(Closed) Nephew IEP Change NWR

posted 5 months ago in The Lounge
Post # 2
1560 posts
Bumble bee
  • Wedding: May 2019 - City, State

You should be very proud of all you’re doing for your nephew. I know there are boundary issues here that I think many people in your position would wonder if they were overstepping – but he needs you. And you’re doing a fantastic job. 

As a teacher I can absolutely promise you that his teacher does NOT see you as pushy or a pain in the ass – she is happy and relieved that this boy has at least one person in his life that cares enough about him to understand what is happening, bring up valid concerns, and ask questions. It is absolutely heartbreaking to work with a student who has an IEP whose parents are minimally connected, involved, or don’t really understand or care to. I can guarantee his teacher is grateful you’re as involved as you are.

This process wouldn’t be nearly as beneficial for him without you. You are guiding this so that it is most helpful for him, and so that he gains skills to make everyone’s life easier, but most importantly his. I’m sure your Brother-In-Law has the best intentions, but he seems in over his head with this (understandably). Whether he expresses gratitude or not, I’m sure he is extremely grateful for your help. And I’m sure your nephew is too.

You’re doing a phenomenal job.

Post # 3
3408 posts
Sugar bee
  • Wedding: June 2016

You are doing great. Keep it up. 

When is the IEP meeting? Did it already happen? And was Bil there?

Post # 6
714 posts
Busy bee
  • Wedding: January 2019

Seconding above, as a teacher, we appreciate the attention and care, regardless of where it comes from. Kudos to you! You are not pushy!!

Post # 7
2584 posts
Sugar bee
  • Wedding: May 2017

Sansa85 :  I will be another teacher voice saying we are happy to get emails like yours checking in on “our kiddos”. It really is a team effort and we teachers need guardians to support the students like you are. 

Keep up the great work, both with your nephew and your positive self talk. 

Post # 8
1766 posts
Buzzing bee
  • Wedding: July 2015

Sansa85 :  I don’t know if any of this will help you, but a few random things from when I used to work in special education (things may have changed in the past couple years though, and some things may differ by state)…

1) The only way we took something off an IEP was if the student was meeting grade level standards in that area or no longer qualified as having a disability.  For example… if the student was testing at grade level in math (above the 25th percentile I think was what we often used, or meeting expectations, depending on the assessment) then the student would not have a math goal for the next year. (The “goal” was implied to be to continue meeting expectations)  Or, if the student was classified as having a speech disability, but met expectations on a speech assessment, then the student would either have to be reclassified under a different category or no longer have an IEP.

2) If we wanted a student in summer school, we had to justify it by documenting regression.  For example, we had to prove that the student would lose skills during a school break and have difficulty catching up.  That had to be documented or we couldn’t put the student in a 12 month program. 

3) I sort of side-eye changing a student’s goals partway through the year to make them more attainable.  This is probably more so the teacher can say her students met their goals on her evaluations than anything else.  It isn’t going to really make a difference for the student very much either way in my opinion.  But the goals should always be written so they are trying to close a gap, not letting it get wider.  As long as that is still the case, it is probably fine.

Post # 11
1766 posts
Buzzing bee
  • Wedding: July 2015

Sansa85 :  Your description of how happy you are with his program, and the fact that he started partway through the year, makes me think it is a good idea they are adjusting his goals.  Sometimes people don’t think through how long it actually takes to prove a goal is met, and will write goals that require the student to keep meeting an expectation for like 10 weeks or something.  That is a long time, and obviously the student would be more skilled by the end of the timeframe than the beginning.  Even a month, like you mentioned, is long when you are only working with half the year.  If you feel he is thriving in his current program, then it seems fair to me that will be reflected in him meeting goals.  (A bunch of unmet goals could be justification for providing more supports or moving him to a more restrictive program, if his family and team wanted that.)

Post # 13
3783 posts
Honey bee

This is very normal. Kids change, IEPs change. You continue to impress!

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