Of those for whom English is NOT the primary language of the home…
- 0% receive all written materials and forms in the primary language
- 34% were not told they were entitled to have an interpreter at no charge
- 0% had an interpreter at their meeting
- 0% paid for the interpreter themselves
Before the meeting:
Of those meetings where school evaluations or assessments were discussed …
- 49% requested to see the results or summary before the meeting
- 53% received the report or summary two or more days before the meeting
At the meeting:
Of those meetings where there were unexpected Team members …- 16% of the parents were informed that they could ask the unexpected participant to leave
- 14% of the parents asked the person to leave, and they did not leave
Of those meetings where there were a Team member did not show up …
- 15% had a proper substitute attend
- 59% of the parents were asked at the start of the meeting to agree to excuse the person
- 13% of the absent Team members submitted a written report for the Team to consider
During the meeting:
Of those meetings concerning a student 14 years old or older …
- 74% of the students were formally invited to the meeting
- 70% of the meetings discussed Transition
- 44% discussed transition before goals and services
- 50% discussed transition after goals and services
- 7% discussed transition after placement
Of those students participating to some degree in the general education curriculum, or expected to …
- 8% did not have a general ed teacher on the Team
- 6% had a general ed teacher on the Team who did not know the student
IEP Goals:
Services:
Related Services:
- 87% did NOT discuss Related Services
Of those that did …
- 6% had the related services turned down or the discussion put off because they are not available in the district or there must be a discussion with people outside the Team.
Additional Evaluations or Assessments
- 17% of the school districts want additional testing
Of these,
- 0% explained what they were testing for and how the tests are conducted
After school and extra curricular activities
Extended School Year – ESY
Of those Team meetings that discussed ESY …- 69% of Teams decided that the student needs ESY
Of these
- 93% only offered a set period of time for ESY (“cookie-cutter”) and did not discuss other options
Placement:
Of those who had a Placement Team meeting …- 43% did not feel as if they were a Team member and part of the discussion
- 94% feel the placement decision was pre-determined
- 33% were given a Placement Form that was already filled in
As the meeting ended:
Their mind was made up and we felt as an enemy rather then a paren seeking for help and advise.
all services were predetermined without our input
Parents are automatically shot down if they propose anything to the team. The team refuses to individualize the education of a student in it's Bridge of LLD program. Everything is predetermined. They get small group Wilson regardless of the learning profiles or if they need phonemic awareness first. They get small group math and writing and are removed from gen ed curriculum. The para does most of the work and they get an IPAD. Even though there is a known schedule for the para and sped teacher, the team refuses to separate para/sped teacher for the service provider in Grid C.
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Its a painful, long, time consuming process that can smoother after outside help is secured to help navigate the process
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Valued my input
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Calm discussions
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The speech therapist Russ and our learning center teacher Usha and the OT Deb are amazing – the other people were new so I do not have a feel for them yet but I feel 100% that they are doing their best for my kid and totally invested in his success. We might sometimes have different ideas about how to achieve that but I feel like they really love my child
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Zero. Terrible, biased, unfair process that robbed my child of years of his life and made him both frustrated and afraid to go to school due to the pervasive bullying by the inappropriate peers that he was grouped with for their ineffective pullout services
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Placement is supposed to be a team decision and at the high school I have never been part of the discussion. I have discussed it in rejection letters.
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The accommodations they mentioned (theraputic room to de escalate) aren’t able to be utilized until the ammendment is signed and as a result his behavior escalated and resulted in suspension. It’s only been one business day since the IEP meeting, but this is an emergent issue and perhaps this particular district has too many emergent issues, but I feel the ammendment should’ve been prepared and signed that day if possible.
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