I need to bring this to the bb in hopes that no one else has had this situation, if they have they can shed light.
I have an LD seventh grade son with an IEP for language arts and reading. I requested a math teacher, his current math teacher and resource room teacher also agreed that this would be the best environment for him.
The middle school administration has made it their decision that all LD students will be placed on a specific team and the next year they will be transferred to the opposite team as the year before. So, if team A has all LD students this year next year they won’t, etc.,
Unfortunately, this teacher that I requested is on the opposite team that he is being placed. I have asked numerous questions to the administration. The questions came back unanswered and led to believe their were just parent input.
My plan is to schedule an informal meeting with Asst. Supt of Education, Special Ed supervisor, and Asst. Middle School principal (who has made these decisions). I feel that my son is being discriminated against because he has an IEP, I also would like to know if this is board policy, I have other questions that would be address are these teams being moved together if so then they are not allowing general ed students involvement with special ed which is against the concept of idea.
They are suggesting an inclusive math class — unfortunately, I don’t think these kids have like academic skills — another concept of IDEA.
Have any of you had a like situation? I would love any input on this matter.
Thank you,
Shel
I had a related experience
Our middle school decided to put the kids in advanced math and language all on one team. I was not thrilled for what seems a really weird reason(I have 2 g/t kids and 1 LD)-the most popular kids tended to be very bright but not g/t qualifying, and THEY were put on the opposing team of the g/t kids to be the counterpart of the gifted kids so the two teams would be approximately the same overall make up. Phew-does that make sense?
This led to the gifted kids being seen even more as geeky while the other team became even more ‘the cool kids’(all but one boy from two basketball teams came from the ‘popular’ middle school grouping, for example)
Anyway, I undertand why you are upset but I think it may be more common than we realize.
Also, ‘somehow’ a very popular g/t kid ended up in the non-gt grouping. Rather than ‘go to the trouble’ of changing his team assignment, they just allowed him to go to the the two g/t classes and stay with his other team :
So, it can be done if you have the connections or push hard enough!!!!!
Re: Has anyone had this situation
In the middle school where my husband teaches American History to eighth graders, the two eighth grade teacher “teams” fight over which team is going to get which group of kids. Of course, both teams want the ASP (gifted) kids, as they tend to raise the average on high stakes test scores (which teachers tend to take very personally). Of course, no one wants the LD (which are educated in the “regular” classroom with an LD inclusion teacher travelling with them) or the ESL kids (high population of Somali refugee students). We find all the politicking over these battles to be disgusting. There was at least one teacher on the “other team” who was so racist that my husband’s team began asking for the ESL kids because some teachers on the other team treated them so shabbily.
My point in all this is that this is a big deal for teachers, and a lot of infighting goes on while the administration decides who gets which kids. Most of the time, the decisions made have little to do with what’s best for the kids. It seems as if the “squeekiest wheel” [teacher] gets the grease sometimes. If you don’t feel as if a particular placement is in your child’s best interest, write the letters, squeek your own wheel a bit, and you may get some results. One word that scares admins as much as any other is “discrimination”.
Good luck!
JAO
Re: Has anyone had this situation
:?
Thank you for your responses to my post. I did write all my questions out and addressed them to the superintendent of curriculum (SC). She then had a meeting with the principal and asst. principal. After their meeting, I received an e-mail that was suppose to pacifiy me. Needless to say, none of my questions were answered. But, they would like to sit down and talk with me. I sent another e-mail stating that I wanted my questions answered in writing along with documentation from his previous math teacher on his thoughts about what my son needs. I asked that I have ten days to review the information.
Not an hour after receiving the E-mail, the principal’s secretary called and wanted to schedule a meeting for tomorrow meeting with him and the math teacher. What the heck? I told her “no”. That to let them know that I needed the information before I could procede.
Just a thought I should tell them when I expect the information by.
I also, requested an IEP for ten days prior to school starting and invited everyone who has a title in the district. Principal, Asst. Principal, Spec Ed Supervisor, Resource Room Teacher - Previous and current, Math teacher - previous and current, I told them my son would be attending and so would an advocate on his part.
The word descrimination has come up and questions specific to the concept of IDEA have been raised.
On a personal note I feel like I am on an emotional rollercoaster. I don’t feel these people have my son’s best interest at core. Nor, are they willing to listen to me.
Appreciate all your support and listening to me ramble. I feel that this is the only place I can scream and rant and not be judged. If you have any input I look forward to hearing from you.
Thanks again,
What you are thinking makes sense,but I would write a letter with those concerns and ask for a written reply, send a copy to each one. I personally feel I don’t get anything done at meetings. I would see what their written response is first. If the response isn’t good , then at least you have written record and can take it up with someone with a higher position to get what you want.