Should I fight this? long

For starters wilson is not a writing program.. She needs to learn mind mapping and some writing strategies. Some good programs are When they can’t write, Spivey’s Writing Express, and Project Read’s Framing your thoughts…

She doesn’t qualify for speech because R is a sound that is still developing at her age and is within developmental norms and she isn’t 1.5 SD’s below the mean. It really rankles I know but I don’t think you need Wilson if she is doing well with Master the Code. It is more of the same. She needs to spend more time reading and writing about what she is reading. have you checked out the CD Rom’s from Read Naturally that you can use on the computer, it would help with fluency and developing her auditory memory.? She may enjoy those and you can do those from home. They give you suggestions on writing too…

My daughter didn’t qualify for any summer school services through our district. All I was asking for was for the SLP to work with her on her logic and reasoning skills for 1 hour a week and I would bring her in but he said no…he didn’t have to provide as she would not regress over the summer. I argued…she doesn’t have logic and reasoning skills and her test taking strategies aren’t there. She still has speech and language issues but she is creeping up into the low average range and that disqualifies her.

Project reads framing your thoughts what type of program is that? My son is in summer school and they are working on writing. They provide the kids with and outline basically and they fill in it. There is a box for title, then boxes for ideas, then other boxes to help develop them. If the kids fill the boxes out the right way, when they are done they can write a paragraph with what they have written down. My son is 10 going in 4th grade and is goal is to write a 5 sentence paragraph when given a prompt.

I would follow my instincts. Some of the questions you bring up are very clear,and this should be the questions you need to ask in the letter.
As far as how much should you fight,depends on how much they make you fight,and what you wish to fight about.

If a lot of these things your DD needs ,you can attain outside of the school system,then attain it. I would probably bet if you didn’t want your DD in the wilson group,they probably wouldn’t fight you on it,how much do they really care about her progress anyway??

I agree with socks. Go with your DD’s instincts and you own. Schools often try to fit kids in boxes rather than offering them individual help.
Maybe they just put her in the wrong box.

There are alot of programs outside of school that can help. The area of understanding brain development and remediation to improve deficits has passed by the school systems by leap years.

Sometimes you get lucky in part or whole with the help you get at school but it seems more often than not you have to take it beyond the schools to get the best remediation.
I have gotten lucky with the help my child has recieved at school but I have also had to do alot on my own.

What kind of ‘repercussions’ do you think I’m in for?

I composed a letter stating the following:

1) Didn’t get copy of her IEP goals progress - make sure we are in agreement that she did not make any of her goals.

2) Pointed out we have same IEP as last year. She has not met her writing goals 2 years in a row. Please help us understand how this year will be different etc.

3) DD’s feelings/comments on Wilson group and why we think not appropriate

Then I stated what I wanted. (note:They had introduced a new program ‘tool’ (and I’m spacing the name of it- it’s really pretty clever) that helps kids visually organize their writing thoughts - main idea,details, keep on topic etc. My dd seemed to take to this and I felt it was good idea.) SO, I stated that I was ok with the strategy for her writing organization. Where I disagreed was in Conventions (spelling etc.). I asked for intense instruction in an explicit systematic phonics program, administered 1-1, 30min per day, 5 days per week to address her cognitive decoding issues.

She doesn’t always remember the advanced code and various sound alternatives and her visual imagery doesn’t seem to link with her decoding. MTC has been really helping in both these areas, but we just haven’t been able to get thru it, esp. now with Softball/baseball season on us. MTC you are ideally suppose to do 60min. per day 6x per week, and this has not been enough - so I don’t see how they think Wilson is going to work 30min 1x per week in a group of 4-8 kids! My dd needs lots of practice and repetition over and over again.

I know they will choke on the 1-1 every day piece. In my experience that is what she needs. And, to be realistic, this would not be that hard for them. I’m certified trainer in MTC. I could teach a Para(or even a parent volunteer that they have in reading at the school) in 1hr. on MTC lessons and they can listen to the instruction video(30min to 1hr). We could pick up where I left off - have about 10 weeks left of the program. I could then spend next year on Language Wise, practicing writing, and maybe have time for a private SLP.

Am I dreaming? Will I have to go to Due Process if I want to fight this? Do I have the right ammunition if I do fight it?
Who should I copy my letter to?

well for one thing you have the protection of the federal government on your side. This can be a double edge sword.

While you use this protection to ensure your dd rights,the school system might try and use means to slide out from under this to prevent money from leaving and being applied to help your child. It really boils down to that,it is not that they don’t want to help,it;s lack of funding,and how they can best help the massess with what they got to spend. Lots of kids fall through those cracks,basicly because they don’t have parents willing to go to bat for them.

Sooo,one of two things can happen in this situation. You could open their eyes to,hey we might need to reevaluated the crap we handed this parent,because she obviously is reading the paperwork! Or,oh yeah,you think so,well then, were gonna make even harder for her! Often,the school reconsiders and helps you out,very often it is simply a matter of a parent holding them accountable for what they put down on paper. Your fear of DP,is a valid one,but the way I see your situation,that situation wouldn’t happen for years.. Your not even close to having to worry about that.

With that being said,you very well might get an attitude from someone. People in the sysytem don’t generally like to be held accountable,from past experiences they know if they make the parent feel inadequate,defensive they go away. If you go away,they can do what they want. I believe you have very valid points,it will probably result in another IEP meeting,as a matter of fact I would suggest another one. Be cordial,polite,but demand a response,you have the right to it.

I would start by sending the letter to the principal of the school,I would make copies of the documents that is lacking information on it and send this along with your letter. I would request that they respond,a simple,I look forward to hearing from you and your thoughts on how we can correct this problem,will do.

Good Luck.

Bottom line is,laws have been violated,they know what those laws are,they aren’t going to give you too much grief,in my opinion.

I like the fact that you are attacking each of her deficits systematically. I don’t know what MTC is. I found a program called phonographix helped my son. It is not phonics but based on phonemic awareness. Others can speak to these issues better than me.
I think it will be hard to get the school to adopt a specific program for your daughter.
Are there other programs that are already in use that could work? One avenue is speech therapy. If she truely has defict around decoding is it related to some type of auditory proccessing issue.
Was she ever evaluted for this?

http://www.projectread.com/catalog.html#writtenexpression

This is the link where you can read more about Framing your thoughts. It is a systematic writing program that teaches the construction of a sentence and uses multisensory techniques. It sounds like they are teaching mind mapping to your child. There are many programs and ways to teach writing. Usually the more children read the better their written expression will be. That was why I suggested working on reading fluency and combining it with Read Naturally’s short stories.

I think you’re right, they’re going to choke on 1:1. THey are also perfectly capable of saying they’ll do it and not getting around to it, so sorry, is it February already?
It sure sounds like the Wilson is a waste of time for her — her needs are just too different from the other kids.
Personally, I would be very non-confrontational, but document the pretty flagrant violations of good sense in meeting her needs. In a due process suit, that IEP with no goals met and basically no attention paid to them would speak clearly. (What I don’t know is what anybody’s chances are in your district are in due process cases. There are places where the best case in the world is still a waste of time and a main drain on emotions and energy.) I would write the letter you describe, though I would be as objective as possible about the Wilson — talking about her “feelings” could sound like she just doesn’t like the stigma of being in a sped situation. Focus on the fact that the pace and placement are inapproapriate; that her skills level is past what they’re teaching and she needs, specifically, daily practice and repetition. Also don’t focus on MTC vs. Wilson. You know that her reading and decoding skills should be addressed and you’ve been doing it with MTC — no, you don’t insist that they use that program, so they don’t write you off as not being satisfied with a perfectly good program- Wilson - and insisting on MTC… it’s the pace and placement that isn’t appropriate for your dd. You simply might not be able to win that battle (unless they’re afraid you’ll use the evidence you’ve got to get a good lawyer and get something more costly like private placement). On the other hand, if your diplomatic skills are good enough, so they aren’t afraid to use your teaching and training skills, you’re handing them the path out of their problem on a silver platter (do you think you could finagle them to saying “oh, we would *love* to provide something to her but we don’t have the trained personnel!!” and getting that in writing… and then providing them the path to getting it…)

I’m trying to keep letter as program neutral as possible. I agree, I need to get them to agree that the Wilson class is not enough or appropriate and get them to admit they just don’t have the resources. I think they will shut me down if I volunteer to do any kind of help.

MTC is Master the Code. It is the reading program developed by the PACE organization. The program is sort of a combination between Lips, Phonographics with a PACE swing to it. I got certified last October and chose the program because Ifelt it addressed many of the issues my dd had and it was convenient for me. It’s a very easy program to get certified in and train your child.

I have been very pleased with the exercises - it teaches the code, lots of blending practice and it works the childs visual imagery as they decode.

The downsides are that my dd doesn’t really like it and the advanced code I think is sort of confusing. It teaches a sound and you practice all the alternate spellings for that sound. Some sounds have alot of alternate spellings! For my kid who has a very hard time with sound/symbol this is difficult.

But I am really seeing a difference in her reading and I believe we have made great progress in spelling (even tho we still didn’t meet goals). Her spelling is different now. Her very last spelling test of the year, they didn’t have the test on Friday and ended up taking on Monday. We didn’t know and thus didn’t study over the weekend. Typically, my dd would have forgotten after one day. She got a 100 and said that she started spelling the word wrong and then remembered that she knew it! It’s hard to explain, but just even studing for the spelling words has been different for her.

as long as we are polite (which is really the tough part when you are seething inside). I think the sped ed folks are pretty reasonable for the most part - they just don’t have alot of resources to help them. We have basically one resource teacher for the entire school of 800 kids. There are some para’s, but that’s it.

The principle is the big problem in our school - if I could manage to get the next IEP meeting without her in attendance - I’ll be more successful.

If I copy or send directly to the principle - will I offend the resource teacher? Like I’m ratting to her boss? I’m kind of thinking I should start with just working thru the resource teacher and if I don’t get anywhere, then I go to her boss etc. I work for a large company and I know how politics work in my company?

I like the district person(trust her more than principle), but again, am afraid to tick the wrong people off at the wrong time?

Yes,if you think you can get somewhere sending it to the teacher,start here. BUt from what you stated this is the very same teacher who,sent the very same IEP,and no grades on her progress report. In my minds eye,I would send it to the person I thought could make a decision,in regards to meeting and formulating a change.

Thanks Patti, this will help alot.

Good for you, schools try to meet the needs of every child but the staff and funds just aren’t there. It isn’t that they don’t want to help every child succeed but with all the problems children have today - it would take much $$$$ to begin to do the job right. I applaud you for your efforts, it’s too bad there aren’t more parents willing and understanding. Too many look at educators as deliberatly trying to mess their children up and not provide services. There is such a push by parents to include their children with the general population and this is not a logical place to remediate.

Although this may be what is best for your child but do you realize if every child received 1-1 services for 30 minutes a day, how many staff would be needed to be hired. I don’t disagree that students would make remarkable progress if someone would work with just them daily but it isn’t realistic. Are you willing to pay for increased staff? The majority of today’s tax payers would not agree to this physically irresponsible position. I understand your situation but your request is not reasonable. Your other concerns about goals and progress are right on!

I would be willing to pay for a tutor to come in 1-1 on my own dime - my biggest challenge is ‘time’. I also argue that at my school, there are a number of kids who have para’s assigned to them 1-1 ALL day. We also have parents who volunteer to come in and do reading 1-1 on a scheduled basis - so I believe that there IS a way to do this.

But I know the school will NOT want to set a precedence with this and will fight it.

Have you thought about providing 1 on 1 tutoring privately? It’s expensive, but well worth the money. My daughter caught up and passed grade level with 1 on 1 in Lindamood Bell. In 2nd grade I even pulled her out of class 2x/week at 1:00 p.m. to take her to another school for tutoring. They didn’t like this, but couldn’t stop me and she was able to keep up in class AND do the tutoring. As far as being non-confrontational, that’s not my style. I am VERY confrontational, I write letters to my guidance counselor and cc the gen ed teacher, the ESE teacher, and the principal on all my correspondence. I have even cc’d my evaluator at times and am willing to begin cc’ing the district office and superintendent, if necessary. I have explained to them that I don’t care if they like ME as long as they do what they’re supposed to do to help my child. So far, it’s worked.

The nearest LMB tutor was an hour away from our house, so after much research, we opted for Master the Code which I got certified for to do my own tutoring(and cost me $3K vs. the $10k from local provider). It is 1hr per day, 6x per week minimum (many days we spend 1.5hrs).

(Which BTW, my dd is reading above grade level - this was a child who could not remember the sounds for A,B,C or number names 1-2-3 when she was in Kindergarten - the school has provided 0 reading help - it has been all out-side of school).

What irks me is that it is so ‘unreasonable’ for me to ask for anykind of special help from the school - but it’s OK for them to ask us to ‘home-school’ after school. We have had to teach our dd EVERYTHING - math, writing, reading.

They have now said she needs to see an SLP, but doesn’t qualify for that either - we have to do it privately. There is literally not enough hours in the day for me to be able to do everything. There are only about 1-2 good hours a day IF we are very organized and don’t have any other activities going that night.

I have paid for all evaluations - SLP, neuro-psych, CAPD audiologist. We have done Earobics, sound-therapy, NACD, audiblox, reading-reflex and now PACE/MTC. I’ve spent literally $1000’s of $$s. I have gotten 0 help and 0 support from the school - it’s all been on our own.

It’s time the school helps on SOMETHING????