So talk to me about what's next after a 1:1?

Discussion in 'Special Ed 101' started by starcloaked, Sep 30, 2007.

  1. starcloaked

    starcloaked New Member

    difficult child had a rough start to the year due to numerous procedural violations and general egregious errors on the part of the school system. We got their attention by having good documentation, and he was assigned a 1:1. There's one person, the inclusion specialist, who is really trying to make this work. Everyone else (princpal, classroom teacher, etc.) wants to get him the heck out of their school and into a self-contained behavior classroom (ALP). We're going to visit that room tomorrow morning, but my concerns are that a) it's really designed for older kids; there's one other kindergartner in the room now but it goes up to 5th grade, b) what if it's a warehouse, and c) it's at another school in the district, which means that he's going to be at a different school, but his twin sister will continue at our zoned school. If we ever decide to move her to put them together, she won't get transportation.

    I've asked them to give it one more try in the home school. He had an aide who took the job while also going to school full time and doing theater and music, and he quit after a week simply because he was overcommitted. Given the level of work this person is doing (H is alone in a "quiet classroom" with him for more than half the day at this point), I think they should hire a replacement at a higher level. The aides get $9.85 an hour and don't have any higher ed requirements. This person is teaching (they keep saying the resource room teacher is supervising...only in theory, and her expertise is NOT in this area anyway). I want to push them to upgrade the position. What do I call it? Does it have to be a teacher? Is there a difference between a paraprofessional and an instructional para? I thought there was, but now I'm not so sure, since when I say that I want an aide who is qualified to provide instruction, I get a blank stare. I think I'm not saying the right words. Any ideas?

    The fact that this aide left is pushing them to declare it a failure before they've given it a chance. I don't want to put my kid through a hundred transitions, but I also don't want my kid sent off to a special program when he has the capacity to be in an inclusive setting (with his sister and friends). It doesn't help that the teacher and principal are totally scared of him now and want him the heck out of there. I'm worried that trying to keep him in this school is going to result in them setting him up, and more heartbreak for him.

    I'm so tired. I've already missed way too much work, and we may have to have dear spouse take a leave of absence from work to handle all the times they're sending him home (we've agreed to shortened days while they find another aide, simply because school is too stressful for him without an aide). I am really wrestling with whether to keep swimming upstream, or whether to just go with the behavioral class and finally have him in a place where he's not being treated like an ax-murderer on the loose (never mind that he's FIVE and 45 pounds fighting weight).

    Sorry this turned into a bit of a vent. I know they're trying to wear us down with all these meetings and foot-dragging (they still haven't started the FBA & BIP I requested), and I'm starting to think it's working. Any advice on the next step up between para and SPED teacher will be helpful.

    Thanks for listening. I won't be sorry to see September 2007 behind us!

  2. Sheila

    Sheila Moderator

    It's tiring and frustrating....

    You shouldn't have to ask that difficult child's be appropriately trained, but you have to right to do so. (in writing and via certified mail). If difficult child's para isn't trained and that's what is needed for him to be successful in the LRE, I'd do just that.

    Some info on paraprofessionals:,root,regs,300,B,300%2E156,
    Regulations: Part 300 / B / 300.156
    Previous Next
    Sec. 300.156 Personnel qualifications.

    (a) General. The SEA must establish and maintain qualifications to ensure that personnel necessary to carry out the purposes of this part are appropriately and adequately prepared and trained, including that those personnel have the content knowledge and skills to serve children with disabilities.

    (b) Related services personnel and paraprofessionals. The qualifications under paragraph (a) of this section must include qualifications for related services personnel and paraprofessionals that--

    (1) Are consistent with any State-approved or State-recognized certification, licensing, registration, or other comparable requirements that apply to the professional discipline in which those personnel are providing special education or related services; and

    (2) Ensure that related services personnel who deliver services in their discipline or profession--

    (i) Meet the requirements of paragraph (b)(1) of this section; and

    (ii) Have not had certification or licensure requirements waived on an emergency, temporary, or provisional basis; and

    (iii) Allow paraprofessionals and assistants who are appropriately trained and supervised, in accordance with State law, regulation, or written policy, in meeting the requirements of this part to be used to assist in the provision of special education and related services under this part to children with disabilities.

    (c) Qualifications for special education teachers. The qualifications described in paragraph (a) of this section must ensure that each person employed as a public school special education teacher in the State who teaches in an elementary school, middle school, or secondary school is highly qualified as a special education teacher by the deadline established in section 1119(a)(2) of the ESEA.

    (d) Policy. In implementing this section, a State must adopt a policy that includes a requirement that LEAs in the State take measurable steps to recruit, hire, train, and retain highly qualified personnel to provide special education and related services under this part to children with disabilities.

    (e) Rule of construction. Notwithstanding any other individual right of action that a parent or student may maintain under this part, nothing in this part shall be construed to create a right of action on behalf of an individual student or a class of students for the failure of a particular SEA or LEA employee to be highly qualified, or to prevent a parent from filing a complaint about staff qualifications with the SEA as provided for under this part.

    (Authority: 20 U.S.C. 1412(a)(14))
    Discussion: Personnel training needs
    vary across States and it would be
    inappropriate for the regulations to
    require training on specific topics.
    Consistent with § 300.156 and section
    612(a)(14) of the Act, each State is
    responsible for ensuring that teachers,
    related services personnel,
    paraprofessionals, and other personnel
    serving children with disabilities under
    Part B of the Act are appropriately and
    adequately prepared and trained and
    have the content knowledge and skills
    required to serve children with
    Changes: None.

    Comment: One commenter
    recommended that the regulations
    include standards for highly qualified
    special education paraprofessionals,
    similar to the requirements under the
    Discussion: Section § 300.156(b)
    specifically requires the qualifications
    for paraprofessionals to be consistent
    with any State-approved or State recognized
    certification, licensing,
    registration, or other comparable
    requirements that apply to the
    professional discipline in which those
    personnel are providing special
    education or related services.
    In addition, the ESEA requires that
    paraprofessionals, including special
    education paraprofessionals who assist
    in instruction in title I-funded programs,
    have at least an associate’s degree, have
    completed at least two years of college,
    or meet a rigorous standard of quality
    and demonstrate, through a formal State
    or local assessment, knowledge of, and
    the ability to assist in instruction in
    reading, writing, and mathematics,
    reading readiness, writing readiness, or
    mathematics readiness, as appropriate.
    Paraprofessionals in title I schools do
    not need to meet these requirements if
    their role does not involve instructional
    support, such as special education
    paraprofessionals who solely provide
    personal care services. For more
    information on the ESEA requirements
    for paraprofessionals, see 34 CFR 200.58
    and section 1119 of the ESEA, and the
    Department’s nonregulatory guidance,
    Title I Paraprofessionals (March 1,
    2004), which can be found on the
    Department’s Web site at: .
    We believe these requirements are
    sufficient to ensure that children with
    disabilities receive services from
    paraprofessionals who are appropriately
    and adequately trained. Therefore, we
    decline to include additional standards
    for paraprofessionals.
    Changes: None.
  3. starcloaked

    starcloaked New Member

    Thanks for this. I will use some of these phrases. I had "highly qualified" but will add in "content knowledge and skills."

    It's ridiculous to have to come up with all these code words.

    I'm going to post an update in another thread.