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Susan: How is support time measured? If a child’s IEP states they will receive classroom support for 30 minutes in reading and 30 minutes in math each day, and there are 5 other SPED students in the class that the SPED teacher is helping, how is the IEP being met? The SPED teacher is only in the classroom for 30 minutes for each subject but she is helping a total of 6 students. Is the school meeting the requirements of the IEP?

  1. Does a student on an IEP have to be pulled out to receive their minutes if they are in in school suspension for the day? Does sending their modified work count as their minutes being met?

  2. Can a student have a reading goal, but not have any reading minutes?
    For example, this student has not minutes written in for reading support, or minutes written in for Resource room time, but has a reading goal. It makes no sense at all. Who is delivering the services? When or where are they being delivered?

    • Michelle, IEPs are to indicate the specially designed instruction the child is to receive to meet their goals. If this is not done, then it would seem that the school is not providing FAPE to the student. A complaint to district staff, & the state education agency are options. The state parent training and indormation project is a source of help for parents.

  3. When a Special education instructional aid goes into the classroom to provide special education services do those minutes count or does it have to be the actual Special education teacher that services the student?

  4. How do IEP teams determine SDI for a child? If the child is newly eligible for IDEA services how are the contact service minutes calculated?. Why 30 minutes of reading instruction (5) times per week compared to the child receiving 45 minutes (4) time per week. What factors go into service time?

    • To answer your question the service time is determined by the whole IEP team including the parents. There are factors taken into consideration such as does the child have multiple disabilities that causes them to be further behind. As far as reading instruction what level is the child on. If the child is in 6th grade but at a 1st grade reading level then he will probably need more services and would get more time. I hope this helps you.

    • If a student has 60 minutes of pull-out support for reading each week written into the IEP and it is a shortened week due to holidays do these minutes need to be made up?

  5. A similar question, if a student’s IEP states the student needs and is to be getting say 30 minutes a day of specially designed instruction (SDI) in math, but members of the team acknowledge at the IEP meeting, it’s really 25 minutes after transitioning to and from the special education room, does the school need to make up those 5 missed minutes a day of SDI? A middle school student’s regular ed classes don’t count that transition time as part of class instruction time, certainly they shouldn’t also be counted as part of the SDI minutes the student should be getting??

  6. It is possible that they are meeting the IEP goals or they may not. You can always request to observe your child. I did that. I had to contact the school ahead of time & we came up with a time. I came in & I did not like what I saw. It helped me request another IEP meeting & we came up with better goals. Also if you want a 1:1 tutor for your child you may request an IEP meeting to discuss but you have to put it in the IEP 1:1 tutor or they do not have to do it. They may list “small group”. You need to find out what that means. Apparently it means 6 students in your case. All items must be highly specified in the IEP or they do not have to comply.

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