Related Posts
Will your company adopt 4 day work week?
More Posts
How do we feel about JOAN?
Would you want to work till your 60's?
Additional Posts in Special Education Teachers
New to Fishbowl?
Download the Fishbowl app to
unlock all discussions on Fishbowl.
unlock all discussions on Fishbowl.
School psych did not need to put her “opinion “ in the meeting!!!! She is not seeing the child on a daily basis so she has no clue as to how she does in class thru her SPED supports! I would definitely have a conversation with your lead department head and go from there!
The staffing is mostly for Sped to discuss the needs of the student with Gen Ed teacher(s), discuss progress on goals, and proposals for new goals. The proposed goals and any other changes to the IEP are shared with the parents prior to IEP meeting for review. We did the same chain of events when I worked in another state as well.
Not sure about TX law, but we need to show progress/mastery of goals to demonstrate the student no longer requires specially designed instruction. It is a data and evidence based team decision and not something a parent decides (unilaterally).
It’s not common, but parents can withdraw their child from special education services at any time.
Would she make effective progress without sped support? If the answer is no legally she should not come off her IEP.
If she would not qualify (if she tested again) once decertified...she should be decertified. If she truly qualifies, she’d be picked up again with another eval.
What happened to showing evidence of no longer needing services?
If/when PublicEd begins to apply UDL instructional design to instruction/material for all learners (best example being GPS on all of our devices) , these issues will begin to subside, IMHO.
It is not right. The school psychologist cannot make that determination alone. She can only dismiss her Speech Services. She has stepped out of her boundaries and should be reported.
There are three parts to declassifying: 1. The students evaluations show a closure in the achievement gap. 2. The disability no longer “adversely affects educational performance” 3. The student has successfully met his goals. It should be a three prong decision as decided by the IEP team with consideration to the above.
Change of placement and other SpEd related decisions are to be discussed by the IEP team...
Any decisions made during an IEP meeting is a TEAM decision and not solely based on 1 or 2 members. All the data and progress is reviewed and discussed and then a decision is made in the best interest of the student. We are not supposed to be trying to convince anyone or show bias. Having said that, sometimes parents are overruled by the majority as long as the appropriate data is available. Our school psychologists present the results of testing, explain what it means, and offers suggestions as to how to best help the student in their area(s) of weakness. They never try to persuade others one way or another unless other members do not recognize the obvious conclusion(s) based on the data. Sometimes parents want their child to continue receiving services so they can get the extra "help" even if does not warrant the services based on the data. In your particular case, it seems like your student may need to continue to have the services.
Students are not to be exited from Special Education services without assessments to back up the change, in this case, drop, in services. Did the Psych do tri assessments? Did you do tri assessments? Test results are required to justify the decision to drop Special Education services.
There should be FBA and psych tests done to also change them from ebd to anything else, but that did not happen in a couple of cases that with my students! If there is any autism involved that supersedes ebd, regardless of whether they are ebd, so instead of being able to teach the general curriculum we are dealing with behavioral problems all day! Admin doesn’t want to get involved so WE, the teachers, are left hung out to dry and become “the problem!”
It is an IEP Team decision, TEAM is the key word. One person cannot vote them out.
Can a 504 be put in place. With the correct modification and accommodations. Can you also hold a 30 day review to check student progress?
As a teacher in a Life skills class, I agree with the psych. If the only problem she has is with Dyslexia, I see no reason why she cannot attend general education classes with accommodations/modifications in her IEP. Remember we must take into account what is the least restrictive environment. The Case Manager and the teachers should be able to work together to accommodate this young lady.
NMS she was being pulled for math as well. She would be failing without that support.
My thought is that the school psychologist did not have the student’s best interest. She had complained previously that she didn’t want to have to do a reevaluation on her.
We do re-eval every 3 years, but we don’t request testing on most cases
No it isn’t right. I question what the psychologist’s intent and rationale is…
Does that mean she is dismissed from her Dyslexia services as well? I think the psychologist's input should be considered when they evaluate a student. But even then, their opinion is based on a one time observation, and isn't necessarily a true view of how the student performs daily. If dad was already not really thrilled with her being pulled, it probably didn't take too much persuading. If the psychologist knew that and convinced him so that she would have less work to do, that's totally unethical. It isn't about our workloads as educators, it's about getting the kiddos what they need to succeed. I don't think you're overreacting.
Not dismissed from Dyslexia Program only Sped. I agree that everyone’s input should be considered. I honestly feel she didn’t want to reevaluate her so it was an easy out to dismiss her from Sped. The school psychologist complains a lot about being overworked. I understand that as ALL of us are overworked but it doesn’t give us the right to be lazy or not do what’s right!
The school psych's job is to determine with testing if the student continues to qualify for special ed services. No parent should just pull their student without data and that data should come from academic as well as psychological testing. Was that done?
No school psychologist didn’t want to do the reevaluation on her. If that had been done and the kiddo no longer qualified, then I would have no problem.
She’s doing well with Dyslexia Program but Dyslexia teacher wants her to complete the program ending in May 2022. Her grades are ok but that’s mostly from SPED support.
Unless she no longer shows issues with phonological processing, she needs to continue receiving services. Did they determine that she no longer qualifies?
This was never determined and why I thought it wrong to dismiss her.
He can do it. It is a team decision but if the parent wants to do it then so be it, but what is her diagnosis or disability? Is it OHI? or SLD?