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

[Guest guest]

>

> 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?

You could always tie yourself to the flagpole outside of the school....lol!

Di, this teacher is a waste - she is so oppositional. I'd file a state

complaint and cc it to her - see how fast she starts sending notes home. I

think you have been patient enough.

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[Guest guest]

As a teacher and a parent I prefer the email thing for communication. It's

worked well for us.

Jackie

-------------- Original message --------------

>

>

> 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]

As a teacher and a parent I prefer the email thing for communication. It's

worked well for us.

Jackie

-------------- Original message --------------

>

>

> 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 4/23/2005 6:01:05 PM Eastern Standard Time,

drf218@... writes:

I have an appt to see this other classroom (the more I think about it, the

less I want to move him but I said I would consider it so I will). The

director said to call her after I looked at it.

------------------- It's good to look at, because then when you talk about

this classroom later you can speak from a place of knowledge when citing the

pros and cons. But don't let them slide off the fact that under LRE THEY

have to prove why his current level of placement would work as a setting for

him

to reach his IEP goals IF he was given the proper supports and services. Be

prepared with documentation to prove that the school (teacher) has not

provided the supports and services per written in the IEP - therefore Nic can't

be

moved until the school HAS provided supports and services and Nic still has

been unable to reach his goals.

I'll call her, tell her what I think, let her know how his teacher has been

acting since the meeting

------- Handle this carefully, since it sounds like the director has already

decided she wants to move Nic. Create a short bullet-pointed list of action

items that were supposed to be put in place per IEP and what has actually

happened.

and also ask her if I can have a meeting with the LS teacher Nic would have

next year if he stays in the school he's in now.

--- good idea.

I can feel her out and see how her personality is and ask her how she would

feels having Nic in her class. If she says she would be ok with it then how

can the district push to move him? right?

---- again - play this very carefully. The teacher will not take kindly into

being put in the middle of this. Instead ask about her experience working

with children of Nic's needs and how she handles it.

Whattaya think?

Di

---- Good luck! Becky

[Guest guest]

In a message dated 4/23/2005 6:01:05 PM Eastern Standard Time,

drf218@... writes:

I have an appt to see this other classroom (the more I think about it, the

less I want to move him but I said I would consider it so I will). The

director said to call her after I looked at it.

------------------- It's good to look at, because then when you talk about

this classroom later you can speak from a place of knowledge when citing the

pros and cons. But don't let them slide off the fact that under LRE THEY

have to prove why his current level of placement would work as a setting for

him

to reach his IEP goals IF he was given the proper supports and services. Be

prepared with documentation to prove that the school (teacher) has not

provided the supports and services per written in the IEP - therefore Nic can't

be

moved until the school HAS provided supports and services and Nic still has

been unable to reach his goals.

I'll call her, tell her what I think, let her know how his teacher has been

acting since the meeting

------- Handle this carefully, since it sounds like the director has already

decided she wants to move Nic. Create a short bullet-pointed list of action

items that were supposed to be put in place per IEP and what has actually

happened.

and also ask her if I can have a meeting with the LS teacher Nic would have

next year if he stays in the school he's in now.

--- good idea.

I can feel her out and see how her personality is and ask her how she would

feels having Nic in her class. If she says she would be ok with it then how

can the district push to move him? right?

---- again - play this very carefully. The teacher will not take kindly into

being put in the middle of this. Instead ask about her experience working

with children of Nic's needs and how she handles it.

Whattaya think?

Di

---- Good luck! Becky

[Guest guest]

LOL how about tying myself to her desk...then we'll see how she handles

stress.....

I think what I'll do is this (and tell me if you think it sounds ok)...

I have an appt to see this other classroom (the more I think about it, the less

I want to move him but I said I would consider it so I will). The director said

to call her after I looked at it. I'll call her, tell her what I think, let her

know how his teacher has been acting since the meeting and also ask her if I can

have a meeting with the LS teacher Nic would have next year if he stays in the

school he's in now.

I can feel her out and see how her personality is and ask her how she would

feels having Nic in her class. If she says she would be ok with it then how can

the district push to move him? right?

Whattaya think?

Di

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

>

> 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?

You could always tie yourself to the flagpole outside of the school....lol!

Di, this teacher is a waste - she is so oppositional. I'd file a state

complaint and cc it to her - see how fast she starts sending notes home. I

think you have been patient enough.

---

Outgoing mail is certified Virus Free.

Checked by AVG anti-virus system (http://www.grisoft.com).

Version: 6.0.859 / Virus Database: 585 - Release Date: 2/14/2005

[Guest guest]

LOL how about tying myself to her desk...then we'll see how she handles

stress.....

I think what I'll do is this (and tell me if you think it sounds ok)...

I have an appt to see this other classroom (the more I think about it, the less

I want to move him but I said I would consider it so I will). The director said

to call her after I looked at it. I'll call her, tell her what I think, let her

know how his teacher has been acting since the meeting and also ask her if I can

have a meeting with the LS teacher Nic would have next year if he stays in the

school he's in now.

I can feel her out and see how her personality is and ask her how she would

feels having Nic in her class. If she says she would be ok with it then how can

the district push to move him? right?

Whattaya think?

Di

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

>

> 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?

You could always tie yourself to the flagpole outside of the school....lol!

Di, this teacher is a waste - she is so oppositional. I'd file a state

complaint and cc it to her - see how fast she starts sending notes home. I

think you have been patient enough.

---

Outgoing mail is certified Virus Free.

Checked by AVG anti-virus system (http://www.grisoft.com).

Version: 6.0.859 / Virus Database: 585 - Release Date: 2/14/2005