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 …
- 50% requested to see the results or summary before the meeting
- 52% received the report or summary two or more days before the meeting
At the meeting:
Of those meetings where there were unexpected Team members …- 14% of the parents were informed that they could ask the unexpected participant to leave
- 17% 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 …
- 70% of the students were formally invited to the meeting
- 65% of the meetings discussed Transition
- 47% discussed transition before goals and services
- 47% discussed transition after goals and services
- 8% 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
- 7% had a general ed teacher on the Team who did not know the student
IEP Goals:
Services:
Related Services:
- 88% did NOT discuss Related Services
Of those that did …
- 7% 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 …- 74% of Teams decided that the student needs ESY
Of these
- 95% 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 …- 47% did not feel as if they were a Team member and part of the discussion
- 94% feel the placement decision was pre-determined
- 34% were given a Placement Form that was already filled in
As the meeting ended:
Our concerns about our child’s reading disability were not addressed at all
Everything was decided before we all sat down. No effort.
it was done more as a presentation of findings by the school rather than a discussion of options
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I’m very bossy
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The team did agree to increase services.
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The school psychologist offered to meet with my son to discuss options for transition programs.
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they approved her eligibility
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My son’s English teacher was willing to advocate what she thought was best for him, rather than succumbing to the pressure of the team.
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The team seemed genuinely interested in helping him.
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Friendliness when concerns were raised, questions were answered, extra progress reports were offered and I was told I could ask for them as often as I felt necessary.
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We did not agree on which classes should be excluded from the middle school schedule for pull out supports.
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Teachers only know our child IN classroom not the child struggling at home.
School only offers little services at a time instead of big service to really help. -
None
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We the parents were bullied by the school district during the meetings, just as our son was bullied by the teachers and staff at school. The sped director told us that “he is a adage intellect, and has average output and that is all we should expect” and he is “fine”. Later we learned that they were cheating by averaging his WISK scores (which is not how the rest is meant to be utilized) and that he is gifted In all areas 90th plus percentiles) except decoding (where his score was 9…single digit…which they claimed made him “average”)
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I think the student requires so much intervention/service and the district is proposing to take away some services
This district has blown off recommendations from NP evals from age 4, now in 6thgrade, stating they arent required to follow recs…now has the recommended reading.program
Awful….
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