Frustrated with Preschool. Advice?

January 11, 2007

Hello,

I posted earlier about the school trying to back door me and deem my

daughter, who has apraxia, regulatory disorder, behavioral and social

concerns in-elligble for their program. I thank you for the advice in

regards to the laws. I am still fighting. They originally accepted an

outside speech evaluation I presented to them. Then they rejected the

part of the report for receptive/expressive language. She was retested

without written consent and her scores are too high for eligibility,

in the receptive/expressive area. The therapist never " formally "

tested her in articulation or intelligiblity, the real areas of concern.

I have contacted the superintendent about the code violations and such,

and the team offered me a meeting next week to discuss questions and

concerns.

Any advice on how to win against a school that is clearly trying to

manipulate their " expertise " ? I am going to argue that they are not

addressing her real areas of concern, not addressing her true needs,

etc..but I really need the concrete nuts and bolts to throw out at

them. For example, the receptive/expressive test they administered,

was the PLS-4. My daughter has been in intensive 1-1 therapy for 22

months with great progress. Her therapist is outstanding. My daughter

is obsessed with flash cards and has a very high receptive vocabulary.

Showing my daughter pictures and having her repeat words with

prompting that are part of her functional vocabulary, is not testing

her where she needs to be tested, such as sequencing, multi-syllable

words, intellibility, etc.. What tests should she have been

administered? If the Goldman Friscoe is used for articulation, is that

enough to qualify her for placement? The school absolutely refuses any

tests such as the REELS because it is based on parental reporting. the

therapist that tested her, skewed her results..and put in her report in

accurate information. For example, she has her evaluated under oral

motor assessment, but never even had my daughter open her mouth, stick

out her tongue, etc. She mentions articulation, with " some " phonentic

errors developmental in nature. NO Concrete examples. What I feel is

she took someone else's report and plugged my daughter's name into it.

There is a note about mom and family are concerned, but she never even

spoke to me at the evaluation for one, and I have been the only person

to talk to any CST members, so why is my family being quoted? Do you

see what I am getting at?

My daughter was on target to start school, which should have been this

Friday. For " politicial " reasons, the school is doing everything in

their power to test her out of the placement for eligiblity. They

accepted an outside OT evaluation, but according to them, OT is not a

criteria to qualify her, ( and according to the words of the case

manager...good thing she has the apraxia diagnosis). A social and

educational evaluation was done. The school offered me a psychological

evaluation, to address behavioral. They are waiting for me to take her

to a private neurodevelopmental pediatrician (which isn't for another

month) and offered their own neuro assessment. I am sensing that is

not a good idea, since the school is to tainted thus far. Any advice

would be greatly appreciated. How do I get across to the team that

this is a child who absolutely needs special education and sustained

support to be successful, without her disablilities impacting her

education?

I was under the impression thus far, that with the diagnosis of

apraxia, we wouldn't have to had to fight as hard as we are now. I am

at a lost on how to argue her needs without using a cookie cutter test

determining eligibility in an areas that aren't of concern.

Thank you!

January 11, 2007

, if their speech assessment results differ from those of your

daughter's private therapist, call an IEP meeting and tell them that

you want an independent therapist to evaluate her. They are required

to pay for the independent eval when a discrepancy like this occurs -

make sure you ask around and that *you* choose the therapist/doctor

who does the eval. Don't expect the team to want what is best for your

daughter - unfortunately it is up to you to make sure they follow

special-ed law. Also be aware that your daughter may well do better on

the second administration of a language test unless at least a few

months have passed.

My son's school tried to do this exact sort of thing - they decided

after their eval that he didn't qualify. They backed down once they

realized that he had an ASD dx from both a neuropsychologist and a

neurologist. Just remember that they are thinking about their budget,

and you are the advocate for your daughter. Don't treat them like

enemies... always act professionally with them and document

everything. But keep in mind that their main goal is not necessarily

to help your child. We have had a thorough private neuropsych eval

done every year to avoid problems at my son's annual IEP meeting;

otherwise the staff will always try to cut support that he needs to

succeed.

The wrightslaw.com web page is very helpful.

good luck

>

> Hello,

> I posted earlier about the school trying to back door me and deem my

> daughter, who has apraxia, regulatory disorder, behavioral and social

> concerns in-elligble for their program. I thank you for the advice in

> regards to the laws. I am still fighting. They originally accepted an

> outside speech evaluation I presented to them. Then they rejected the

> part of the report for receptive/expressive language. She was retested

> without written consent and her scores are too high for eligibility,

> in the receptive/expressive area. The therapist never " formally "

> tested her in articulation or intelligiblity, the real areas of concern.

> I have contacted the superintendent about the code violations and such,

> and the team offered me a meeting next week to discuss questions and

> concerns.

> Any advice on how to win against a school that is clearly trying to

> manipulate their " expertise " ? I am going to argue that they are not

> addressing her real areas of concern, not addressing her true needs,

> etc..but I really need the concrete nuts and bolts to throw out at

> them. For example, the receptive/expressive test they administered,

> was the PLS-4. My daughter has been in intensive 1-1 therapy for 22

> months with great progress. Her therapist is outstanding. My daughter

> is obsessed with flash cards and has a very high receptive vocabulary.

> Showing my daughter pictures and having her repeat words with

> prompting that are part of her functional vocabulary, is not testing

> her where she needs to be tested, such as sequencing, multi-syllable

> words, intellibility, etc.. What tests should she have been

> administered? If the Goldman Friscoe is used for articulation, is that

> enough to qualify her for placement? The school absolutely refuses any

> tests such as the REELS because it is based on parental reporting. the

> therapist that tested her, skewed her results..and put in her report in

> accurate information. For example, she has her evaluated under oral

> motor assessment, but never even had my daughter open her mouth, stick

> out her tongue, etc. She mentions articulation, with " some " phonentic

> errors developmental in nature. NO Concrete examples. What I feel is

> she took someone else's report and plugged my daughter's name into it.

> There is a note about mom and family are concerned, but she never even

> spoke to me at the evaluation for one, and I have been the only person

> to talk to any CST members, so why is my family being quoted? Do you

> see what I am getting at?

> My daughter was on target to start school, which should have been this

> Friday. For " politicial " reasons, the school is doing everything in

> their power to test her out of the placement for eligiblity. They

> accepted an outside OT evaluation, but according to them, OT is not a

> criteria to qualify her, ( and according to the words of the case

> manager...good thing she has the apraxia diagnosis). A social and

> educational evaluation was done. The school offered me a psychological

> evaluation, to address behavioral. They are waiting for me to take her

> to a private neurodevelopmental pediatrician (which isn't for another

> month) and offered their own neuro assessment. I am sensing that is

> not a good idea, since the school is to tainted thus far. Any advice

> would be greatly appreciated. How do I get across to the team that

> this is a child who absolutely needs special education and sustained

> support to be successful, without her disablilities impacting her

> education?

> I was under the impression thus far, that with the diagnosis of

> apraxia, we wouldn't have to had to fight as hard as we are now. I am

> at a lost on how to argue her needs without using a cookie cutter test

> determining eligibility in an areas that aren't of concern.

> Thank you!

>

January 11, 2007

,

What does her current IEP state for reason for services? Maybe she

has surpassed her goals, but you still see signs of something going

on. Maybe you can request a specific learning disability (SLD:

written expression. Is she able to write, color, cut with scissors?

Can she print out her ABCs, numbers, shapes? Can she write her own

sentences using spelling words? Is she able to process her thoughts

down on paper? Is she able to follow multistep directions?

Did she get tested in both speech articulation and LANGUAGE!? A lot

of times the special ed department does not explain the two areas are

different testing.

Joanne

January 11, 2007

Hi :

Wow you are really going through alot right now. I can totally

relate to your frustration. Dealing with the school district

especially one that is so difficult it a huge job.

I have been dealing with my district for a few years now and they too

play games. My son was eligible but I have dealt with and are still

dealing with many issues.

My opinion the bottom line is: the school district will hardly listen

to the parents. My experience was this: I would tell them over and

over again what was going on with my son and all I would get is head

nods and yeah yeah yeah. I ended up getting an advocate involved and

then they finally picked up their heads and listened....

If it is possible I would advise getting outside help like an

advocate. Also, you really have to document everything. Every

conversation you have. Never throw away anything they give you, even

notices for meetings.

One example I can give you is; last year we argued our son needed

intensive speech therapy. They disagreed and somehow our advocate

convinced them, to get an independent evaluation. We did get the

independent eval and the results were amazing. Not only did we find

out about his expressive problems. We learned he had receptive ones

as well that we were not aware of before. The speech therapist could

not believe all the speech and language issues going on unnoticed.

I wish I could give you something concrete that would help you but

honestly I found having the advocate was the only way for them to

listen to me.

If you are in NJ. I have a great advocate, if you need her name and

number.

Good luck to you, I hope things work out and your daughter receives

the services she needs.

>

> Hello,

> I posted earlier about the school trying to back door me and deem

my

> daughter, who has apraxia, regulatory disorder, behavioral and

social

> concerns in-elligble for their program. I thank you for the advice

in

> regards to the laws. I am still fighting. They originally accepted

an

> outside speech evaluation I presented to them. Then they rejected

the

> part of the report for receptive/expressive language. She was

retested

> without written consent and her scores are too high for

eligibility,

> in the receptive/expressive area. The therapist never " formally "

> tested her in articulation or intelligiblity, the real areas of

concern.

> I have contacted the superintendent about the code violations and

such,

> and the team offered me a meeting next week to discuss questions

and

> concerns.

> Any advice on how to win against a school that is clearly trying to

> manipulate their " expertise " ? I am going to argue that they are

not

> addressing her real areas of concern, not addressing her true

needs,

> etc..but I really need the concrete nuts and bolts to throw out at

> them. For example, the receptive/expressive test they

administered,

> was the PLS-4. My daughter has been in intensive 1-1 therapy for

22

> months with great progress. Her therapist is outstanding. My

daughter

> is obsessed with flash cards and has a very high receptive

vocabulary.

> Showing my daughter pictures and having her repeat words with

> prompting that are part of her functional vocabulary, is not

testing

> her where she needs to be tested, such as sequencing, multi-

syllable

> words, intellibility, etc.. What tests should she have been

> administered? If the Goldman Friscoe is used for articulation, is

that

> enough to qualify her for placement? The school absolutely refuses

any

> tests such as the REELS because it is based on parental reporting.

the

> therapist that tested her, skewed her results..and put in her

report in

> accurate information. For example, she has her evaluated under

oral

> motor assessment, but never even had my daughter open her mouth,

stick

> out her tongue, etc. She mentions articulation, with " some "

phonentic

> errors developmental in nature. NO Concrete examples. What I feel

is

> she took someone else's report and plugged my daughter's name into

it.

> There is a note about mom and family are concerned, but she never

even

> spoke to me at the evaluation for one, and I have been the only

person

> to talk to any CST members, so why is my family being quoted? Do

you

> see what I am getting at?

> My daughter was on target to start school, which should have been

this

> Friday. For " politicial " reasons, the school is doing everything

in

> their power to test her out of the placement for eligiblity. They

> accepted an outside OT evaluation, but according to them, OT is not

a

> criteria to qualify her, ( and according to the words of the case

> manager...good thing she has the apraxia diagnosis). A social and

> educational evaluation was done. The school offered me a

psychological

> evaluation, to address behavioral. They are waiting for me to take

her

> to a private neurodevelopmental pediatrician (which isn't for

another

> month) and offered their own neuro assessment. I am sensing that

is

> not a good idea, since the school is to tainted thus far. Any

advice

> would be greatly appreciated. How do I get across to the team that

> this is a child who absolutely needs special education and

sustained

> support to be successful, without her disablilities impacting her

> education?

> I was under the impression thus far, that with the diagnosis of

> apraxia, we wouldn't have to had to fight as hard as we are now. I

am

> at a lost on how to argue her needs without using a cookie cutter

test

> determining eligibility in an areas that aren't of concern.

> Thank you!

>

January 12, 2007

Hello,

My daughter does not have an IEP yet. WE are still in the process of

getting her eligible and placement. At the initial referral

meeting, they accepted all my outside private reports. Then right

before holiday break, they asked me to meet with the SLP so she could

get a better sense of my daughter. The SLP formally tested her

(without prior written knowledge or consent)...then the learning

consultant grabbed me on the way out and testing her for educational

assessment, then asked for written consent after the testing was

done. The school did not test her for language and speech. She only

did language. Her report has oral motor, but she never even asked my

daughter to open her mouth, stick out tongue..etc..etc. what I am

seeing what happened, they retested her in the one area that she

would score superior and then they are going to use that against her.

MY dd is very good at recognizing colors and some numbers. Her

answers are inconsistent and sometimes automatic. In a few therapy

sessions, she would say two for every answer. Only with prompting

can she count to 10. She does not recognize her letters. Only K.

She can color, but not cut with scissors. She cannot consistently

follow one step directions, because her behaviors get in the way.

The school throwing at me that she needs to be one year behind

developmentally-at age two. Is it all about the numbers or the needs

of the child?

In , " howdiette "

<mulholland34@...> wrote:

>

> ,

>

> What does her current IEP state for reason for services? Maybe she

> has surpassed her goals, but you still see signs of something going

> on. Maybe you can request a specific learning disability (SLD:

> written expression. Is she able to write, color, cut with

scissors?

> Can she print out her ABCs, numbers, shapes? Can she write her own

> sentences using spelling words? Is she able to process her

thoughts

> down on paper? Is she able to follow multistep directions?

>

> Did she get tested in both speech articulation and LANGUAGE!? A

lot

> of times the special ed department does not explain the two areas

are

> different testing.

>

> Joanne

>

January 12, 2007

,

Kaufman (K-Seals) and also TELD-2 test of early language dev does test

receptive and expressive

You can do CREVT at age 4 comprehensive receptive & expressive vocab test.

How old is this child?

DID THEY DO THESE TESTS? or just a brief testing to assess her " abilities " .

Insist on having a licensed psychologist (school psychologists don't have to

licensed) with a background in educational evaluations and/or a private licensed

SLP, not a learning consultant or a speech tech. Just because the school has

gotten the speech person a modified certificate for their system it doesn't mean

this person actually has a degree or qualifications to evaluate your child.

Also, EVERYTHING in writing. Find out who the Superintendent of Schools is in

your county and the county level Special Ed Coordinator. Also, call your State

Dept. of Ed and ask who the Compliance Officer is for the schools in your area.

Send a letter to these individuals stating your experts opinions, dates of eval,

the manner of evaluations that were recently conducted on your child Without

Prior Written Notice and ask very nicely if your experts suggestions (include

their credentials) shouldn't be considered when attempting to guarantee that

your child receives FAPE (free appropriate public education.

Parents usually one big mistake is dealing only with their local school. If

you can not effectively get your child's needs met at school level in one or two

meetings you definitely need to include the higher levels in the school system,

especially since these are the ones who have the power to decide things anyway.

Things are not always (or usually in my experience) really quite the way they

" say " they are supposed to be. Knowing the law and proper recourese will save

you a world of trouble and keep your child in a progressive pace.

Request a full psycho-ed eval and reconsideration of your experts opinions

which must have been overlooked or mistakenly disregarded. Let them know that

you understand there is a federal timeline by which these processes must be

completed and you are very concerned with helping to make sure that they don't

inadvertantly let these dates pass by, which could complicate things.

Basically if you are using the proper buzz words that let them know you know

more about the process than most parents, and hint that you will pursue

Procedural Safeguards and casually mention a couple of " violations " in a nice

way, they will get the message and stop messing around (hopefully).

Insist on seeing the ACTUAL reports and evals done on your child, which is

your right. You need to know exactly what tests were performed and how many

questions were on the tests. Sometimes they only do a screen which is a

percentage of the actual full testing. If a test is 100 questions, 25 from each

of 4 categories and they only do a 16 question screen (4 from each category),

they may tell you that your child only missed 8 questions out of the whole

test.....and not let you know that your child missed all 4 screen questions from

2 complete sections, which would indicate a definite problem.

Sorry they are playing games with you. Stay tough and informed and get on a

local advocate site to make sure that you are taking advantage of state

guidelines which can at times give you more protection even than federal regs.

Good luck,

Brigett

January 12, 2007

How old is your child? Different Parts of Federal law come into play at

different ages.

As far as the REELS they can't " throw it out " . the law very plainly states

that they MUST use parental anecdotal evidence and it is standard through all

ages to do testing filled out by parents in considering placement of children.

I answered some other things on another email.

Brigett

zen428 <b428@...> wrote: