Re: I need more advice about my daughter/anyone familiar with OHIO law

[Guest guest]

LOL!!! I have no clue....she just climbed up in the chair and opened her

mouth!! You have no idea how long I've been waiting for something positive

like this to happen!!

Sue mom to Kate 15 and Karrie 9 w/ds and other issues

..

[Guest guest]

Hi ....

Maybe this will help. We are in a relatively small school system. Cassie is 7

now, but when she was transitioning at age 3 to this local school, I was told

that there was a problem here with " getting what your child needs " and that

other parents had moved to other districts because of the problem.

>>>>>>>>>>

our home district has about 600 kids in K - 12....Less then 50 per graduating

class, usually.

:-) we were told when would be transitioning to K that the school would

not have to provide her an education in her home district because the district

was so small. Obviously the district was mistaken. But then again, hind sight

shows perhaps we should have sent her to a school that could have given her the

communication skills to enhance her education earlier. She now attends the

state school for the deaf. (MN) the first year she was bused every day, appro.

an hr, the day she spent in the dorm overnight was actually her best two days at

school so we gradually let her go.....she now spends Mon- THrus in the dorm and

loves it. :-) she also is making alot of progress now that her signing skills

have greatly increased.

I wish you luck with your small district, but if after a few years if you aren't

liking how she is progressing don't be afraid to look outside your district, the

way I looked at it when we were concidering placing her outside the district

before she started K (you do have to kinda act like you're not going to rock the

boat to much so they can't say you didn't look, lol) anyway I figured if we had

to go outside the district WE would decide which school she would go to, after

all they were the ones who wouldn't be providing a program. :-)

Anyway, good luck sometimes these small districts do a great job when proded,

sometimes no matter how much you prod you get your good year and then they

change the staff and you have to start all over again the next year and

basically end up losing a year..it can be good and there can also be bad years.

sigh.

And for the person who asked if anyone really likes thier childs place ment...I

DO. and 's placement is in 'the nest' in the Minnesota State School for the

Deaf. :-) She has progressed tremendously in the 3 years she's attended. (even

her dad says we should have moved her sooner and he was very reluctant to let

her go, VERY...can't say I blame him it was hard..so we do kick ourselves for

not making the change sooner) She is progressing in reading, from what we've

seen while shopping she is working on the dollar up concept and it seems to be

clicking, she has also started to correctly respond to wh? questions, before her

stock answer was always no. They continue to work on these skills and are very

adaptive.

The staff is very responsive. They are very into making sure the child learns

appropriate behaviors. (at this time they are going over and over and over

again if needed on why we do NOT hug the greeter at wal mart. she doesn't do

this with us for some reason but will do it with others...and stuff like that,

lol)

This is one teacher who has actually LISTENED when I said that I needed a

written statement on what goes on during the day, that I can't talk about it

without knowing what they did. Now all the kids actually copy the daily

sentences about things like it's sunny, and they had a birthday party for ____

or they went to buy plants for the garden habitat they they have developed on

the grounds. This teacher also has each kid make a scrapbook and the kids write

(copy or trace) the sentence under it stating what is going on in that picture.

<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<,

Then the clincher, and hold onto your seats for this one.

About this time last year, one of the preschool teachers confided in me (with

tears in her eyes) because she felt I had the right to know... That Cassie's

speech teacher told her, that this same psych. that I previously mentioned said

to her, " Well, Cassie won't amount to anything anyway> "

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

Do you have the schools psych at every IEP meeting? IF so why? The only time

we ever have a pshyc at any of 's IEP's is if it's a triennial and the psych

person has done some type of evaluation. Is the psych your school uses also

your daughters IEP case manager or the schools representative? If the answer

is no to both of these questions then you might want to ask why it's necessary

to have this person there, unless she sees your daughter often enough to

actually know her there is (imo) no reason for this person to be there.

Joy

[Guest guest]

Hi ....

Maybe this will help. We are in a relatively small school system. Cassie is 7

now, but when she was transitioning at age 3 to this local school, I was told

that there was a problem here with " getting what your child needs " and that

other parents had moved to other districts because of the problem.

>>>>>>>>>>

our home district has about 600 kids in K - 12....Less then 50 per graduating

class, usually.

:-) we were told when would be transitioning to K that the school would

not have to provide her an education in her home district because the district

was so small. Obviously the district was mistaken. But then again, hind sight

shows perhaps we should have sent her to a school that could have given her the

communication skills to enhance her education earlier. She now attends the

state school for the deaf. (MN) the first year she was bused every day, appro.

an hr, the day she spent in the dorm overnight was actually her best two days at

school so we gradually let her go.....she now spends Mon- THrus in the dorm and

loves it. :-) she also is making alot of progress now that her signing skills

have greatly increased.

I wish you luck with your small district, but if after a few years if you aren't

liking how she is progressing don't be afraid to look outside your district, the

way I looked at it when we were concidering placing her outside the district

before she started K (you do have to kinda act like you're not going to rock the

boat to much so they can't say you didn't look, lol) anyway I figured if we had

to go outside the district WE would decide which school she would go to, after

all they were the ones who wouldn't be providing a program. :-)

Anyway, good luck sometimes these small districts do a great job when proded,

sometimes no matter how much you prod you get your good year and then they

change the staff and you have to start all over again the next year and

basically end up losing a year..it can be good and there can also be bad years.

sigh.

And for the person who asked if anyone really likes thier childs place ment...I

DO. and 's placement is in 'the nest' in the Minnesota State School for the

Deaf. :-) She has progressed tremendously in the 3 years she's attended. (even

her dad says we should have moved her sooner and he was very reluctant to let

her go, VERY...can't say I blame him it was hard..so we do kick ourselves for

not making the change sooner) She is progressing in reading, from what we've

seen while shopping she is working on the dollar up concept and it seems to be

clicking, she has also started to correctly respond to wh? questions, before her

stock answer was always no. They continue to work on these skills and are very

adaptive.

The staff is very responsive. They are very into making sure the child learns

appropriate behaviors. (at this time they are going over and over and over

again if needed on why we do NOT hug the greeter at wal mart. she doesn't do

this with us for some reason but will do it with others...and stuff like that,

lol)

This is one teacher who has actually LISTENED when I said that I needed a

written statement on what goes on during the day, that I can't talk about it

without knowing what they did. Now all the kids actually copy the daily

sentences about things like it's sunny, and they had a birthday party for ____

or they went to buy plants for the garden habitat they they have developed on

the grounds. This teacher also has each kid make a scrapbook and the kids write

(copy or trace) the sentence under it stating what is going on in that picture.

<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<,

Then the clincher, and hold onto your seats for this one.

About this time last year, one of the preschool teachers confided in me (with

tears in her eyes) because she felt I had the right to know... That Cassie's

speech teacher told her, that this same psych. that I previously mentioned said

to her, " Well, Cassie won't amount to anything anyway> "

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

Do you have the schools psych at every IEP meeting? IF so why? The only time

we ever have a pshyc at any of 's IEP's is if it's a triennial and the psych

person has done some type of evaluation. Is the psych your school uses also

your daughters IEP case manager or the schools representative? If the answer

is no to both of these questions then you might want to ask why it's necessary

to have this person there, unless she sees your daughter often enough to

actually know her there is (imo) no reason for this person to be there.

Joy

[Guest guest]

I am not a psychologist, but agree with - dress the part, don't feel

intimated by staff - remember they are people the same as you, most

importantly be prepared - do you research before hand as to your rights and

what you can have. Even if you don't feel confident it is important to give

them the impression you are and you know your stuff. Don't get emotional be

100% honest and stick with facts.

I have taken a clipboard into a primary school parent/teacher interview (age

10 yo student), gave me the upper hand, for some reason the teacher was

intimated by it and was more supportive and told me a lot more about

Shannen's year, than other parents were told.

Another time, when was in year 11 (age 17) her biology teacher at

the beginning of the year requested me to attend a parent teacher interview,

complained that he hadn't received certain work from her. Before the

interview I had asked her lots of questions, as being requested to attend an

interview was very unusual for any of my children, and she was the most

conscientious of the lot. After listening to this teacher complain, I

discovered she had handed in the work he was saying she hadn't and the rest

of the stuff he wanted done wasn't compulsory - in the end I calmly told him

I thought he was the problem not her. Didn't have any further problems

during the year if anything he was extremely polite whenever I was in the

school. Not sure if he remembered me, but when Shannen had him as a teacher

4 years later, at her parent/teacher interview he ignored me and spoke only

to her - he was very lucky I did not say anything.

All the best,

Jan, mother of Trent 20yo w/DS from the LandDownUnder - who has won round 1

and now has a speech assessment lined up for mid June.

Re: I need more advice about my daughter/anyone

familiar with OHIO law

>

>> when my husband and I (my husband has not attended an IEP meeting

>> until now) attend her IEP meeting on the 31st.

>

> I hate to say this, but IEP teams respond much better when the dads are

> attending. Bring others who know your daughter if you can - and don't

> hesitate to bring a picture of Cassie and put on the table to remind

> everyone who the meeting is about.

>

> My degree is in psychology - and I learned (before ) that when you

> attend a meeting, you will have more power by the way you present

> yourself.

> If you own a navy blue suit, wear it. If you have long hair, pull it

> back.

> If you don't wear glasses, buy a fake pair - all taught in psych

> 101...lol!

> I'd add bringing your own file on Cassie (three ring binder) that includes

> all her evaluations, past report card, IEP, draft IEP, etc. Get on the

> internet and print out a copy of your state's educational regulations and

> keep that in another binder. Mark BODLY - STATE IEP REGS for all to see.

> Take those post it tabs and tab important pages that you may want to use.

> Bring a legal pad and highlighter. Take notes as other's speak. You

> could

> also bring a tape recorder. I also learned through experience that

> ignoring

> as much as you can any " team " player who makes those stupid blanket

> statements makes them very uncomfortable. In time, you learn it's a

> game -

> but you want your daughter to be the winner - you just have to learn how

> to

> play without getting emotional - and that is often really hard to do at

> first.

>

> One last thing (and I am thinking of Kathy and Mike here) is to talk to

> your

> husband first and let him know when you need him to step in and when you

> need him to keep his mouth shut. Develop a hand signal or something.

>

>

>

>

>

>

>

> Click reply to all for messages to go to the list. Just hit reply for

> messages to go to the sender of the message.

>

[Guest guest]

I am not a psychologist, but agree with - dress the part, don't feel

intimated by staff - remember they are people the same as you, most

importantly be prepared - do you research before hand as to your rights and

what you can have. Even if you don't feel confident it is important to give

them the impression you are and you know your stuff. Don't get emotional be

100% honest and stick with facts.

I have taken a clipboard into a primary school parent/teacher interview (age

10 yo student), gave me the upper hand, for some reason the teacher was

intimated by it and was more supportive and told me a lot more about

Shannen's year, than other parents were told.

Another time, when was in year 11 (age 17) her biology teacher at

the beginning of the year requested me to attend a parent teacher interview,

complained that he hadn't received certain work from her. Before the

interview I had asked her lots of questions, as being requested to attend an

interview was very unusual for any of my children, and she was the most

conscientious of the lot. After listening to this teacher complain, I

discovered she had handed in the work he was saying she hadn't and the rest

of the stuff he wanted done wasn't compulsory - in the end I calmly told him

I thought he was the problem not her. Didn't have any further problems

during the year if anything he was extremely polite whenever I was in the

school. Not sure if he remembered me, but when Shannen had him as a teacher

4 years later, at her parent/teacher interview he ignored me and spoke only

to her - he was very lucky I did not say anything.

All the best,

Jan, mother of Trent 20yo w/DS from the LandDownUnder - who has won round 1

and now has a speech assessment lined up for mid June.

Re: I need more advice about my daughter/anyone

familiar with OHIO law

>

>> when my husband and I (my husband has not attended an IEP meeting

>> until now) attend her IEP meeting on the 31st.

>

> I hate to say this, but IEP teams respond much better when the dads are

> attending. Bring others who know your daughter if you can - and don't

> hesitate to bring a picture of Cassie and put on the table to remind

> everyone who the meeting is about.

>

> My degree is in psychology - and I learned (before ) that when you

> attend a meeting, you will have more power by the way you present

> yourself.

> If you own a navy blue suit, wear it. If you have long hair, pull it

> back.

> If you don't wear glasses, buy a fake pair - all taught in psych

> 101...lol!

> I'd add bringing your own file on Cassie (three ring binder) that includes

> all her evaluations, past report card, IEP, draft IEP, etc. Get on the

> internet and print out a copy of your state's educational regulations and

> keep that in another binder. Mark BODLY - STATE IEP REGS for all to see.

> Take those post it tabs and tab important pages that you may want to use.

> Bring a legal pad and highlighter. Take notes as other's speak. You

> could

> also bring a tape recorder. I also learned through experience that

> ignoring

> as much as you can any " team " player who makes those stupid blanket

> statements makes them very uncomfortable. In time, you learn it's a

> game -

> but you want your daughter to be the winner - you just have to learn how

> to

> play without getting emotional - and that is often really hard to do at

> first.

>

> One last thing (and I am thinking of Kathy and Mike here) is to talk to

> your

> husband first and let him know when you need him to step in and when you

> need him to keep his mouth shut. Develop a hand signal or something.

>

>

>

>

>

>

>

> Click reply to all for messages to go to the list. Just hit reply for

> messages to go to the sender of the message.

>

[Guest guest]

I was told

> the middle school where my son is going this fall heard I was system

> saavy,

> high profile and can be a bitch. The person who told me that said she

> corrected them on the bitch part and I told her please do not correct

> them -

> I need that (or needs that in me).

>

Don't anyone be afraid of being referred to or thought as a bitch in regards

to fighting for your child's needs, what it really means you have them where

you need them, knowing darn well you will fight and won't be easily walked

over. They will try their hardest to work with you and keep you happy.

But to be a bitch - you need to be well informed as to your rights - which I

am pretty sure is.

Keep smiling

Jan, mother of Trent 20yo w/DS from the Land DownUnder

[Guest guest]

I was told

> the middle school where my son is going this fall heard I was system

> saavy,

> high profile and can be a bitch. The person who told me that said she

> corrected them on the bitch part and I told her please do not correct

> them -

> I need that (or needs that in me).

>

Don't anyone be afraid of being referred to or thought as a bitch in regards

to fighting for your child's needs, what it really means you have them where

you need them, knowing darn well you will fight and won't be easily walked

over. They will try their hardest to work with you and keep you happy.

But to be a bitch - you need to be well informed as to your rights - which I

am pretty sure is.

Keep smiling

Jan, mother of Trent 20yo w/DS from the Land DownUnder

[Guest guest]

Very important 8)

Di

" talk to your husband first and let him know when you need him to step in and

when you need him to keep his mouth shut.

"

Click reply to all for messages to go to the list. Just hit reply for

messages to go to the sender of the message.

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

[Guest guest]

Very important 8)

Di

" talk to your husband first and let him know when you need him to step in and

when you need him to keep his mouth shut.

"

Click reply to all for messages to go to the list. Just hit reply for

messages to go to the sender of the message.

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

[Guest guest]

LOL that's funny. Nic's DDS says the same thing " One day you'll walk in and Nic

will just climb right into the chair. " I'm still praying for the day. I walk

out of the dentist office with battle scars.

Di

Re: I need more advice about my daughter/anyone familiar

with OHIO law

LOL!!! I have no clue....she just climbed up in the chair and opened her

mouth!! You have no idea how long I've been waiting for something positive

like this to happen!!

Sue mom to Kate 15 and Karrie 9 w/ds and other issues

.

[Guest guest]

Well, I guess sometimes the doctors ARE right! LOL!!!! It just took her a

little time.

Tomorrow is the behavioral therapist...the one place where she is a little

angel!

Sue mom to Kate 15 and Karrie 9 w/ds and other issues

Re: I need more advice about my daughter/anyone

familiar with OHIO law

LOL!!! I have no clue....she just climbed up in the chair and opened her

mouth!! You have no idea how long I've been waiting for something positive

like this to happen!!

Sue mom to Kate 15 and Karrie 9 w/ds and other issues

..

[Guest guest]

Maybe instead of confronting the ST-confront the psych. who said it. Present it

more like a question. Like, " Where is Cassie at now and how do YOU feel about

her potential? " Something like that. Put that person on the spot then play it by

ear. See if he/she squirms or comes off uncomfortable. Say you'd like this

person's " honest, professional opinion. "

If he/she confirms what you've heard then say there is no room on Cassie team

for a member with that attitude. The team needs someone who has an optimistic

attitude.

Di

I need more advice about my daughter/anyone familiar

>

> with OHIO law

>

>

>

>

>

> > First I will try to be brief with a little history. My daughter's

>

> > IEP will be on Tues. and I have become more educated in IEP's since

>

> > last year so I will not be doing the " usual " . " they " usually work

>

> > out the plan for her and have it all typed up and after they brief

>

> > me, I sign where they tell me to sign and that's it.

>

> > Not this time...

>

> >

>

> > I sent the psychologist a letter last week " so that we might get some

>

> > things worked out prior to our meeting "

>

> > I proceeded to number 1-6 and stated what she needs for next year.

>

> > 1. I would like to see Cassie " catch up " a little more by attending

>

> > a " pre-first " (I believe it is called) class next year. I don't see

>

> > her at all ready for 1st grade yet and while she has come a long

>

> > way, I'd like for her to have another year before entering 1st

>

> > grade.

>

> > 2. I'd like almost " full Inclusion " next year with an aide. I want

>

> > her to learn to participate with her peers as I believe that to be

>

> > least restrictive for her. She is just now, in the past 2 months

>

> > learning to do on her own, what the other children are doing (in

>

> > Kindergarten)

>

> > 3. I'd like to meet monthly with her therapists to discuss goals and

>

> > objectives. (one of you suggested that and I think it's a great

>

> > idea, thanks.)

>

> > 4. I'd like 45 min. (M-F) /day for speech with Mrs. ____ Twice a

>

> > week- inclusion and 3 times a week " pull-out " .

>

> > 5. I'd like 45 min/week " pull-out " time for PT and the same for OT.

>

> > 6. I'd like 1 hr. a week for 7 weeks during the summer for speech

>

> > with Mrs. ____.

>

> >

>

> > " These are what I believe to be Cassie's needs for 05-06 and in her

>

> > best interest. My goals and objectives for her will reflect this

>

> > when my husband and I (my husband has not attended an IEP meeting

>

> > until now) attend her IEP meeting on the 31st.

>

> >

>

> > thank you for your time....

>

> >

>

> >

>

> > ****I received an email back from the psych. which states :

>

> >

>

> > " " I just received your e-mail. We no longer have a pre-first class,

>

> > so that's

>

> > out. Full inclusion in a regular first grade classroom would not

>

> > benefit

>

> > Cassie in learning her skills. I like the part about inclusion as

>

> > much as

>

> > possible, but we would have to do some individual learning in the

>

> > resource

>

> > room, because of the gap in her skills. We do not normally hold

>

> > children on

>

> > IEP's in kindergarten, but if that is your choice you may do it. It

>

> > was

>

> > suggested to me that Cassie go to an MH classroom which would have

>

> > to be out of

>

> > the district. I think, at this time, Cassie is ok where she is.

>

> > Meeting monthly with her therapists is fine with me. You know you

>

> > have the right

>

> > to call a meeting as much as you want. Maybe we could set this up on

>

> > a

>

> > scheduled basis so everyone will be prepared.

>

> > I will give you 30 minutes of speech 5 times a week, either with

>

> > Mrs. _____ or

>

> > Mrs _____. I cannot promise you Mrs. ____ that much time.

>

> > I will also give you the extended school year time with Mrs. ____ if

>

> > she has the

>

> > time to give.

>

> > I don't know how much time the PT and OT are suggesting for next

>

> > year, but I

>

> > will go along with the team decision.

>

> > Looking forward to seeing you on the 31st. " " "

>

> >

>

> > Is anyone else out there a bit uncomfortable with statements like:

>

> > " reg. first grade would not benefit Cassie... " (How do we know

>

> > that?)

>

> >

>

> > " gap in her skills " (this is the lady that has already placed her in

>

> > 1st grade -per a friend of mine) without discussing it with me. If

>

> > we have a gap, why are we moving on???

>

> >

>

> > " it was suggested to me " (why was it suggested to her without my

>

> > being present. Do I, or do I not have the right to be in on these

>

> > discussions?)

>

> >

>

> > " Cassie is ok where she is " (ok? I don't want just OK)

>

> >

>

> > " I will give you 30 min. " (she will give me?-what is this, an

>

> > auction??? are we bargaining for my daughter's education?)

>

> >

>

> > somebody tell me I'm not crazy here.

>

> >

>

> > Now the real reason for my sharing with all of you today.

>

> > At my church this am, another good friend of mine said that this

>

> > psych. and 3 other members of MY daughter's educational team had a

>

> > meeting FRI that lasted 2 hours to talk about plans for Cassie.

>

> > Does anybody know the law better than I do and can respond? I didn't

>

> > think this kind of discussion was supposed to be done without me.

>

> >

>

> > planning for the big IEP

>

> > , mom to , Caleb, Collin and Cassie Joy, w/ds

>

> >

>

> >

>

> >

>

> >

>

> >

>

> >

>

> > Click reply to all for messages to go to the list. Just hit reply for

>

> messages to go to the sender of the message.

>

> >

[Guest guest]

Has anyone needed to use a 504 before? Is this something for our kids or for

others that need a broader provision?

c

Quoting Middlestetter <pamperedbiz@...>:

>

>

>

>

> I so appreciate all this great input. I know it's hard for me to explain

> about a

>

> child you do not know and then for you to understand exactly where I'm coming

>

> from.

>

>

>

> Maybe this will help. We are in a relatively small school system. Cassie is 7

>

> now, but when she was transitioning at age 3 to this local school, I was told

>

> that there was a problem here with " getting what your child needs " and that

>

> other parents had moved to other districts because of the problem.

>

>

>

> Then the clincher, and hold onto your seats for this one.

>

> About this time last year, one of the preschool teachers confided in me (with

>

> tears in her eyes) because she felt I had the right to know... That Cassie's

>

> speech teacher told her, that this same psych. that I previously mentioned

> said

>

> to her, " Well, Cassie won't amount to anything anyway> "

>

> Now, I realize that

>

> things can get taken out of context. But I have " sat " on this info for a year

>

> now. NOT knowing what to do about it. Do I point blank confront the speech

>

> teacher about it? Do I mention it at this years IEP?

>

> I'd rather loose a limb than put anyone in a position of loosing their job. I

>

> personally feel that this psych. is " old school " and needs to retire.

>

>

>

> I can sure appreciate also the point of view of parents that are happy with

>

> services. Man, I can understand that point of view. I think that knowing the

>

> whole

>

> situation as I do, I just wanna cry sometimes. When I've come home after an

>

> assessment where I have to sit across from this woman and answer question

>

> after question asked by someone with a very " uncaring " attitude. I walk in

>

> feeling great about where Cassie is today and how far she has come and I

> leave

>

> feeling totally down and defeated because I just had to give a " not yet "

> answer

>

> to 50 questions. She couldn't walk yet without her walker but " she " wanted to

>

> see if cassie could stand in the middle of the floor and I knew she couldn't

>

> but felt I had to " perform " .

>

>

>

> Same with previous IEP meetings. I sit across from this attitude that " I am

> god

>

> and I have the " power " to grant your child services but I'm never going to

> give

>

> you all that you ask for, I'm only giving you some of what you are asking

> for. "

>

> That's why I keep pushing the envelope.

>

>

>

> I hear other parents talk about her (psych.) the same way. She is just a hard

>

> one to figure out.

>

>

>

> Cassie understands very well but she only speaks one word here and there and

>

> then it is hard to understand. I know she will never ever " catch up " I

> realize

>

> that, but another year in Kindergarten will only help her and that's how I

>

> feel. She will color better, cut better, speak better. All good, not looking

>

> for perfection, just improvement.

>

>

>

> You all are fantastic people and I don't think I have ever felt this close to

> a

>

> group of people I do not even know. I feel that at this time, fighting

> (excuse

>

> me) advocating for Cassie is my job. And I gave up Dental Hygiene 2 years ago

>

> to be a better mother for all 4 of our children. It's my calling and I feel

>

> qualified.

>

> Thanks for any help and advice you feel like sharing.

>

> cathy

>

>

>

> Quoting <cindysue@...>:

>

>

>

> >

>

> >

>

> >

>

> >

>

> > ,

>

> >

>

> >

>

> >

>

> > Meeting without you when discussing your child was illegal.  Call them on

> it

>

> >

>

> > and ask to see their notes.

>

> >

>

> >

>

> >

>

> > If your child has done well in kindergarten, then she should proceed onto

>

> >

>

> > first grade.  Your daughter will have gaps - she will not be on the same

>

> >

>

> > level as her NDA peers - but that should not keep her from being out of

>

> >

>

> > where she belongs to be educated.

>

> >

>

> >

>

> >

>

> > This psychologist made many blanket statements without the benefit of the

>

> >

>

> > FULL IEP team.  Get prepared and dont' show your cards until Tuesday.

>

> >

>

> >

>

> >

>

> >

>

> >

>

> > I need more advice about my daughter/anyone familiar

>

> >

>

> > with OHIO law

>

> >

>

> >

>

> >

>

> >

>

> >

>

> > > First I will try to be brief with a little history. My daughter's

>

> >

>

> > > IEP will be on Tues. and I have become more educated in IEP's since

>

> >

>

> > > last year so I will not be doing the " usual " . " they " usually work

>

> >

>

> > > out the plan for her and have it all typed up and after they brief

>

> >

>

> > > me, I sign where they tell me to sign and that's it.

>

> >

>

> > > Not this time...

>

> >

>

> > >

>

> >

>

> > > I sent the psychologist a letter last week " so that we might get some

>

> >

>

> > > things worked out prior to our meeting "

>

> >

>

> > > I proceeded to number 1-6 and stated what she needs for next year.

>

> >

>

> > > 1. I would like to see Cassie " catch up " a little more by attending

>

> >

>

> > > a " pre-first " (I believe it is called) class next year. I don't see

>

> >

>

> > > her at all ready for 1st grade yet and while she has come a long

>

> >

>

> > > way, I'd like for her to have another year before entering 1st

>

> >

>

> > > grade.

>

> >

>

> > > 2. I'd like almost " full Inclusion " next year with an aide. I want

>

> >

>

> > > her to learn to participate with her peers as I believe that to be

>

> >

>

> > > least restrictive for her. She is just now, in the past 2 months

>

> >

>

> > > learning to do on her own, what the other children are doing (in

>

> >

>

> > > Kindergarten)

>

> >

>

> > > 3. I'd like to meet monthly with her therapists to discuss goals and

>

> >

>

> > > objectives. (one of you suggested that and I think it's a great

>

> >

>

> > > idea, thanks.)

>

> >

>

> > > 4. I'd like 45 min. (M-F) /day for speech with Mrs. ____ Twice a

>

> >

>

> > > week- inclusion and 3 times a week " pull-out " .

>

> >

>

> > > 5. I'd like 45 min/week " pull-out " time for PT and the same for OT.

>

> >

>

> > > 6. I'd like 1 hr. a week for 7 weeks during the summer for speech

>

> >

>

> > > with Mrs. ____.

>

> >

>

> > >

>

> >

>

> > > " These are what I believe to be Cassie's needs for 05-06 and in her

>

> >

>

> > > best interest. My goals and objectives for her will reflect this

>

> >

>

> > > when my husband and I (my husband has not attended an IEP meeting

>

> >

>

> > > until now) attend her IEP meeting on the 31st.

>

> >

>

> > >

>

> >

>

> > > thank you for your time....

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > > ****I received an email back from the psych. which states :

>

> >

>

> > >

>

> >

>

> > > " " I just received your e-mail.  We no longer have a pre-first class,

>

> >

>

> > > so that's

>

> >

>

> > > out.  Full inclusion in a regular first grade classroom would not

>

> >

>

> > > benefit

>

> >

>

> > > Cassie in learning her skills. I like the part about inclusion as

>

> >

>

> > > much as

>

> >

>

> > > possible, but we would have to do some individual learning in the

>

> >

>

> > > resource

>

> >

>

> > > room, because of the gap in her skills. We do not normally hold

>

> >

>

> > > children on

>

> >

>

> > > IEP's in kindergarten, but if that is your choice you may do it.  It

>

> >

>

> > > was

>

> >

>

> > > suggested to me that Cassie go to an MH classroom which would have

>

> >

>

> > > to be out of

>

> >

>

> > > the district. I think, at this time, Cassie is ok where she is.

>

> >

>

> > > Meeting monthly with her therapists is fine with me. You know you

>

> >

>

> > > have the right

>

> >

>

> > > to call a meeting as much as you want. Maybe we could set this up on

>

> >

>

> > > a

>

> >

>

> > > scheduled basis so everyone will be prepared.

>

> >

>

> > > I will give you 30 minutes of speech 5 times a week, either with

>

> >

>

> > > Mrs. _____ or

>

> >

>

> > > Mrs _____. I cannot promise you Mrs. ____ that much time.

>

> >

>

> > > I will also give you the extended school year time with Mrs. ____ if

>

> >

>

> > > she has the

>

> >

>

> > > time to give.

>

> >

>

> > > I don't know how much time the PT and OT are suggesting for next

>

> >

>

> > > year, but I

>

> >

>

> > > will go along with the team decision.

>

> >

>

> > > Looking forward to seeing you on the 31st. " " "

>

> >

>

> > >

>

> >

>

> > > Is anyone else out there a bit uncomfortable with statements like:

>

> >

>

> > >  " reg. first grade would not benefit Cassie... " (How do we know

>

> >

>

> > > that?)

>

> >

>

> > >

>

> >

>

> > > " gap in her skills " (this is the lady that has already placed her in

>

> >

>

> > > 1st grade -per a friend of mine) without discussing it with me. If

>

> >

>

> > > we have a gap, why are we moving on???

>

> >

>

> > >

>

> >

>

> > > " it was suggested to me " (why was it suggested to her without my

>

> >

>

> > > being present. Do I, or do I not have the right to be in on these

>

> >

>

> > > discussions?)

>

> >

>

> > >

>

> >

>

> > > " Cassie is ok where she is " (ok? I don't want just OK)

>

> >

>

> > >

>

> >

>

> > > " I will give you 30 min. " (she will give me?-what is this, an

>

> >

>

> > > auction??? are we bargaining for my daughter's education?)

>

> >

>

> > >

>

> >

>

> > > somebody tell me I'm not crazy here.

>

> >

>

> > >

>

> >

>

> > > Now the real reason for my sharing with all of you today.

>

> >

>

> > > At my church this am, another good friend of mine said that this

>

> >

>

> > > psych. and 3 other members of MY daughter's educational team had a

>

> >

>

> > > meeting FRI that lasted 2 hours to talk about plans for Cassie.

>

> >

>

> > > Does anybody know the law better than I do and can respond? I didn't

>

> >

>

> > > think this kind of discussion was supposed to be done without me.

>

> >

>

> > >

>

> >

>

> > > planning for the big IEP

>

> >

>

> > > , mom to , Caleb, Collin and Cassie Joy, w/ds

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > > Click reply to all for messages to go to the list.  Just hit reply for

>

> >

>

> > messages to go to the sender of the message.

>

> >

>

> > >

[Guest guest]

Has anyone needed to use a 504 before? Is this something for our kids or for

others that need a broader provision?

c

Quoting Middlestetter <pamperedbiz@...>:

>

>

>

>

> I so appreciate all this great input. I know it's hard for me to explain

> about a

>

> child you do not know and then for you to understand exactly where I'm coming

>

> from.

>

>

>

> Maybe this will help. We are in a relatively small school system. Cassie is 7

>

> now, but when she was transitioning at age 3 to this local school, I was told

>

> that there was a problem here with " getting what your child needs " and that

>

> other parents had moved to other districts because of the problem.

>

>

>

> Then the clincher, and hold onto your seats for this one.

>

> About this time last year, one of the preschool teachers confided in me (with

>

> tears in her eyes) because she felt I had the right to know... That Cassie's

>

> speech teacher told her, that this same psych. that I previously mentioned

> said

>

> to her, " Well, Cassie won't amount to anything anyway> "

>

> Now, I realize that

>

> things can get taken out of context. But I have " sat " on this info for a year

>

> now. NOT knowing what to do about it. Do I point blank confront the speech

>

> teacher about it? Do I mention it at this years IEP?

>

> I'd rather loose a limb than put anyone in a position of loosing their job. I

>

> personally feel that this psych. is " old school " and needs to retire.

>

>

>

> I can sure appreciate also the point of view of parents that are happy with

>

> services. Man, I can understand that point of view. I think that knowing the

>

> whole

>

> situation as I do, I just wanna cry sometimes. When I've come home after an

>

> assessment where I have to sit across from this woman and answer question

>

> after question asked by someone with a very " uncaring " attitude. I walk in

>

> feeling great about where Cassie is today and how far she has come and I

> leave

>

> feeling totally down and defeated because I just had to give a " not yet "

> answer

>

> to 50 questions. She couldn't walk yet without her walker but " she " wanted to

>

> see if cassie could stand in the middle of the floor and I knew she couldn't

>

> but felt I had to " perform " .

>

>

>

> Same with previous IEP meetings. I sit across from this attitude that " I am

> god

>

> and I have the " power " to grant your child services but I'm never going to

> give

>

> you all that you ask for, I'm only giving you some of what you are asking

> for. "

>

> That's why I keep pushing the envelope.

>

>

>

> I hear other parents talk about her (psych.) the same way. She is just a hard

>

> one to figure out.

>

>

>

> Cassie understands very well but she only speaks one word here and there and

>

> then it is hard to understand. I know she will never ever " catch up " I

> realize

>

> that, but another year in Kindergarten will only help her and that's how I

>

> feel. She will color better, cut better, speak better. All good, not looking

>

> for perfection, just improvement.

>

>

>

> You all are fantastic people and I don't think I have ever felt this close to

> a

>

> group of people I do not even know. I feel that at this time, fighting

> (excuse

>

> me) advocating for Cassie is my job. And I gave up Dental Hygiene 2 years ago

>

> to be a better mother for all 4 of our children. It's my calling and I feel

>

> qualified.

>

> Thanks for any help and advice you feel like sharing.

>

> cathy

>

>

>

> Quoting <cindysue@...>:

>

>

>

> >

>

> >

>

> >

>

> >

>

> > ,

>

> >

>

> >

>

> >

>

> > Meeting without you when discussing your child was illegal.  Call them on

> it

>

> >

>

> > and ask to see their notes.

>

> >

>

> >

>

> >

>

> > If your child has done well in kindergarten, then she should proceed onto

>

> >

>

> > first grade.  Your daughter will have gaps - she will not be on the same

>

> >

>

> > level as her NDA peers - but that should not keep her from being out of

>

> >

>

> > where she belongs to be educated.

>

> >

>

> >

>

> >

>

> > This psychologist made many blanket statements without the benefit of the

>

> >

>

> > FULL IEP team.  Get prepared and dont' show your cards until Tuesday.

>

> >

>

> >

>

> >

>

> >

>

> >

>

> > I need more advice about my daughter/anyone familiar

>

> >

>

> > with OHIO law

>

> >

>

> >

>

> >

>

> >

>

> >

>

> > > First I will try to be brief with a little history. My daughter's

>

> >

>

> > > IEP will be on Tues. and I have become more educated in IEP's since

>

> >

>

> > > last year so I will not be doing the " usual " . " they " usually work

>

> >

>

> > > out the plan for her and have it all typed up and after they brief

>

> >

>

> > > me, I sign where they tell me to sign and that's it.

>

> >

>

> > > Not this time...

>

> >

>

> > >

>

> >

>

> > > I sent the psychologist a letter last week " so that we might get some

>

> >

>

> > > things worked out prior to our meeting "

>

> >

>

> > > I proceeded to number 1-6 and stated what she needs for next year.

>

> >

>

> > > 1. I would like to see Cassie " catch up " a little more by attending

>

> >

>

> > > a " pre-first " (I believe it is called) class next year. I don't see

>

> >

>

> > > her at all ready for 1st grade yet and while she has come a long

>

> >

>

> > > way, I'd like for her to have another year before entering 1st

>

> >

>

> > > grade.

>

> >

>

> > > 2. I'd like almost " full Inclusion " next year with an aide. I want

>

> >

>

> > > her to learn to participate with her peers as I believe that to be

>

> >

>

> > > least restrictive for her. She is just now, in the past 2 months

>

> >

>

> > > learning to do on her own, what the other children are doing (in

>

> >

>

> > > Kindergarten)

>

> >

>

> > > 3. I'd like to meet monthly with her therapists to discuss goals and

>

> >

>

> > > objectives. (one of you suggested that and I think it's a great

>

> >

>

> > > idea, thanks.)

>

> >

>

> > > 4. I'd like 45 min. (M-F) /day for speech with Mrs. ____ Twice a

>

> >

>

> > > week- inclusion and 3 times a week " pull-out " .

>

> >

>

> > > 5. I'd like 45 min/week " pull-out " time for PT and the same for OT.

>

> >

>

> > > 6. I'd like 1 hr. a week for 7 weeks during the summer for speech

>

> >

>

> > > with Mrs. ____.

>

> >

>

> > >

>

> >

>

> > > " These are what I believe to be Cassie's needs for 05-06 and in her

>

> >

>

> > > best interest. My goals and objectives for her will reflect this

>

> >

>

> > > when my husband and I (my husband has not attended an IEP meeting

>

> >

>

> > > until now) attend her IEP meeting on the 31st.

>

> >

>

> > >

>

> >

>

> > > thank you for your time....

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > > ****I received an email back from the psych. which states :

>

> >

>

> > >

>

> >

>

> > > " " I just received your e-mail.  We no longer have a pre-first class,

>

> >

>

> > > so that's

>

> >

>

> > > out.  Full inclusion in a regular first grade classroom would not

>

> >

>

> > > benefit

>

> >

>

> > > Cassie in learning her skills. I like the part about inclusion as

>

> >

>

> > > much as

>

> >

>

> > > possible, but we would have to do some individual learning in the

>

> >

>

> > > resource

>

> >

>

> > > room, because of the gap in her skills. We do not normally hold

>

> >

>

> > > children on

>

> >

>

> > > IEP's in kindergarten, but if that is your choice you may do it.  It

>

> >

>

> > > was

>

> >

>

> > > suggested to me that Cassie go to an MH classroom which would have

>

> >

>

> > > to be out of

>

> >

>

> > > the district. I think, at this time, Cassie is ok where she is.

>

> >

>

> > > Meeting monthly with her therapists is fine with me. You know you

>

> >

>

> > > have the right

>

> >

>

> > > to call a meeting as much as you want. Maybe we could set this up on

>

> >

>

> > > a

>

> >

>

> > > scheduled basis so everyone will be prepared.

>

> >

>

> > > I will give you 30 minutes of speech 5 times a week, either with

>

> >

>

> > > Mrs. _____ or

>

> >

>

> > > Mrs _____. I cannot promise you Mrs. ____ that much time.

>

> >

>

> > > I will also give you the extended school year time with Mrs. ____ if

>

> >

>

> > > she has the

>

> >

>

> > > time to give.

>

> >

>

> > > I don't know how much time the PT and OT are suggesting for next

>

> >

>

> > > year, but I

>

> >

>

> > > will go along with the team decision.

>

> >

>

> > > Looking forward to seeing you on the 31st. " " "

>

> >

>

> > >

>

> >

>

> > > Is anyone else out there a bit uncomfortable with statements like:

>

> >

>

> > >  " reg. first grade would not benefit Cassie... " (How do we know

>

> >

>

> > > that?)

>

> >

>

> > >

>

> >

>

> > > " gap in her skills " (this is the lady that has already placed her in

>

> >

>

> > > 1st grade -per a friend of mine) without discussing it with me. If

>

> >

>

> > > we have a gap, why are we moving on???

>

> >

>

> > >

>

> >

>

> > > " it was suggested to me " (why was it suggested to her without my

>

> >

>

> > > being present. Do I, or do I not have the right to be in on these

>

> >

>

> > > discussions?)

>

> >

>

> > >

>

> >

>

> > > " Cassie is ok where she is " (ok? I don't want just OK)

>

> >

>

> > >

>

> >

>

> > > " I will give you 30 min. " (she will give me?-what is this, an

>

> >

>

> > > auction??? are we bargaining for my daughter's education?)

>

> >

>

> > >

>

> >

>

> > > somebody tell me I'm not crazy here.

>

> >

>

> > >

>

> >

>

> > > Now the real reason for my sharing with all of you today.

>

> >

>

> > > At my church this am, another good friend of mine said that this

>

> >

>

> > > psych. and 3 other members of MY daughter's educational team had a

>

> >

>

> > > meeting FRI that lasted 2 hours to talk about plans for Cassie.

>

> >

>

> > > Does anybody know the law better than I do and can respond? I didn't

>

> >

>

> > > think this kind of discussion was supposed to be done without me.

>

> >

>

> > >

>

> >

>

> > > planning for the big IEP

>

> >

>

> > > , mom to , Caleb, Collin and Cassie Joy, w/ds

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > > Click reply to all for messages to go to the list.  Just hit reply for

>

> >

>

> > messages to go to the sender of the message.

>

> >

>

> > >

[Guest guest]

We had to use a 504 last year when my son's school lost him and tried to

make it a " disability " issue even though it was a teacher issue...our Legal

Advocate had to call the school district and explain a 504 to them and that

they would have a 504 complaint against them if they didn't fix their safety

problems...

Marcia

7yo DS

Re: I need more advice about my daughter/anyone

familiar with OHIO law

Has anyone needed to use a 504 before? Is this something for our kids or

for

others that need a broader provision?

c

Quoting Middlestetter <pamperedbiz@...>:

>

>

>

>

> I so appreciate all this great input. I know it's hard for me to explain

> about a

>

> child you do not know and then for you to understand exactly where I'm

coming

>

> from.

>

>

>

> Maybe this will help. We are in a relatively small school system. Cassie

is 7

>

> now, but when she was transitioning at age 3 to this local school, I was

told

>

> that there was a problem here with " getting what your child needs " and

that

>

> other parents had moved to other districts because of the problem.

>

>

>

> Then the clincher, and hold onto your seats for this one.

>

> About this time last year, one of the preschool teachers confided in me

(with

>

> tears in her eyes) because she felt I had the right to know... That

Cassie's

>

> speech teacher told her, that this same psych. that I previously

mentioned

> said

>

> to her, " Well, Cassie won't amount to anything anyway> "

>

> Now, I realize that

>

> things can get taken out of context. But I have " sat " on this info for a

year

>

> now. NOT knowing what to do about it. Do I point blank confront the

speech

>

> teacher about it? Do I mention it at this years IEP?

>

> I'd rather loose a limb than put anyone in a position of loosing their

job. I

>

> personally feel that this psych. is " old school " and needs to retire.

>

>

>

> I can sure appreciate also the point of view of parents that are happy

with

>

> services. Man, I can understand that point of view. I think that knowing

the

>

> whole

>

> situation as I do, I just wanna cry sometimes. When I've come home after

an

>

> assessment where I have to sit across from this woman and answer

question

>

> after question asked by someone with a very " uncaring " attitude. I walk

in

>

> feeling great about where Cassie is today and how far she has come and I

> leave

>

> feeling totally down and defeated because I just had to give a " not yet "

> answer

>

> to 50 questions. She couldn't walk yet without her walker but " she "

wanted to

>

> see if cassie could stand in the middle of the floor and I knew she

couldn't

>

> but felt I had to " perform " .

>

>

>

> Same with previous IEP meetings. I sit across from this attitude that " I

am

> god

>

> and I have the " power " to grant your child services but I'm never going

to

> give

>

> you all that you ask for, I'm only giving you some of what you are

asking

> for. "

>

> That's why I keep pushing the envelope.

>

>

>

> I hear other parents talk about her (psych.) the same way. She is just a

hard

>

> one to figure out.

>

>

>

> Cassie understands very well but she only speaks one word here and there

and

>

> then it is hard to understand. I know she will never ever " catch up " I

> realize

>

> that, but another year in Kindergarten will only help her and that's how

I

>

> feel. She will color better, cut better, speak better. All good, not

looking

>

> for perfection, just improvement.

>

>

>

> You all are fantastic people and I don't think I have ever felt this

close to

> a

>

> group of people I do not even know. I feel that at this time, fighting

> (excuse

>

> me) advocating for Cassie is my job. And I gave up Dental Hygiene 2

years ago

>

> to be a better mother for all 4 of our children. It's my calling and I

feel

>

> qualified.

>

> Thanks for any help and advice you feel like sharing.

>

> cathy

>

>

>

> Quoting <cindysue@...>:

>

>

>

> >

>

> >

>

> >

>

> >

>

> > ,

>

> >

>

> >

>

> >

>

> > Meeting without you when discussing your child was illegal. Call them

on

> it

>

> >

>

> > and ask to see their notes.

>

> >

>

> >

>

> >

>

> > If your child has done well in kindergarten, then she should proceed

onto

>

> >

>

> > first grade. Your daughter will have gaps - she will not be on the

same

>

> >

>

> > level as her NDA peers - but that should not keep her from being out

of

>

> >

>

> > where she belongs to be educated.

>

> >

>

> >

>

> >

>

> > This psychologist made many blanket statements without the benefit of

the

>

> >

>

> > FULL IEP team. Get prepared and dont' show your cards until Tuesday.

>

> >

>

> >

>

> >

>

> >

>

> >

>

> > I need more advice about my daughter/anyone

familiar

>

> >

>

> > with OHIO law

>

> >

>

> >

>

> >

>

> >

>

> >

>

> > > First I will try to be brief with a little history. My daughter's

>

> >

>

> > > IEP will be on Tues. and I have become more educated in IEP's since

>

> >

>

> > > last year so I will not be doing the " usual " . " they " usually work

>

> >

>

> > > out the plan for her and have it all typed up and after they brief

>

> >

>

> > > me, I sign where they tell me to sign and that's it.

>

> >

>

> > > Not this time...

>

> >

>

> > >

>

> >

>

> > > I sent the psychologist a letter last week " so that we might get

some

>

> >

>

> > > things worked out prior to our meeting "

>

> >

>

> > > I proceeded to number 1-6 and stated what she needs for next year.

>

> >

>

> > > 1. I would like to see Cassie " catch up " a little more by attending

>

> >

>

> > > a " pre-first " (I believe it is called) class next year. I don't see

>

> >

>

> > > her at all ready for 1st grade yet and while she has come a long

>

> >

>

> > > way, I'd like for her to have another year before entering 1st

>

> >

>

> > > grade.

>

> >

>

> > > 2. I'd like almost " full Inclusion " next year with an aide. I want

>

> >

>

> > > her to learn to participate with her peers as I believe that to be

>

> >

>

> > > least restrictive for her. She is just now, in the past 2 months

>

> >

>

> > > learning to do on her own, what the other children are doing (in

>

> >

>

> > > Kindergarten)

>

> >

>

> > > 3. I'd like to meet monthly with her therapists to discuss goals and

>

> >

>

> > > objectives. (one of you suggested that and I think it's a great

>

> >

>

> > > idea, thanks.)

>

> >

>

> > > 4. I'd like 45 min. (M-F) /day for speech with Mrs. ____ Twice a

>

> >

>

> > > week- inclusion and 3 times a week " pull-out " .

>

> >

>

> > > 5. I'd like 45 min/week " pull-out " time for PT and the same for OT.

>

> >

>

> > > 6. I'd like 1 hr. a week for 7 weeks during the summer for speech

>

> >

>

> > > with Mrs. ____.

>

> >

>

> > >

>

> >

>

> > > " These are what I believe to be Cassie's needs for 05-06 and in her

>

> >

>

> > > best interest. My goals and objectives for her will reflect this

>

> >

>

> > > when my husband and I (my husband has not attended an IEP meeting

>

> >

>

> > > until now) attend her IEP meeting on the 31st.

>

> >

>

> > >

>

> >

>

> > > thank you for your time....

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > > ****I received an email back from the psych. which states :

>

> >

>

> > >

>

> >

>

> > > " " I just received your e-mail. We no longer have a pre-first class,

>

> >

>

> > > so that's

>

> >

>

> > > out. Full inclusion in a regular first grade classroom would not

>

> >

>

> > > benefit

>

> >

>

> > > Cassie in learning her skills. I like the part about inclusion as

>

> >

>

> > > much as

>

> >

>

> > > possible, but we would have to do some individual learning in the

>

> >

>

> > > resource

>

> >

>

> > > room, because of the gap in her skills. We do not normally hold

>

> >

>

> > > children on

>

> >

>

> > > IEP's in kindergarten, but if that is your choice you may do it. It

>

> >

>

> > > was

>

> >

>

> > > suggested to me that Cassie go to an MH classroom which would have

>

> >

>

> > > to be out of

>

> >

>

> > > the district. I think, at this time, Cassie is ok where she is.

>

> >

>

> > > Meeting monthly with her therapists is fine with me. You know you

>

> >

>

> > > have the right

>

> >

>

> > > to call a meeting as much as you want. Maybe we could set this up on

>

> >

>

> > > a

>

> >

>

> > > scheduled basis so everyone will be prepared.

>

> >

>

> > > I will give you 30 minutes of speech 5 times a week, either with

>

> >

>

> > > Mrs. _____ or

>

> >

>

> > > Mrs _____. I cannot promise you Mrs. ____ that much time.

>

> >

>

> > > I will also give you the extended school year time with Mrs. ____ if

>

> >

>

> > > she has the

>

> >

>

> > > time to give.

>

> >

>

> > > I don't know how much time the PT and OT are suggesting for next

>

> >

>

> > > year, but I

>

> >

>

> > > will go along with the team decision.

>

> >

>

> > > Looking forward to seeing you on the 31st. " " "

>

> >

>

> > >

>

> >

>

> > > Is anyone else out there a bit uncomfortable with statements like:

>

> >

>

> > > " reg. first grade would not benefit Cassie... " (How do we know

>

> >

>

> > > that?)

>

> >

>

> > >

>

> >

>

> > > " gap in her skills " (this is the lady that has already placed her in

>

> >

>

> > > 1st grade -per a friend of mine) without discussing it with me. If

>

> >

>

> > > we have a gap, why are we moving on???

>

> >

>

> > >

>

> >

>

> > > " it was suggested to me " (why was it suggested to her without my

>

> >

>

> > > being present. Do I, or do I not have the right to be in on these

>

> >

>

> > > discussions?)

>

> >

>

> > >

>

> >

>

> > > " Cassie is ok where she is " (ok? I don't want just OK)

>

> >

>

> > >

>

> >

>

> > > " I will give you 30 min. " (she will give me?-what is this, an

>

> >

>

> > > auction??? are we bargaining for my daughter's education?)

>

> >

>

> > >

>

> >

>

> > > somebody tell me I'm not crazy here.

>

> >

>

> > >

>

> >

>

> > > Now the real reason for my sharing with all of you today.

>

> >

>

> > > At my church this am, another good friend of mine said that this

>

> >

>

> > > psych. and 3 other members of MY daughter's educational team had a

>

> >

>

> > > meeting FRI that lasted 2 hours to talk about plans for Cassie.

>

> >

>

> > > Does anybody know the law better than I do and can respond? I didn't

>

> >

>

> > > think this kind of discussion was supposed to be done without me.

>

> >

>

> > >

>

> >

>

> > > planning for the big IEP

>

> >

>

> > > , mom to , Caleb, Collin and Cassie Joy, w/ds

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > > Click reply to all for messages to go to the list. Just hit reply

for

>

> >

>

> > messages to go to the sender of the message.

>

> >

>

> > >

[Guest guest]

We had to use a 504 last year when my son's school lost him and tried to

make it a " disability " issue even though it was a teacher issue...our Legal

Advocate had to call the school district and explain a 504 to them and that

they would have a 504 complaint against them if they didn't fix their safety

problems...

Marcia

7yo DS

Re: I need more advice about my daughter/anyone

familiar with OHIO law

Has anyone needed to use a 504 before? Is this something for our kids or

for

others that need a broader provision?

c

Quoting Middlestetter <pamperedbiz@...>:

>

>

>

>

> I so appreciate all this great input. I know it's hard for me to explain

> about a

>

> child you do not know and then for you to understand exactly where I'm

coming

>

> from.

>

>

>

> Maybe this will help. We are in a relatively small school system. Cassie

is 7

>

> now, but when she was transitioning at age 3 to this local school, I was

told

>

> that there was a problem here with " getting what your child needs " and

that

>

> other parents had moved to other districts because of the problem.

>

>

>

> Then the clincher, and hold onto your seats for this one.

>

> About this time last year, one of the preschool teachers confided in me

(with

>

> tears in her eyes) because she felt I had the right to know... That

Cassie's

>

> speech teacher told her, that this same psych. that I previously

mentioned

> said

>

> to her, " Well, Cassie won't amount to anything anyway> "

>

> Now, I realize that

>

> things can get taken out of context. But I have " sat " on this info for a

year

>

> now. NOT knowing what to do about it. Do I point blank confront the

speech

>

> teacher about it? Do I mention it at this years IEP?

>

> I'd rather loose a limb than put anyone in a position of loosing their

job. I

>

> personally feel that this psych. is " old school " and needs to retire.

>

>

>

> I can sure appreciate also the point of view of parents that are happy

with

>

> services. Man, I can understand that point of view. I think that knowing

the

>

> whole

>

> situation as I do, I just wanna cry sometimes. When I've come home after

an

>

> assessment where I have to sit across from this woman and answer

question

>

> after question asked by someone with a very " uncaring " attitude. I walk

in

>

> feeling great about where Cassie is today and how far she has come and I

> leave

>

> feeling totally down and defeated because I just had to give a " not yet "

> answer

>

> to 50 questions. She couldn't walk yet without her walker but " she "

wanted to

>

> see if cassie could stand in the middle of the floor and I knew she

couldn't

>

> but felt I had to " perform " .

>

>

>

> Same with previous IEP meetings. I sit across from this attitude that " I

am

> god

>

> and I have the " power " to grant your child services but I'm never going

to

> give

>

> you all that you ask for, I'm only giving you some of what you are

asking

> for. "

>

> That's why I keep pushing the envelope.

>

>

>

> I hear other parents talk about her (psych.) the same way. She is just a

hard

>

> one to figure out.

>

>

>

> Cassie understands very well but she only speaks one word here and there

and

>

> then it is hard to understand. I know she will never ever " catch up " I

> realize

>

> that, but another year in Kindergarten will only help her and that's how

I

>

> feel. She will color better, cut better, speak better. All good, not

looking

>

> for perfection, just improvement.

>

>

>

> You all are fantastic people and I don't think I have ever felt this

close to

> a

>

> group of people I do not even know. I feel that at this time, fighting

> (excuse

>

> me) advocating for Cassie is my job. And I gave up Dental Hygiene 2

years ago

>

> to be a better mother for all 4 of our children. It's my calling and I

feel

>

> qualified.

>

> Thanks for any help and advice you feel like sharing.

>

> cathy

>

>

>

> Quoting <cindysue@...>:

>

>

>

> >

>

> >

>

> >

>

> >

>

> > ,

>

> >

>

> >

>

> >

>

> > Meeting without you when discussing your child was illegal. Call them

on

> it

>

> >

>

> > and ask to see their notes.

>

> >

>

> >

>

> >

>

> > If your child has done well in kindergarten, then she should proceed

onto

>

> >

>

> > first grade. Your daughter will have gaps - she will not be on the

same

>

> >

>

> > level as her NDA peers - but that should not keep her from being out

of

>

> >

>

> > where she belongs to be educated.

>

> >

>

> >

>

> >

>

> > This psychologist made many blanket statements without the benefit of

the

>

> >

>

> > FULL IEP team. Get prepared and dont' show your cards until Tuesday.

>

> >

>

> >

>

> >

>

> >

>

> >

>

> > I need more advice about my daughter/anyone

familiar

>

> >

>

> > with OHIO law

>

> >

>

> >

>

> >

>

> >

>

> >

>

> > > First I will try to be brief with a little history. My daughter's

>

> >

>

> > > IEP will be on Tues. and I have become more educated in IEP's since

>

> >

>

> > > last year so I will not be doing the " usual " . " they " usually work

>

> >

>

> > > out the plan for her and have it all typed up and after they brief

>

> >

>

> > > me, I sign where they tell me to sign and that's it.

>

> >

>

> > > Not this time...

>

> >

>

> > >

>

> >

>

> > > I sent the psychologist a letter last week " so that we might get

some

>

> >

>

> > > things worked out prior to our meeting "

>

> >

>

> > > I proceeded to number 1-6 and stated what she needs for next year.

>

> >

>

> > > 1. I would like to see Cassie " catch up " a little more by attending

>

> >

>

> > > a " pre-first " (I believe it is called) class next year. I don't see

>

> >

>

> > > her at all ready for 1st grade yet and while she has come a long

>

> >

>

> > > way, I'd like for her to have another year before entering 1st

>

> >

>

> > > grade.

>

> >

>

> > > 2. I'd like almost " full Inclusion " next year with an aide. I want

>

> >

>

> > > her to learn to participate with her peers as I believe that to be

>

> >

>

> > > least restrictive for her. She is just now, in the past 2 months

>

> >

>

> > > learning to do on her own, what the other children are doing (in

>

> >

>

> > > Kindergarten)

>

> >

>

> > > 3. I'd like to meet monthly with her therapists to discuss goals and

>

> >

>

> > > objectives. (one of you suggested that and I think it's a great

>

> >

>

> > > idea, thanks.)

>

> >

>

> > > 4. I'd like 45 min. (M-F) /day for speech with Mrs. ____ Twice a

>

> >

>

> > > week- inclusion and 3 times a week " pull-out " .

>

> >

>

> > > 5. I'd like 45 min/week " pull-out " time for PT and the same for OT.

>

> >

>

> > > 6. I'd like 1 hr. a week for 7 weeks during the summer for speech

>

> >

>

> > > with Mrs. ____.

>

> >

>

> > >

>

> >

>

> > > " These are what I believe to be Cassie's needs for 05-06 and in her

>

> >

>

> > > best interest. My goals and objectives for her will reflect this

>

> >

>

> > > when my husband and I (my husband has not attended an IEP meeting

>

> >

>

> > > until now) attend her IEP meeting on the 31st.

>

> >

>

> > >

>

> >

>

> > > thank you for your time....

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > > ****I received an email back from the psych. which states :

>

> >

>

> > >

>

> >

>

> > > " " I just received your e-mail. We no longer have a pre-first class,

>

> >

>

> > > so that's

>

> >

>

> > > out. Full inclusion in a regular first grade classroom would not

>

> >

>

> > > benefit

>

> >

>

> > > Cassie in learning her skills. I like the part about inclusion as

>

> >

>

> > > much as

>

> >

>

> > > possible, but we would have to do some individual learning in the

>

> >

>

> > > resource

>

> >

>

> > > room, because of the gap in her skills. We do not normally hold

>

> >

>

> > > children on

>

> >

>

> > > IEP's in kindergarten, but if that is your choice you may do it. It

>

> >

>

> > > was

>

> >

>

> > > suggested to me that Cassie go to an MH classroom which would have

>

> >

>

> > > to be out of

>

> >

>

> > > the district. I think, at this time, Cassie is ok where she is.

>

> >

>

> > > Meeting monthly with her therapists is fine with me. You know you

>

> >

>

> > > have the right

>

> >

>

> > > to call a meeting as much as you want. Maybe we could set this up on

>

> >

>

> > > a

>

> >

>

> > > scheduled basis so everyone will be prepared.

>

> >

>

> > > I will give you 30 minutes of speech 5 times a week, either with

>

> >

>

> > > Mrs. _____ or

>

> >

>

> > > Mrs _____. I cannot promise you Mrs. ____ that much time.

>

> >

>

> > > I will also give you the extended school year time with Mrs. ____ if

>

> >

>

> > > she has the

>

> >

>

> > > time to give.

>

> >

>

> > > I don't know how much time the PT and OT are suggesting for next

>

> >

>

> > > year, but I

>

> >

>

> > > will go along with the team decision.

>

> >

>

> > > Looking forward to seeing you on the 31st. " " "

>

> >

>

> > >

>

> >

>

> > > Is anyone else out there a bit uncomfortable with statements like:

>

> >

>

> > > " reg. first grade would not benefit Cassie... " (How do we know

>

> >

>

> > > that?)

>

> >

>

> > >

>

> >

>

> > > " gap in her skills " (this is the lady that has already placed her in

>

> >

>

> > > 1st grade -per a friend of mine) without discussing it with me. If

>

> >

>

> > > we have a gap, why are we moving on???

>

> >

>

> > >

>

> >

>

> > > " it was suggested to me " (why was it suggested to her without my

>

> >

>

> > > being present. Do I, or do I not have the right to be in on these

>

> >

>

> > > discussions?)

>

> >

>

> > >

>

> >

>

> > > " Cassie is ok where she is " (ok? I don't want just OK)

>

> >

>

> > >

>

> >

>

> > > " I will give you 30 min. " (she will give me?-what is this, an

>

> >

>

> > > auction??? are we bargaining for my daughter's education?)

>

> >

>

> > >

>

> >

>

> > > somebody tell me I'm not crazy here.

>

> >

>

> > >

>

> >

>

> > > Now the real reason for my sharing with all of you today.

>

> >

>

> > > At my church this am, another good friend of mine said that this

>

> >

>

> > > psych. and 3 other members of MY daughter's educational team had a

>

> >

>

> > > meeting FRI that lasted 2 hours to talk about plans for Cassie.

>

> >

>

> > > Does anybody know the law better than I do and can respond? I didn't

>

> >

>

> > > think this kind of discussion was supposed to be done without me.

>

> >

>

> > >

>

> >

>

> > > planning for the big IEP

>

> >

>

> > > , mom to , Caleb, Collin and Cassie Joy, w/ds

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > > Click reply to all for messages to go to the list. Just hit reply

for

>

> >

>

> > messages to go to the sender of the message.

>

> >

>

> > >

[Guest guest]

Hi ,

I have been reading with fear and interest this thread, because my youngest,

Olivia, is finishing her first year of preschool, and we live in Central Ohio.

As much as I try to read about how these IEP's are supposed to be a

collaboration, I admit I hardly know anything, and so far Livi's team has come

together, with the IEP written out, and it sounded good to me, so I signed. We

had a second meeting to revise her goals, since she did so well. I think her

preschool is great however, she is in a special ed preschool, 3 peer models, and

8 kids with delays. The staff seem to be attentive to the kids, and Olivia loves

it, and has learned so much.

I am worried already though, about what the elementary (and up) schools will be

like. Preschool seems like such a positive atmosphere, I haven't heard the same

about elementary -and my other school age kids are finishing kindergarten and

second.

Thanks for posting about this problem - and I think you should get the psych off

Cassie's team, btw! - and keep letting us know how it turns out.

Patty,

mom to 4, including Olivia 3 yrs 10 months, ds

First I will try to be brief with a little history. My daughter's

IEP will be on Tues. and I have become more educated in IEP's since

last year so I will not be doing the " usual " . " they " usually work

out the plan for her and have it all typed up and after they brief

me, I sign where they tell me to sign and that's it.

Not this time...

I sent the psycologist a letter last week " so that we might get some

things worked out prior to our meeting "

I

__________________________________________________

[Guest guest]

Hi ,

I have been reading with fear and interest this thread, because my youngest,

Olivia, is finishing her first year of preschool, and we live in Central Ohio.

As much as I try to read about how these IEP's are supposed to be a

collaboration, I admit I hardly know anything, and so far Livi's team has come

together, with the IEP written out, and it sounded good to me, so I signed. We

had a second meeting to revise her goals, since she did so well. I think her

preschool is great however, she is in a special ed preschool, 3 peer models, and

8 kids with delays. The staff seem to be attentive to the kids, and Olivia loves

it, and has learned so much.

I am worried already though, about what the elementary (and up) schools will be

like. Preschool seems like such a positive atmosphere, I haven't heard the same

about elementary -and my other school age kids are finishing kindergarten and

second.

Thanks for posting about this problem - and I think you should get the psych off

Cassie's team, btw! - and keep letting us know how it turns out.

Patty,

mom to 4, including Olivia 3 yrs 10 months, ds

First I will try to be brief with a little history. My daughter's

IEP will be on Tues. and I have become more educated in IEP's since

last year so I will not be doing the " usual " . " they " usually work

out the plan for her and have it all typed up and after they brief

me, I sign where they tell me to sign and that's it.

Not this time...

I sent the psycologist a letter last week " so that we might get some

things worked out prior to our meeting "

I

__________________________________________________

[Guest guest]

I like all 's services. All his teachers are wonderful and he gets

speech 2 times a week

OT 2 times. PT one time with one 45 minutes of gym.. He is only 3 so far

so good!!

lisa

-- Re: I need more advice about my daughter/anyone

familiar with OHIO law

>

> I think they are giving you a lot, my son gets much less and I work with

it.

> Is there ANYONE on this list who likes their child's teachers, school,

> placement??? Please speak up!!!

>

> Sandy Love

> Monona, WI

> Mom to Nic (age 10 DS) and Sophie (age 7 going on 40)

>

Sandy,

I am and I write about 's current placement, frequently (which BTW,

is a self-contained MR setting) and I also have a good working relationship

with his educators. It took me time to get where I am, build up a

reputation <cough>, but I am respected now and so are the other parents who

have followed a similar course throughout the last few years. I was told

the middle school where my son is going this fall heard I was system saavy,

high profile and can be a bitch. The person who told me that said she

corrected them on the bitch part and I told her please do not correct them -

I need that (or needs that in me).

As far as not having enough therapist - that is BS! I remember one IEP team

meeting when the ST said I simply do not have the time with my caseload to

provide anymore time. I said " Then the school needs to hire another

ST " and the VP said " Mrs. Casten is correct, his Speech time is based on his

needs and not the current ST's caseload size " . I simply would never back

down on that - rather I would work around 's therapist in getting

things in place (and they appreciate it!). The parents who are vocal are

those who do get things changed - and that may include the school hiring

more staff.

's teacher told me ahead of time what my advocacy needs would be with

him going to the middle school. She probably would get in trouble - she

tells me more than any other teacher ever has, but it's worked for us. She

knows I am not going to run and tell on her - and she really does have my

son's best interest in mind. Because of her information, I was able to have

the middle school create a program for this fall that they didn't have (and

other kids like my son are typically shipped out to another town). Because

of my reputation <coughing again> and being system saavy, I knew exactly

what to do and got it done quickly - without any difficulties or being

bitchy about it.

As far as therapy times, I don't how that is determined. I know with

's apraxia, he needs short and frequent bursts of therapy (5 days a

week). I know he cannot tolerate any therapy that exceeds 20 minutes.

While I may ask for 30 minutes of therapy (he actually gets more than that),

I have had it written that 20 minutes is for direct work and 10 minutes is

for teacher consult. The ST needs time to work in modifying things, too -

and that time is built in for the specific child per week. When

graduated from PT at Kennedy Krieger, I also had his IEP changed to PT

Consult only. When he needed to increase his fine motor skills, I had that

increased. It should be based on the child's needs, not what someone else's

child is receiving. I don't think any of use can determine how much time a

child needs that is not our own.

Last, this is the safe place parents can vent about teachers, school and

therapists. Parents who don't have a reason to complain won't - so you will

not hear all the good stuff. The list would be rather boring if no one

complained - and I know I would not learn what I have without other parents

" teaching " me along the way.

[Guest guest]

I like all 's services. All his teachers are wonderful and he gets

speech 2 times a week

OT 2 times. PT one time with one 45 minutes of gym.. He is only 3 so far

so good!!

lisa

-- Re: I need more advice about my daughter/anyone

familiar with OHIO law

>

> I think they are giving you a lot, my son gets much less and I work with

it.

> Is there ANYONE on this list who likes their child's teachers, school,

> placement??? Please speak up!!!

>

> Sandy Love

> Monona, WI

> Mom to Nic (age 10 DS) and Sophie (age 7 going on 40)

>

Sandy,

I am and I write about 's current placement, frequently (which BTW,

is a self-contained MR setting) and I also have a good working relationship

with his educators. It took me time to get where I am, build up a

reputation <cough>, but I am respected now and so are the other parents who

have followed a similar course throughout the last few years. I was told

the middle school where my son is going this fall heard I was system saavy,

high profile and can be a bitch. The person who told me that said she

corrected them on the bitch part and I told her please do not correct them -

I need that (or needs that in me).

As far as not having enough therapist - that is BS! I remember one IEP team

meeting when the ST said I simply do not have the time with my caseload to

provide anymore time. I said " Then the school needs to hire another

ST " and the VP said " Mrs. Casten is correct, his Speech time is based on his

needs and not the current ST's caseload size " . I simply would never back

down on that - rather I would work around 's therapist in getting

things in place (and they appreciate it!). The parents who are vocal are

those who do get things changed - and that may include the school hiring

more staff.

's teacher told me ahead of time what my advocacy needs would be with

him going to the middle school. She probably would get in trouble - she

tells me more than any other teacher ever has, but it's worked for us. She

knows I am not going to run and tell on her - and she really does have my

son's best interest in mind. Because of her information, I was able to have

the middle school create a program for this fall that they didn't have (and

other kids like my son are typically shipped out to another town). Because

of my reputation <coughing again> and being system saavy, I knew exactly

what to do and got it done quickly - without any difficulties or being

bitchy about it.

As far as therapy times, I don't how that is determined. I know with

's apraxia, he needs short and frequent bursts of therapy (5 days a

week). I know he cannot tolerate any therapy that exceeds 20 minutes.

While I may ask for 30 minutes of therapy (he actually gets more than that),

I have had it written that 20 minutes is for direct work and 10 minutes is

for teacher consult. The ST needs time to work in modifying things, too -

and that time is built in for the specific child per week. When

graduated from PT at Kennedy Krieger, I also had his IEP changed to PT

Consult only. When he needed to increase his fine motor skills, I had that

increased. It should be based on the child's needs, not what someone else's

child is receiving. I don't think any of use can determine how much time a

child needs that is not our own.

Last, this is the safe place parents can vent about teachers, school and

therapists. Parents who don't have a reason to complain won't - so you will

not hear all the good stuff. The list would be rather boring if no one

complained - and I know I would not learn what I have without other parents

" teaching " me along the way.

[Guest guest]

WOOOOOOOOOOHOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

Way to go Karrie

Sue Brown wrote:

>

>Cishe did have a wonderful dentist appt.,

>though! No cavities, and let the dentist clean, examine, x-ray and give her

>a fluoride treatment, without a peep!!

>

>

>

--

Aussie Leis- mum to BJ - 7.5 - ds, Natasha 3 and 19 months

" Experience is something you don't get until just after you need it "

[Guest guest]

WOOOOOOOOOOHOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

Way to go Karrie

Sue Brown wrote:

>

>Cishe did have a wonderful dentist appt.,

>though! No cavities, and let the dentist clean, examine, x-ray and give her

>a fluoride treatment, without a peep!!

>

>

>

--

Aussie Leis- mum to BJ - 7.5 - ds, Natasha 3 and 19 months

" Experience is something you don't get until just after you need it "