Regarding his gifted side, a word of caution from a parent of a 2E. Get to know all the options and programs for GT. When does pull out start? Is that in future years or does it start this year? Sometimes those details are only known by the kids actually in the program. For example, we officially start in 3rd grade, but select kids are pulled out in first and second on teacher request. The only time anyone knows about it is if the teacher cares to share it at parent conference time. Starting in 3rd, it shows up on the report card.
So, they don't just go by test scores, they actually look at the child--well, that was how they managed to exclude my child from pull out programs all through elem. Yes, he had good test scores, but they wanted kids who would "represent the program well". It wasn't until 5th grade, after he was one of 6 (out of more than 100) who passed the test for GT in middle school that they grudgingly found space in one GT unit--the space was found by removing his sister!
Yet, all along they told us they knew he was bright, until we got testing to prove he was GT. Then they agreed he was GT, but they just didn't have room for everybody.
Our big focus was getting the needed accommodations so he could succeed in school. That alone took a lot of advocacy. The quality of the GT program really wasn't worth our efforts.
Oh MON, sorry this happened to you and your children! Thanks for the advice and word of caution. Yes, I was a little worried that the whole "we look at more than just the test scores" could be a double-edged sword. I was thinking the problem could be something like "yes test results show GT but he needs accomodations, remediation, etc it just isn't a good idea/fit... etc etc" So, I guess we'll see. But I do not give up easily and, after all, I used to advocate for a living so I am relatively decent at it and I think they realize that so hopefully that will help. Like with the VT, they totally would have ended the meeting without a word about that - even though I had sent them all a detailed email with case law about how VT therapy can be covered as a related service. Then, when I brought it up the director of special ed did (imo) first try to brush it off. I would say she twice just tried to get me to give it up. I did not. So I am hoping this will help - they know I will research, I will push and I will if necessary start pulling out law, case law etc.
The kids are screened with OLSAT starting this year - in Feburary of 1st grade. Then, the WISC is the next step for kids that scored a certain score on the OLSAT. I don't know what that score is! I should ask. The GT program is a pull out program and officially starts in 3rd grade. Anymore advice on this is greatly appreciated!
My other slight concern is that the IEP says in part "consider alternate forms of assessment such as oral response, consider reducing the number of responses required, monitor the need for a scribe..." I mentioned my concern about the wording of this at the meeting. I am a bit uncomfortable that it is too vague. I am thinking I would want something more concrete because how does one measure "consider?" It feels like I can't "make" them allow DS to respond orally, all that they can be 'made' to do is "consider" that. YKIM? Of course, they were very nice about it and said (paraphasing) 'oh it's a balance - these are something we need to sort of make decisions about on the fly.... like we gave DS a test the other day we decided to see if could d the writing instead of orally and he did great but if he seemed fatigued we would step in and change the mode of output either scribe for him or let him answer orally.... they said something about needing to find the balance between "not enabling but supporting" (which kind-of made me cringe even though I do see ther point.) They asked me to "trust them." (They also apologized for our bad experience last year - last year's school is in the district but a different school. That school psych was at this meeting as well as the new school psych). In their defense, they have been doing this ("considering" and "finding the balance") this entire month - DS reports that when he gets tired the teacher/aid does scribe for him and allows him to give oral answers. So far, DS is super happy and all is well - what they are doing is going very well. So, they do seem to be finding the balance and doing a good job of that. However, the vague wording concerns me. What are people's thoughts and advice on this?
Oh and I haven't signed yet. I told them we weren;t ready to sign I wanted to look over the report and think on it more.
Why sign before you have to! It's always a good idea to take some to think before signing anything, imo.