001today. All right. So, welcome everyone and thank you um Kevin and Sela team Mid Alama County SPA for inviting family resource navigators. So, today we will be um talking about reading the IEP and more specifically we're going to focus on the section called present levels of performance and uh IEP goals. And so before I dive deeper into that, just wanted to provide a brief introduction of uh family resource navigators and what we do and that for those who don't know F FRN or family resource navigators, we serve Alama County families of children who have developmental delays, uh disabilities, complex medical condition, and really what we do as family navigators is to help families understand, learn, and connect the dots with their child's um needs um whether it's education related or special education related and other
002examples include regional center of the youthbased services. So um you know just a brief you know information about you know just what we do in terms of um parent support as well as uh professional support and to provide workshops andformational sessions like this one so that it builds connections with the community and uh for all of uh Alama County families. So again, thank you um Kevin and Alamita County team for inviting us for tonight. And we're going to be talking about, as I mentioned, the IEP. Um oftentimes it's called a individual education plan. You might hear it called individualized education program or um indiv individualized education plan. So you know what the heck does that mean? and what you know is involved in in that document. So before we talk about present levels and the
003IEP goals, this will just be a brief review of just the contents of a standard IEP document in California. And what the IP document contains um you know as you see on the slide it's legally link binding but what it also means is that it's a contract with the child's family and with the school district. It's a plan that that provides specially designed education and related services for a child who is eligible for um with an eligible disability. And for those who might not know, there are 13 eligibility categories um to be to qualify uh for specialized um or specially designed education and related services. Part of what that document entails is that it provides free appropriate public education for that child or student. And so, um, again, what what does FAPEP or free and
004appropriate public education means? It really just means, um, providing that specially designed instruction, um, supports and services for that child and student. Um, other things that, um, parents sometimes don't know about is that, you know, the document can be amended without an entire uh, entirely new team meeting. uh the document is not written in stone. It's porous. It's you know can be amended and in doing so parents can request an IEP meeting at any time. Uh we recommend that it's put in writing with their child's case manager or program specialist. It may differ in your child's school district, but when when a parent makes the request, the school district has 30 days to schedule a meeting. And oftentimes in certain districts or um certain areas, you might hear the phrase emergency IEP meeting. And even
005when that request happens, the school district um is uh required to uh schedule a meeting um within 30 days. So the IEP document um is extensive, but what you see on the screen are the components of what it should contain. It should contain information and eligibility about this child or student. It should contain um if a child or your student is uh 16 years old, what's called an individual transition plan or ITP for short. It includes the present levels of academic achievement and functional performance, often shorthand called present levels, and that's what we'll be talking about tonight. It includes a section called special factors. And for those who don't know, that page usually contains areas such as, you know, things like assist of technology that your child or student might need. Um, behavioral interventions, strategies,
006and supports for that. So, um, that is that section. Um, another component of the IEP document is annual goals, objectives, and benchmarks. And that's where we are another part of the IEP that we'll be talking about tonight, which um bridges um how present levels and IEP goals um really um tell a story about your child. Other components of the IEP document include what I've already mentioned, uh free u appropriate public education in terms of the services that your that your child or student will be receiving. Um, and the offer of aid for the offer of free appropriate public education also includes a section on educational setting or placement where your child um will attend school, the type of classroom um and so forth. Another important part of the IEP document is the signature page. And
007this is where um if the parent agrees to the entire document, provides consent and um things like um meeting attendees, those who attended the the meeting who often you might hear the phrase IEP team, you know, they will also um sign the meeting section that they attended. But ultimately the parent uh signature um is where you'll find that parent consent section where the parent agrees to the document. Um usually at the end of the IEP meeting or the IEP document um there is a section called meeting notes. Sometimes um parents and family members don't know that it's there but the meeting notes are there um really to capture um the meeting topics in a factual way. Um, and it's meant to be uh a consistent um, uh, description of what happened during the meeting. So,
008um, if you as a parent have your child's IEP document, you know, um, handy or if you want you're curious about reviewing what it contains, this these this is the components. And, uh, hopefully this is helpful for you. And if you think about it, the IEP document really um when you look at it as a whole, it tells a story um of your child's uh current needs um and how your child or student will access the curriculum and receive free and appropriate public education services. April, I just realized as many times as we went over this, we left out a section. Okay. And that's statewide assessments. So statewide assessments are important and that is also another component of the document. So thank you Sid for catching that. So I've talked about the IEP document and
009so tonight we're going to focus um just on two sections of it. uh uh present level of academic achievement and functional performance or otherwise known as present levels. And what does that mean? Um I know it's a bit wordy. um even present levels is is something that might be um for new for families new to the IPA process might be um complex to understand but what it the components of it is that it contains evaluation information about your child or student um and their educational needs. So for um a child who's initially referred um it includes um those initial assessments and reports or a child or student who already has an IEP. It should contain um trienal assessments trienal as in every 3 years when your child is reassessed to see if they're still eligible
010for the specialized instruction or specialized supports and uh services. Um it should also include things like um current classwork um observations across multiple settings and part of the evaluation process though it's not put um on this particular slide um is that you as a parent you know have um uh your input uh so there it should also include you know uh parent questionnaires um sometimes it's helpful as part of your parent input in the evaluation process um A lot of parents have provided um audio clips, video clips um just as a great way to show um capture what your child is doing. Um the present level is often describe your child's disability and how it affects that child or students participation and progress in a regular setting or in the general education setting. um and
011um some of the curriculum and supports that might be needed to help accommodate that child or student. Um part of those present levels also incorporate what's called baseline information and the baseline information is often um it should be measurable. you know, it has, you know, all of the components based on the evaluation information. The data um provided leads to meaningful um progress moni monitoring. And if you think about present levels um of a particular child um or student, this is um really it tells the story of that child. But this is the section that is really important because it helps drive the creation and development of IEP goals. So some of this uh the categories at least of um present levels um you'll see listed here. Um, and what you see actually in the box
012um is sometimes um overlooked because of the way the IEP um is some sometimes partitioned or sectioned, but everything that you see here is really um is a relevant part of present levels uh the students strengths um parent concerns and um I'm just highlighting that as a parent myself is that you know frequently parents don't understand if their parent concerns can be addressed. Yes. And and yes, um there is a section where um parents can provide um any concerns that they might have um related to their child's um educational progress at school. And as as Sid mentioned, standardized testing scores um pre-academic um academic functional skills um and then types of development such as communication, gross and fine motor um behavioral uh such as social emotional um and other uh areas such as vocational, adaptive
013daily daily living skills. And just to highlight on those areas, vocational for those who might not know is usually um what your child is um doing at the moment. So an example could be that your um child is good at raising their hands. Um maybe they'll might include vocational skills as especially now with a lot of students using Chromebooks. Maybe how many uh words they type in it. basically what they're doing at school. That would be in the vocational category. for adaptive and daily living skills. It includes things like um toilet toileting, going to the bathroom, um eating, um basic hygiene, dressing, and for students to use wheelchairs, you know, the supports and um services that they they need really to be um part of what they do at school. Um the health category um
014really health is anything that will affect um a child's access to curriculum. Um sometimes parents don't know that that might be an important component of of present levels. But um you know just wanted to highlight mental health is um can be included you know if the family is comfortable sharing that information. Um but um and just to point out that you know when sharing the health information it means that the local education uh agency you know should have known about this because it was provided um as part of the IEP. So for a student to receive educational benefit um goals will be written to address the following areas of need. And so we'll see an example of this um in there um and in a um sample of a real IEP, but um this is
015again where present levels will tie into how um goals will align with present levels. So, I'm just it's it's this is a a a snapshot of a real um present level from um an anonymous student. And so, I'm not going over the entire thing, but what you see highlighted are just some of the categories that I just reviewed in the previous slide, but you'll see um assessment information. Um at the top, you'll see pre-academic and academic functioning skill functional skills. And you'll see here um for this particular student it has areas um information or a narrative about reading about writing as as well as math. You'll see there is a narrative about communication development. Um and you know just briefly um reviewing this the student's communication appears to be age appropriate. Um and has been
016working on self-regulation by labeling her frustrations and um you know taking sensory breaks as needed. So, as you're as I've mentioned, you know, before as um a parent when you're reading over your students or your child's present levels and as a professional as you're reading over your students present levels, you know, is it capturing that child or student? And if it's um telling an accurate story, then you know, this is providing a good snapshot. And so sometimes, you know, if there are certain um I wouldn't say typos or just things that need to be clarified, this is probably a good time as part of the meeting to make sure um any um again typos or corrections are are fixed because we don't want to have them transfer over yeartoear um as anything that incorrectly um
017provides a snapshot of a particular child or student. And so again, this is where the story begins and uh every year um the present level should evolve uh with the student. So it shouldn't be simply a copy and paste, but it's an accurate reflection of that student or that child. So, I'm going into um um additional sections of present levels. And again, not going over everything here, but what you see highlighted are just really the the categories um gross and fine motor development. Here's a narrative by the occupational therapist. You'll see here social, emotional, and behavioral, which has um a narrative provided from this uh child and students functional behavior assessment. Um and with data collection a vocational as I mentioned um talks about you know what the child or student is doing at school.
018Um in this case you can see she's able to advocate for herself and express um her wants and needs or adaptive living skills uh for this student. Um you know appears to be um age appropriate. And um what I what I see here is that um might need fidgets or extra reminders to stay on task. But you know those are um uh you know again a short uh narrative of the students adaptive living skills. And for health as I've mentioned you know what you know the parents are comfortable sharing. And as you can see here there's information about hearing and vision screening. Um and then what you see is just a note that you know for parents who are listening um as well as you know the professionals who are listening as well you know
019it's um include anything that does or may impair a student's access to the curriculum and so um I've mentioned that I'm a parent so for one of my children who's deaf and heart of hearing the adaptive living skills includes um or sorry the adaptive living skills as well as the health portion include just a you know section of that my child is able to utilize sign language but in terms of the health portion um I have um just dates of when or hearing screen so it just again provides an accurate snapshot and tells a story about um my child um and then the last portion here and this is where it dubtales um into the creation of QP goals So for student to receive educational benefit goals will be written to address the following areas
020of need. And so in this what you see here self-regulation, fine motor, mathematics and writing for parents who are listening this is where you know the IEP goals will um align. Um, there will be IEP goals related to self-regulation, IEP goals related to fine motor, IEP goals related to mathematics as well as writing. And so that provides really a snapshot of present levels. And Sid is now going to talk about our goals um are um and Sid you probably use better words for this but really um are a reflection of what's presented in the present levels. Next slide please. Yes. So we're going to talk about annual goals, objectives, and benchmarks. And I'm assuming most of the people who are attending a CAC meeting has has seen a goal page. But just to remind you,
021there's at at the top left there's a section for area of need. Below that, there's a section for baseline. Upper right there's section for goals. Down below is an area for short-term objectives. Those are no longer required, but it is best practice to use them so you can know what to expect at what point during the year. And progress report. Progress report could be its own training. So, we're going to really skip over that. This this whole thing is just such a an abbreviated version of what we're presenting. Kind of like riding a motorcycle through an art museum. So, hang on. Buckle your seat belts. Next slide, please, April. So, these aren't going to look like look exactly like the the goals you've seen in your IEP because they they had to they had to
022be edited a little bit to make them readable. So, for this student, her area of need is sensory processing, self-regulation. I'm just, and I'm actually going to read this to you because it's relevant. So, this says that her baseline when the student is being feeling overwhelmed or frustrated, she independently asks for a break 50% of the time. Hm. You'd think that would be a measurable baseline. When prompted, she's willing to take a break. Also has sensory processing difficulties and frequently displays displays high arousal during OT sessions. Examples fidgeting and chair distractability. Propreceptive input such as jumping or bouncing on a ball help maintain an optimal level level of arousal to attend to tabletop tasks. Hm. Okay, remember this is the baseline. This is what she can do. When we go up to the goal, it
023says when she begins to feel overwhelmed or frustrated, she will be able to select and use appropriate tools for self-regulation, such as asking for a break or sensory strategies. This has wall push-ups bouncing a ball given one verbal or visual prompt in order to optimally engage in classroom tasks. It's really unfortunate I can't see all of you because my question is are the baseline and the goal related? Does the baseline describe what she can currently do in in the goal that they're describing? And the hint is they're not. This would be so much more fun if it was in person. And so I have to go back and read that and say, "What are they actually measuring?" Oh, they're looking for her to use appropriate to choose appropriate tools for self-regulation. In the baseline, it
024doesn't give us any information about how often she's able to do this. Now, think of the baseline as the starting point on a map and the goal is the ending point. If I want to go from San Leandro to San Francisco, I have to know where I started in San Leandro before I can take figure out the map how to get to San Francisco. This is the same thing. We don't know if she's made progress on goals because we don't know where she started with it. So, this is a good thing for parents to look for when they're they're reading their child's goals. Any questions about that real quick? Okay, next please. This one's writing organization. There's a whole lot of text here on the baseline portion. And what you'll find is that providers who
025write the present levels will frequently cut and paste what they've written under present levels for the baseline here. There's nothing wrong with that. It just makes it hard to read. So when I'm queen of the world, I'll change all that. But it's not going to happen very soon. So we're going to have to just deal with it. So to figure out what the baseline was for this, I had to go to the goal and see that she they want her to develop a well organized grade level multi- paragraph piece with supporting evidence is measured by word sample. So all the way at the bottom of that baseline, it tells that she is currently writing simple paragraphs and not including evidence in her writing. That's a terrific baseline. It tells me where she is currently and
026what I want her to do. Terrific. I just wish it wasn't word salad. And then you can see on the objectives that the November objective is one grade level paragraph and the following objective is two paragraph piece. Next, please. I know this looks a little bit funkier, but forgive me. Her area of need here is fine motor and visual motor. This is this is awesome. Her handwriting is le legible overall, but it can be difficult to read due to poor word spacing and baseline orientation. Good information. Based on handwriting sample, she's able to copy four sentences with 77% combined accuracy for word spacing and baseline orientation. Fantastic. And when we go up to the goal and read it, we will see that the baseline and the goal align and it's very clear what we want
027her to do. However, I have one little thing I that I picked out here said with minimal ver minimal verbal prompts the baseline. It doesn't address how many what kind of prompts she currently needs. So that's sort of like throwing apples and oranges in that. And in fact, I could argue that those are two goals. One would be the paragraph, and Kevin may disagree, but we'll go off for coffee and have this conversation. Um, one goal is about writing the paragraph and the other one because I know this child is very valid. What kind of prompting does she need? And I think that that would have stood as an outstanding goal on its own. Next, please. So, a little bit about progress monitoring. Um, it could be its own training. So progress on goals must
028be reported to parents at least as often as report cards are given out. The frequency of the report is reported on the offer of faith educational settings page. Parents may not know the report has been provided or how to follow up if it has not been received. So, one thing I want parents to take away from this is look at that page. Typically, it's see the frequency is is quarterly or trimester. High school, it's it's often by semester and it will usually say progress goal progress report. This isn't optional. this is required and so it's important then parents know and usually because it does track with report cards we're looking at November, March and June. So in November I should be expecting a progress report. Did I get it? Sometimes teachers will provide it to
029the parent. The parent doesn't understand what it is. So, it's important for you to watch out for that and say, is this just the report card or are his goal progress reports included here? And if not, can we get can we get those out? The importance of the goal progress is and I think ma April mentioned this earlier is the goals are part of the contract that the district has made with the family to provide these services and supports for the child. If my IEP was written in June of the previous school year, it's going to be important that I know in November, are these goals working? Are they too tough? Are they too too easy? So they can be adjusted. Next slide, please. April. So this is a math goal and this poor kid
030I use her so for such so so many examples. She's currently able to perform second grade arithmetic problems. It's cool. So her goal is given supports she'll be able to fluently add and subtract within a thousand using strategies and algorithms based on place value. uh addition subtraction 80% four out of five trials is measured by student work samples or p teacher record. So you can see in the first objective bottom sentence of it is that we want her to have 70% accuracy in three out of five trials. In the second objective, we're looking for 75% accuracy in four out of five trials, which will bring it bring us around to the 80%. This particular format and there are there are different kinds. This probably is the most common shows and again it has been cut
031off because so it would make it readable for you. So it shows the progress report number one and the summary of the progress and that benchmark was met. So we found out that she was able to do 90% accuracy. We were expecting 70% accuracy and she was able to do 90% with 90% accuracy. it further down marked that the goal was met and the comment was that she met and exceeded her goal. My question is and this is kind of rhetorical. If a benchmark is not met then what? And the way I look at it when I read them and I've so far this week I've read six IEPs. I'm lucky I can still remember my name. And my response would be what if she was a that first objective she was at 60 excuse
032me 65% accuracy. That's lower than what we had predicted. But is that okay? Yeah, it's probably okay. But to contrast that, what if she was only at 30% accurate? That underscores the reason why those periodic progress reports are important. Because if a student isn't is floundering, not doing well. We want to know that so that we can make a course adjustment to have an IEP amendment. talk about was the goal too easy, too hard, and what do we do need to do to change it? So, everything I'm looking at is in context to the other information that that's around it. The school district isn't obligated for the student to meet the goals, but they are obligated for the student to make meaningful progress. Next, please. And I think that's it. Um, I know we went
033through that super fast and it it feels kind of abbreviated to me, but I'm going to let April close by saying um today this is my last day at Family Resource Navigators. I'm retiring, but I am currently the special education specialist at Alta California Regional Center and my email address is on there. So, if you have questions for me, you can refer to the email address on there and happy happy to have you reach out to me and ask questions. Your turn, April. April, there you go. Yeah, I just had to find my mute button. So, um I can actually go back to um particular section here. Um yeah, just so all of you have just a a really a recap of what we had uh discussed. So for those who join late um really
034this uh information workshop was really meant to capture how a child or students present levels of academic performance um often shorthand called present levels and what you see here really how that um you know tells a story about your child and as the goals that Sid reviewed you know how that transfers and builds upon you know um really what was identified in in those uh present levels um and you know I as a parent I'm just speaking about also about the influence of the progress reports and and what she had mentioned about um I'm just going back here in terms of progress monitoring is that oftentimes you know when I was a new parent understanding the process that oh there there's something called progress on goals and it was a a check-in on my my
035child's IEP uh goals to just to see how they were doing. And for those that caught it, um that Sid mentioned that if um a goal is too challenging, well, that's where you can uh request an IEP meeting to see, well, maybe we can make that goal or have that goal modified so that it's more achievable. or if a goal has been met then we can decide okay well do we um make that more goal more challenging to the next level or um or do we just um consider that goal met and um call that a success. So again, um really how present levels and the creation of IEP goals really go hand in hand and how the whole IEP document really is a accurate reflection of your child and for um professionals it's an
036accurate reflection of that particular student and um really it all ties together as and and April I think that's especially um true sorry my son doesn't understand when I turn up my phone that I can't talk to him. Um, with little guys, children who are just entering preschool, children who are just coming to a new school after moving. This isn't this this isn't magical science. These baselines are are gathered by professionals who are using uh appropriate testing instruments, but they don't have a mi a magic wand or a globe. What am I trying to saying? Um, and so that's even more important why we should be monitoring progress on goals so that when we get a new child, whether because he's young or because he's from a different school, we can measure that and we
037can monitor and measure and make corrections as necessary. Yes. And uh I just wanted to highlight um I apologize for jumping around but you know as as we're you know the the document can be amended. It's it's not written in stone and again as we focused on goals today you know um parents and the IEP team can meet at any time. Um you know parents request a meeting in writing um for I amended IEPs. you know, the entire team doesn't need to be there, but those related to a specific goal can meet and say, okay, well, you know, as I've mentioned, do we make this goal more challenging? Do we need to modify it in a way where it makes sense? And so, some of the goals that um Sid reviewed where they didn't quite
038align. if you know parents notice that or an IEP team member notices that that's where an an IEP amendment can happen where you modify a particular goal because sometimes and this has happened to me what was intended you know we all know the intent of a particular goal but then when we read it after the fact we're like oh you know if another set of eyes looked at it probably wouldn't make sense even though the intention was there so um again nothing is written in stone in terms of uh you know um the portions of the document, especially the goals. And so, Sid, if I mentioned anything that wasn't um No, I I think that was that was right on, April. And I think I would emphasize what you said about it being a story.
039Um parents, especially when their children are young, can feel really intimidated by assessments and the whole IEP process because it's something new. But I truly think if you think of it as the story of your child and each of those sections that April showed of the of the of the components of the IEP itself are sort of chapters in your child's story for this year as as he is academically for this year. And so the story has to make sense. And so when I read an IEP, one of the things I look for is, does the story make sense? If I didn't know anything else about this child, then does it all hang together? And if you break it down that way, it makes it a lot less intimidating, I think, for families. And um
040um and here just my input from the parent perspective is you know in terms of you know what parents can uh provide parents are part of the IEP team and uh I had mentioned this earlier for those who join late you know parents oftentimes don't realize that they can provide input on you know any concerns or anything that needs to be addressed. Um what was mentioned um that Sid actually told me earlier today is that some of the tips include you know video um now that we have smartphones capturing um you know things that your child is good at or challenging um might find challenging on video or through audio we have um the technology now that to to really provide that accurate snapshot and really um the IEP um is individualized and and as
041such uh this is where you as a parents are you know the most knowledgeable about your child and this is where you have a piece in every uh portion of uh the present levels that you see here. So, um, again, an emphasis on just how, um, present levels, uh, are a reflection of those IEP goals and how those IEP goals end up, um, driving, um, the services and supports and the specialized instruction that your child receives within the IEP document. Questions? Yeah, I didn't didn't notice any questions, but I haven't seen anything come up and I haven't seen anybody raise their hand. Um, but maybe that means you guys were super concise and understanding and actually I do see a question just popped up in the Q&A. Um, we got what and where academic benchmarks
042by grade level can be found to aid us parents in ensuring our special needs kids are able to access faith that maximize their potential and capacity? Well, the I'm sorry, but somehow I just my iPad is talking to me. Um, what you can find, not so much about what you asked specifically, but there are goal banks everywhere. And so, say for example, two things. First of all, goals must be aligned with state standards. So, if we're talking about a math goal, we can look at what sixth grade math should look like, but then we have to compare that to what the child's assessed need is or assessed ability in math. And so, that's that's how they talk about some of the academic goals. If sixth grade, and forgive me because I can never remember standards,
043if sixth grade math is is algebra and the child can currently only write or add twodigit addition, then we want to build on that. We can't go directly from two-digit addiction to algebra. But goals are supposed to be aligned with grade level standards in mind. There was a time when the attitude was, well, he can only read at fourth grade level. That's good enough. And so this pro this protects children so that the g the goals have high expectations attached to them. The other thing, if we're talking about non-academic goals like behavior goals, executive functioning goals, look at some of the goal banks that are out there. You get there's no one best. Um, but you get some ideas about, oh, here's my students need. What might a good goal be written around that? And
044the reason I encourage parents to come into their meeting with their own own draft goals is because the people who write IEPs write a huge number of IEPs every year and they don't necessarily know your child. Well, they of course they don't know your child as well as you do. So, putting your brains together and you saying, "Hey, I know you told me he has difficulty with with organization. I found some ideas about what kind of goal we can write. What do you think?" And that's where the teamwork comes in. There are experts on hundreds and hundreds of kids. So, use use their expertise and respect their expertise. Yeah. And speaking a little bit more from kind of the district and Sela side of things. I think I think collaboration is super key. I know
045a number of my case managers um have conversations with families well in advance of IE meetings, right? Because the bulk of those conversations where we're making decisions happen in IE meetings, but input and receiving that information and having conversations about your child's progress are all things you can do with your teacher and case manager at any point. Right? So, if you have ideas about goals or have questions about what's going on, have that conversation with folks, right? Um, and like Sid um had mentioned, um, there's the state standards. If you're just looking for like academic standards to to tie to, um, on IEPs, if there is tied to a standard, it should list what that standard is, then reference it. And you can always ask as a parent, right? Because we as educators should be
046providing that information. What what are we relating and tying these goals to? um if they're academic tied to some kind of state standard that's grade level aligned um and like Sid said, right, we're meeting the student where they're at, but it should be related to a skill at the grade level that they're in, right? So, very key and important conversations to have. So, just an input from from our and pulling the whole team in in when you have issues or concerns, that's that's where the great problem solving happens. So, back to what Kevin said about talk to your teacher, talk to your case manager. If if there's an issue or concern, talk to those people. That's they may not know that you have a concern unless you share it with them. And you certainly are
047going to have trouble finding solutions unless you use the whole team collaboratively. We got another question from a family. It's a little specific and um I'll let you guys answer the pieces you're able to answer. Um for my son's case, 5-year-old, he is making a lot of progress in the academic goals in the IEP over the past one and a half years. What he is struggling a little bit more with is vocational adaptive daily living skills like toileting. Um the IEP team is commencing that they are doing the best they can in the classroom setting at this time. Um, is it true that the IEP team can still exit my son on the IEP because the other goals vocational adaptive daily living skills are not quite addressed by the school district while he's doing well
048academically? Just curious on your thoughts? I have some initial thoughts, but I'll let you guys answer. Just Yeah. Yeah. when we don't really have time to get into the specifics, but um you're the team. No one's allowed to exit your child from special education without assessments to show that he's no longer in need of specialized education and supports. And so I would I would hope that you would reach out to April with that question. she's probably going to want to see your IEP because that's that's something that is a more involved answer than what we can give right now. Yep. And just from like the district and SELPA side of things, right? I think it's it's absolutely right. Nobody can exit your student from special education without your consent and any exit recommendation should be
049based on assessments um that include academic and the other components, right? Vocational, adaptive, daily living, behavioral. So, um, that should be part of the process. You can absolutely speak with family resource navigators if that's, um, what you're interested in. Um, but you have, if you have a relationship with your district, I would also encourage you to speak with your your case manager about your concerns and the district office, right? So, reach out to a program specialist and ask those questions because they can also provide their perspective and support, right? So, you've got connections in the community with family resource navigators and hopefully your district as well. Good question. Thank you.