey's teacher does it for the entire class (but this can be put in the 504 if the teacher doesn't do it). When it comes to tests, he breaks it into smaller chunks and give it spread out so that the kids don't have to focus for too long. He says, at 2nd grade, all of them would not be able to do a long test. So for the reading test and writing test he spread it out the entire week. Doing one section at a time. The entire class scored well, including Mikey, he was one of the highest (this from a child who couldn't read last June).
|
|
|
Post by Mayleng on Feb 2, 2004 9:05:21 GMT -5
Thank you Mayleng. I have prtinted this out to bring with me. All good ideas. Just what I was looking for. They told me they wanted to address his organizational skills, can they limit it that way? I mean their doctor diagnosesed him. They know all his problems. Will they be wanting to make this as small an accomodation as can be? Or should I drag my big fat education law book to the meeting? They have been great to Scotty and us and seem to really want to help, so I want to avoid any thing turning into a confrontation. My relationship with them was horrid not so long ago and now we are considered highly regarded parents, because of how far Scotty has come. Husband already stopped by their office to say "thanks for doing right by my son, .. because it's only right you help him. Anyone can see he needs some "extras"." This might sound very friendly on a post, but my husband has a way of leaving you wondering if he was being nice or intimidating.
|
|
|
Post by VaMom on Feb 2, 2004 9:13:24 GMT -5
Millermom wrote: Or should I drag my big fat education law book to the meeting? They have been great to Scotty and us and seem to really want to help, so I want to avoid any thing turning into a confrontation. Hi Millermom, I am a veteran of many IEP meetings, and none of them has ever been confrontational. However, I have typically brought books, or some kind of "back-up" with me every time. To me it is just a matter of "doing my homework," not trying to be confrontational with them. I think bringing the book is a good idea. Meetings go better when both sides are prepared. Really, they should not consider it any kind of affront that a parent brings a reference book to a meeting. Now, if you were bringing a lawyer to a meeting, they might regard that a bit differently. Good luck! P.S. to Mayleng -- that was quite a post with the accommodations. Now I see why you are a Goddess.
|
|
|
Post by Mayleng on Feb 2, 2004 21:53:36 GMT -5
Sorry to be responding so late today, my computer was down entire day, and Hubby just fixed it. Millermom, it is better to be prepared. Meetings doesn't have to be confrontational, but the better informed you are and if they know you are knowledgeable, they will treat you better and not fool around with you. You have to look at Scotty, and decide what you think he needs, and see what they offer. If you are not happy with what they offer, then tell them what Scotty needs and why. There is an article on Schwab on 504, check it out at www.schwablearning.org/articles.asp?r=777Good luck on Wednesday and let us know how it goes.
|
|
|
Post by Mayleng on Feb 3, 2004 9:34:40 GMT -5
|
|
|
Post by LurkNoMore on Feb 3, 2004 16:18:35 GMT -5
(make sure it says Accomodations and make sure they don't modify the curriculum). Hi Mayleng, Just wondering why you say make sure they don't modify the curriculum? When I spoke to C's teacher today to set up the meeting, I think she mentioned that phrase...want to know what to watch out for in our meeting next week! Thanks!!!!!!! ;D
|
|
|
Post by Mayleng on Feb 3, 2004 16:28:51 GMT -5
Hi Mayleng, Just wondering why you say make sure they don't modify the curriculum? When I spoke to C's teacher today to set up the meeting, I think she mentioned that phrase...want to know what to watch out for in our meeting next week! Thanks!!!!!!! ;D Luck..., what they don't tell you is with a modified curriculum in the IEP or 504, especially in High School, your child will not receive a Regular High School Diploma. They will just get a Certificate of Attendance which is not going to help them get into College. So be careful, lots of parents did not know this and when time came for College they find out too late that they don't have the requirements needed. The key is ACCOMODATE BUT NOT MODIFIED.
|
|
|
Post by LurkNoMore on Feb 3, 2004 16:44:39 GMT -5
thanks for the quick response Mayleng...I'll make sure that they do not try to MODIFY the curriculum!
The other thing that I didn't get from my phone conversation with the teacher today...she mentioned she hadn't realized how far his academics have slipped and how many assignments he hadn't completed until she did his report card...WHY then isn't she sending make-up work home with him??? His other teachers have done it in the past (and in the past, he has gotten tired of having to do extra homework, so he has tried harder to get things done in school).
Hoping for a productive dr's appointment tomorrow and maybe a med change...
thanks again!
|
|
|
Post by Mayleng on Feb 3, 2004 17:08:45 GMT -5
thanks for the quick response Mayleng...I'll make sure that they do not try to MODIFY the curriculum! The other thing that I didn't get from my phone conversation with the teacher today...she mentioned she hadn't realized how far his academics have slipped and how many assignments he hadn't completed until she did his report card...WHY then isn't she sending make-up work home with him??? His other teachers have done it in the past (and in the past, he has gotten tired of having to do extra homework, so he has tried harder to get things done in school). Hoping for a productive dr's appointment tomorrow and maybe a med change... thanks again! You should figure out why she didn't know assignments were not being completed. You and her need to put something in place to monitor this so that he doesn't get penalized. Either she gives you updates or inform you in a timely manner, so that he can complete the assignments or do makeup assignments. Although we want our ADD kids to take responsibilities for doing their work, it sometimes isn't possible for them no matter what medication they are on. They need a plan in place to help them on this types of executive functions and skills. Maybe you need to go through his bookbag with him, maybe a folder or binder to help him organize his papers and assignments. The teachers and us have to help them stay organized and keep track of what they are supposed to do. Good luck with the Doctor's appointment.
|
|
ksera
Full Member
Posts: 30
|
Post by ksera on Feb 13, 2004 11:42:19 GMT -5
Mayleng--Where can I find out more information on this Modified cirriculum as opposed to accomodating. When my friend called our school system here in New Jersey they indicated that this wasn't the case. They indicated a certificate of attendance was for severe disabled. Could this possibly be true?? Any information you have would be helpful. Thanks
|
|
|
Post by Mayleng on Feb 13, 2004 12:14:09 GMT -5
Mayleng--Where can I find out more information on this Modified cirriculum as opposed to accomodating. When my friend called our school system here in New Jersey they indicated that this wasn't the case. They indicated a certificate of attendance was for severe disabled. Could this possibly be true?? Any information you have would be helpful. Thanks Different States use the word modification and accomodations interchangeably. So you should ask your friend to call your State Education Board for clarification and have them to refer her to some document on what is required to receive a full HS diploma. I would also ask her to write to the school about her concern and get them to clarify. Have everything in black and white, so if they say whatever accommodations or modifications that her child is getting is not going to impact him receiving a full HS diploma, she has proof. When you ask for things in a letter and they have to respond in a letter, they tend to be alot more careful of their answers. I am going to paste some info that I got from Wrightslaw.com on Accomodation versus Modified curriculum. Quote: IV. Accommodations and Modifications 8. The words "accommodations" and "modifications" are both used in the federal statute and regulations, but the precise meanings are unclear. Will OSEP differentiate the two and explain the relationship between them? There is no universal agreement about the definitions of these terms, but OSEP recognizes that there has been an evolution of assessment terminology and increased agreement about such terminology since the IDEA Amendments of 1997. When referring to assessments, the term "accommodation" is commonly used to define changes in format, response, setting, timing, or scheduling that do not alter in any significant way what the test measures or the comparability of scores. In contrast, when changes in the assessment alter what the test is supposed to measure or the comparability of scores, terms such as "modification", "nonstandard administration", "non-approved or non-aggregatable modifications" are often used. However, some States use the terms "modification" or "modified" to refer to changes commonly thought of as "accommodations." The IDEA statute and regulations use the terms "accommodations" and "modifications in administration" in connection with State and district-wide assessment programs and assessments of student achievement. And, the Analysis of Comments and Changes that accompanied the publication of the final regulations uses the terms "individual modifications" and "necessary modifications" as well. However, the definitions of these terms as used in the statute and regulations are not intended to correspond with the evolving usage of these terms in the field of assessment as discussed in the previous paragraph. For example, 34 CFR §300.347 requires that IEPs include a statement of "modifications in the administration" of assessments of student achievement. In this context, "modifications in administration" should be viewed as a general term that would include both accommodations and modifications, as they are commonly used in assessment practice. Further, 34 CFR §300.138 requires that children with disabilities be provided with "accommodations and modifications in administration, if necessary", which would include the full range of accommodations and modifications, as they are commonly used in assessment practice. 9. Can the SEA or LEA limit the authority of the IEP team to select individual accommodations and modifications in administration needed for a child to participate in the assessment? No. 34 CFR §300.347(a) (5)(I) requires that the IEP team have the responsibility and the authority to determine what, if any, individual modifications in the administration of State or district-wide assessments of student achievement are needed in order for a particular child with a disability to participate in the assessment. If the IEP Team determines that individual modifications in the administration of State or district-wide assessments of student achievement are needed, the Team must include a statement of any such modifications in the IEP. In addition, §300.138(a) requires that appropriate accommodations and modifications in administration of State or district-wide assessments must be provided if necessary to ensure the participation of children with disabilities in those assessments. As part of each State's general supervision responsibility under §300.600, it must ensure that these requirements are carried out. States that have developed a comprehensive policy governing the use of testing accommodations (including the conditions and instructions for appropriate use of specific accommodations and how scores are to be reported and used) need to ensure that they are consistent with this IDEA requirement. At the same time, IEP teams need to understand and consider the implications of SEA/LEA policies on the reporting and use of scores in addressing what individual modifications and accommodations are appropriate for an individual child with a disability. SEAs and LEAs should carefully consider the intended and unintended consequences of accommodation policies that may impact on student opportunities such as promotion or graduation (e.g. receipt of a regular diploma, a certificate of attendance, etc.). Parents and students need to be fully informed of any consequences of such policies.A major challenge for assessment programs is how to maintain assessment rigor (reliability and validity of assessments), implement and protect the individual rights of students, and simultaneously ensure that schools teach all children what they need to know and to do (knowledge and skills). Much of the current research on accommodations and modifications is inconclusive, so in many cases the impact of specific accommodations is not known. Continued research is underway, and more is needed. A number of legal principles and concerns apply if a student may be denied benefits such as promotion or graduation because of questionable validation of accommodations. One solution suggested by the National Center on Educational Outcomes (NCEO) at the University of Minnesota is to collect and use additional evidence that allows the student to demonstrate competency in lieu of a single test score. Further information is available from the NCEO (612-626-1530; www.coled.umn.edu/NCEO/). Unquote: You can also probably find more info at Wrightslaw.com, do a search under Modified curriculum Go also to this link :http://www.state.nj.us/njded/code/title6a/chap8/amendment2/ It gives you the HS graduation requirements, and noticed it always mentions the Core Curriculum. That is the key, there should not be the words modified CURRICULUM anywhere in the IEP.
|
|
|
Post by Mayleng on Feb 13, 2004 12:45:44 GMT -5
Also this is a link to the New Jersey Department of Ed Procedural Safeguards. www.state.nj.us/code/titleba/chap14/Basically the highlights are: 7. Beginning at age 14, a statement of the State and local graduation requirements that the student shall be expected to meet. The statement shall be reviewed annually. If a student with a disability is exempted from or there is a modification to local and State high school graduation requirements, the statement shall include:
i. A rationale for the exemption or modification based on the student’s educational needs which shall be consistent with N.J.A.C. 6A:14-4.12; and
ii. A description of the alternate proficiencies to be achieved by the student to qualify for a State endorsed diploma.
and 6A:14-4.12 Graduation
(a) Beginning at age 14, the IEP of a student with a disability shall specifically address the graduation requirements. A student with a disability shall meet the high school graduation requirements according to N.J.A.C. 6A:8-5.1(c), except as specified in the student’s IEP. The IEP shall specify which requirements would qualify the student with a disability for the State endorsed diploma issued by the school district responsible for his or her education.
(b) Graduation with a State endorsed diploma is a change of placement that requires written notice according to N.J.A.C. 6A:14-2.3(e) and (f).
1. As part of the written notice, the parent shall be provided with a copy of the procedural safeguards statement published by the Department of Education.
2. As with any proposal to change the educational program or placement of a student with a disability, the parent may resolve a disagreement with the proposal to graduate the student by requesting mediation or a due process hearing prior to graduation.
3. In accordance with N.J.A.C. 6A:14-3.8(e) a reevaluation shall not be required.
(c) If a student attends a school other than that of the school district of residence which is empowered to grant a diploma, the student shall have the choice of receiving the diploma of the school attended or the diploma of the school district of residence.
(d) If a district board of education grants an elementary school diploma, a student with a disability who fulfills the requirements of his or her IEP shall qualify for a diploma.
(e) Students with disabilities who meet the standards for graduation according to this section shall have the opportunity to participate in graduation exercises and related activities on a nondiscriminatory basis.
|
|
ksera
Full Member
Posts: 30
|
Post by ksera on Feb 14, 2004 14:56:34 GMT -5
Thank you Mayleng for the input. My friend will be check with the State Board and also put her concern in writing. Her daughter is currently in the 7th grade and she definately wants to make sure things are in order. Thanks Again.
|
|
|
Post by drewsmom on Feb 20, 2004 17:59:35 GMT -5
I just had my 6th grade son's IEP today. At present he is in 3 small group classes and2 team-taught classes (reg. ed. & spec. ed teacher). We are thinking of putting him another big class next year. The modification vs. accomodation issue came up. They told me they DON'T modify in the big group classes - as far as shortening the assignment, etc. They would give him more time on test, clarify questions, etc., but would get the exact things that the reg. kids got. I am very worried about the high school subject. Want to make sure he is able to get a diploma, so if he wants to and can that he can go on to college, tech school or something. I need to look into it more, but they were telling me that in Georgia there are 3 things - Certificate of Completion, a Techinical Diploma, which allows them to go to tech school or a 2 year college, or the regular college diploma. Like I said, I'm definetly going to look into this more. Thanks, Mayleng, for the list. I haven't signed my IEP yet and add some of these to it. Deb
|
|
|
Post by Mayleng on Feb 20, 2004 18:18:19 GMT -5
Drewsmom, glad I was able to help. Yes, be careful what is put in your son's IEP if his ultimate goal is College.
Also when a child turns 14, they should do a transitional plan for him in his IEP. So one of the things that could be his goals is that he wants to go to college.
|
|
|
Post by drewsmom on Feb 21, 2004 7:23:33 GMT -5
That's really good to know, since I did hold Drew back in kindergarten, he will be 14 next year the end of 7th grade. Will have to start planning for next year's IEP WAY ahead of time and do some big time research! Thanks for all your help!! Deb
|
|