The school loses money from the state, each day your student is absent, at least in MO, which is why they told you to attend. Also, I wonder if they have 30 days from first day of school to put the IEP in place, so that's why they might not be rushing. Finally, just bc your child had an aide at the last school doesn't mean he will get one at your new school.
The school loses money from the state, each day your student is absent, at least in MO, which is why they told you to attend. Also, I wonder if they have 30 days from first day of school to put the IEP in place, so that's why they might not be rushing. Finally, just bc your child had an aide at the last school doesn't mean he will get one at your new school.
Someone who knows better can correct me if I am wrong here, auntie but I think the IEP carries over from the previous district until the team has a new IEP meeting at the current school.
The school loses money from the state, each day your student is absent, at least in MO, which is why they told you to attend. Also, I wonder if they have 30 days from first day of school to put the IEP in place, so that's why they might not be rushing. Finally, just bc your child had an aide at the last school doesn't mean he will get one at your new school.
Someone who knows better can correct me if I am wrong here, auntie but I think the IEP carries over from the previous district until the team has a new IEP meeting at the current school.
Absolutely it carries to the new district. I specifically said that in my first post. The current IEP stays until the new district does their mandated eval and writes their own IEP. There are time lines around this. In some states, a parent can reject the new IEP and force a "stay put" where the new district has to follow it.
But that alone isn't going to make the district do the right thing. It's unclear from what the OP wrote whether his IEP states that he gets a 1:1 para in the mainstream of if the IEP is worded more vaguely like "support in the mainstream". It's also not clear whether this is simply a matter of an IEP sitting at the bottom of a pile while all the 10 month employees were working on their tans.
Add in the potential for a teachers' strike and all bets are off. I just wanted to share my opinion after successfully navigating IEPs for years and moderating and participating in ASD and LD support sites that getting a lawyer and going on the offensive is a good way to make things more difficult in the long run.
So far I have not gotten angry with anybody although I am fuming as I know the people I am speaking to are not responsible for the situation I am in. Everybody so far has been very understanding and helpful. Yesterday was a tough day as it was a professional development day so the district SpEd employees were off on a retreat. I do not want to be branded as "difficult" before we even start as I want to have a good relationship with people going forward.
Strong work. I know how damned hard this is.
I hope you get some real traction in the next couple of days.
The school loses money from the state, each day your student is absent, at least in MO, which is why they told you to attend. Also, I wonder if they have 30 days from first day of school to put the IEP in place, so that's why they might not be rushing. Finally, just bc your child had an aide at the last school doesn't mean he will get one at your new school.
Yes it does. I know my son and what he needs and with all the transitions and changes we have gone through this summer he is going to need extra support. At his previous school we were planning on leaving him independent for portions of the day this year but that was because he was feeling settled and progressing. With the adoption being finalized and moving to a new state and new school there will be setbacks and he will need the extra support at the start of the year. I hope it can be reduced as the school year progresses.
The school loses money from the state, each day your student is absent, at least in MO, which is why they told you to attend. Also, I wonder if they have 30 days from first day of school to put the IEP in place, so that's why they might not be rushing. Finally, just bc your child had an aide at the last school doesn't mean he will get one at your new school.
Yes it does. I know my son and what he needs and with all the transitions and changes we have gone through this summer he is going to need extra support. At his previous school we were planning on leaving him independent for portions of the day this year but that was because he was feeling settled and progressing. With the adoption being finalized and moving to a new state and new school there will be setbacks and he will need the extra support at the start of the year. I hope it can be reduced as the school year progresses.
Not necessarily.
If the para is spelled out specifically- as in "will attend art and music in the mainstream first grade class with a 1:1 para" then they have to provide one so long as a new IEP isn't signed. I think I asked before. The IEP you last signed- what does it say exactly? Is the aide in there by title or are they using something vague like "with support" which could mean he sits arm's length from the teacher or is given a pep talk prior to leaving.
DS's elementary doesn't use 1:1 paras for non-physical issues. Not a battle you will win in the district- it's a philosophical decision. Each grade has an inclusion class with 2 teachers and a classroom aide which has up to 1/3 of the kids on IEPs. If a child has behaviors that can't be effectively addressed in such an arrangement, they're turfed to a smaller, more restricted setting where behavior is addressed more proactively and bridged to mainstream as the child's classroom behavior improves.
We specifically avoided paras for DS. DS's psych feels they breed learned helplessness and a lack of personal accountability. They can also become stigmatizing and isolate a child from his peers. And worse, when a student has a 1:1 para, sometimes the teacher doesn't take full ownership of the student's progress. Besides, I wanted DS in the care of the most highly qualified individual in the room- and that's generally the teacher.