Forums
New posts
Search forums
What's new
New posts
New profile posts
Latest activity
Internet Search
Members
Current visitors
New profile posts
Search profile posts
Log in
Register
What's new
Search
Search
Search titles only
By:
New posts
Search forums
Menu
Log in
Register
Install the app
Install
Forums
Parent Support Forums
General Parenting
My letter to sd admin - suggestions?
JavaScript is disabled. For a better experience, please enable JavaScript in your browser before proceeding.
You are using an out of date browser. It may not display this or other websites correctly.
You should upgrade or use an
alternative browser
.
Reply to thread
Message
<blockquote data-quote="Shari" data-source="post: 250901" data-attributes="member: 1848"><p>I don't mean to sound argumentative, so please don't take it that way. I'm not good at this.</p><p>***</p><p>My hang up with half days is this... it was decided at a 5am meeting without the rest of the team by 2 top dogs in the sd and completely throws out the plan the team had agreed to the day prior; it is very loosely based on safe schools acts (VERY loosely - in fact, that basis wouldn't hold water); it is based on the assumption that difficult child can't maintain at school when, in fact, we have evidence to support that he CAN maintain at school if the school will allow him to either work with the one para that he can work with, or train the others - in fact, even the private school that threw him out said they had teachers that could keep difficult child in the classroom all day long - what they didn't have were ENOUGH teachers to be able to commit one teacher just to difficult child as much as he needed...TWO of those successful teachers met with the SD when we put him there and told them that. One of those teachers said she thought difficult child could even maintain in the mainstream classroom without support if the teacher was the right person. It was also presented as a "plan change", except the "plan group" wasn't involved in the change, so it is effectively half-day suspensions.</p><p>***</p><p>The SD so far has done enough stuff "wrong" that I could go in guns a blazin' and spouting the law; I don't think that's the best approach because when you start talking about how they aren't following the law, they start doing whatever it takes to CYA, and less focusing is on what the kid really needs (already happening anyway). The other thing is that the research team still has a toe in the door with the principal - he hasn't closed them off completely and they are talking to him about TEC methods - I don't want to tick the principal off and have him close that door completely, therefore, I don't think I want to sound too official just yet. And we're a tiny district. If this school doesn't work, we don't have other options. And we have 11 years to go.</p><p>***</p><p>Ideally, I want someone in administration, maybe SpEd director, to read this and say "you've only got 60 days to complete that evaluation, make it happen" or "he's been there 4 months and still doesn't have an IEP?" or "what is going on here???", something along that lines - it gets said, without me saying it - and they get in gear without me being the bad guy. Worst case scenario is it doesn't work and I have to take the bad guy route, which I'm willing to do, just not quite yet.</p><p>***</p><p>Does that make more sense? I'm about ready to just keep quiet til he's out of school for 8 days, then toss the manifestation determination out there. That's not a subtle nudge, tho.</p><p>***</p><p>And now I just got a note from SpEd Director saying they can't hurry the evaluation along - her reason is because difficult child's behavior has interfered with their ability to test him. Yesterday's reason was absences.</p><p>***</p><p>Gr.</p></blockquote><p></p>
[QUOTE="Shari, post: 250901, member: 1848"] I don't mean to sound argumentative, so please don't take it that way. I'm not good at this. *** My hang up with half days is this... it was decided at a 5am meeting without the rest of the team by 2 top dogs in the sd and completely throws out the plan the team had agreed to the day prior; it is very loosely based on safe schools acts (VERY loosely - in fact, that basis wouldn't hold water); it is based on the assumption that difficult child can't maintain at school when, in fact, we have evidence to support that he CAN maintain at school if the school will allow him to either work with the one para that he can work with, or train the others - in fact, even the private school that threw him out said they had teachers that could keep difficult child in the classroom all day long - what they didn't have were ENOUGH teachers to be able to commit one teacher just to difficult child as much as he needed...TWO of those successful teachers met with the SD when we put him there and told them that. One of those teachers said she thought difficult child could even maintain in the mainstream classroom without support if the teacher was the right person. It was also presented as a "plan change", except the "plan group" wasn't involved in the change, so it is effectively half-day suspensions. *** The SD so far has done enough stuff "wrong" that I could go in guns a blazin' and spouting the law; I don't think that's the best approach because when you start talking about how they aren't following the law, they start doing whatever it takes to CYA, and less focusing is on what the kid really needs (already happening anyway). The other thing is that the research team still has a toe in the door with the principal - he hasn't closed them off completely and they are talking to him about TEC methods - I don't want to tick the principal off and have him close that door completely, therefore, I don't think I want to sound too official just yet. And we're a tiny district. If this school doesn't work, we don't have other options. And we have 11 years to go. *** Ideally, I want someone in administration, maybe SpEd director, to read this and say "you've only got 60 days to complete that evaluation, make it happen" or "he's been there 4 months and still doesn't have an IEP?" or "what is going on here???", something along that lines - it gets said, without me saying it - and they get in gear without me being the bad guy. Worst case scenario is it doesn't work and I have to take the bad guy route, which I'm willing to do, just not quite yet. *** Does that make more sense? I'm about ready to just keep quiet til he's out of school for 8 days, then toss the manifestation determination out there. That's not a subtle nudge, tho. *** And now I just got a note from SpEd Director saying they can't hurry the evaluation along - her reason is because difficult child's behavior has interfered with their ability to test him. Yesterday's reason was absences. *** Gr. [/QUOTE]
Insert quotes…
Verification
Post reply
Forums
Parent Support Forums
General Parenting
My letter to sd admin - suggestions?
Top