Guest guest Posted May 30, 2009 Report Share Posted May 30, 2009 I have been going back and forth with 's elementary school for months now trying to have her retained in the second grade. has a late August birthday, and she is one of the youngest children in second grade. I was not able to hold her back before she began kindergarten; she turned 5 and immediately started kindergarten. The only option at the time was to hold her back myself and keep her out of school for an entire year. I couldn't do that, it wasn't fair to to lose a year of instruction simply because she had a late birthday. Second grade was, in my opinion, my last opportunity to have her held back before she understood what was going on and it affected her self-esteem. I did countless hours of research, looking for anything I could find on the pros/cons of retaining a child with Down syndrome. I was unable to find anything, and neither was the school. My own instincts are all I have, and I know in my heart that my daughter would do better socially with kids her age. She has not been fully included in the general ed setting and she has not formed bonds with her classmates. is very social, and would have no problem creating friendships with a new second grade class, and now that I realize she was not being included as she should have been, I would be able to help foster those bonds and friendships. However, the school is adamant that retention is not an appropriate intervention, even though the only research data they have is on general education students. Had I not conceded to them, the next step is due process, and I do not have the unlimited funds our district has to win in court. I am heartbroken, because I believe that I know what is best for . She is " high functioning " and we have to fight for everything. I wanted so much to close some of the gap between and her peers. I feel like I have let her down and it hurts my soul. She is so incredible, she doesn't ask for much. She is so independent and smart, she is perceptive and funny and has unlimited potential...and yet I, her mom, couldn't get the right thing done for her. I just don't understand why a school district has more control over my daughter's education than I do. I'm sorry for the long post. I'm devastated and although my friends are sympathetic, they don't understand. Thanks for letting me get this off my chest. , mom to (13) (11) and (7ds) Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 30, 2009 Report Share Posted May 30, 2009 Hi, Kiersten gave me some good advice and I just sent an email to the principal revoking my consent. In Texas, if your child is 5 by September 1, then your child is eligible to go to Kindergarten. Kindergarten is not required in Texas, but I've lived her my entire life and have never seen anyone not go to Kindergarten. However, in the case of Early Childhood (3-5), once your child turns 5, they are supposed to transition...they go to EC for a half day, and then spend the other half in Kindergarten, until the next school year. Then they go into full time Kindergarten. Well, since 's birthday is August 23, there was no transition time, she went directly into Kindergarten. The teachers have their hands tied. The principal is in all of my ARD meetings, mainly because I push the limits and don't just go along with the recommendations of the school. Neither 's developmental teacher nor her general ed teacher commented. I believe that if they go against the recommendation of their boss, they fear they will lose their job. That's just my opinion. The school psychologist could only produce research based on general education students, and she commented that Klein ISD basis it's decisions on research. There has to be something the district is getting out of moving along to third grade. Or there has to be something that will happen if they retain her, but no one is talking. I'm guessing they could lose some type of status, I don't know. But I know that this is not as big of a deal as the school is making it out to be, especially since is so young. Thank you everyone for responding Moyers Kay Independent Beauty Consultant 832-816-7992 www.marykay.com/jendmoyers ________________________________ From: Patty Derdzinski <pderdzinski@...> ; jendmoyers <jendmoyers@...> Sent: Saturday, May 30, 2009 2:06:13 PM Subject: Re: I lost Hi , Boy, I just don't understand this. I live in Ohio. Olivia is 7, she will be 8 in July. When she was three, she began preschool - the Early Intervention. At 6 years old, she began kindergarten, and I remember being told by law, that is the age here in Ohio for children to enter kindergarten. But she has now repeated kindergarten, there was never a problem with that. However, she is in a special needs classroom, and spends part of her time there, part of her time in the regular classroom. Her special ed teacher is the one who saw the need for her to repeat, and I agreed with her, and she made it clear at the IEP meeting that this would be happening. Do you have any person from special ed that can help you present this to the school board? I have heard of plenty of kids with ds repeating the early grades. sounds a lot like Olivia. Livi seems to get on better with kids younger than her, and she is small for her age, so I would rather have her in classes with younger vs. older students. I wish I could help you! Maybe somebody will know of some research that can prove your " instinct " about holding her back correct. If I find some, would you still be able to use it? Whatever happens, you shouild know that you didn't let down. You are still her biggest advocate. She is lucky to have a mom who cares so much about her future. Patty From: jendmoyers <jendmoyers@...> Subject: I lost Date: Saturday, May 30, 2009, 1:10 PM I have been going back and forth with 's elementary school for months now trying to have her retained in the second grade. has a late August birthday, and she is one of the youngest children in second grade. I was not able to hold her back before she began kindergarten; she turned 5 and immediately started kindergarten. The only option at the time was to hold her back myself and keep her out of school for an entire year. I couldn't do that, it wasn't fair to to lose a year of instruction simply because she had a late birthday. Second grade was, in my opinion, my last opportunity to have her held back before she understood what was going on and it affected her self-esteem. I did countless hours of research, looking for anything I could find on the pros/cons of retaining a child with Down syndrome. I was unable to find anything, and neither was the school. My own instincts are all I have, and I know in my heart that my daughter would do better socially with kids her age. She has not been fully included in the general ed setting and she has not formed bonds with her classmates. is very social, and would have no problem creating friendships with a new second grade class, and now that I realize she was not being included as she should have been, I would be able to help foster those bonds and friendships. However, the school is adamant that retention is not an appropriate intervention, even though the only research data they have is on general education students. Had I not conceded to them, the next step is due process, and I do not have the unlimited funds our district has to win in court. I am heartbroken, because I believe that I know what is best for . She is " high functioning " and we have to fight for everything. I wanted so much to close some of the gap between and her peers. I feel like I have let her down and it hurts my soul. She is so incredible, she doesn't ask for much. She is so independent and smart, she is perceptive and funny and has unlimited potential... and yet I, her mom, couldn't get the right thing done for her. I just don't understand why a school district has more control over my daughter's education than I do. I'm sorry for the long post. I'm devastated and although my friends are sympathetic, they don't understand. Thanks for letting me get this off my chest. , mom to (13) (11) and (7ds) Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 30, 2009 Report Share Posted May 30, 2009 I was going to say the same thing. started school in Florida at age 3. She attended a preschool class at Head Start for age three and then the next year she was in a special prek class in public school. IDEA covers kids from age three. Why did her daughter not start until 5? I lost Date: Saturday, May 30, 2009, 1:10 PM I have been going back and forth with 's elementary school for months now trying to have her retained in the second grade. has a late August birthday, and she is one of the youngest children in second grade. I was not able to hold her back before she began kindergarten; she turned 5 and immediately started kindergarten. The only option at the time was to hold her back myself and keep her out of school for an entire year. I couldn't do that, it wasn't fair to to lose a year of instruction simply because she had a late birthday. Second grade was, in my opinion, my last opportunity to have her held back before she understood what was going on and it affected her self-esteem. I did countless hours of research, looking for anything I could find on the pros/cons of retaining a child with Down syndrome. I was unable to find anything, and neither was the school. My own instincts are all I have, and I know in my heart that my daughter would do better socially with kids her age. She has not been fully included in the general ed setting and she has not formed bonds with her classmates. is very social, and would have no problem creating friendships with a new second grade class, and now that I realize she was not being included as she should have been, I would be able to help foster those bonds and friendships. However, the school is adamant that retention is not an appropriate intervention, even though the only research data they have is on general education students. Had I not conceded to them, the next step is due process, and I do not have the unlimited funds our district has to win in court. I am heartbroken, because I believe that I know what is best for . She is " high functioning " and we have to fight for everything. I wanted so much to close some of the gap between and her peers. I feel like I have let her down and it hurts my soul. She is so incredible, she doesn't ask for much. She is so independent and smart, she is perceptive and funny and has unlimited potential... and yet I, her mom, couldn't get the right thing done for her. I just don't understand why a school district has more control over my daughter's education than I do. I'm sorry for the long post. I'm devastated and although my friends are sympathetic, they don't understand. Thanks for letting me get this off my chest. , mom to (13) (11) and (7ds) Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 30, 2009 Report Share Posted May 30, 2009 Alden was born in Atlanta. We had the state therapies, for whatever they were worth. When we moved to land, Alden qualified for the therapies (he was not quite 3) but after our first meeting we all felt that we could use a break. He was doing well with what we were doing. Then when he qualified for out of home therapy in a school setting and could go to " pre-school " , we had him go to that for a few hours a few times a week. That was nice. He then was age ready for Pre K 4 and we tried it for one week. He was overwhelmed. So I wrote my reasons for him to be moved back into the other program (even though he was 4 years of age. He was easily moved back into the Pre K program. Technically, that would have been his first retention, I suppose. After that, he no longer qualified for Pre K 4. Criteria was only by age. So he went to Kindergarten. He did OK, but for me... that was his PreK4 year (actual age of 5). I held him back for another go at Kinder. He was 6 and turned 7 in Dec. Now he will go to First Grade, age 7. There are other children that will turn 7 in First Grade. Sometimes, the age catagories don't fit for certain children, special needs or not. My husband was the youngest in his grade. His mother worked. So he was sent to school asap. He did OK, but he will admit that it was tough being the smallest, youngest boy in class all of the time. He feels that if it could be done over... waiting would have been better for him all the way around. When we moved to Texas, the Principal at our first school tried to force me to put Alden into First Grade. (He had started in land in his second year of Kindergarten so his transcripts in October were KINDERGARTEN) He wanted him to qualify for their AIM I program which starts in First Grade. He failed to inform me about the Kinder-Collaborative. I finally got it all sorted out but that was why I had to go through the TEA complaint/mediation process. Once TEA was involved, a nuetral advocate was present at the 3rd ARD meeting and the principal was told that actually, Kindergarten was ages 5-7 anyway, so Alden was in the right placement. Only then did the diagnostician for that school mention the Kinder-Coll. at another EPISD school. In fact, that school's principal showed up at this ARD and they were happy to bus Alden to their school. What a pain some administrators can be. You have to dig to get the districts true information if someone else has an agenda. Trust your own instincts. Some things you WILL have to accept, such as the way a district works certain programs but there are some things that are just ridiculous and not acceptable. This coming year, I will be watching Alden's goals closely. I expect him to learn, no matter what setting he is in. Have a great summer! Kiersten Oh. Here in Texas, Alden qualifies for EYS. He did NOT qualify in land. I didn't know enough then to fight for it. In land, they even took away his Speech at the beginning of Kinder his second time around! But we were moving anyway, and it is reinstated now. Sheesh! From: jendmoyers <jendmoyers (DOT) com> Subject: I lost @grou ps.com Date: Saturday, May 30, 2009, 1:10 PM I have been going back and forth with 's elementary school for months now trying to have her retained in the second grade. has a late August birthday, and she is one of the youngest children in second grade. I was not able to hold her back before she began kindergarten; she turned 5 and immediately started kindergarten. The only option at the time was to hold her back myself and keep her out of school for an entire year. I couldn't do that, it wasn't fair to to lose a year of instruction simply because she had a late birthday. Second grade was, in my opinion, my last opportunity to have her held back before she understood what was going on and it affected her self-esteem. I did countless hours of research, looking for anything I could find on the pros/cons of retaining a child with Down syndrome. I was unable to find anything, and neither was the school. My own instincts are all I have, and I know in my heart that my daughter would do better socially with kids her age. She has not been fully included in the general ed setting and she has not formed bonds with her classmates. is very social, and would have no problem creating friendships with a new second grade class, and now that I realize she was not being included as she should have been, I would be able to help foster those bonds and friendships. However, the school is adamant that retention is not an appropriate intervention, even though the only research data they have is on general education students. Had I not conceded to them, the next step is due process, and I do not have the unlimited funds our district has to win in court. I am heartbroken, because I believe that I know what is best for . She is " high functioning " and we have to fight for everything. I wanted so much to close some of the gap between and her peers. I feel like I have let her down and it hurts my soul. She is so incredible, she doesn't ask for much. She is so independent and smart, she is perceptive and funny and has unlimited potential... and yet I, her mom, couldn't get the right thing done for her. I just don't understand why a school district has more control over my daughter's education than I do. I'm sorry for the long post. I'm devastated and although my friends are sympathetic, they don't understand. Thanks for letting me get this off my chest. , mom to (13) (11) and (7ds) Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 30, 2009 Report Share Posted May 30, 2009 Thanks for explaining your situation - I remember some of this, like when you moved to TX - you have had to learn a lot as you moved around! A lot of the acronyms aren't familiar to me, but in 's case with it sounds so odd to me that the school would be so resistant to allowing her to repeat a grade - they have to keep her until she turns 21, anyway, right? So, somewhere along the way she'll be going through a grade again, and as I have heard so many times before, it is better to repeat the lower ones, so the foundation of their education is stronger, and it isn't as traumatic seeing their peers move on. Does live in Texas too? Were you able to help her? Patty From: jendmoyers <jendmoyers@ . com> Subject: I lost @grou ps.com Date: Saturday, May 30, 2009, 1:10 PM I have been going back and forth with 's elementary school for months now trying to have her retained in the second grade. has a late August birthday, and she is one of the youngest children in second grade. I was not able to hold her back before she began kindergarten; she turned 5 and immediately started kindergarten. The only option at the time was to hold her back myself and keep her out of school for an entire year. I couldn't do that, it wasn't fair to to lose a year of instruction simply because she had a late birthday. Second grade was, in my opinion, my last opportunity to have her held back before she understood what was going on and it affected her self-esteem. I did countless hours of research, looking for anything I could find on the pros/cons of retaining a child with Down syndrome. I was unable to find anything, and neither was the school. My own instincts are all I have, and I know in my heart that my daughter would do better socially with kids her age. She has not been fully included in the general ed setting and she has not formed bonds with her classmates. is very social, and would have no problem creating friendships with a new second grade class, and now that I realize she was not being included as she should have been, I would be able to help foster those bonds and friendships. However, the school is adamant that retention is not an appropriate intervention, even though the only research data they have is on general education students. Had I not conceded to them, the next step is due process, and I do not have the unlimited funds our district has to win in court. I am heartbroken, because I believe that I know what is best for . She is " high functioning " and we have to fight for everything. I wanted so much to close some of the gap between and her peers. I feel like I have let her down and it hurts my soul. She is so incredible, she doesn't ask for much. She is so independent and smart, she is perceptive and funny and has unlimited potential... and yet I, her mom, couldn't get the right thing done for her. I just don't understand why a school district has more control over my daughter's education than I do. I'm sorry for the long post. I'm devastated and although my friends are sympathetic, they don't understand. Thanks for letting me get this off my chest. , mom to (13) (11) and (7ds) Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 30, 2009 Report Share Posted May 30, 2009 Hi, did go to Early Childhood Intervention (ECI) beginning at age 3. She has been in early intervention programs since she was 6 weeks old. When she was in ECI, she did not qualify for ESY, and I had no idea what I was doing. ECI ends at the age of 5, when your child turns 5. If your child turns 5 durning the school year, then they transition them into the half day ECI/half day kindergarten, and then when the new school years comes around, you go to full time kindergarten. Since 's bday is late August, she turned 5 and went straight into kindergarten. I was not given any options, and I did ask that she be allowed to stay in Early Childhood another year, but by law, she no longer qualified. At that time, I could have held her out of school, at home, but she would not have received any services for an entire year, and I just wasn't going to do that. I thought that I would be able to hold her back a year. In kindergarten, flourished. Her ECI class was not very good and did not learn much. There were other kids in her class with high demands and only one teacher and an aide. was very well-behaved (boy, do I miss those days...lol) and I think she was left to play more than she was given instruction. However, her kinder teacher was phenomenal and learned what she should have learned in ECI, plus what she was supposed to learn in kindergarten. She was beginning to read by the end of the year! We moved, and I asked that be allowed to stay at this school, but the district said no, this particular school was a closed campus due to over-crowding, so we started at 's current elementary school. When began first grade, she was mainstreamed into reading and math. In the middle of the year, I pulled her out of general ed because she was not doing as well, she still needed one on one instruction. Also, my oldest daughter was killed in June of 2007, the summer started first grade. I was not a good advocate at that time, I just couldn't comprehend anything. Fortunately, had a great special ed teacher who pushed her, and responded. At the end of the year, I asked that be retained in first grade, and when I was told no, I didn't pursue it like I should have. We were approaching the one year anniversary of Macy's death and I was overwhelmed. I told myself that I still had one more year. I believe that once turns 9, she will understand what being held back will mean, and I don't want to hurt her self-esteem. And now, here we are. I have finished crying my tears today. I got some great advice from all of you and it helped me tremendously. I emailed the principal earlier today informing her that I was revoking my consent for placement in third grade and pointed out that in the meeting yesterday, I was told that I had to make a decision right then and there, and if I didn't agree, the next step is due process. I made the comment that I did not want to continue fighting with them and that I did not have the unlimited funds the district did to go to court. No one in that room told me the next step is to go to the superintendent or ask for a mediation through TEA. I know that the principal is going to come back and say that " due process " meant following the outlines in the ARD process, but I was very specific in my comment that I was understanding that " due process " is a due process hearing. I know there is an agenda here, I just can't figure out what it is. But thanks to you, all of you, I was able to get my head back on straight and realize that this is not over. While researching retaining a child, I came across a lot of articles on school districts here in Texas running rampant with district funds to fight legal battles against parents with chidren who have special needs. It blows my mind that I pay taxes and then my school district uses my money (and everyone else's) to defend themselves against me. So not only am I footing the bill for my own attorney, I am footing the bill for the district to defend themselves against me...should I ever have to go to court. Thank you, thank you and thank you some more! I have a funny feeling that when I request mediation through TEA, the ARD committee may change it's mind. Who knows. What I do know is that I am so very grateful I found this group. Moyers Kay Independent Beauty Consultant 832-816-7992 www.marykay.com/jendmoyers ________________________________ From: Kiersten <kiersten5560@...> Patty Derdzinski <pderdzinski@...>; ; jendmoyers <jendmoyers@...>; Kathy sen <northnr@...> Sent: Saturday, May 30, 2009 6:49:14 PM Subject: Re: I lost Alden was born in Atlanta. We had the state therapies, for whatever they were worth. When we moved to land, Alden qualified for the therapies (he was not quite 3) but after our first meeting we all felt that we could use a break. He was doing well with what we were doing. Then when he qualified for out of home therapy in a school setting and could go to " pre-school " , we had him go to that for a few hours a few times a week. That was nice. He then was age ready for Pre K 4 and we tried it for one week. He was overwhelmed. So I wrote my reasons for him to be moved back into the other program (even though he was 4 years of age. He was easily moved back into the Pre K program. Technically, that would have been his first retention, I suppose. After that, he no longer qualified for Pre K 4. Criteria was only by age. So he went to Kindergarten. He did OK, but for me... that was his PreK4 year (actual age of 5). I held him back for another go at Kinder. He was 6 and turned 7 in Dec. Now he will go to First Grade, age 7. There are other children that will turn 7 in First Grade. Sometimes, the age catagories don't fit for certain children, special needs or not. My husband was the youngest in his grade. His mother worked. So he was sent to school asap. He did OK, but he will admit that it was tough being the smallest, youngest boy in class all of the time. He feels that if it could be done over... waiting would have been better for him all the way around. When we moved to Texas, the Principal at our first school tried to force me to put Alden into First Grade. (He had started in land in his second year of Kindergarten so his transcripts in October were KINDERGARTEN) He wanted him to qualify for their AIM I program which starts in First Grade. He failed to inform me about the Kinder-Collaborative. I finally got it all sorted out but that was why I had to go through the TEA complaint/mediation process. Once TEA was involved, a nuetral advocate was present at the 3rd ARD meeting and the principal was told that actually, Kindergarten was ages 5-7 anyway, so Alden was in the right placement. Only then did the diagnostician for that school mention the Kinder-Coll. at another EPISD school. In fact, that school's principal showed up at this ARD and they were happy to bus Alden to their school. What a pain some administrators can be. You have to dig to get the districts true information if someone else has an agenda. Trust your own instincts. Some things you WILL have to accept, such as the way a district works certain programs but there are some things that are just ridiculous and not acceptable. This coming year, I will be watching Alden's goals closely. I expect him to learn, no matter what setting he is in. Have a great summer! Kiersten Oh. Here in Texas, Alden qualifies for EYS. He did NOT qualify in land. I didn't know enough then to fight for it. In land, they even took away his Speech at the beginning of Kinder his second time around! But we were moving anyway, and it is reinstated now. Sheesh! From: jendmoyers <jendmoyers (DOT) com> Subject: I lost @grou ps.com Date: Saturday, May 30, 2009, 1:10 PM I have been going back and forth with 's elementary school for months now trying to have her retained in the second grade. has a late August birthday, and she is one of the youngest children in second grade. I was not able to hold her back before she began kindergarten; she turned 5 and immediately started kindergarten. The only option at the time was to hold her back myself and keep her out of school for an entire year. I couldn't do that, it wasn't fair to to lose a year of instruction simply because she had a late birthday. Second grade was, in my opinion, my last opportunity to have her held back before she understood what was going on and it affected her self-esteem. I did countless hours of research, looking for anything I could find on the pros/cons of retaining a child with Down syndrome. I was unable to find anything, and neither was the school. My own instincts are all I have, and I know in my heart that my daughter would do better socially with kids her age. She has not been fully included in the general ed setting and she has not formed bonds with her classmates. is very social, and would have no problem creating friendships with a new second grade class, and now that I realize she was not being included as she should have been, I would be able to help foster those bonds and friendships. However, the school is adamant that retention is not an appropriate intervention, even though the only research data they have is on general education students. Had I not conceded to them, the next step is due process, and I do not have the unlimited funds our district has to win in court. I am heartbroken, because I believe that I know what is best for . She is " high functioning " and we have to fight for everything. I wanted so much to close some of the gap between and her peers. I feel like I have let her down and it hurts my soul. She is so incredible, she doesn't ask for much. She is so independent and smart, she is perceptive and funny and has unlimited potential... and yet I, her mom, couldn't get the right thing done for her. I just don't understand why a school district has more control over my daughter's education than I do. I'm sorry for the long post. I'm devastated and although my friends are sympathetic, they don't understand. Thanks for letting me get this off my chest. , mom to (13) (11) and (7ds) Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 31, 2009 Report Share Posted May 31, 2009 Has the suggestion been made before today from other families , that y ou take a tape recorder into the meeting? Breeze in with a very easy " you dont mind if we tape this do you? Thanks " and tape the converstaion. You may find it helps you . Aussie Leis- who has changed to Windows Vista and has lost my normal email sig, and after sorting my tupperware cupboard today could not be bothered making a new one yet but I think I have 4 kidlets and the eldest happened to be blessed with the extra chrosome thingy Moyers wrote: > I made the comment that I did not want to continue fighting with them and that I did not have the unlimited funds the district did to go to court. No one in that room told me the next step is to go to the superintendent or ask for a mediation through TEA. I know that the principal is going to come back and say that " due process " meant following the outlines in the ARD process, but I was very specific in my comment that I was understanding that " due process " is a due process hearing. > > I know there is an agenda here, I just can't figure out what it is. B > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 31, 2009 Report Share Posted May 31, 2009 As a matter of fact, I tape every meeting. I am sure this is the main reason our principal attends every single meeting. :0) I am the nicest person until you mess with my kids, then I try to be clever and smarter than you...sometimes I don't get it right and am happy to own up to my mistakes. However, once you push me too far, I stop following " protocol " , all bets are off. I do have a facebook and a myspace!! My facebook is under Moyers and my myspace is www.myspace.com/redbird99. I created an album on our group, but it hasn't been approved yet. Send me a request!! :0) Moyers Kay Independent Beauty Consultant 832-816-7992 www.marykay.com/jendmoyers ________________________________ From: Leis <lisa@...> Moyers <jendmoyers@...> Cc: Patty Derdzinski <pderdzinski@...>; ; Kathy sen <northnr@...> Sent: Sunday, May 31, 2009 8:19:40 AM Subject: Re: I lost I dont feel the need to use it here in Oz, but the suggestion hasbeen made before today from other families , that y ou take a tape recorder into the meeting. Breeze in with a very easy " you dont mind if we tape this do you? Thanks " and tape the converstaion. You may find it helps you . Aussie Leis- who has changed to Windows Vista and has lost my normal email sig, and after sorting my tupperware cupboard today could not be bothered making a new one yet but I think I have 4 kidlets and the eldest happened to be blessed with the extra chrosome thingy Moyers wrote: I know that the principal is going to come back and say that " due process " meant following the outlines in the ARD process, but I was very specific in my comment that I was understanding that " due process " is a due process hearing. I know there is an agenda here, I just can't figure out what it is. But thanks to you, all of you, I was able to get my head back on straight and realize that this is not over. Quote Link to comment Share on other sites More sharing options...
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