Re: what to do?(longer than I anticipated)

[Guest guest]

In a message dated 4/22/2005 8:14:44 AM US Mountain Standard Time,

drf218@... writes:

The IEP says " daily communication between school and home " . But do I want to

play that card yet?

How much school do you have left this year? We have 3 weeks. I am not going

to deal with stuff that isn't MAJOR during that time for 2 reasons. 1. So

little time left. 2. He is out of that school next year.

If he were going to continue in that school I would for sure be on them about

the postive reward program. IS it written in the IEP? If so, they are in

non-compliance.

Do they have an ABC chart? I would insist that they fill one out for every

occurence they see and send it home on a daily basis.

The communication thing is an issue that we are constantly fighting with.

That order needs to come from the principal. If I were you I would talk to the

principal and address my concerns and see if they can do anything. Or WILL do

anything.

M.

[Guest guest]

In a message dated 4/22/2005 8:14:44 AM US Mountain Standard Time,

drf218@... writes:

The IEP says " daily communication between school and home " . But do I want to

play that card yet?

How much school do you have left this year? We have 3 weeks. I am not going

to deal with stuff that isn't MAJOR during that time for 2 reasons. 1. So

little time left. 2. He is out of that school next year.

If he were going to continue in that school I would for sure be on them about

the postive reward program. IS it written in the IEP? If so, they are in

non-compliance.

Do they have an ABC chart? I would insist that they fill one out for every

occurence they see and send it home on a daily basis.

The communication thing is an issue that we are constantly fighting with.

That order needs to come from the principal. If I were you I would talk to the

principal and address my concerns and see if they can do anything. Or WILL do

anything.

M.

[Guest guest]

In a message dated 4/22/2005 11:14:43 AM Eastern Standard Time,

drf218@... writes:

How do I handle this? Can I MAKE her communicate with me? The IEP says

" daily communication between school and home " . But do I want to play that card

yet?

I want to just let it go and see how long it continues and then call the

principal/director of SPED. Do I write her a letter, call her? what?

--

If she is being oppositional you will have to go over her head. How is your

relationship with the principal?

Personally (given the relationship I've had in the past with principals)

I'ld have a meeting with principal, tell him of your frustration, and ask for

his recommendation. " Offer " that you can call another IEP meeting if necessary.

Then wait a week and see what happens.

Instead of communication book, consider creating a form teacher can check

off (less time consuming, more likely to get done.)

- Becky

[Guest guest]

In a message dated 4/22/2005 11:14:43 AM Eastern Standard Time,

drf218@... writes:

How do I handle this? Can I MAKE her communicate with me? The IEP says

" daily communication between school and home " . But do I want to play that card

yet?

I want to just let it go and see how long it continues and then call the

principal/director of SPED. Do I write her a letter, call her? what?

--

If she is being oppositional you will have to go over her head. How is your

relationship with the principal?

Personally (given the relationship I've had in the past with principals)

I'ld have a meeting with principal, tell him of your frustration, and ask for

his recommendation. " Offer " that you can call another IEP meeting if necessary.

Then wait a week and see what happens.

Instead of communication book, consider creating a form teacher can check

off (less time consuming, more likely to get done.)

- Becky

[Guest guest]

In a message dated 4/22/2005 11:14:43 A.M. Eastern Standard Time,

drf218@... writes:

I want to just let it go and see how long it continues and then call the

principal/director of SPED. Do I write her a letter, call her? what?

If it was me I would write her a letter telling her that you are trying to

work with her to help Nic, That this was the reason for the daily

communication being put in the IEP. You really need to have daily input about

what he

is doing positively as well as negatively so that you both could work better

together in addressing his need.. I would also make a copy (to send to

principal with a cover letter if need be) and if I received no reply and

compliance from the teacher then move on to the principal and go from there.

Loree

[Guest guest]

In a message dated 4/22/2005 11:14:43 A.M. Eastern Standard Time,

drf218@... writes:

I want to just let it go and see how long it continues and then call the

principal/director of SPED. Do I write her a letter, call her? what?

If it was me I would write her a letter telling her that you are trying to

work with her to help Nic, That this was the reason for the daily

communication being put in the IEP. You really need to have daily input about

what he

is doing positively as well as negatively so that you both could work better

together in addressing his need.. I would also make a copy (to send to

principal with a cover letter if need be) and if I received no reply and

compliance from the teacher then move on to the principal and go from there.

Loree

[Guest guest]

In a message dated 4/22/2005 9:39:02 AM US Mountain Standard Time,

drf218@... writes:

" I know you don't want to hear this but I really think you should consider

the full time learning support class and our other elem. school (about 10 min

away). And went on to say how the teacher has allot of experience etc etc.

Good for that teacher having alot of experience. But is the CLASS where he

belongs?

There are alot of good teachers. That's not even the point. What has to

happen BEFORE you decide to move him to that class, is that this class(teacher)

meet his needs in every way that they can. WHICH THEY ARE NOT DOING! If

they try the positive and it doesn't work (In YOUR opinion) and you think he

belongs in another setting, THEN you think about it.

Don't settle for something that you aren't sure of until you are sure that

that is what YOU feel is best for your child.

**** PLEASE NOTE******

The above opinion is mine and mine alone. It is NOT stating that the

" learining support " or " self contained " classroom is wrong or bad. It is meant

to

provide support to the parents while making the decision. It is NOT meant to

offend or demean any ones choices that they make for THEIR child.

M.

[Guest guest]

In a message dated 4/22/2005 9:39:02 AM US Mountain Standard Time,

drf218@... writes:

" I know you don't want to hear this but I really think you should consider

the full time learning support class and our other elem. school (about 10 min

away). And went on to say how the teacher has allot of experience etc etc.

Good for that teacher having alot of experience. But is the CLASS where he

belongs?

There are alot of good teachers. That's not even the point. What has to

happen BEFORE you decide to move him to that class, is that this class(teacher)

meet his needs in every way that they can. WHICH THEY ARE NOT DOING! If

they try the positive and it doesn't work (In YOUR opinion) and you think he

belongs in another setting, THEN you think about it.

Don't settle for something that you aren't sure of until you are sure that

that is what YOU feel is best for your child.

**** PLEASE NOTE******

The above opinion is mine and mine alone. It is NOT stating that the

" learining support " or " self contained " classroom is wrong or bad. It is meant

to

provide support to the parents while making the decision. It is NOT meant to

offend or demean any ones choices that they make for THEIR child.

M.

[Guest guest]

--- BIG red flag - this is where they intend to go at the next IEP.

Don't make a decision without visiting the alternative. When my school

district was pushing to move my daughter into a separate ( " severely

handicapped " )

class I went to see it. Soon as I walked in I knew would hate the

environment. It was noisy and claustrophobic and isolated from the rest of the

campus. But if it had been different and with a fantastic teacher I might have

considered it - it would be less about the " placement " and more about the

" environment. " Also if you visit you'll be speaking from a place of knowledge

when you talk about what would and would not work there.

Meanwhile when you talk to your current principal, also ask him/her who

would be a good choice for a teacher for Nic next year (if he stayed at the

current school).

Tell the principal you want to make sure the teacher has plenty of

opportunity (while on break over the summer) to learn about Nic and DS so she

can feel

comfortable and ready in the fall.

- Becky

------------------------------

The director said at the meeting, " I know you don't want to hear this but I

really think you should consider the full time learning support class and our

other elem. school (about 10 min away). And went on to say how the teacher

has allot of experience etc etc.

Bob and I are actually considering it. But then I feel like we are settling

because the teacher has a problem. And Nic won't have this teacher next year,

so what if we move him and it really isn't necessary? can I ask to speak

with the teacher he'll have next year? feel her out and see what her attitude

is

towards kids like Nic?

I didn't want him to go to another school, he has been at this school for 3

years now. Her comment was that in 5th grade they'll all be together again

until 12th grade and he'll have even more friends.

I don't know......

[Guest guest]

--- BIG red flag - this is where they intend to go at the next IEP.

Don't make a decision without visiting the alternative. When my school

district was pushing to move my daughter into a separate ( " severely

handicapped " )

class I went to see it. Soon as I walked in I knew would hate the

environment. It was noisy and claustrophobic and isolated from the rest of the

campus. But if it had been different and with a fantastic teacher I might have

considered it - it would be less about the " placement " and more about the

" environment. " Also if you visit you'll be speaking from a place of knowledge

when you talk about what would and would not work there.

Meanwhile when you talk to your current principal, also ask him/her who

would be a good choice for a teacher for Nic next year (if he stayed at the

current school).

Tell the principal you want to make sure the teacher has plenty of

opportunity (while on break over the summer) to learn about Nic and DS so she

can feel

comfortable and ready in the fall.

- Becky

------------------------------

The director said at the meeting, " I know you don't want to hear this but I

really think you should consider the full time learning support class and our

other elem. school (about 10 min away). And went on to say how the teacher

has allot of experience etc etc.

Bob and I are actually considering it. But then I feel like we are settling

because the teacher has a problem. And Nic won't have this teacher next year,

so what if we move him and it really isn't necessary? can I ask to speak

with the teacher he'll have next year? feel her out and see what her attitude

is

towards kids like Nic?

I didn't want him to go to another school, he has been at this school for 3

years now. Her comment was that in 5th grade they'll all be together again

until 12th grade and he'll have even more friends.

I don't know......

[Guest guest]

that's another thing....school is done around 6/17th?

Do I really want to fight up to the very end of school?

On the other hand , do I want to deal with her not being professional?

We were getting daily behavior reports with antecedents etc. but as of Monday

that all stopped. we asked for positives with the negatives and are now getting

nothing at all. Should I not look a gift-horse in the mouth? hehehe

UGH!

Di

Re: what to do?(longer than I anticipated)

In a message dated 4/22/2005 8:14:44 AM US Mountain Standard Time,

drf218@... writes:

The IEP says " daily communication between school and home " . But do I want to

play that card yet?

How much school do you have left this year? We have 3 weeks. I am not going

to deal with stuff that isn't MAJOR during that time for 2 reasons. 1. So

little time left. 2. He is out of that school next year.

If he were going to continue in that school I would for sure be on them about

the postive reward program. IS it written in the IEP? If so, they are in

non-compliance.

Do they have an ABC chart? I would insist that they fill one out for every

occurence they see and send it home on a daily basis.

The communication thing is an issue that we are constantly fighting with.

That order needs to come from the principal. If I were you I would talk to

the

principal and address my concerns and see if they can do anything. Or WILL do

anything.

M.

[Guest guest]

that's another thing....school is done around 6/17th?

Do I really want to fight up to the very end of school?

On the other hand , do I want to deal with her not being professional?

We were getting daily behavior reports with antecedents etc. but as of Monday

that all stopped. we asked for positives with the negatives and are now getting

nothing at all. Should I not look a gift-horse in the mouth? hehehe

UGH!

Di

Re: what to do?(longer than I anticipated)

In a message dated 4/22/2005 8:14:44 AM US Mountain Standard Time,

drf218@... writes:

The IEP says " daily communication between school and home " . But do I want to

play that card yet?

How much school do you have left this year? We have 3 weeks. I am not going

to deal with stuff that isn't MAJOR during that time for 2 reasons. 1. So

little time left. 2. He is out of that school next year.

If he were going to continue in that school I would for sure be on them about

the postive reward program. IS it written in the IEP? If so, they are in

non-compliance.

Do they have an ABC chart? I would insist that they fill one out for every

occurence they see and send it home on a daily basis.

The communication thing is an issue that we are constantly fighting with.

That order needs to come from the principal. If I were you I would talk to

the

principal and address my concerns and see if they can do anything. Or WILL do

anything.

M.

[Guest guest]

I really like the principal. He has always been very supportive (at least to my

face) 80)

I like the check off sheet idea.

I'm really depressed now, I was speaking with my friend whose son is in another

school in learning support (also DS). She just got his progress reports and she

wrote a comments like, TJ is such a joy to have in my class and he really tries

hard etc etc. I actually cried after we hung up. Why can't Nic's teacher say

something positive like that? Would it really kill her?

Di

Re: what to do?(longer than I anticipated)

In a message dated 4/22/2005 11:14:43 AM Eastern Standard Time,

drf218@... writes:

How do I handle this? Can I MAKE her communicate with me? The IEP says

" daily communication between school and home " . But do I want to play that card

yet?

I want to just let it go and see how long it continues and then call the

principal/director of SPED. Do I write her a letter, call her? what?

--

If she is being oppositional you will have to go over her head. How is your

relationship with the principal?

Personally (given the relationship I've had in the past with principals) I'ld

have a meeting with principal, tell him of your frustration, and ask for his

recommendation. " Offer " that you can call another IEP meeting if necessary. Then

wait a week and see what happens.

Instead of communication book, consider creating a form teacher can check off

(less time consuming, more likely to get done.)

- Becky

[Guest guest]

I really like the principal. He has always been very supportive (at least to my

face) 80)

I like the check off sheet idea.

I'm really depressed now, I was speaking with my friend whose son is in another

school in learning support (also DS). She just got his progress reports and she

wrote a comments like, TJ is such a joy to have in my class and he really tries

hard etc etc. I actually cried after we hung up. Why can't Nic's teacher say

something positive like that? Would it really kill her?

Di

Re: what to do?(longer than I anticipated)

In a message dated 4/22/2005 11:14:43 AM Eastern Standard Time,

drf218@... writes:

How do I handle this? Can I MAKE her communicate with me? The IEP says

" daily communication between school and home " . But do I want to play that card

yet?

I want to just let it go and see how long it continues and then call the

principal/director of SPED. Do I write her a letter, call her? what?

--

If she is being oppositional you will have to go over her head. How is your

relationship with the principal?

Personally (given the relationship I've had in the past with principals) I'ld

have a meeting with principal, tell him of your frustration, and ask for his

recommendation. " Offer " that you can call another IEP meeting if necessary. Then

wait a week and see what happens.

Instead of communication book, consider creating a form teacher can check off

(less time consuming, more likely to get done.)

- Becky

[Guest guest]

I suppose a letter would be better than calling her. I'm afraid of how it might

turn once I get started. that's exactly what I want to avoid.

The director said at the meeting, " I know you don't want to hear this but I

really think you should consider the full time learning support class and our

other elem. school (about 10 min away). And went on to say how the teacher has

allot of experience etc etc.

Bob and I are actually considering it. But then I feel like we are settling

because the teacher has a problem. And Nic won't have this teacher next year, so

what if we move him and it really isn't necessary? can I ask to speak with the

teacher he'll have next year? feel her out and see what her attitude is towards

kids like Nic?

I didn't want him to go to another school, he has been at this school for 3

years now. Her comment was that in 5th grade they'll all be together again until

12th grade and he'll have even more friends.

I don't know......

Di

Re: what to do?(longer than I anticipated)

In a message dated 4/22/2005 11:14:43 A.M. Eastern Standard Time,

drf218@... writes:

I want to just let it go and see how long it continues and then call the

principal/director of SPED. Do I write her a letter, call her? what?

If it was me I would write her a letter telling her that you are trying to

work with her to help Nic, That this was the reason for the daily communication

being put in the IEP. You really need to have daily input about what he is

doing positively as well as negatively so that you both could work better

together in addressing his need.. I would also make a copy (to send to

principal with a cover letter if need be) and if I received no reply and

compliance from the teacher then move on to the principal and go from there.

Loree

[Guest guest]

I suppose a letter would be better than calling her. I'm afraid of how it might

turn once I get started. that's exactly what I want to avoid.

The director said at the meeting, " I know you don't want to hear this but I

really think you should consider the full time learning support class and our

other elem. school (about 10 min away). And went on to say how the teacher has

allot of experience etc etc.

Bob and I are actually considering it. But then I feel like we are settling

because the teacher has a problem. And Nic won't have this teacher next year, so

what if we move him and it really isn't necessary? can I ask to speak with the

teacher he'll have next year? feel her out and see what her attitude is towards

kids like Nic?

I didn't want him to go to another school, he has been at this school for 3

years now. Her comment was that in 5th grade they'll all be together again until

12th grade and he'll have even more friends.

I don't know......

Di

Re: what to do?(longer than I anticipated)

In a message dated 4/22/2005 11:14:43 A.M. Eastern Standard Time,

drf218@... writes:

I want to just let it go and see how long it continues and then call the

principal/director of SPED. Do I write her a letter, call her? what?

If it was me I would write her a letter telling her that you are trying to

work with her to help Nic, That this was the reason for the daily communication

being put in the IEP. You really need to have daily input about what he is

doing positively as well as negatively so that you both could work better

together in addressing his need.. I would also make a copy (to send to

principal with a cover letter if need be) and if I received no reply and

compliance from the teacher then move on to the principal and go from there.

Loree

[Guest guest]

In a message dated 4/22/2005 5:43:58 PM Eastern Standard Time, cshos@...

writes:

What has worked the best for us is to use what the school called an

" agenda. " It was passed back and forth everyday. The teachers and I would put

in it

any messages--or at least sign or initial it if there was no message. It

was laid out like a planning book with a square for each subject and one

column for each day.

--- at our middle school the kids all carry agenda books too - but the kids

are told they have to be completely responsible for copying down assignments

(which can't do). I'm having a big problem w/one reg ed teacher who

refuses to see as " her " responsibility.

With the growing number of school districts providing email addresses, I

find this is often the best way to get communication going.... for ALL my kids!

Becky Yoshitani

mom to (16), (13, DS) (11)

spouse to Tay

[Guest guest]

In a message dated 4/22/2005 5:43:58 PM Eastern Standard Time, cshos@...

writes:

What has worked the best for us is to use what the school called an

" agenda. " It was passed back and forth everyday. The teachers and I would put

in it

any messages--or at least sign or initial it if there was no message. It

was laid out like a planning book with a square for each subject and one

column for each day.

--- at our middle school the kids all carry agenda books too - but the kids

are told they have to be completely responsible for copying down assignments

(which can't do). I'm having a big problem w/one reg ed teacher who

refuses to see as " her " responsibility.

With the growing number of school districts providing email addresses, I

find this is often the best way to get communication going.... for ALL my kids!

Becky Yoshitani

mom to (16), (13, DS) (11)

spouse to Tay

[Guest guest]

In a message dated 4/22/2005 11:14:57 A.M. Eastern Daylight Time,

drf218@... writes:

How do I handle this? Can I MAKE her communicate with me? The IEP says

" daily communication between school and home " . But do I want to play that card

yet?

I want to just let it go and see how long it continues and then call the

principal/director of SPED. Do I write her a letter, call her? what?

Di:

With Nick's communication book, I ran into some problems at first (still do

occasionally) where all they wanted to do was write what he did that was wrong

or bad. I explained to the staff at an IEP that I didn't want just what

Nick did that was bad or wrong as I discipline him at home for any inappropriate

behavior at school and if all the reports were bad it wasn't going to change

the behaviors. I also explained that if he was never praised or rewarded at

home as well as at school for appropriate behaviors how was he to learn what

was expected. The principal agreed. I want to reconvene the IEP for this

year and stress a few things as far as behavior goes in writing. I want the

staff to attempt to determine the communicative intent of the behaviors and

explain how they handled them. Reason, too often I believe some of the

inappropriate behaviors Nick is exhibiting is due to his trying to communicate

and

their inability to understand. The SLP pointed out one incident where Nick

was highly agitated at lunch (to the point he was becoming argumentative).

Turns out she overheard him and was able to determine that Nick was upset

because he had left a picture in her room and he wanted to go get it. The

teacher

on lunch room duty didn't understand him and kept insisting he sit down and

be quiet. Once the SLP determined the problem, she told Nick that " Yes, your

picture is in my room. After lunch I'll bring it to you. " She said he

immediately settled down and ate lunch.

Another time the principal met Nick has he came in the school one morning

and said " Come on Nick, let's go to breakfast. " Nick said, " No " and started to

resist. The principal said she stepped back and said, " Okay, Nick let me

know when you're ready and we'll go. " She said Nick did a little dance as if

to say Nick's in the school and then he said " okay let's go. " Another teacher

or staff person might have gotten into his face/space and tried to force him

to go immediately and ended up with a behavioral incident. She read his

communicative intent that he needed to celebrate getting back to school and all

was well.

Because of these two incidents and others, I believe that forcing the staff

to examine the entire situation before immediately determining his

inappropriate behavior we can change it. Let's determine his communicative

intent, then

explain to him that the behavior was inappropriate and this is how he should

have handled it.

Perhaps if you can get some examples of incidents where others were able to

determine the communicative intent and redirect with success it will help.

Also, speaking with the principal about your concerns helps many times the

principals don't realize the teachers are only using the communication notebooks

to document inappropriate behaviors.

Good luck.

Cari

[Guest guest]

Thanks ,

Besides the fact that Nic does have behaviors, he is progressing very well with

his goals, both academic AND behavioral (according to the BS's PR)

That's another reason I don't want to move him-and told them that at the

meeting. Bottom line, it's the teacher!

PS Sorry you feel like you have to write a disclaimer at the end of your

post....I know how things have gotten lately on this list-it shouldn't be that

way but I understand why you did it.

thanks for your opinions.

Di

Re: what to do?(longer than I anticipated)

In a message dated 4/22/2005 9:39:02 AM US Mountain Standard Time,

drf218@... writes:

" I know you don't want to hear this but I really think you should consider

the full time learning support class and our other elem. school (about 10 min

away). And went on to say how the teacher has allot of experience etc etc.

Good for that teacher having alot of experience. But is the CLASS where he

belongs?

There are alot of good teachers. That's not even the point. What has to

happen BEFORE you decide to move him to that class, is that this class(teacher)

meet his needs in every way that they can. WHICH THEY ARE NOT DOING! If they

try the positive and it doesn't work (In YOUR opinion) and you think he belongs

in another setting, THEN you think about it.

Don't settle for something that you aren't sure of until you are sure that

that is what YOU feel is best for your child.

**** PLEASE NOTE******

The above opinion is mine and mine alone. It is NOT stating that the

" learining support " or " self contained " classroom is wrong or bad. It is meant

to provide support to the parents while making the decision. It is NOT meant to

offend or demean any ones choices that they make for THEIR child.

M.

[Guest guest]

Thanks ,

Besides the fact that Nic does have behaviors, he is progressing very well with

his goals, both academic AND behavioral (according to the BS's PR)

That's another reason I don't want to move him-and told them that at the

meeting. Bottom line, it's the teacher!

PS Sorry you feel like you have to write a disclaimer at the end of your

post....I know how things have gotten lately on this list-it shouldn't be that

way but I understand why you did it.

thanks for your opinions.

Di

Re: what to do?(longer than I anticipated)

In a message dated 4/22/2005 9:39:02 AM US Mountain Standard Time,

drf218@... writes:

" I know you don't want to hear this but I really think you should consider

the full time learning support class and our other elem. school (about 10 min

away). And went on to say how the teacher has allot of experience etc etc.

Good for that teacher having alot of experience. But is the CLASS where he

belongs?

There are alot of good teachers. That's not even the point. What has to

happen BEFORE you decide to move him to that class, is that this class(teacher)

meet his needs in every way that they can. WHICH THEY ARE NOT DOING! If they

try the positive and it doesn't work (In YOUR opinion) and you think he belongs

in another setting, THEN you think about it.

Don't settle for something that you aren't sure of until you are sure that

that is what YOU feel is best for your child.

**** PLEASE NOTE******

The above opinion is mine and mine alone. It is NOT stating that the

" learining support " or " self contained " classroom is wrong or bad. It is meant

to provide support to the parents while making the decision. It is NOT meant to

offend or demean any ones choices that they make for THEIR child.

M.

[Guest guest]

I already have a message into the teacher of the other class to set up an appt.

to go see it.

There's only 1 LS teacher for that age group so it's more like, take it or leave

it. There are several reg ed 2nd grade teachers but 1 ls teacher for grades 2 &

3. The ls teacher he has this year is K & 1.

Di

Re: what to do?(longer than I anticipated)

--- BIG red flag - this is where they intend to go at the next IEP.

Don't make a decision without visiting the alternative. When my school

district was pushing to move my daughter into a separate ( " severely

handicapped " )

class I went to see it. Soon as I walked in I knew would hate the

environment. It was noisy and claustrophobic and isolated from the rest of

the

campus. But if it had been different and with a fantastic teacher I might

have

considered it - it would be less about the " placement " and more about the

" environment. " Also if you visit you'll be speaking from a place of knowledge

when you talk about what would and would not work there.

Meanwhile when you talk to your current principal, also ask him/her who

would be a good choice for a teacher for Nic next year (if he stayed at the

current school).

Tell the principal you want to make sure the teacher has plenty of

opportunity (while on break over the summer) to learn about Nic and DS so she

can feel

comfortable and ready in the fall.

- Becky

------------------------------

The director said at the meeting, " I know you don't want to hear this but I

really think you should consider the full time learning support class and our

other elem. school (about 10 min away). And went on to say how the teacher

has allot of experience etc etc.

Bob and I are actually considering it. But then I feel like we are settling

because the teacher has a problem. And Nic won't have this teacher next year,

so what if we move him and it really isn't necessary? can I ask to speak

with the teacher he'll have next year? feel her out and see what her attitude

is

towards kids like Nic?

I didn't want him to go to another school, he has been at this school for 3

years now. Her comment was that in 5th grade they'll all be together again

until 12th grade and he'll have even more friends.

I don't know......

[Guest guest]

I already have a message into the teacher of the other class to set up an appt.

to go see it.

There's only 1 LS teacher for that age group so it's more like, take it or leave

it. There are several reg ed 2nd grade teachers but 1 ls teacher for grades 2 &

3. The ls teacher he has this year is K & 1.

Di

Re: what to do?(longer than I anticipated)

--- BIG red flag - this is where they intend to go at the next IEP.

Don't make a decision without visiting the alternative. When my school

district was pushing to move my daughter into a separate ( " severely

handicapped " )

class I went to see it. Soon as I walked in I knew would hate the

environment. It was noisy and claustrophobic and isolated from the rest of

the

campus. But if it had been different and with a fantastic teacher I might

have

considered it - it would be less about the " placement " and more about the

" environment. " Also if you visit you'll be speaking from a place of knowledge

when you talk about what would and would not work there.

Meanwhile when you talk to your current principal, also ask him/her who

would be a good choice for a teacher for Nic next year (if he stayed at the

current school).

Tell the principal you want to make sure the teacher has plenty of

opportunity (while on break over the summer) to learn about Nic and DS so she

can feel

comfortable and ready in the fall.

- Becky

------------------------------

The director said at the meeting, " I know you don't want to hear this but I

really think you should consider the full time learning support class and our

other elem. school (about 10 min away). And went on to say how the teacher

has allot of experience etc etc.

Bob and I are actually considering it. But then I feel like we are settling

because the teacher has a problem. And Nic won't have this teacher next year,

so what if we move him and it really isn't necessary? can I ask to speak

with the teacher he'll have next year? feel her out and see what her attitude

is

towards kids like Nic?

I didn't want him to go to another school, he has been at this school for 3

years now. Her comment was that in 5th grade they'll all be together again

until 12th grade and he'll have even more friends.

I don't know......

[Guest guest]

WOW! I never thought of putting THAT in the IEP.

What has worked the best for us is to use what the school called an " agenda. "

It was passed back and forth everyday. The teachers and I would put in it any

messages--or at least sign or initial it if there was no message. It was laid

out like a planning book with a square for each subject and one column for each

day.

The middle school my son went to actually had every student in the school keep

one. (They even used a page in it as a substitute for hall passes. The child

carried it with them in the hall--like to the bathroom.)

I've never felt so well informed and so able to express myself concerning my son

as the 3 years that we did the 'adgenda.' Josiah took it on himself to get all

his teachers to sign his agenda (unless, of course, he had been bad). In turn,

what I wrote concerning him was usually seen by all his teachers.

Shirley

>

> From: RSYOSH@...

> Date: 2005/04/22 Fri AM 11:27:08 EDT

> drf218@..., Upsndowns

> Subject: Re: what to do?(longer than I anticipated)

>

>

[Guest guest]

WOW! I never thought of putting THAT in the IEP.

What has worked the best for us is to use what the school called an " agenda. "

It was passed back and forth everyday. The teachers and I would put in it any

messages--or at least sign or initial it if there was no message. It was laid

out like a planning book with a square for each subject and one column for each

day.

The middle school my son went to actually had every student in the school keep

one. (They even used a page in it as a substitute for hall passes. The child

carried it with them in the hall--like to the bathroom.)

I've never felt so well informed and so able to express myself concerning my son

as the 3 years that we did the 'adgenda.' Josiah took it on himself to get all

his teachers to sign his agenda (unless, of course, he had been bad). In turn,

what I wrote concerning him was usually seen by all his teachers.

Shirley

>

> From: RSYOSH@...

> Date: 2005/04/22 Fri AM 11:27:08 EDT

> drf218@..., Upsndowns

> Subject: Re: what to do?(longer than I anticipated)

>

>