Wow, your state assesses them much differently than mine does. We do ours every year at the end of the school year. In fact, my son has his coming up next week. I don't know how it works there, but here, if I don't like it, I don't sign it and we work on it until I'm satisfied. And even if I do sign it, I have a 6 month evaluation done just to make sure everything is going good. If it's not, we make the changes needed. I'm of the mind, that if they need the services, and it actually helps them, great as long as it doesn't interfere too much with the more important class work. But if there's no progress? Bah. Then there's no need for it.
My oldest son J has been getting an IEP for 5 or 6 years now. He has speech delays (diagnosed at 2), occupational therapy, special ed for reading, etc. He's also ODD. His first IEP's, I really didn't know much so I just accepted whatever they told me he needed. However, for his third one, lots of stuff changed. When he was in K, he was in a regular public school. They set his goals super high (so of course he showed no progress although a lot had actually been made), they were very rigid on how they dealt with things (he was pulled out every day for about half the session to work on all of that stuff and they wouldn't compromise on any of it), etc. But for 1st, he moved to a brand new charter school that had just opened. He started with the IEP made at the end of K, but at the eval the end of the first semester, we felt the goals didn't accurately project where he should be so did some amendments, checked the progress when it was time for his next IEP so we wrote those in. The goals were dropped drastically but they were we could realistically expect him to be, not where we hoped him to be. The school he's in is awesome. It's super accommodating to his needs, and they're willing to work with his needs instead of around them to get him the help required. They also work really hard to make sure he misses the least time possible from his main class. So for instance, for his reading, they take him out during reading time so while he's missing that with the class, he's getting the 1 on 1 that he really needs to help him in the area. It's one of his major struggles. He's almost 9, is in 2nd grade (I had him do K twice, once at home and once in public school because we felt it benefited him more both emotionally and developmentally) but is only reading at an early K level. They also did evaluations on him to see what kinds of teaching benefited him the most, which programs work better for him, even where his desk should be in the classroom.
Your system sounds really screwy. Nothing is done with him that I'm not told about in writing and I agree to first. My youngest son was just given an IEP too, but his is just for reading and isn't anywhere near as involved as J's. We went through that whole process with him too, even the evals telling us what kind of thinker he was and where his desk should be. Before we went with an IEP, they took him for Title 1 classes for remedial help, but again, not without my knowledge and consent.
I don't like your school at all. It sounds like they're not actually listening to your concerns nor are they doing what your daughter needs at the level she needs. They should never have removed her from the class for a program without your consent. Did they test your daughter in this area or just assume that since she has an IEP, obviously she needed the help? What were her scores? Did they actually show a need for that class? Rebecca T. is right on for all of it. I don't care for pulling the kids out anymore than absolutely needed either and the school has worked really hard to only take J during times he won't miss something "important" whereas his first school took him whenever it worked for their scheduling and then got upset when he refused to cooperate. I wouldn't either if I was really bad with transitions and you just took me with no warning from the cool game I was playing on the computer or the fun art project I was making.
YOU know your child best. You are her advocate. You have the right to require changes be made if you are seeing no progress. And do I understand you correctly that she's had the same goals for the last several years? Has there been no change? If my sons IEP was like that, I would be in there having evaluation meetings done and making sure that all of the data added up proving that that was the best IEP for him.
I love my eval meetings. EVERYONE that is involved with my son professionally is there. His teacher, his special ed teacher, his occupational therapist, his service coordinator, his speech therapists (one is provided by the school but the other one we see privately; however they work at the same office so I gave them the permissions needed to could coordinate their work with him), his PSR worker, the school director, and once even a councilor was able to make it for him. So there are a lot of people there for him and since each one gives a quick presentation about him, where he's at with his goals, what he's working with them, etc. everyone knows exactly where he's at. It also provides important information about him as a person, not just the data on the paper. They all know he doesn't handle transitions well, but sometimes they might need to be reminded or one of them might be new and they might not know some of his little quirks or ways to work him out of his funk.
He changes so much every year, I just couldn't imagine going that long between IEP's and not changing them as needed. If you're seeing no progress with her, I'd stick to your guns and yank her from the program or insist that a change be made to accommodate her at the level actually needed. Or, depending on how hard it is to open a new IEP if you decide she actually does need one in the future, I'd write this one specifically based on her needs. Of course take everyone's recommendations into account, but in the end it's your decision. Have you had outside evaluation done for her at all? What do those results tell you? I would have outside evaluations done, have those professionals as well as the teachers etc. at the school have a meeting and then fashion an IEP around that.
If there has been no progress, not only is it a waste of your daughters time, but it's also a waste of the school resources so changes need to be made. I think the biggest problem I'm going to have to face next fall with J is that he's going to have a new teacher. He's had the same one for two years now. Remember I said he doesn't do well with transitions? I'm really hoping he'll get one of the current 3rd grade teachers that already knows him and has worked with him (classes are often combined in his school so right now he's in a 1/2 class and does his math with the teacher of the other 1/2 class and she's moving to a 3/4 class next year) but it shouldn't actually be a problem because I can write into his IEP that he receive that teacher (for which I'm very thankful). I even did that in K too, wrote in that he be in an afternoon class instead of the morning so the school was obligated to follow it. Of course that put me on the bad side of the secretary before school even started because she tried to tell me that the p.m. class was full and that J wouldn't be put in it. But I stuck to my guns and insisted they follow the IEP which she hadn't even bothered to look at. She wasn't happy when she was informed by the special ed teacher that's what his IEP said and that's what she needed to do. She was really tart when she informed me that it wasn't fair for the families of the two children (special needs children require 2 slots here, I don't know if it's like that in your state) she would have to inform wouldn't be in the p.m. class after all but if she'd done her work properly in the first place, it wouldn't have happened. I almost backed down because I didn't really know what my rights were but I have learned so much since then. Like I said, you're your daughters best advocate and if you don't do it, who will? Big hugs and best of luck getting it straightened out!