Mark Halpert
Good question.
It all starts with PLP or Present Level of Performance. If there is an area where your son is under-performing — does everyone agree, and can you turn it into a goal? When a parent comes into the IEP meeting with the Present Level of Performance and a goal written, you have leveled the playing field.

Mark Halpert
All services provided need to be tied to an IEP goal. Schools will tend to offer in house services, most likely with a social worker or a social skills group to address a situation like you describe.

Mark Halpert
You should be sure to bring the following:

• Previous IEP with your comments
  
• Outside evaluations
  
• Your data on Present Level of Performance
  
• Your observations on what is working and what is not
  
• Your spouse, your child and a 3rd party
  
• Pre-written goals — the school will likely have their version and you should have yours
  
• An open mind — sometimes schools and parents will be on the same page and sometimes there is a real clash — be open to a collaborative meeting

Mark Halpert
Private schools are only responsible for 504 plan if they take federal money (for free lunches or other programs). We have found that some private schools will make 504 like accommodations with a collaborate approach and asking nicely.

Mark Halpert
When a school refuses to set measurable goals or will not agree to tougher goals, contact a local parent organization or the Learning Disabilities Association of New Jersey.

I would refuse to sign the IEP and suggest we reconvene when the principal can be there. Objective (measurable) and stretch (challenging, bur realistic) goals are the cornerstone of an effective IEP and do not sign the IEP until you are satisfied.

Mark Halpert
In most states, New York included, tests cannot be read to students where they are trying to test reading but can be read for math, science or other subjects. LD.org has a great Parent Advocacy brief on this topic, Understanding High-Stakes Testing.

Mark Halpert
Schools could do a lot more to help parents:

• First, I think they could share as much as possible about present level of performance before the meeting.
  
• I would like to see the meeting between three or four school personnel and the parents and others--too often we have seen parents outnumbered eight or nine to one.
  
• Encourage both the parents and the child to come.
  
• Set more challenging goals. In business we are not expected to hit every goal nor should schools be expected to do so. We need to collectively set more ambitious goals.
  
• Share resources that are available--Bookshare is a good example.
  
• Expect the staff to be collaborative.

Mark Halpert
Services or placements need to be related to his goals. If your son is progressing far faster than they expected, two questions arise:

• Does his present performance indicate his capabilities may be greater than previous tests indicated and therefore updated testing may be in order?
• Should your child be mainstreamed, probably with support (e.g. an aide) for part of the day?

Both are possibilities -- we favor moving slowly. If mainstreaming is to be done, do it first for one class, then two, making sure he knows what to expect.

Mark Halpert
You may try contacting Council of Parent Attorneys and Advocates (COPAA) for help.

Mark Halpert
Several things including:

• Your copy of last year's IEP with your comments
• Your spouse, your child and a 3rd party -- could be a friend, but an advocate is suggested where the going is expected to be tough
• Present Levels of Performance, this could include:
  • How often your child gets the assignment written correctly in their planner
  • How long homework takes on an average night
  • A Time Log for reading time -- how many hours have you read with your child over the last month
  • Reading Comprehension -- too often we have seen schools say the child is reading OK, when a formal test would show the child is reading two grades below grade level -- we tend to focus on comprehension
    
    
• A draft set of goals. Let's say your child is reading at the 2.3 grade level -- which is two years below grade level; their standardized test score in reading comprehension is at the 33rd percentile; and homework is taking 2.5 hours, when the teacher says it should only take 40 minutes. Ben does not get his assignments written correctly in his planner 8 out of 10 days -- which causes incredible stress. Ben brings home the required books 5 out of 10 days. A good set of goals might be:
  • Ben will be reading at the 4.3 grade level by this time next year -- at the rate of gaining 2 years each year, he will be at the 6.3 grade level two years from now -- or on grade level
  • Ben will pass the Standardized Test for Reading -- which means he will be at the 45th percentile, or pass the Benchmark Tests by April 30th, that will allow him to be promoted to 5th grade
  • The teacher will check every day that Ben has the assignments written correctly in his planner and has the required books every day
  • Ben will only be required to do odd number math problems and will stop if Math is taking longer than 45 minutes
    
    
• When parents bring in a list of their commitments, it often changes the tone of the meeting from a battle to real collaboration. For the above example:
  • Parents will check each day to make sure that Ben has the assignments as complete as possible and has placed the completed work in a place where Ben can find them
  • Parents will read at least 25 minutes a night with Ben 5 nights a week

Mark Halpert
I believe you should. You may have the perception that the IEP was a waste, but until the team also sees that, there will not be agreement. We have seen many cases where the reading gain was .5 years, but the goals of answering questions correctly 4 out of 5 times was supposedly met. This highlights the need for meaningful objective measures.

What if the team does not have Present Levels of Performance for key items? They may not have reading comprehension levels or spelling scores. Spelling scores are not nearly as important. I would preempt the challenge by:

• First asking that schools provide the Present Level of Performance for key items
• Math, Writing, Reading and Standardized Test scores -- with a 3-year perspective, where available
• If they come to the meeting without key material, I would consider either postponing the meeting, or not completing the IEP until the information is provided and the appropriate goals set

Mark Halpert
I ask them how they will assess my child, and they will often say by the Standardized Test Score or a Portfolio Assessment. I then say that if that is how the child will be assessed, then those are the items that goals must be set for -- and invite the principal in for the discussion -- the goals must be objective and need to include the key items.

Mark Halpert
In most cases, the goal has then been set to low. You can go back and renegotiate a different goal.

Mark Halpert
There is too much evidence to support the value of services like Bookshare.

When a child is reading a Social Studies book or a novel, and it is above their reading grade level, how would the school expect him to understand it? These services are included in over 90% of the IEPs we write.

Mark Halpert
The first question I ask is, "Are they being realistic?"

There are times when parents are asking too much, but when I believe the request is valid, I ask for a Notice of Refusal to Provide Services and offer to write it up. Often this results in the school giving you the requested service.

Mark Halpert
You can request an Emergency IEP meeting.

Mark Halpert
The Special Education Professional is right, but you can layout the characteristics of a teacher who would help your daughter to reach her goals:

• Teacher uses a multisensory approach
  
• Teacher responds well when a child asks questions
  
• Teacher encourages children
  
• Teacher communicates effectively with parents

Mark Halpert
I would ask for a Denial of Services letter or write one and have the school sign it. I would send it to the principal first, then the superintendent and finally the State Director of Special Education -- if the issue warrants it.

Schools are denying services at an ever increasing rate and unless parents share the challenge, the officials have no way of knowing how often this is happening and addressing the challenge.

Mark Halpert
Great question. It goes back to the goal and whether the prescribed time is sufficient to help your child to reach the goal One can only push so far, but if they say the services they are offering will not be sufficient you have a real argument -- the key with getting the right services starts with having the right goal.

Mark Halpert
Parents meet with the team at least once a year.

As a parent, I always was in communications with teachers, and I would call for an interim IEP if there was a major issue -- schools need to call this IEP within a certain timeframe -- it is 10 days in Florida. Interim IEPs will become more common when districts do not provide the agreed upon accommodations.

Mark Halpert
LD.org has a great resource on this topic. Be sure to check out Understanding the Standards-based IEP.

Mark Halpert
Yes - a standard diploma will have different requirements and the goals will be consistent with that. The Special Diploma is the right choice for some students, but be careful it may not be sufficient to get federal money for community colleges.

Mark Halpert
The Child Study Team that includes the parent decides what testing is needed. Normally the testing is to qualify a student for a disability and the testing is not biased towards an outcome.

Mark Halpert
An IEP is in place until it is discontinued by the team.

The question I have is whether he can achieve the reading goal without the resource room -- we have found that reading gains or other skills can be achieved better when they are in a resource room.

If the IEP calls for him to be in the resource room, the school should have to involve you in the process of deciding to change placement.

The goals do not need to change.

Mark Halpert
LD.org has articles on both Auditory Processing Disorder and Non-verbal Learning Disabilities For local contacts, you can go to the Learning Disabilities of America Website and find a chapter in your state.

Mark Halpert
Inclusion is not always the best placement. Where a child is not able to keep up with the class, a pullout may be far better. Also, there are many cases where there is a better placement elsewhere in the district -- and the school may not offer them to you. Be sure to ask other parents.

Mark Halpert
The two key considerations are:

• Is the present setting able to help your child achieve their goals?
  
• Is there a better placement in your district to help your child?

Mark Halpert
Great question!

I will look at a child who is two years behind and you want the goal to be catching up within two years which will require your child to make up two years for each of the next two years.

You can help set the higher goals by sharing what you are doing at home -- some suggestions -- working on a vocabulary word a day where you have extensive conversations, reading for 20 minutes and having your child read and follow an audio book for 20 minutes -- this sets the tone for you doing more than your fair share.

The key is to frame the conversation around when your child will be back on grade level and being persistent.

Mark Halpert
A parent advocate works for you, so you should set the boundaries. I know advocates who are collaborative and those who will confront the school head on. I like to see advocates who know your child, who have helped you to set goals and will partner with you during the meeting. G

Make sure to get references from other parents like you.

Mark Halpert
Good relations with the Special Education Specialist is important. I would contact them and ask them if they want to resolve the issue or do they want you to contact the administration? I believe it is important to get this right -- if the teacher continues to refuse -- I would ask for an interim meeting -- if they do cooperate I would write them a thank you note.

Mark Halpert
After reviewing last year's IEP goals and results, the next part of the IEP meeting should be to share your child's present level of performance. Here is what I like to see:

• Schools provide at least grade level equivalents for reading comprehension and math
  
• Parents provide how much time is required to do homework and the issues involved -- if homework time is an issue or assignments are not written correctly

Mark Halpert
Ask for the Present Level of Performance in reading comprehension. Last year we had two students who were above grade level on the Florida Comprehensive Achievement Test (FCAT), and their reading comprehension was five and six grade levels below where they were in school.

Insist on a grade level the present level of performance for reading comprehension.