Pemberley, I am SO sorry to read this latest turn of events - I had such high hopes for the current school placement for your dd! I am still hoping you are able to get through this and advocate successfully for appropriate academics for your dd. Sending you a big hug!
As part of the program the district arranged for an outside educational consultant to review her program to make sure her needs were being met. Our consultant and attorney both said this person was very good, very well respected.
I know you must be terribly frustrated at this point in time with the report generated by this consultant after believing that she was qualified and would do a complete and fair evaluation - but fwiw, I would focus on the fact that the district felt there was a need for this report (I'm not sure why specifically?) and that's the point of the report. The report that came back is woefully inadequate - you'll have to document, question, advocate etc - but all is not lost because of the inadequacies and shortcomings of the report. It's just more danged data you're going to need to document and more of a fight to go through - but the points you'll be addressing are all valid and important points so at the end of this next phase of your advocacy, you will at least be making further gains in your fight for an appropriate education and environment for your dd.
DH and I met with her and filled her in on DD's prior school experiences, we explained that we trusted the classroom teachers and were very impressed with the progress they were making in all the areas of weakness. Our concerns were that the school administration was really in many ways an extension of our distinct that we didn't trust.
One thing I would probably try to do in future conversations is to stay away from mentioning the issue of trust, and focus on what is clearly being done or not being done. The district probably doesn't really care whether or not you trust them, and the concept of trust implies an emotional response. Keeping things factual, data-driven is the way I would approach it. You are in a complicated situation with an out-of-district placement and I would bring all the issues to the table, but instead of referring to lack of trust based on past history, I would just lay the facts out on the line, such as "district did not allow dd access to iPad from Sept. 12 - Oct. 31 (or whatever)" etc. and add "school did not intervene (or whatever)".
When the district changed the school bus route to require DD to spend a full hour on the bus (thereby triggering a daily migraine) the school would not take a position to address it. The director told us in no uncertain terms that any questions or concerns we raise to them will be immediately turned over to the district.
Pemberley, have you reviewed any of this with a lawyer? I am wondering if there is any type of free legal service available in your area - we have a local group that will advise and advocate for situations like this and I think that at this point it would be beyond helpful to have a lawyer's perspective on all of this.
Outside consultant posed the content questions to the regular classroom teacher who was, at that time, doing 1:1 enrichment once per week in an area of DD's choice. Obviously the content here was appropriate and we looked foolish in her written report for even asking the question.
I wouldn't worry for one second about looking foolish - the consultant's report is what is going to look foolish once you point out that she hasn't included an interview with your dd's real reading teacher.
Because of the nature of the school each student has a social/emotional goal in their IEP. The day before our last IEP meeting DD came home confused because the SW suggested a goal of "having her response match the size of the problem." DD was confused by this and couldn't think of a single example of when this would have been an issue. At the meeting the next day, with this consultant in attendance, I asked about this. The school staff acknowledged that this was an awkward, not very appropriate goal. We were assured that their were no real social/emotional issues and that they would talk to DD and together brainstorm a more legitimate goal to put into the IEP.
Do you have any ideas of something simple that could be used as a goal? Our kids always have to do this as part of their semester goals, and they choose things like "making a new friend". I would try to think of something simple, that can be accomplished, that can't be taken by someone else who is reading it to appear to mean that your dd has a social challenge. Take your idea with you to your next meeting and suggest it if you're not happy with what the school comes up with.
I asked why bother having a social/emotional goal if there aren't really any problems to be addressed.
Our schools just include it routinely for every student (typical students without IEPs). I think it's just a school philosophy or a current education philosophy or whatever. In your situation, where it is included as a goal on the IEP, I'd want to be sure there was a clear objective with measurable targets *AND* I'd be danged sure I put in writing, in the parents' comment section of the IEP, the fact that you have no social concerns and I would quote the past conversations from the teacher that support you.
OK so fast forward to January when we get this report and a request from the district for an IEP meeting so we can formally accept It. We say no. In our minds the primary purpose of the report was to see if DD's 2E needs were being met and the consultant did not address this. Unless/ until that is addressed we consider it an incomplete report and see no reason for a meeting.
Did you put this all in a written reply to the school? If not, I'd do that right away.
She also specifically stated in the report that both the classroom teacher and the school administrators had fully earned our trust. That is a very awkward one to try to correct...
This is part of the reason I believe that it's best to focus on the actual work that's done (or not done) vs a feeling of "trust" when communicating with the school etc.
We pointed out that it was the end of January and DD still did not have the audio books for the high level reading group and this had to be addressed. The school administrator got back to the district that we were mistaken and yes, DD did in fact have the audio books. Turns out they FINALLy got the audio CDs after this complaint, loaded them onto the teacher's computer and then reported to the district that she did in fact have them. Not "yes it took way too long and we were equally frustrated but they are now I place." No instead , "the parents were mistaken and the CDs are there."
As the others have suggested, request the dates that books were made available, including details about when/where they were installed.
pointed out that our main concerns about this placement have been whether or not they can meet her gifted needs and she didn't get the audio books, she's not getting her enrichment, the 8th grade teacher has never come to a meeting, etc. This all makes it look like the enrichment piece isn't being taken seriously and despite the progress being made with AT and the LD issues we have to decide if we need to look at pushing for the 2E school after all.
I know how incredibly frustrating this is, and I'd keep advocating like crazy to get your dd the enrichment she needs. OTOH, I wouldn't be too quick to assume that transferring to the other 2E school will solve all of these issues. It's possible that in switching schools (if you decide to go that route) you'd be faced with trade-offs - maybe they'd rise to the occasion of giving her appropriate reading challenge but wouldn't be as effective in providing appropriate remediation for one of your dd's challenges. It's not something any of us 2e parents want to face, but the reality is that in elementary school sometimes the priority does need to be understanding and remediating the challenges as well as developing appropriate accommodations that work for our individual children. My ds did not have access to *any* type of accelerated or gifted program until 5th grade, and then it was just a gifted pull-out once a week with no real academic challenge at all. *BUT* by focusing on remediation, once he was in middle school, ds was able to fit in and fly - so he could take advantage of opportunities to be accelerated or be in gifted programs etc. If he was still struggling with learning how to overcome his major challenges, he not only would be denied access to those programs (which he's loved) but he would be incredibly frustrated with having continuing challenges. I also think that ultimately he didn't lose any ground overall in terms of where he is now going into 9th grade with where he would have been had he been given access to accelerated academics earlier. Our kids are hugely smart - they are going to fly once they have the support they need. If for right now, you have a place where your dd is getting the support she needs, then I wouldn't be quick to rock the boat. OTOH, if she's not, I'd be right out there pounding the pavement trying to find a school or program that *can* address the challenging half of the 2e.
She assures me that enrichment will be restarted the next day and that DD can have it every day during their "resource period" since she completes all her work in a timely manner and doesn't need that period to finish her work. Later that day I get an email saying teacher discussed all of this with the director and she "considers the report factually accurate." No longer a friendly, cooperative tone of voice. No longer a total mischaracterization.
We have been in a similar situation - ds had a 4th grade teacher who, after seeing his work during the first few weeks of school realized (and related to us) that he was struggling tremendously and she was genuinely concerned for him. SHE initiated the process for IEP eligibility without us having to ask - totally polar opposite of ds' two previous teachers. Once that process was in place, she morphed into an entirely different personality, and all of her descriptions of ds' classwork etc pegged him as a middle-achieving student, not the best, not the worst etc. My take on it is - the school has a position - I don't know what your school's position is, but I am sure my ds' school was trying to make it very difficult to be found eligible simply because they did *not* want to deal with students with IEPs. In our case, that presumption of intent isn't just based on the teacher's comments, but based on feedback from our advocate and from friends who work with special needs kids in other schools within our district (and ultimately confirmed by our local disability law group). When the school (or district) has an agenda, they are going to instruct the teacher in how to handle communications with you as the parent, and there are going to be things she can and can't say. I would go ahead and talk to the teacher, but I wouldn't be surprised if it doesn't give you any insight into what's happening.
Because of snow days last week DD had only 3 days of school. I was called each of those 3 days to authorize them to give her ibuprofen for a headache and to come to school early to get her. (2 of those days I convinced her to stay until the end of the day but not until I dropped everything and drove the half hour to the school.) I told them that they have doctor's orders on file and if DD needs ibuprofen they can give it to her - they don't have to wait until they reach me or DH. They claimed they were required under state law to speak to us first. [/quote[
I would email the school district's nursing supervisor with your concern on this one. This isn't an IEP issue, it's a medical issue, and there is someone in the district (that the school is in) that is responsible for oversight of whoever it is at the school who administers medicine. I'd report this immediately - and it doesn't have to be sent in as just a brief statement of what happened (with dates) and send along a copy of your dd's meds administration paperwork and ask what the district policy is re parent contact before giving medicine (given that you've signed that you don't need it), and also ask if there's anything else you need to turn in or do to be sure your dd is given her medicine when she needs it.
[quote]I also told them that we cannot send her into school if they will not medicate her if needed.
I don't know if I've told you about this before, but we did this very same thing with our dd who has medical issues when she was in early elementary and her medical needs were being ignored. Keeping her out of school was the most effective piece of advocacy I've ever done! The administration does not want students being kept out of school - if they are absent at certain times of the year, it can potentially impact their state and federal budget allotments.
Now suddenly the 5/6th grade reading group is "above her level" where just a couple of weeks ago the 8th grade group was easy for her. Never any mention before about 5/6th being anything but super easy for her. I seriously doubt that DD's abilities have actually dropped. Seems like a change in attitude at work instead...
I would right away ask (in writing) for documentation of the change in "need". What tests were given? etc. Request copies of all evals, notes, test results. Look to see if any of the testing is consistent
We have no doubt that they are/will address the LD issues as this is a specialty for the school.
Really, this is actually huge Pemberley. Not ideal, but even if this is all you ever get from this school, it's huge.
However we don't consider it a coincidence that DD's migraines have ramped up as the teacher's attitude towards us has changed.
Do you think there's any chance the teacher isn't allowing your dd to drink her Gatorade during the day anymore? Could anything environmental have changed? I'd want to be sure there wasn't some trigger other than stress that's led to the migraines returning.
We do not want to communicate anything to the district unless we are at a point that we are willing to bring consultant or attorney into the issue.
Honestly, I think you're at the point that you need to go through everything with an attorney (or at the very least an advocate).
So please, if you can, tell me why/how I should not let this shake our confidence in this placement.
I think that you've mentioned one thing in all this that looks really good (from my 2e parenting set of eyes). The school has helped with remediation of your dd's challenges. That's what she most urgently needs. THAT is a really really good thing.
I don't think you will regain trust and I don't think you need to. It's not the ideal situation (to not be able to trust) but when you're in that mode of not trusting you are continually watching and staying on top of what is going on in the classroom - and that's going to ultimately benefit your dd much more than having a school which mentions none of this, tells you they will help your dd work through her challenges, and drop her off every day trusting that they will be met and then later finding out... things like you are discovering now.
Sorry my response was so long - I'm sending you a ton of strength and hugs as you move forward!
polarbear
