Re: Problems with monitoring teacher/case manager

[Guest guest]

Why, when we already have a bit of an uphill journey, do the schools make life more difficult, can they see we just want our children to be safe and calm and get as good an education as they can.

I have been to my sons school a few times as he is being bullied, the dep. head that was there nodded along saying the would do their best.

then he came home yesterday and told me in gym class the same boy had knocked him over twice and tripped him up, resulting in a nose bleed, and guess what it was the dep. head that was supervising the gym class, if this is what is happening in a class, with a teacher that is aware of his Aspies, what on earth is happening to the poor boy in the playground. So frustrating.

From: r_woman2 <me2ruth@...>Subject: ( ) Problems with monitoring teacher/case manager Date: Friday, 11 September, 2009, 6:18 AM

You all, I can't even tell my son has a monitoring teacher (what our school district calls a case manager). I'm having to keep track of everything and talk to all the teachers all the time just like I did with the 504 (now have an IEP). I'm not considering it a lost cause yet. I think maybe she just isn't used to this type of student. She told me her job is to keep an eye on his grades and get with his teachers periodically to see if there are any issues. She's thinking academics. Problem is, like all our kids, my son's problems are all with functioning- -getting assignments straight, figuring out how to get them done in a timely manner, and getting them handed in. When I think about it, I guess my son is more work than a student who simply has academic problems, for the monitoring teacher anyway. What I'd like to see is her checking with my son's teachers every day and keeping track of everything I am doing with great difficulty from my desk at

work or at home. Am I expecting too much? I mean, one of my son's IEP goals is to show up in class every day with the all required materials 90 percent of the time--can't she help me monitor that on a daily basis and let his study strategies/social skills teacher know so she can do interventions regarding that? I feel like I'm ranting. We're on our 3rd week of school and I am already very tired. It was a job getting the IEP; now I can see it is going to be another job getting a meaningful program going. I'm so discouraged. Wondering how it goes for others. Any little nuggets, pass them my way, please! I think I'm going to have to sit down with the monitoring teacher, study strategies/social skills teacher and either SPED dept chair or school diagnostician and get more on the same page.I want them to go through each goal and say how they are measuring and recording it, what interventions they are using. Also, there are recommendations on autism

evaluation that I'm told are just kind of built into the program and just done that I couldn't get them to set up goals for. A little suspicious huh? Just for an example--there was a recommendation to help him find an organizational system that works for him. I don't think they are really doing that. They are just having him do things the way they want to do them. I have ideas on that, if they would let me help. I'm also frustrated that they don't want to use the autism team on a regular basis. Doesn't cost them anything--all pride. I know how to push that though. Just kind of still getting to know everyone, I guess. Sorry for the ramble; thanks for listening.

[Guest guest]

We had this put in his iep a notebook is used and each class teacher or para has to write in it @ class and be spacific @ what u want 2 know not just had a bad day why did he. They also staple homework in it.Sent from my BlackBerry Smartphone provided by AlltelFrom: "r_woman2" Date: Fri, 11 Sep 2009 05:18:49 -0000< >Subject: ( ) Problems with monitoring teacher/case manager You all, I can't even tell my son has a monitoring teacher (what our school district calls a case manager). I'm having to keep track of everything and talk to all the teachers all the time just like I did with the 504 (now have an IEP). I'm not considering it a lost cause yet. I think maybe she just isn't used to this type of student. She told me her job is to keep an eye on his grades and get with his teachers periodically to see if there are any issues. She's thinking academics. Problem is, like all our kids, my son's problems are all with functioning--getting assignments straight, figuring out how to get them done in a timely manner, and getting them handed in. When I think about it, I guess my son is more work than a student who simply has academic problems, for the monitoring teacher anyway. What I'd like to see is her checking with my son's teachers every day and keeping track of everything I am doing with great difficulty from my desk at work or at home. Am I expecting too much? I mean, one of my son's IEP goals is to show up in class every day with the all required materials 90 percent of the time--can't she help me monitor that on a daily basis and let his study strategies/social skills teacher know so she can do interventions regarding that? I feel like I'm ranting. We're on our 3rd week of school and I am already very tired. It was a job getting the IEP; now I can see it is going to be another job getting a meaningful program going. I'm so discouraged. Wondering how it goes for others. Any little nuggets, pass them my way, please! I think I'm going to have to sit down with the monitoring teacher, study strategies/social skills teacher and either SPED dept chair or school diagnostician and get more on the same page. I want them to go through each goal and say how they are measuring and recording it, what interventions they are using. Also, there are recommendations on autism evaluation that I'm told are just kind of built into the program and just done that I couldn't get them to set up goals for. A little suspicious huh? Just for an example--there was a recommendation to help him find an organizational system that works for him. I don't think they are really doing that. They are just having him do things the way they want to do them. I have ideas on that, if they would let me help. I'm also frustrated that they don't want to use the autism team on a regular basis. Doesn't cost them anything--all pride. I know how to push that though. Just kind of still getting to know everyone, I guess. Sorry for the ramble; thanks for listening.