Problems with monitoring teacher/case manager

[Guest guest]

>

> 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.

So sorry to hear your son is going through this. What stopped both bullying and

teacher indifference about said bullying for me was getting the principal

involved and also complaining to one of the special ed directors in our main

school district special ed office. Don't know if that would help in all cases

or not. We really haven't had the problem since, although part of that is

because my aspie is now old enough to know how to lay lower (14yo).

[Guest guest]

It's sickening, really.

GO TO THE SCHOOL AND OBSERVE RECESS.

I can't stress this enough. You are totally right with wondering what happens on a playground when they are treated THAT badly in a "supervised" class.

Maybe it's a bad day for me, but,,,,,,,,,don't ever take someone elses word for what is happening to your son.....and "what they want to do to help-blah blah",,,,, ESPECIALLY is you have physical proof that something is going on.

Heck,,,,I've read of people calling the cops when their kid is being physically hurt/bullied at school.

Good luck....and spy...............you probably know in your gut what is going on. I think we all do.

Robin

Normal is just a cycle on a washing machine!!

From: r_woman2 <me2ruth (DOT) com>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]

Im so sorry that you guys are going through all of this. But did you ever ask the CSE director if your children could have a Teacher's aide. My son has one, he's with him everyday. Sometimes he will sit in the back of the class room and just watch what goes on and go with him everywhere he goes. Look into it. Let me know what happens

From: r_woman2 <me2ruth (DOT) com>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]

Welcome to the wonderful world of IEP's...LOL. In our school ...and the district...CaseManager (who are also special ed. teacher)...write the IEP's, stay in touch with the student, talk to the teachers to find out about problems and/or grades and vice versa...teacher will email the case manager when the student is not doing well etc. Also, the case manager is someone the student can go talk to about grades, classes, friends, etc. Being a teacher and a case manager is A LOT of work....

As far as your son...I feel the teachers needs to be responsible for helping orgainize and making sure your son come to class prepared....etc. I am not sure how old your son is ...but he could have a check off list ...and the teacher's could initial it ...or write a comment. It would be impossible for the Case Manager to follow your child around to see if this is being done. The teachers must do this. If it is written in his IEP...it is law. IEP are federal law and the teachers are responsible to follow it. If not or if you feel they are not...call for an IEP meeting...it is your right. Have you met or written (emailed) any of his teachers?

It is one thing to write and IEP and then a whole other ballgame to have it followed. I know...just keep plugging away and yes ...it is A LOT of Work.

Jan

Janice Rushen

"I will try to be open to all avenues of wisdom and hope"

From: r_woman2 <me2ruth@...>Subject: ( ) Problems with monitoring teacher/case manager Date: Friday, September 11, 2009, 1:18 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]

Oh how sad....if you can ...go up and watch....ask your son...do you have any friends that work in the school...this has to be stopped.

Janice Rushen

"I will try to be open to all avenues of wisdom and hope"

From: r_woman2 <me2ruth (DOT) com>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]

>

> Welcome to the wonderful world of IEP's...LOL.  In our school ...and the

district...CaseManager (who are also special ed. teacher)...write the IEP's,

stay in touch with the student, talk to the teachers to find out about problems

and/or grades and vice versa...teacher will email the case manager when the

student is not doing well etc.  Also, the case manager is someone the student

can go talk to about grades, classes, friends, etc. Being a teacher and a case

manager is A LOT of work....

Thanks, Jan. My son is 14yo and in 9th grade.

In our school district, it is much more fragmented. The case manager is a

special ed teacher, but not my son's special ed teacher. She wasn't even at my

son's IEP meeting, and she had nothing to do with writing his IEP. My son's

draft IEP was written by the school diagnostician and his four core general ed

teachers. You could say his 504 coordinator and the children's hospital also

helped write it, because his 504 accommodations were all moved over into the IEP

accommodations section fairly intact. Then the rest of us, Autism Team, myself,

counselor, SPED building chair, assistant prinicipal, lead diagnostician, one

general ed teacher discussed it and made a few changes.

It doesn't look to me like the case manager is as hands on in our school

district. She told me her job was to monitor the school website daily where

grades are posted--not actually talk to any teachers, and periodically check

with teachers to see if there are any problems. Very reactive and not anything

more than I as a parent already do. This is not special help.

> As far as your son...I feel the teachers needs to be responsible for helping

orgainize and making sure your son come to class prepared....etc.  I am not sure

how old your son is ...but he could have a check off list ...and the teacher's

could initial it ...or write a comment.  It would be impossible for the Case

Manager to follow your child around to see if this is being done.  The teachers

must do this.  If it is written in his IEP...it is law.  IEP are federal law and

the teachers are responsible to follow it.  If not or if you feel they are

not...call for an IEP meeting...it is your right. 

The problem is, his IEP goals don't give detail on what methodology will be used

to accomplish the goals, how it will be measured and reported, etc. It simply

states what the result should be. As far as I can tell, nothing much is

happening. I'm pretty sure my son is the first high-IQ Asperger child to

receive services in our school district, at least at this school. I'm pretty

sure nobody really knows how to handle his problems, or even really understand

what his challenges are.

> Have you met or written (emailed) any of his teachers? 

Yes, many times already. We've already had late assignments. Like I said, it

is like the monitoring teacher is not even there. As far as I can tell, she was

totally unaware of the late assignments. She doesn't seem to think of that as

being part of her job. Like I said, she is thinking academics, just monitoring

for academic problems. Since my son doesn't have academic problems, that means

she is doing nothing for him.

> It is one thing to write and IEP and then a whole other ballgame to have it

followed.  I know...just keep plugging away and yes ...it is A LOT of Work.

Yes, I am working my way up the chain of command. I am so sick of this. I

think the problem is that they don't know what methodology to use on my son to

follow the IEP goals and it isn't spelled out in the IEP. We will probably have

to pull in the Autism Team to come work with the teachers. Of course, the

teachers and building staff are very prideful and will have to be made to do

this. They won't admit that they don't know how to do interventions with my

son; they are avoiding my questions. I'm giving them one or two more school

days to answer my questions and I'll have to pull rank. I was hoping I wouldn't

have to be enemies with this group, but I guess that is an impossible dream.

Needless to say, I'm a little frustrated and depressed.

I went to the high school football game with my sister to have something

positive to do with the school instead of just all these negative dealings.

We won and they have a great band; nice to have some fun with the school for

once.

Thanks for listening!