Would like to hear some different perspectives on this situation. My 11 year old child started fifth grade in resource for math and reading. She was motivated to go to regular class for reading and succeeded. However in order to benefit from two back to back periods of reading she couldn’t stay in resource for math. An aide was provided during regular math. The first one moved away and was replaced with another good one (they actually helped explain things instead of giving the answers). After the first semester the aide was moved somewhere else and another replacement came in (not a very good one). From that point on daughter’s grades went a grade lower each marking period to a D. They didn’t bring back the other aide but tried peer tutoring (didn’t work). I had to “encourage” twice for regular teacher to give extra help. DAughter went for small group help but that didn’t work. She tells us she’s still getting 40’s and 5o’s on tests. Complained thorughout the process especially why aid was removed and at IEP meeting told them her downward spiral was attributed to delay in using teh right approach and they should compensate with private tutoring during the summer. All of a sudden now the aide that was pulled out is back in the classroom but no we have five days left and then the next three are half days before school ends.
Daughter claims she doesn’t understand homework and forgets how to do things. While htey claim she is not appropriate for extended school year services, who is accountable for her doing so badly.
Thanks, CAM
Re: Math troubles
It’s a good question. Another good question might be what is it you want from the school now? Do you want that aide to be with your daughter next year?
If the school is accountable, how do you want them to be accountable? Our society often defines accountability as a sum of money to be paid to the aggrieved party, but that isn’t likely to happen. What can happen is that they write things into her IEP and give her accomodations for next year.
Figure out what you want and tell them that you want it. When they give it to you, they’ve been held accountable.
Good luck.
Re: Math troubles
Jerry,
We approved a change in her IEP so that she could rejoin regular education classes in reading. We all knew (teachers too) that she still needed support in math but there was no other option in her schedule. Actually, she could have had resource room math, but as I explained she would only get partial benefit from regular ed reading. In the beginning of hte trial period, we would hear from our daughter that she didn’t really feel part of the class and was missing assignments because she would have to leave in the middle of reading to return to resource Math. By doing that, there was no way of evaluating her ability to meet the reg ed reading goals. That when the case manager suggested having an aide in regular math class, so not having used that resource before we thought it would be a support that would help. All through this process I stressed either the aide or the peer tutoring was not helping.
Cam
Re: Math troubles
Sara,
Thanks for responding. I’m certainly not looking to be paid any money, however, if as parents we have to spend our time teaching our child what she should have had someone help her to learn and understand, yes, then I would like to get paid for that.
It seems I have to rewrite the IEP and as you said, tell them exactly what I want. Its funny you mentioned that because I went back and looked at hte IEP and something was changed so that wording diminished her abiliyt to be seated in the front of the room.. She has CAPD, not severe, but affects her ability to hear. They reworded it so that it stated she be seated so that she is facing the teacher. What a bunch of sneaks.
CAM
Re: Math troubles
Tell them what you want. Do you want her in regular reading for a full period? Do you want her in resouce math?
Do you feel the change in seating was an oversight or done intentionally? Answer these questions yourself honestly and then sit down with school personnel and get it hammered out
to your satisfaction. By the way, sometimes taking an attorney to an IEP meeting has some VERY interesting results. It may be something you should consider so that the school knows you are serious.
Jerry
Re: Math troubles
Jerry,
Thanks for the suggestion. I think my next step will be mediation. Then I’ll consider stronger action.
CAM
Cam,
I teach Interrelated Special Education classes and have to
follow the same rules as everyone else. If your daughter was being served for reading and math in the resource room the only way that she could be moved to Regular Ed classes is if you signed an amendment form which gave your consent for them to move her. Look through your paperwork and see if you did sign such a form. The school is not required to provide a specific aide or parapro to any one child, but they are required to have your written agreement before they move her. In this case they should have moved her in reading because of her improvement ( from what you said) but they shouldn’t have pulled her out of resource math if there wasn’t a valid reason. Scheduling is not a valid reason. IDEA guarantees each student the right to an education in their least restrictive environment. Your daughter should never have been moved unless she was doing so well in math that her least restrictive environment would have been the regular ed classroom. Let me know if you signed an amendment form or not.
Jerry