I could use some advice re: school

[Schmeck]

I am not sure about the 30-day rule and the summer break; I have faced this issue but have always insisted that issues be addressed before the new year (including having summer IEP meetings) to make sure there was an effective IEP in place on day 1 of the new school year (which is required by IDEA).

bookwormde

The old IEP is the effective IEP until the new one is signed by the parents - federal law mandates this. So, if the parent refuses the new IEP, the school continues using the old one until the disagreement over the new one is settled. We do not employ staff over the summer, so there would be no one to call to a summer meeting.

 

[Eeyores Butterfly]

From my understanding you are not supposed to bring the IEP to the meeting finished as parents are to have input on it. It has been drilled into us that you bring a DRAFT and that DRAFT should be written in big huge letters across it. The signatures page at the beginning is a record of meeting attendance and we always sign it at the beginning.

The meetings I've attended we have always had the draft with us and then made any changes. Depending on the changes made the family either leaves with a copy or we send it home the next day if changes are made. The signature page gets attached to the IEP as a record of the meeting. Different states may have different laws. I would definitely have issue with the fact that they changed the IEP after the meeting. That should not have been changed. Instead it would have to be an addendum that would require separate notification/approval.

 

[LMC]

..... That should not have been changed. Instead it would have to be an addendum that would require separate notification/approval.

Here in lies the quandrum. This I learned last year when it happened to me and that is why I now NEVER leave the room without the finalized completed copy in my hand and then I will sign the attendance papers. They will never, ever be able to play a bait and switch on me again. We had four IEP meetings this last year but since the school system has so effectively instilled trust between us two parties, this is what they have to put up with now when we do meet.

 

[Schmeck]

Here in lies the quandrum. This I learned last year when it happened to me and that is why I now NEVER leave the room without the finalized completed copy in my hand and then I will sign the attendance papers. They will never, ever be able to play a bait and switch on me again. We had four IEP meetings this last year but since the school system has so effectively instilled trust between us two parties, this is what they have to put up with now when we do meet.

At our school the meeting wouldn't even start until the attendance paper is signed.

 

[carrie6466]

So this is the status at the moment: I spoke to the principal of the school, who in turn made some phone calls and proceeded to not have an answer for me by the time school ended on 6/26.

I called the Sp. Ed. office, to which the chairperson called me back saying they were in error ever putting a school location for next year on that, as that is against their policy. When I pointed out to her it was on every IEP I've ever had, she said people make mistakes. I told her I didn't believe that 5x was a mistake each time, but most likely no one but her knew the actual policy. I then asked her the make-up of the 4 (yes 4) special ed children that will be put in this new class. She told me I couldn't ask that. I told her I didn't want their names, but merely wanted to know the sex and what secondary schools they would be attending. She said that was a valid point and she'd find out for me. She then proceeded to tell me that she couldn't help me and I needed to call the superintendant's office. I asked her why my consent was fraudulantly attached to the back of this IEP. She said it wasn't fraudulant as the IEP shouldn't have the school name on it. I then told her she'll be getting my letter on Monday that I rescind my consent, as this is NOT what was discussed at our meeting. She told me this shouldn't even have been discussed as the actual building placement is not made by committee at meetings, but decided by admin. in the superintendants office. This all happened on Friday.

The superintendant's office was closed by the time I got off the phone with her.

So...I am no closer to an answer than I was a month ago. School is now over. I do not know where my newly-turned 6 yr old (as of yesterday!) will be going to school come September. But, if they think that I will just meekly show up at the new school and hand over my child, they are sorely mistaken. I have had 2 parents volunteer to come to any meetings with me; one is the parent of a sp ed child and also happens to be a first grade inclusion teacher in another district. The other is the parent of 2 sp. ed. students and is quite vocal about all of these issues.

I'm working on getting my team together now

 

[Ali]

I'm sorry you are still dealing with this, and I am happy to see you are getting a team together to support yourself and advocate for what is best for your child. Keep us updated because we all can learn from the experiences of another in this situation.

 

[LMC]

At our school the meeting wouldn't even start until the attendance paper is signed.

Then I guess we'd just sit there and stare at each other. The school system is the party who chose to be dishonest last year and not give me the final copy before I left the meeting, and then proceeded to change what we discussed in the IEP meeting (Just as this OP is stating) so now if they want my signature, they give me the final copy before I leave and I give them my signature.

 

[bookwormde]

It is funny that whet the SP ed chairperson said it “technically correct” but is only really “half truths”. Yes the administration makes the final assignments but the IEP provides “guidance” that they must follow.

Typically teachers and schools are not spelled out by “name”, but the IEP is written “descriptively” so that it is clear where and with whom a child’s needs can be met.
Need statements like “needs to have staff and teachers who are trained, experience and familiar with the child’s specific needs is “code” for do not change teachers or specialist for “administrative convenience”. Child needs social, educational and other environmental transitions to be minimized to limit damaging level of stress and that transition skills be taught a part of a formalized program. This is short for keep him in a classroom where is “familiar” with other children and certainly do not “bounce schools”.

Yes you do have the “right” to know the generic makeup of an inclusion class and the level of training and experience that the teachers have. This is important since “social needs” are sometimes not well met if the class is overly concentrated with SP ED students (typically not more than 1/3) and if this is also true if the teachers lack adequate training, support and experience.

Obviously her “excuse” about the IEP being changes after you signature was totally “laughable” and was just a silly attempt to CHA.

I know all states are different but we sign a “attendance” log at the beginning of the meeting but the final approval signatures for the IEP are sperate and in the “body” of the IEP.

bookwormde

 

[Schmeck]

Then I guess we'd just sit there and stare at each other. The school system is the party who chose to be dishonest last year and not give me the final copy before I left the meeting, and then proceeded to change what we discussed in the IEP meeting (Just as this OP is stating) so now if they want my signature, they give me the final copy before I leave and I give them my signature.

Sounds like your school does things completely opposite of the school I work at - no one signs an IEP at the meeting, as the final draft of the IEP isn't created there. We have a meeting, the liason teacher types of the ed plan, it is sent to the sped director, then it is sent home to be signed. If the parent doesn't like something in the IEP, it is sent back for review, another meeting, etc.

If you sign an IEP at the meeting, did you get a copy of it then? You would have proof that they changed the ed plan after you signed it.

 

[carrie6466]

It is funny that whet the SP ed chairperson said it “technically correct” but is only really “half truths”. Yes the administration makes the final assignments but the IEP provides “guidance” that they must follow.

Typically teachers and schools are not spelled out by “name”, but the IEP is written “descriptively” so that it is clear where and with whom a child’s needs can be met.
Need statements like “needs to have staff and teachers who are trained, experience and familiar with the child’s specific needs is “code” for do not change teachers or specialist for “administrative convenience”. Child needs social, educational and other environmental transitions to be minimized to limit damaging level of stress and that transition skills be taught a part of a formalized program. This is short for keep him in a classroom where is “familiar” with other children and certainly do not “bounce schools”.

Yes you do have the “right” to know the generic makeup of an inclusion class and the level of training and experience that the teachers have. This is important since “social needs” are sometimes not well met if the class is overly concentrated with SP ED students (typically not more than 1/3) and if this is also true if the teachers lack adequate training, support and experience.

Obviously her “excuse” about the IEP being changes after you signature was totally “laughable” and was just a silly attempt to CHA.

I know all states are different but we sign a “attendance” log at the beginning of the meeting but the final approval signatures for the IEP are sperate and in the “body” of the IEP.

bookwormde

Supposedly there are only going to be 3 or 4 sp ed kids in the new class. It's also only set up for 1st and 2nd grade so far. So I asked what happens if they all get declassified by 3rd grade except my daughter. It wouldn't be much of an inclusion class if it only had one sp ed student in it.

They tell me it'll never happen. Excuse me if I don't believe that. I was also told it would 'never happen' that they would change her school.

Sounds like your school does things completely opposite of the school I work at - no one signs an IEP at the meeting, as the final draft of the IEP isn't created there. We have a meeting, the liason teacher types of the ed plan, it is sent to the sped director, then it is sent home to be signed. If the parent doesn't like something in the IEP, it is sent back for review, another meeting, etc.

If you sign an IEP at the meeting, did you get a copy of it then? You would have proof that they changed the ed plan after you signed it.

No, they send the copies in the mail. At the end of them meeting, the chairperson goes over everything you've discussed and you sign the consent paper saying basically that you agree with what was discussed. There is nothing actually received in writing until (normally) about 2 weeks later.

Believe me, they got me once. It won't happen again. I won't sign anything with them until I have it in writing, even if it means going in weeks later to sign it.

 

[bookwormde]

Once it is stated that your child is in an inclusion class, they essentially have to maintain the class with its extra personnel, training and support, unless you change the IEP placement. Yes an inclusion class can have only one child in it, although is this day an age with the ever increasing understanding and identification of neurovariations it would be quite rare.

If there are only 3-4 SP ED classified students in the inclusion class you should be in good shape even if some unclassified students are moved to the class. The usual problem is when there are a maximum or more classified students and many of the other students are non-classified but in the class for special needs and the class looses its general ed characteristics.

bookwormde

 

[LMC]

I signed the first page which states who was in attendance at the meeting. I did not realize it was the "I agree" page and it was stapled to the IEP later when they typed it up in its final format and then sent it to me and I saw it was different that what we discussed. I immediately called the spec ed person at the school and was told "well you signed it, so that's what it is". I asked how could I sign "IT" when I wasn't given IT at our meeting. So, lesson learned and NEVER again will it happen to me. I get the FINAL IEP before the meeting is dismissed and I read it, then I sign whatever they need me to if I agree with what is on it. I guess your district has not had issues with the schools not finalizing the IEP based on what was discussed in the IEP meeting so this has not come up yet. If your district is doing what it is suppose to be doing, then GOOD FOR THEM! I wish all districts were easy to work with on IEP's.

Sounds like your school does things completely opposite of the school I work at - no one signs an IEP at the meeting, as the final draft of the IEP isn't created there. We have a meeting, the liason teacher types of the ed plan, it is sent to the sped director, then it is sent home to be signed. If the parent doesn't like something in the IEP, it is sent back for review, another meeting, etc.

If you sign an IEP at the meeting, did you get a copy of it then? You would have proof that they changed the ed plan after you signed it.

 

[carrie6466]

Just an update:

We finally got the placement figured out for my dd. It took all summer, hiring an advocate, having yet another CSE meeting. I brought 4 people with me, as well as my husband and myself, so the numbers on both sides of the table were even. They assembled a committee consisting of not one member who had ever even met my dd. My district hired a new Director of Sp. Ed. I almost felt sorry for him as he started his job on Monday and my meeting was on Thursday.

The outcome was they agreed to start all over from the begining. She's been (finally) classied with Autism, as opposed the the 'multiple disability' classification they had given her from the begining. They had basically ignored all of my doctor and neurologists reports.

She is getting back every bit of services they were taking away. She will be going to a new school, in an inclusion class and she will have a 1:1 aide until 11/30 at which time we'll reconvene and see where we are at. She'll have speech 3x a week and OT 2x a week for now. They've agreed to an independent neuropsych evaluation, which is being set up tomorrow. They're finally going to do a behavior analysis, which was on last year's IEP and never done.

It seems like this new director is realizing just how many screw-ups there have been in the past 18 months and is trying to do something about it. He's actually the 5th person in 18 months to hold the Director of Sp. Ed. position.
Hopefully my dd won't be the only one whose IEP they look at, realize how wrong it actually was and start from the very beginning again.

She also got to go up to the school yesterday, meet the teacher, her special ed teacher and the general ed teacher. She got to tour the school and see the classroom. She's not happy about leaving her old school, but at least they are finally doing the right thing.

 

[bookwormde]

WOW

Great news, if I could suggest, buy the paraprofessional (aid, actually under IDEA and NCLB do not exist anymore) a copy of Tony Attwoods The complete guide to Aspergers for her/him to keep as a reference. The Para will be the one who makes the biggest difference in you child’s “experience” so having a good relationship and communication with and promoting continuing education is very important (as it is with the teachers also). I also would suggest if you have not already added it to have a daily “log” come home of how each part of the day went so you can help your child with the “rough parts” in as timely a manner as possible (not to mention the peace of mind it will give you).

Again congratulations, it is just a shame that it almost always takes a battle to get what should have happened as a matter of standard practice.

bookwormde

 

[carrie6466]

WOW

Great news, if I could suggest, buy the paraprofessional (aid, actually under IDEA and NCLB do not exist anymore) a copy of Tony Attwoods The complete guide to Aspergers for her/him to keep as a reference. The Para will be the one who makes the biggest difference in you child’s “experience” so having a good relationship and communication with and promoting continuing education is very important (as it is with the teachers also). I also would suggest if you have not already added it to have a daily “log” come home of how each part of the day went so you can help your child with the “rough parts” in as timely a manner as possible (not to mention the peace of mind it will give you).

Again congratulations, it is just a shame that it almost always takes a battle to get what should have happened as a matter of standard practice.

bookwormde

Once we get the behavior analysis and the neuropsych done, we are going to call another meeting to ask for whatever else we need. The daily log has been in place all along. As far as buying the book goes, that is a great idea. That had also been one of our requests, to get the teachers, teacher assistant and any other adult in the classroom proper training.

If I knew how to change the title of my post to "updated" I would. Sorry to anyone who had to read through the whole mess again to get this far!