Re: Principal/AP or SPED Director? Im
Posted by lm on 5/07/08
Bob, Somebody does have to watch the bottom line, right? Otherwise, why not give every kid, not just sped kids, any every support, which can take many formats. Support classes and modifications increase costs, if you number of supports sections increases, you need to staff them. If you give more kids extended time you need to ensure there is an appropriate number of students in a room. If it pass a max number of kids in a room, you need to increase staff to open another room. Bob, I work in a fairly wealthy district but we do not get spend money without justification. We require students to be tested and receive other data before extending support or mods. Besides how many student over the age of 18 do you know want to continue in high school? They want to get out with their cohort, if they do not, they most likely continue at the local community college. On 5/06/08, Bob/VA wrote: > Please describe those modifications and elaborate on how, as you > say they increase costs. > > If a sped student takes 5 years to graduate that is the time it > takes. Does birth to 22 ring any bells? > > Dependency on modifications - yes some will become dependent on > them and may require some modifications beyond their high school > years. There is a regular contributor to this forum who will > attest, I believe, to the value of and benefit to individual > students of those modifications. A good sped teacher (and they are > legion) will recognize when it may be appropriate and of better > service to the student to reduce the level of any given > modification. > > I repeat - special ed directors and bldg level admins are fiscal > gatekeepers. It really does seem, and numerous court decisions > bear out, that failure to provide FAPE in the LRE is much more > costly to districts than simply following the law. > > Sidebar: Lets save the FAPE and LRE discussion for another thread > > On 5/06/08, lm wrote: >> Maybe we should just give every modification a parent wants, >> forget about cost or the fact some of those supports may cause a >> student to graduate in five years. I know an IEP team decides >> the case, but I have sat in CSE's with parents requesting >> modificatons for a junior student with an average of over 90. >> Student had never received mods before but parents wanted them >> for her finals. We denied her. If a kid deserves them, they >> should receive them, but there is another side to the story, they >> do cost money and if students become too dependent on them . . . >> then what do we do?
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