Discussion in 'Special Ed 101' started by ShakespeareMamaX, Oct 29, 2007.

  1. ShakespeareMamaX

    ShakespeareMamaX New Member

    Does anybody know if it is MANDATORY to request a PPT (or IEP) in writing? Or is it acceptable (does it count) to have verbally requested one???
  2. SnowAngel

    SnowAngel New Member

    You can request one verbally, however wether they follow through is a different story. It is recommended that you submit the request in writting and send it certified to the Special Education director at the school district. This makes them responsible for completing it in a timely manor. And you have proof they got it. Also include in your letter the certified copy tracking #
  3. ShakespeareMamaX

    ShakespeareMamaX New Member

    Well, I had called and left a message the first day of school, requesting a PPT, asap, as to enlighten the school of my son's behavior. No return calls...nothing. I asked the teacher everytime I had seen her if the PPT was happening. She stated she would email me when she could get everybody together. I went to the school couselor, the principal. Still...nothing. After about 2 months the counselor finally calls me and says "oh, you have to submit it in writing to start the process". Is this OK?! My son was just suspended Friday, by the way, because there is absolutely no behavior plan.

  4. ShakespeareMamaX

    ShakespeareMamaX New Member

    Also, is there a limit on how long the school can make you wait for a PPT? Some told me 10 days...some 45. Is there a max limit at all, even?

    P.S. I live in CT.
  5. SnowAngel

    SnowAngel New Member

    Here is the LDA website which gives info on the IEP.

    I am not sure if states differ in time frames. Here in AZ they have 10 days from the time they receive the written request to start the process. Then they have up to 45 days to complete it.

    This is your states website for education.

    Submit your request in writting ASAP and send it CERTIFIED to the School Districts Special Education Director.
  6. SnowAngel

    SnowAngel New Member

    Also request (I did this by e-mail to the principal,teacher,Special Education director and school psychologist) do a functional behavioral assessment and put together a behavioral intervention plan. This will help if he gets in trouble alot due to his behavior.
  7. nvts

    nvts Active Member

    Hi! Anything that you do with the school as far as IEP's, 504 requests etc. should be done in writing and sent Certified mail. This gives you back-up about the request and sending it certified starts the clock ticking.

    Very important questions: has the school been aware of his disability? Has he had an IEP with this school (last year)or with his prior school? Is this a Principals suspension or a superintendents suspension (ours are different in NYC)?

    Once the school has knowledge of a disability, certain things can "sort of" protect him. (Sheila and Martie would know all about that stuff, I'm still fishing around with our mess with difficult child 3!).

    Keep us up to date on the "goings-on"!

    Keeping you in mind!

  8. Sheila

    Sheila Moderator

    <div class="ubbcode-block"><div class="ubbcode-header">Quote:</div><div class="ubbcode-body">You can request one verbally, however wether they follow through is a different story. </div></div>


    Without requests being reduced to writing and sent via Certified Mail, you have a he said/she said situation. Not the way it should be, but it's the way it is.
  9. ShakespeareMamaX

    ShakespeareMamaX New Member

    Well, I had an SAT (student assistance team) meeting today. According to the school handbook:

    "A Student Assistance Team includes teachers, administrators, and consultants who work collaboratively to develop strategies to support students' academic and behavioral needs."

    When my husband and I got to the meeting at 8:30, this morning, the only people in the room were the school social worker and the principal.

    The principal had a piece of paper that we were supposed to write a "plan" on to recreate my child. OK...let's give it a whirl. His idea was to send my son to the Residential Treatment Center (RTC) (return to class/detention) room 3 times a day, everyday, as to put a little variety in his day. Of course, he would be escorted by another child as to prevent these "dangerous" behaviors my son has been advertising to the school that even the principal, himself, couldn't control.

    Brilliant! :hammer:

    "Well, I know you guys are in a hurry to get to work, so..."
    If I had my brass knuckles on at the moment(s) the principal said that... :cigarsmoker:
    HE wanted to leave, so he tried to use US as the excuse. I said "Well, we're willing to take all the time necessary in order to fix this. We're not worried about work right now".

    I asked about a 504 plan...he didn't know what it was.

    The social worker sat there in silence most of the time and, eventually, the school psychologist joined the group. I asked if they had the resources at the school for one-on-one attention for my child.
    I asked if they had smaller classes as to give my child a little more individual attention than a full size class.
    Well, then...I said, "maybe (no offense to the school) this school and my son are not compatible."
    "Oh, you're not going to get anything different from any other school. In fact, this is the only school in this town that has the Residential Treatment Center (RTC) room." :bravo:
    I asked if there were any alternative schools, at all, in town.
    This is where the psychologist piped up "Oh, that's something that will need to be discussed in the PPT."
    Me - "Yeah? How's that coming along, by the way?"
    psychiatric - "The paperwork is being filed."
    Me - "OK...still in the WORKS. OK..." :grrr:

    At 9:00 (1/2 later), the principal had to leave. Mind you, nothing had been accomplished. The only plan were the 3x a day Residential Treatment Center (RTC) visits.

    We moved into the psychiatric's office. Now it's just us and her (not sure where the social worker went). She seems to be a bit more on the same page as us, but we still never worked out a solid plan. She suggested when he go to the Residential Treatment Center (RTC) room he continue doing assignments to color his turtles in (there are 5), so he gets a reward.

    Today, though, the goal was to color 2 turtles. Worth a shot, I guess.

    The social worker shows up a while into talking to the psychiatric. He gives me 3 numbers to 3 new MDs. I ask the psychiatric and the social worker's opinions on whether they thought it would be effective to have my son apologize to the class for disrupting them.

    They agreed this would be a bad idea it as it would embarass him. I think for a moment...alright, I suppose that's reasonable.

    Now, what came next stopped me in my tracks. The psychiatric tells me that one of the times my son was so lovingly escorted out of the room for his behavior, the WHOLE class applauded. Applauded! With him RIGHT THERE! It completely disgusts me that such behavior is allowed by those children! I wanted to cry for my son. I wanted to hug him. Squeeze him and get him out of that wretched excuse for a school.

    But I continued...I needed to get all the info I could.

    I found out the principal requested my son's teacher NOT attend the meeting and didn't even advise her of it until later this morning.

    I found out the principal last year was more apt to keep the "problem" kids in school, as opposed to kicking them out the door the second they acted up.

    I found out that I liked the psychiatric a LOT more having found out her opinions on the (gym teacher) principal, alone. We'll just say she's not his biggest fan. :thumbsup:

    So....that's it. That's the plan. A kid bringing my kid to detention 3 times a day so he can color [enter colorful language] turtles.

    May I add the silver lining of my day:

    I got an appointment with a neurologist for 18 December. And they take my insurance. Woo hoo!!! :ghost:

    This is my last spark of hope, at this point. As much as I'd hate to see that my son actually did have some kind of inbalance with his least, we'd know what to fix, right?

  10. Sheila

    Sheila Moderator

    <div class="ubbcode-block"><div class="ubbcode-header">Quote:</div><div class="ubbcode-body">I asked about a 504 plan...he didn't know what it was. </div></div>

    Sorry, I have a very hard time believing that a principal has no knowledge of what a 504 Plan is.

    You need to get in the habit of documenting these type meetings. There's a link to Judy Bonell's documentation recommendations in this forum. You can locate it by using the site's search function and plugging in geocities.

    Based on you're information, what I'm hearing is "no, we don't do that," and "no, we don't have that," "yes, I take liberties with-policy."

    You may want to consider getting an advocate lined up.

    You're also going to need to self-educate about your's and your child's education rights.

    Just so you know, when a child has an IEP and an IEP team says the child needs "X" or "Y" or "Z," it must be provided by the school district and at no cost to the parents. "We don't have," "don't do," "it's not in the budget," etc., are not allowable excuses.
  11. SnowAngel

    SnowAngel New Member

    I know nothing about these sites personally, however I found them and I am hoping someone in your area can direct you with more help. I feel it is crucial to a child with disabilities to get a 504 or IEP put in place.

    There is a CT website that gives you info on how to advocate for your child in the schools. I thought it might help as some stuff differs from state to state.

    This website gives you names & numbers of advocates in your state. Just click on CT and your area will pop up with advocates.

    Hope these help. Good Luck!!