Re: trienniel review

January 11, 2006

our kids are all tested every three years - hence the triennual. I

have had succes in having Hayley tested one year prior to the

triennaul (prior to going to middle school). I have to tell you that

my first triennual was bad. I thought I was walking into an IEP and

there were 10 people in the room. So find out who is going to be

there and what interest they have. At the first triennaual I was

informed Hayley was autistic and there would be nowhere to turn for

help - then I found the precursor to this group. I ended up getting

assessments at the deaf school in Riverside CA. Pretty much research

back then in 1996 - 99 was not internet based; we relied on districts

to provide info. Districts and telephones. I am certain you will not

have these issues, but you should know who is going to be there.

Be prepared for everything. I have an issue that they just sent you

the notice today so you have less than a week to prepare. Aren't you

supposed to have a two week notice, first of all and secondly - you

should receive a notice that you sign and return that you can make

that date. We did our triennual in conjunction with the IEP, but

maybe you are not supposed to wait for your IEP? I can't remember.

-materials I need, even if it's just a proper frame of mind to be in.

I recall when I was first learning about the IEP process that the

triennial was some type of review or evaluation of how has

progressed over three years. I'm uncertain as to how this

determination can affect his placement or services. Perhaps some of

you can give me insight.

January 12, 2006

In a message dated 1/11/2006 1:53:56 P.M. Eastern Standard Time,

lisak555@... writes:

Who can tell me what to expect from a trienniel review or where I can read

about it's purpose?

Okay ... from your note it sounds like your state treats a " triennial " as

something different from ours.

We here in NY, like most states, have a review every year to see how the

child is progressing and to adjust the IEP/IAP as needed. Not only is the

current program reviewed but the issue of classification is addressed. A child

can

be declassified at any of those annual meetings -- you don't have to wait for

a triennial for that.

Our triennials are not a special kind of meeting. The term refers to the

re-testing of the children on a three-year schedule. All the core testing is

redone every three years and those results are reviewed. Every one of the tests

that was done at the beginning of the classification process is redone, and

given his age, we've even added a few.

This year Ian is due for his triennial testing, it is scheduled for

February. In theory, if his testing did not reflect his 1) processing speed

issue, 2)

memory issues and 3) no disparity in academic results, the school could move

to void his classification. However, Ian's classification is not under IDEA

guidelines (based on a criteria of defined learning disabilities) but under

504, based on his physical disabilities. His need is established and not going

away. The triennial testing is used to determine/support appropriate

services. Given our background with this school and Ian's " disabilities, " I

have no

worries about the testing results, no matter what they reflect.

I would call and ask again about what is entailed in your triennial. I don't

see how a full review of the child and their program can be done without any

testing results. I would also make some calls (or get on the internet) to

check with the state to see what they expect to be done for a triennial review.

Our district was famous for telling parents things that were simply not

true, such as the state's processes or expectations.

I will not walk into the triennial reviews (or any review/meeting) without

having a copy of the testing results ahead of time. I specifically (in writing)

request a copy of the testing beforehand, so if there is anything I disagree

with, I can request additional tests or arrange for independent testing. In

the past, I have also challenged testing procedures -- at one point, his test

accommodations were not followed for the oral portion of the IQ testing.

This was actually a good thing, since once the proper procedures were followed,

the results changed. (imagine that, a deaf kid having a problem with an oral

exam, duh!) We have an absolutely terrible history with our district, so I

automatically do certain things based on our past experiences.

I know that requirements vary from state to state, but their definition of

a triennial sounds a bit off to me.

best -- Jill

January 12, 2006

Hi , do you know if all the testing has already been done?? If so, I

would ask for copies of results immediately and then perhaps postpone the

meeting so you have a chance to look over things. slaw.com has some great

articles on how to understand the standardized testing. in GA

January 12, 2006

In a message dated 1/12/2006 1:11:16 P.M. Eastern Standard Time,

mom2savages@... writes:

If your child is doing very well (which I believe is 's case), you need

to be thick skinned and emphasize any negatives or they will tell you your

kid doesn't need various goals and services.

I have to agree loudly about this part. Don't be afraid to play up things,

because a D/HOH kid who is coping well seems to be fine and not need support.

That doesn't mean that the support is not needed.

Remember that a D/HOH child does not need to fail to require services. He

has a legal disability and that alone is enough to warrant certain types of

services. Do not feel guilty or embarrassed to " guild the lily " when it comes

to

expressing how hard our kids have to work just to keep up in class.

I had to practice using key legal and educational terms words when talking

about Ian in these meetings. " Disability " and " deaf " were the least of them. I

can now use " brain damage " without flinching while staring straight and

challengingly into an administrator's eyes. And that took practice.

You're being given very little time to prep for this meeting, and little

info about what they intend to cover. So, I would view it as a fact finding

mission and not plan to sign anything that was handed to me. That's how I

mentally prepare myself for a meeting like this. If you go in with a skeptical

stance and the knowledge that you don't have to allow anything to be decided

right there, then you knowingly take your parental power into the room with

you.

it's harder to intimidate someone who comes in with that approach and our

district used intimidation a lot.

Then if it turns out to be a good meeting, if you're comfortable with the

assessments and conclusions drawn, then you can agree and sign off on the

paperwork. My last few meetings went very well. But the triennial meeting is our

next one, I'll be going in as a skeptic, even though I know what to expect.

If the meeting is not smooth, or something just isn't right to you, then you

do what you were mentally prepared for -- schedule another meeting, request

additional testing, request time to review the testing results at your

leisure and with YOUR choice of professionals (doctors, consultants, your best

friend) ... the meeting can be just another step in the process as opposed to

treating it like a deadline of some sort.

Best -- Jill

January 12, 2006