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<blockquote data-quote="Ropefree" data-source="post: 237094" data-attributes="member: 6271"><p>Gvcmom: It was the doe here, I was told, who required the switch from IEP to 504.</p><p>What I requested (since the appropriate re-evaluation by retest was appropriate) is to check by testing again wether the improvements were reflecting an actually increase in the area qualifying him for IEP.</p><p></p><p>In plain language: lets look.</p><p></p><p>Instead they insisted that the 'transition to college' would be better with the 504 and not IEP services, which they were not giving him in any meaningful way anyway. Poeticly the following quarter it was a class called transittion to high school in which the teacher brought the fact that the 504 labeled student is actually recieving zero accomidation (not unlike the IEP given what services were included were also ignored in a practical manner....ie. no conseling services although in the iep, no contacting me reguarding completions below the benchmarked level and in reality the only "service" was lip service when parent "team" member complains)...the signal or sign that the 504 means nothing whatsoever was the reciept of F in the quarter grade.</p><p></p><p>In meeting the teacher clarified that she had not taken any step in the 504. And she had the gaul to offer due to her student load she could do nothing. </p><p>Her ineptitude is seen in her meathod of merely flunking many students without taking any step to do her job and understand what HER problem is.</p><p></p><p>At that point the 504 specialist met with me and the ONLY solution was for me to contact her and recieve the weekly reporting and this by e-mail for teacher convieniance. </p><p></p><p>E-mailiing is not in my best interest as this meathod requires me to engage in a task that is not healthy for me due to my disablility. Hense it is both difficult due to lack of the fluidity of use and requires me to do this which is not beneficial to me it is determental.</p><p></p><p>This quarter the 504 speciallist was not available due to vacations, absences, and conferences to follow through with this hokey system for communicating the timely</p><p>info. </p><p></p><p>Also in October when things went hyewire on the homefront she was not available and so I went to the school and was provided information from the regular conselor.</p><p></p><p>In the school mind the special needs of a student who is functioning above the remenial level with an occational F is not a concern.</p><p></p><p>The fact that this Federal and lawful rights of disabilities is something of a large and</p><p>unhumorous joke is not my point.</p><p></p><p>Befor the winter break the contacting meathod was not workiing. My attempts were numorous and the effort did not prove to work. I obtained what was provided by meeting with the 504 specialist at the school and was shown glowing reports.</p><p>Just befor the break I got wind of an assignment critical to one subject contacted the teacher directly and was told she had to many students for her to offer the information on one.</p><p></p><p>The first weeks of the new year the 504 specialist did not gather the material as per the hokey 'plans' and I called her. Then she told me glow stories again. then she </p><p>sent the e-mail with the last semester final grades and these were not the glow worms of her prior statements. Instead the lessoned grade levels and lowering gpa.</p><p></p><p>I directed her attention to the lies. She then stated she wasn't lieing these were what the teachers had told her. </p><p></p><p>And she offered the idea that the grades now recorded are "what he earned" and that my expectations may not be what he wants.</p><p></p><p>What is wrong with this system is the idea that doing the actual fact based assessments and focusing the effort on what is needed for the learning subject of the process is not a matter of "wanting".</p><p></p><p>I think that the schools are abdicating their paid employment obligations to match these federal laws because the prevasive social disscussion pits "the taxpayer' against the "public free education system" and certainly any indivigule with a disability.</p><p></p><p>This student is not needing rocket science level attention. And to me that is especially telling. Academic excellence is learned behavior. And even when a student brings the abilities to learn to the picnic the educators who are unwilling or inept to the service of teaching are clearly visible. They are talking AROUND to problem and not engaging in sollution. </p><p></p><p>As a parent when I have placed so many calls, been to so many meetings, and made contact sometimes on a daily basis to motivate the school, teachers, conselors and these have the nerve to then both place the work of weekly gathering the assignment facts and grade facts and then THEY FAIL to either give the information, return the calls, do the work and they blame me, or they talk about </p><p>what the student wants, or they defer to lowering expectations.</p></blockquote><p></p>
[QUOTE="Ropefree, post: 237094, member: 6271"] Gvcmom: It was the doe here, I was told, who required the switch from IEP to 504. What I requested (since the appropriate re-evaluation by retest was appropriate) is to check by testing again wether the improvements were reflecting an actually increase in the area qualifying him for IEP. In plain language: lets look. Instead they insisted that the 'transition to college' would be better with the 504 and not IEP services, which they were not giving him in any meaningful way anyway. Poeticly the following quarter it was a class called transittion to high school in which the teacher brought the fact that the 504 labeled student is actually recieving zero accomidation (not unlike the IEP given what services were included were also ignored in a practical manner....ie. no conseling services although in the iep, no contacting me reguarding completions below the benchmarked level and in reality the only "service" was lip service when parent "team" member complains)...the signal or sign that the 504 means nothing whatsoever was the reciept of F in the quarter grade. In meeting the teacher clarified that she had not taken any step in the 504. And she had the gaul to offer due to her student load she could do nothing. Her ineptitude is seen in her meathod of merely flunking many students without taking any step to do her job and understand what HER problem is. At that point the 504 specialist met with me and the ONLY solution was for me to contact her and recieve the weekly reporting and this by e-mail for teacher convieniance. E-mailiing is not in my best interest as this meathod requires me to engage in a task that is not healthy for me due to my disablility. Hense it is both difficult due to lack of the fluidity of use and requires me to do this which is not beneficial to me it is determental. This quarter the 504 speciallist was not available due to vacations, absences, and conferences to follow through with this hokey system for communicating the timely info. Also in October when things went hyewire on the homefront she was not available and so I went to the school and was provided information from the regular conselor. In the school mind the special needs of a student who is functioning above the remenial level with an occational F is not a concern. The fact that this Federal and lawful rights of disabilities is something of a large and unhumorous joke is not my point. Befor the winter break the contacting meathod was not workiing. My attempts were numorous and the effort did not prove to work. I obtained what was provided by meeting with the 504 specialist at the school and was shown glowing reports. Just befor the break I got wind of an assignment critical to one subject contacted the teacher directly and was told she had to many students for her to offer the information on one. The first weeks of the new year the 504 specialist did not gather the material as per the hokey 'plans' and I called her. Then she told me glow stories again. then she sent the e-mail with the last semester final grades and these were not the glow worms of her prior statements. Instead the lessoned grade levels and lowering gpa. I directed her attention to the lies. She then stated she wasn't lieing these were what the teachers had told her. And she offered the idea that the grades now recorded are "what he earned" and that my expectations may not be what he wants. What is wrong with this system is the idea that doing the actual fact based assessments and focusing the effort on what is needed for the learning subject of the process is not a matter of "wanting". I think that the schools are abdicating their paid employment obligations to match these federal laws because the prevasive social disscussion pits "the taxpayer' against the "public free education system" and certainly any indivigule with a disability. This student is not needing rocket science level attention. And to me that is especially telling. Academic excellence is learned behavior. And even when a student brings the abilities to learn to the picnic the educators who are unwilling or inept to the service of teaching are clearly visible. They are talking AROUND to problem and not engaging in sollution. As a parent when I have placed so many calls, been to so many meetings, and made contact sometimes on a daily basis to motivate the school, teachers, conselors and these have the nerve to then both place the work of weekly gathering the assignment facts and grade facts and then THEY FAIL to either give the information, return the calls, do the work and they blame me, or they talk about what the student wants, or they defer to lowering expectations. [/QUOTE]
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