An IEP With Too Many Accommodations?

Question

I just received an IEP of a student in my grade level with many services and accommodations. I assessed this students math skills and she did well. However the IEP from the school she came from says she still needs help in basic multiplication, division, and fractions. She is in the 6th grade and passing 6th grade level math. The IEP also says I should read everything to this child even though she can read. What should I do?

Answer 1

Note the areas mastered on the progress report that goes home with report cards. Call an IEP meeting to revise the Present Level of Educational Performance, the goals, objectives, and accomodations.

Talk to the parents about what you want to do, and send home a draft IEP about a week before the meeting.

Answer 2

Since an IEP is a legal document, you need to follow it. If you do not follow the IEP you are out of compliance. If you really feel the accommodations are not necessary, call an IEP meeting and discuss it. Before you do this, it might be a good idea to communicate with this child's parents and find out how they feel.

If you have hard data that shows she is progressing without the accommodation, then you may have information that would suggest these are not needed. I would also read her history and see what kinds of disabilities she is dealing with. Sometimes what appears clear cut is not clear at all.

The first place to start would be with her parents who know her better than anyone else. Remember too, that 6th grade is pre-adolesence with all the numerous changes that come with a pre-teen. It can be a tough transition for some children.

Answer 3

SPED's answer is a good answer

Answer 4

What should you do?

Did you ever consider talking to the parent, or have a parent/teacher conference to get to know the student?

Did you look over the students entire school file for justification of accommodations she needs?

Just because this child can read doesn't mean she understands.

Answer 5

As of now you should follow the IEP and continue to get to know the student.  Many districts are so afraid of parents they put in countless goals and accomodations that satisfy parents and greedy advocates.  Call a new IEP and see who shows up.  In the long run you need to do what is best for the child.

Answer 6

This student needs to have another IEP to change her level of acommodations or to exit her from services.  Talk to the special education teacher in your building about this--take her grades and your math assessment information with you.  Ask to set up an IEP.

Answer 7

since she transferred from another school the IEP must be followed,document any progress she has made since coming into your class and request a new IEP meeting with your lead specialist and parents to be able to change her goals to higher levels of what you feel she can do.  anytime a goal has been met a new IEP must be set for her. (at least where i work as a para) also as the parent of a child who is in special ed classes since preschool

Answer 8

Legally you have to follow the IEP. If you do not follow the IEP, then you risk having a complaint or Due Process because you failed to follow the students IEP. If you want changes to the IEP you should be holding an IEP meeting within 30 days from her starting in your district. At that time, you can suggest changes to the IEP. If there is not an IEP scheduled, contact the case manager and ask to schedule a meeting with the parent over the IEP and accommodations.

There are times children do well at first because it is the honeymoon stage where things are great. But as the expectations and workload increase you may see a decline in the students’ ability.

The other thing is that the student may read fine but not comprehension what she is reading. The ability to read words does not always translate into the ability to understand what is read.

Answer 9

I would follow the IEP.  There could be many reasons as to why she requires the accomodations. Give her some time and get to know her and her abilities.

Answer 10

I am a 6th grade Special Education teacher who has seen that happen before. What may have happened is at the end of the year last year this student reached all the goals in math. The student may have gotten extra help over the summer, etc. You do not know for sure.

With that said you still have to follow the IEP. You will be in a lot of trouble legally if you do not follow it. Talk to the Sped teacher and say that an IEP amendment should be explored or if it is time for the student's 3-year eval, it should be done sooner.

The issue with reading to the student. Several of my students can read but have visual process challenges. This is put into place because sometimes the comprehension is not always strong or because fluency may not be up to grade level. Many of these students do better when they can read the material as they hear it at the same time. It is usually not an issue if they can read or not. Yet again though, talk to the Sped teacher. The student may not need this accomodation anymore. An IEP amendment can change this. Until that point, protect yourself and the school and follow the IEP.

Answer 11

She may be doing well BECAUSE of the help she is recieving from the IEP.

Take these away from her and she might fail again.

Before a child can be exited from special ed, IDEA law states the school must do a full evaluation for the child to make sure the child no longer needs the help.

Could it be there is a mix up and the IEP might not belong to this child?

Answer 12

Follow the IEP and keep notes on how she is doing. Have the pshchologist do another (MFE) test on her and she where her IQ is. Talk to the previous teacher and parents because there might be a good reason for the accomodations.  If not then after assessing her do an addendum (SP?) to the IEP. Involve all that need to be there to make sure that they all agree.

Answer 13

To me it sounds as if the child needs to be re-tested in the areas you feel or the team feels is not quite fitting to the individual child.  The Individual Education Plan (IEP) is there as a basic tool for guidance with any child and can be or should be reviewed when any changes take place.  It you are living in an area where each child needs to go through the Committee on Special Education, it is quite simple to just voice your concerns to a member on the CSE or another member of that child's team.  You see this child on a daily basis and because of that you really have a good grasp  on what that child can and can not do.  IF I were you, I would definitely talk to a person from that child team.  Why hold a child back when there is no need to do so?

Answer 14

We all know that some IEPs are written better than others!  I hate to say it, but it's true.  This year alone I've seen IEPs for 2 kids that were virtually the same, down to the letters of the alphabet they did and didn't recognize!  You didn't say if the child's evaluation data was forwarded.  As a school psych, I know that there are many IEPs that don't use data as a base for any of the goals.  This is a shame, and I'm glad you are assessing the child to find out what her strengths and weaknesses are for yourself.  Once you have more information, you can request an IEP and perhaps a formal evaluation to update the records and see what services the child would benefit from in your area.  In my state, we accept IEPs on a 30 day conditional, which allows us to determine if we need a new eval or need to call an IEP meeting to modify the plan.

Answer 15

Implement the current IEP as it is written (for now). Continue to assess the students abilities (This can be done formally or informally). Communicate your concerns to the parent immediately.  Then, with the parent's "blessing", go ahead and convene an IEP to make the appropriate changes to the IEP.

Answer 16

I noticed that you mentioned that the child came from another school district.  As a former school principal and director of special education I would suggest that you first meet with your current school team and advise them of your findings.  I would also meet with the child's parents to also advise them of your findings.  While accommodations are important for any child with an iep I have found that the parents may be very happy to hear that their child doesn't need these accommodations.  This of course would indicate progress.  Having discussed your assessment with both the team and the parents  the IEP may very well be changed to reflect your input.  Hope this helps you good luck.

Answer 17

As others have written, follow the IEP as is, if your district has adopted it.  However, speak with the case manager because in the latest re-authorization there is an ability to change the IEP without a formal meeting.  At the same time, any changes must be documented as agreed upon with the parents.  Your district should have the forms for that.

So, for example, if the student is doing grade level math and doesn't need assistance you and the parent might agree to monitor the math for a quarter to see whether the student is able to keep up without the accommodations.  And that change could be written on the forms.

Answer 18

For the next 30 days you will have to follow the girl's IEP, since it is required by LAW.

After her initial 30-day placement in your class, you can request that you have another ARD meeting to initiate different IEPs for this girl if you discover her needs have changed.

Whatever IEP the child comes with has to stay with that child for the next 30 days.  If the child enters your school in a self-contained classroom (for example) she will have to remain there for at least the next 30 days.  

She can not change her placement or IEPS until you've had her for 30 days.

Answer 19

Right now, you need to be giving her all of the accommodations that are listed on the IEP. Even if she is successful with these accommodations, she will not necessarily be successful without them. Are you her case manager? If so, and you believe that the IEP is not appropriate for this student, you need to call an IEP meeting and discuss the appropriateness of the IEP. At this point, her IEP team can make changes to the IEP if necessary. It is illegal to not provide all the accommodations as written in the IEP. If you are not the case manager or her regular education teacher, you need to talk to her special education teacher/case manager about your observations and let them know your concerns.

Answer 20

Communicate with student's case manager. They should then contact parents. If student is new to school, that a perfect opportunity to schedule an IEP, where you could express your concerns, as part of an IEP team. I would say meanwhile to keep your eye on students progress and check often on their reading comprehension. Maybe the child can decode words well, but doesn't understand meaning.

Answer 21

You must follow the IEP.  It is a binding legal document.  If the parent find outs your not following the IEP, she can report you to the DOE

Answer 22

Whenever we get a new student with an IEP, we review the IEP and determine if we want to accept it or create a new one. This is primarily because we are a small district and don't have many program options available.  We had an IEP for a student where they were in a self-contained room in their former high school.  We do not have that capability and had to rewrite the IEP to reflect the resource services we do have. I would imagine you could do the same thing if the accommodations are no longer appropriate.

Follow what is in the existing paperwork until a meeting can be held and a new IEP created.