Progress Reports Are In: How Did Your Student Do?
"If the IEP provides that your student's progress is to be measured through data charts, observations logs or work samples, you should ask for a copy of those, so that you can confirm the progress"
By now, the first quarter of the new school year has come to a close. Parents will be receiving report cards, progress reports and attending parent conferences. For students with an IEP, parents should also be receiving reports on their student's progress toward achieving his or her IEP goals and objectives.
The school must provide parents with such a report at least as often as the regular education students receive report cards and progress reports. A simple statement on a report that your student is "progressing" is not sufficient. If your student's goal is to achieve a skill with 90% accuracy, the progress report should state the student's current accuracy percentage.
 Additionally, if the IEP provides that your student's progress is to be measured through data charts, observations logs or work samples, you should ask for a copy of those charts, logs or samples so that you can confirm the progress or look for reasons why progress is lagging.
Data will also provide you with peace of mind knowing that the school is actually measuring the progress of your student and not just guessing at how your student is performing.
If you are not receiving timely progress reports for your student or if the school is not measuring your student's progress in accordance with his or her IEP, contact Cahill & Associates. We can help.
Help. I Think My Student Needs an Evaluation!
"If there are areas of concern which have not been evaluated before, request in writing that the school complete an evaluation in that area."
As your student moves through the school year, you may notice that he or she is not having as much success as was expected or is starting to struggle in areas that he or she had not struggled with in the past.
If this is the case with your student, do not wait for the school to contact you to discuss your student's progress or lack thereof. Instead, request an IEP meeting to address those issues.
Perhaps all your student needs is additional supports or accommodations.
If there are areas of concern which have not been evaluated before, such as occupational therapy, speech or social work, request, in writing, that the school complete an evaluation in that area.
Catching and addressing challenges early on will not only increase the success of your student, but wiII diminish the chance that those challenges lead to discouragement for your student.
 Misconduct by Electronic Means Could Equal Expulsion
Illinois schools will ring in the new year with a new law on the books: potential expulsion or suspension for threats made on the Internet. Effective January 1, 2012, the school code will give school boards the power to expel students for gross disobedience or misconduct perpetrated by electronic means as well as suspend or expel students for certain threats made via the Internet.
Public Act 097-0340, which amends the current School Code, creates, in part, a new subsection to Section 10-22.6 which states:
|
|
(d-5) |
The board may suspend or by regulation authorize the superintendent of the district or the principal, assistant principal, or dean of students of any school to suspend a student for a period not to exceed 10 school days or may expel a student for a definite period of time not to exceed 2 calendar years, as determined on a case by case basis, if (i) that student has been determined to have made an explicit threat on an Internet website against a school employee, a student, or any school-related personnel, (ii) the Internet website through which the threat was made is a site that was accessible within the school at the time the threat was made or was available to third parties who worked or studied within the school grounds at the time the threat was made, and (iii) the threat could be reasonably interpreted as threatening to the safety and security of the threatened individual because of his or her duties or employment status or status as a student inside the school. The provisions of this subsection (d-5) apply in all school districts, including specific charter districts and districts organized under Article 34 of this Code. |
These amendments to the Illinois School Code should not alter the protections and procedures required by state law relating to the suspension or expulsion of a student, nor will it diminish the rights of students protected under the Individuals with Disabilities Education Improvement Act.
|
 |
|
|
Success Stories
In a meeting with Denise Cahill, parents of a high school sophomore recently learned that their son's IEP was incomplete and that he was not getting sufficient related services.
Denise helped the parents write an outline, call an IEP meeting and sat with the parents through the first session of a two session IEP meeting. After watching Denise spar with the team and ask polite but pointed questions, parents had enough self-confidence to attend the second half of the meeting on their own and were very pleased with their child's new and improved IEP.
Upcoming Speaking Engagements
Topic:
Special Needs Planning
Date:
December 7, 2011
6:30 p.m. – 8:30 p.m.
Location:
Naperville Public Library
95th Street Branch
3015 Cedar Glade Drive Naperville, Illinois 60564
RSVP to (630) 778-6500 or mdcahill@sbcglobal.net
If you received this edition of Special Needs News from a loved one, friend, or colleague, please subscribe now!
Don't forget to confirm your subscription in the follow-up email that you'll receive.
|
|
