IEPs

[Guest guest]

Running the Gauntlet

(How to Survive the Special Education System)

By Jeannine Petriel

If you have dealt at all with the Special Education system, you can

understand why I titled this " Running the Gauntlet. " Special

Education is not known for its user-friendliness. The first thing

that makes it difficult is that the system doesn't speak English, or

at least not the English you were taught. There are many

abbreviations that are used. Here is a glossary of some of the most

frequently used ones:

IDEA - Individuals with Disabilities Education Act. This is the

federal law that governs all services that the public school

provides.

IEP - Individual Education Plan. This is the document that is legally

binding and outlines the services that the district has agreed to

provide, how often they are provided and by who they will be provided

(usually just a title, not a specific person's name).

IFSP - Individual Family Service Plan. Early Intervention's IEP,

which also includes how the services will be paid for.

SLP - Speech-language Pathologist.

OT - Occupational Therapy (or Therapist).

PT - Physical Therapy (or Therapist).

PET - Pupil Evaluation Team. This is the group that makes the final

decisions about programming and placement. You are the most important

member of this team, sometimes called a PPT - Pupil Placement (or

Planning) Team.

There are many more acronyms that are disability exclusive, but these

are the major ones.

Now that we are speaking somewhat of the same language, let's talk

about what happens during the school year. Before the start of any

school year, make sure that you have a copy of the latest IEP and are

happy with everything in it. If you aren't happy, then make sure that

a PET/PPT meeting is scheduled as soon as possible to address your

concerns. Realize that any member of the team can request a meeting

at any time, and this includes you. Also read over the minutes of the

annual review (year end meeting) and make sure that everything you

wanted mentioned is in there. The minutes are a legal document and

are what is used to reflect what happened in the meeting. Make sure

that they are accurate.

When you are happy with the plan for your child, you are going to

have to make sure that it is implemented. If you can, go visit the

school. Talk to your child's teacher, para-professionals

(assistants), and therapists. Be an involved parent. This makes sure

that your child is getting what he/she needs. I realize that not

everyone can be involved by going to the school. If you are unable to

get to the school, call and talk to the teacher. Also have a notebook

that goes back and forth to school with your child. Feel free to

write down any questions you have and be sure to follow up until you

get answers you are satisfied with.

There should be progress reports sent home at least 2 times a year.

Some districts do more, but I have never seen one that does less. If

you have any questions about those reports (usually they are just a

rating scale progress report about the goals and objectives), call

and ask. Don't ever feel like you can't question what is going on.

You are your child's biggest advocate and you must play that role

often.

You will have at least one meeting during the year. The IEP has to be

reviewed annually and it is usually done at the end of the year or on

the anniversary of the IEP. At these meetings, progress will be

discussed, evaluations (if any) will be reviewed, and recommendations

for modifying the IEP will be made. The name of the game in Special

Education is " Be Prepared. "

So how do you get prepared for the meetings? Here are a few

suggestions:

If at all possible, get copies of the evaluation reports before the

meeting, read them over and mark any places that you are concerned or

have questions about.

Decide what you, as parents want for goals and services for the

coming year. If possible, write some of your own goals and bring them

with you. Also know WHY you want these things. Saying " I heard that

it might help kids like this " won't cut it.

Bring a tape recorder, plenty of batteries and lots of tapes. Place

the tape recorder in the center of the table and ask if anyone minds

if the meeting is taped. If anyone objects, the meeting is over!

There is no reason that anyone should mind and as long as they know

they are being taped, it is legal.

Keep a paper trail. You should have a pocket folder that has all of

the paperwork sent from the school, all outside evaluations and

anything else dealing with your child's schooling. In Special

Education it is the one with the most paper (that they can get their

hands on fast) that wins.

Find people with lots of letters after their name that can back up

what you are saying. Schools listen to doctors and " Experts. " If you

need backup, these are the folks that will get the best results.

Be informed. Know the laws of your state and what your rights are.

They have to know the laws; it's their job. If you know the laws, it

levels the playing field. Every state has a Parent Information

Center. You should be able to find that number in the phone book.

Take someone with you. If you feel uncomfortable going alone, bring a

friend. You can bring anyone you want to the meeting as long as the

district doesn't have to pay for it. If you bring an outside expert

and they charge for their time, you have to pay for it. Many states

have volunteer advocates that can go with you, but sometimes just

having someone there for moral support can be a great help.

Have realistic goals and expectations for both your child and the

school. I have seen parents come in to meetings expecting that the

school can work miracles with their child and they can't. Don't

underestimate what your child can do, but also don't overestimate. If

you have something you want to see that is reasonable, push for it,

but learn what battles are worth fighting and which aren't.

At the meeting there needs to be at least 4 people to make it legal,

An administrator (or designee), a regular classroom teacher, a

special educator and you, the parent. If there isn't at least the 3

school representatives, you may want to re-schedule for another time.

At the end of the meeting, you may be asked to sign a form saying

that you agree with the IEP. Only sign the form if you honestly agree

with the plan. Don't feel pressured to sign something you aren't

satisfied with. There will probably be a place to sign under " I do

not agree with this plan " or " I request a due process hearing. " Due

process hearing is a scary phrase for most school districts. Due

process is legally challenging the school's recommendations or how

they are providing services. It is a big step and involves getting a

lawyer. Often times, just the threat of due process will get the

school to give in, but not always. You may be told that the school

just can't afford to provide that service. This is often the case

when one-on-one assistants are needed. This is a red herring. The law

states that a child can not be denied services because of monetary

issues. The school knows this, but some may try to bring it up,

hoping that you don't know.

If the school refuses to back down, then it is taken to legal steps,

which can include mediation, legal negotiation and ultimately a

lawsuit. It very rarely gets this far because if the school loses

(and they often do), they have to pick up the legal tabs, and provide

the services. You can now see why parents need to be prepared.

I don't want to sound like all schools are terrible and that if your

child is in Special Education that you are going to get treated

badly. There are many schools that are very good and really helpful

to the parents, but unfortunately, not all of them are. That is why

parents need to be informed. I have seen many horror stories and it

hurts because the truly injured party is the child.

To sum up, remember these things:

If you don't know, ask! Never be afraid to ask about something that

you don't understand.

Trust your instincts. You know your child best and if something just

doesn't seem right, then it probably isn't.

Don't allow yourself to be pressured into doing something you don't

feel is right. Nothing has to be done right then and there. If you

don't feel comfortable, ask to think about it and then reconvene. You

may not please the school, but you will get peace of mind.

Get support. There are many support groups out there both local and

in Cyberspace. You aren't the only one who has ever done this and

there are a lot of folks who can help you through this.

Be proactive. Don't wait for the school to contact you; you make

first contact. This not only lets the school know that you are an

involved parent, but also allows for things to get settled when they

are small, not when they get out of hand.

You are your child's best advocate!!! I can not stress that enough. I

heard about one parent who brought an 8x10 of her child, set it on

the table and said, " This is so we don't forget who we are here for. "

Only you love your child enough to fight for what he/she needs.

Hopefully your Special Education experience will be pleasant, hassle

free and give your child what he/she needs, but if it isn't, I hope

these suggestions will help.

[Guest guest]

OH JOHN (tdhssp) I wish I had this in the past. this is so helpful !! I'm going to save this. { The language the schools use }. I do use my own and DON'T CARE !!!... I told them (CSE) it takes me longer to explain my concerns because I don't know - YOUR language - so you will have to give us extra time at meetings. <<< I can discribe a whole situation/concern about my son which can take 5 minutes or more >>> and someone will just say - oh, he's not problem solving... duh !. well, I just don't care because this is me and I did get my point across. But, understanding ' their ' language ' helps. thanks for posting this Rose.tdhssp <johnvel@...> wrote: Running the Gauntlet(How to Survive the Special Education System)By Jeannine PetrielIf you have dealt at all with the Special Education system, you can understand why I titled this "Running the Gauntlet." Special Education is not known for its user-friendliness. The first thing that makes it difficult is that the system doesn't speak English, or at least not the English you were taught. There are many abbreviations that are used. Here is a glossary of some of the most frequently used ones: IDEA - Individuals with Disabilities Education Act. This is the federal law that governs all services that the public school provides. IEP - Individual Education Plan. This is the document

that is legally binding and outlines the services that the district has agreed to provide, how often they are provided and by who they will be provided (usually just a title, not a specific person's name). IFSP - Individual Family Service Plan. Early Intervention's IEP, which also includes how the services will be paid for. SLP - Speech-language Pathologist. OT - Occupational Therapy (or Therapist). PT - Physical Therapy (or Therapist). PET - Pupil Evaluation Team. This is the group that makes the final decisions about programming and placement. You are the most important member of this team, sometimes called a PPT - Pupil Placement (or Planning) Team. There are many more acronyms that are disability exclusive, but these are the major ones. Now that we are speaking somewhat of the same language, let's talk about what happens during the school year. Before the start of any

school year, make sure that you have a copy of the latest IEP and are happy with everything in it. If you aren't happy, then make sure that a PET/PPT meeting is scheduled as soon as possible to address your concerns. Realize that any member of the team can request a meeting at any time, and this includes you. Also read over the minutes of the annual review (year end meeting) and make sure that everything you wanted mentioned is in there. The minutes are a legal document and are what is used to reflect what happened in the meeting. Make sure that they are accurate. When you are happy with the plan for your child, you are going to have to make sure that it is implemented. If you can, go visit the school. Talk to your child's teacher, para-professionals (assistants), and therapists. Be an involved parent. This makes sure that your child is getting what he/she needs. I realize that not everyone can be

involved by going to the school. If you are unable to get to the school, call and talk to the teacher. Also have a notebook that goes back and forth to school with your child. Feel free to write down any questions you have and be sure to follow up until you get answers you are satisfied with. There should be progress reports sent home at least 2 times a year. Some districts do more, but I have never seen one that does less. If you have any questions about those reports (usually they are just a rating scale progress report about the goals and objectives), call and ask. Don't ever feel like you can't question what is going on. You are your child's biggest advocate and you must play that role often. You will have at least one meeting during the year. The IEP has to be reviewed annually and it is usually done at the end of the year or on the anniversary of the IEP. At these meetings, progress will be

discussed, evaluations (if any) will be reviewed, and recommendations for modifying the IEP will be made. The name of the game in Special Education is "Be Prepared." So how do you get prepared for the meetings? Here are a few suggestions: If at all possible, get copies of the evaluation reports before the meeting, read them over and mark any places that you are concerned or have questions about. Decide what you, as parents want for goals and services for the coming year. If possible, write some of your own goals and bring them with you. Also know WHY you want these things. Saying "I heard that it might help kids like this" won't cut it. Bring a tape recorder, plenty of batteries and lots of tapes. Place the tape recorder in the center of the table and ask if anyone minds if the meeting is taped. If anyone objects, the meeting is over! There is no reason that anyone should mind and as long as they know

they are being taped, it is legal. Keep a paper trail. You should have a pocket folder that has all of the paperwork sent from the school, all outside evaluations and anything else dealing with your child's schooling. In Special Education it is the one with the most paper (that they can get their hands on fast) that wins. Find people with lots of letters after their name that can back up what you are saying. Schools listen to doctors and "Experts." If you need backup, these are the folks that will get the best results. Be informed. Know the laws of your state and what your rights are. They have to know the laws; it's their job. If you know the laws, it levels the playing field. Every state has a Parent Information Center. You should be able to find that number in the phone book. Take someone with you. If you feel uncomfortable going alone, bring a friend. You can bring anyone you want to the meeting as long as the

district doesn't have to pay for it. If you bring an outside expert and they charge for their time, you have to pay for it. Many states have volunteer advocates that can go with you, but sometimes just having someone there for moral support can be a great help. Have realistic goals and expectations for both your child and the school. I have seen parents come in to meetings expecting that the school can work miracles with their child and they can't. Don't underestimate what your child can do, but also don't overestimate. If you have something you want to see that is reasonable, push for it, but learn what battles are worth fighting and which aren't. At the meeting there needs to be at least 4 people to make it legal, An administrator (or designee), a regular classroom teacher, a special educator and you, the parent. If there isn't at least the 3 school representatives, you may want to re-schedule for another time.

At the end of the meeting, you may be asked to sign a form saying that you agree with the IEP. Only sign the form if you honestly agree with the plan. Don't feel pressured to sign something you aren't satisfied with. There will probably be a place to sign under "I do not agree with this plan" or "I request a due process hearing." Due process hearing is a scary phrase for most school districts. Due process is legally challenging the school's recommendations or how they are providing services. It is a big step and involves getting a lawyer. Often times, just the threat of due process will get the school to give in, but not always. You may be told that the school just can't afford to provide that service. This is often the case when one-on-one assistants are needed. This is a red herring. The law states that a child can not be denied services because of monetary issues. The school knows this, but some may try to bring it

up, hoping that you don't know. If the school refuses to back down, then it is taken to legal steps, which can include mediation, legal negotiation and ultimately a lawsuit. It very rarely gets this far because if the school loses (and they often do), they have to pick up the legal tabs, and provide the services. You can now see why parents need to be prepared. I don't want to sound like all schools are terrible and that if your child is in Special Education that you are going to get treated badly. There are many schools that are very good and really helpful to the parents, but unfortunately, not all of them are. That is why parents need to be informed. I have seen many horror stories and it hurts because the truly injured party is the child. To sum up, remember these things: If you don't know, ask! Never be afraid to ask about something that you don't understand. Trust your instincts. You know

your child best and if something just doesn't seem right, then it probably isn't. Don't allow yourself to be pressured into doing something you don't feel is right. Nothing has to be done right then and there. If you don't feel comfortable, ask to think about it and then reconvene. You may not please the school, but you will get peace of mind. Get support. There are many support groups out there both local and in Cyberspace. You aren't the only one who has ever done this and there are a lot of folks who can help you through this. Be proactive. Don't wait for the school to contact you; you make first contact. This not only lets the school know that you are an involved parent, but also allows for things to get settled when they are small, not when they get out of hand. You are your child's best advocate!!! I can not stress that enough. I heard about one parent who brought an 8x10 of her child, set it on the table

and said, "This is so we don't forget who we are here for." Only you love your child enough to fight for what he/she needs. Hopefully your Special Education experience will be pleasant, hassle free and give your child what he/she needs, but if it isn't, I hope these suggestions will help.

You rock. That's why Blockbuster's offering you one month of Blockbuster Total Access, No Cost.

[Guest guest]

Our IEP is a list of accomodatations. And on academics

the teachers listed the topics they were going to teach

and give numbers (fully met, partially met, not introduced).

They also write what the teaching strategies are that they

use.

I also always write a parental concerns section to the

IEP when I return the IEP with signature. If I don't

agree with the IEP I write that I am concerned that

x or y is not included and that I hope these accomodations

can be added.

Our IEP is chock full of reports that I have had

done over the years and it describes her issues

very well and there are many descriptions

of accomodations that experts have written.

It often amounts to teacher match. With some teachers

they were very sensitive and helpful. Others

had their own methods and disgarded the IEP. And

all I could do was ask for a teacher change if I wanted

that.

Pam

>

> As we go back to square one b/c the schools draft iep was junk I am

> trying to go through her review and present levels but the review is

> barely usable and the present levels have to be redone too. So I am

> asking if anyone that doesn't mind sharing if you can let me know what

> your childs goals, services and accomodations are. I wouldn't mind

> knowing the present levels that go along with these goals too but I

> know I am already asking a lot of typing so can do without that. If

> you don't want to post it but are willing to share you can email me

> privately.

>

> I do have a mentor and my friend and cousin are both special ed

> teachers so I have people to go over it. But they all start with

> making sure the review is shown in the present levels. Then that

> goals match present levels and services/accomodations are adequate to

> work on those goals. That is great but being gifted as well as hfa I

> think it is hard looking at some things to see the deficits so wanted

> examples to see if we were missing anything.

>

> --

> Sent from my mobile device

>

> -mommy to Emma, Becca, ,

> , , and baby girl no name (yeah I know, nothing new, does

> ever pick a name in a timely manner?) July 2010

>