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 …
- 18% 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 …
- 17% 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 …
- 76% of the students were formally invited to the meeting
- 68% of the meetings discussed Transition
- 42% discussed transition before goals and services
- 48% discussed transition after goals and services
- 12% discussed transition after placement
Of those students participating to some degree in the general education curriculum, or expected to …
- 10% 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
- 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
- 0% explained what they were testing for and how the tests are conducted
After school and extra curricular activities
Extended School Year – ESYOf those Team meetings that discussed ESY …
- 70% of Teams decided that the student needs ESY
- 91% 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:
Everything was pre determined by the "school team" based upon only what they had to offer in district and were wiki g to offer in district. There was deliberate disregard of what our son actually needs. They knew, they just denied his language based learning disability. The principal told us that "there is no such thing as dyslexia anymore".
They listened to our concerns but placement and goals were already predetermined. I felt like we were being herded into a predetermined plan.
I have 2 children on IEPs. I feel every meeting I go into that a decision already having been reached. I feel like I have been flat out lied to at times and that I have to go in prepared to literally fight and my opinion has no weight.
Did not allow enough time and all important decisions had been made.
Felt that the team had my child’s best interest at heart.
I do feel that they do try to listen to my feelings and they ask if I have any questions
Our inclusion facilitator communicates very well. Even though it is not required we usually speak several times before the meeting so I can bring up concerns, requests, etc. The meetings are generally scheduled to be for one hour but we often need closer to 90 minutes. I have never felt rushed. The team listens to me.
I was told by teachers “your child can not learn.”
Also “Your child is rude when she does not acknowledge a classmate.”
When I reminded staff my child has a medical and educational diagnosis of autism, the principal remarked:
“we do not have the privilege of knowing your child like your previous school district.”
i had to remind the principal that the IEP which carried icee explained in great detail how my child learns, how capable my child is and her high level of intelligence–proven by evaluations administered by previous school district.
“We do not understand the format of the IEP as constructed by your former school district.”
I had to remind Winchester District that my child’s IEP is a legal document.
The district teams response to the recent private
neuropsych evaluation and recommendations. My son is not making sufficient gains and in some
areas regressed last year in Reading and Math which was alarming to discover. It is critical to get the right amount of services for my child during his school day.
Whole team ( out of district faculty team + reps from two districts) appeared disorganized and Ill prepared . External consultant report which provided clear concise recommendations was not adequately reviewed or incorporated into draft IEP. 1:1 supports discussed as recommended at last prior meeting were reversed without prior notification of parents. Brookline District representative arrived 5 minutes before meeting was adjourned.
Feel free to contact us for more information!