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Posted on: Tue, 09/19/2006 - 8:22am
Corvallis Mom's picture
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Joined: 05/22/2001 - 09:00

oy. GAAAAAAA! [img]http://uumor.pair.com/nutalle2/peanutallergy/eek.gif[/img]
In light of the situation, feel free. It is clear they have no souls to steal. [img]http://uumor.pair.com/nutalle2/peanutallergy/wink.gif[/img]
Time for Rambo-Mom, huh? [img]http://uumor.pair.com/nutalle2/peanutallergy/wink.gif[/img]
(Remember, DH has that pair o' boots if ya need em.)
Good luck.

Posted on: Tue, 09/19/2006 - 8:25am
Gail W's picture
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Joined: 12/06/2001 - 09:00

Would you be willing to schedule (pay for) a stenographer?

Posted on: Tue, 09/19/2006 - 8:32am
Gail W's picture
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Joined: 12/06/2001 - 09:00

(MB, I'll be back in about 90 minutes. . . )

Posted on: Tue, 09/19/2006 - 12:29pm
Gail W's picture
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Joined: 12/06/2001 - 09:00

I'm trying to find something on the Illinois state board of education's website about a parent's right to audio or video tape IEP meetings. I can't find anything that directly speaks to this issue, but if you go to the document listed as "Parent Rights" (pdf download) here:
[url="http://www.isbe.net/spec-ed/html/parents.htm"]http://www.isbe.net/spec-ed/html/parents.htm[/url]
you'll find on the graph on page 2 that parents have the right to "seek support" and to "bring support persons to meetings if needed" under "Before the meeting":
[i]>Seek support, if needed.
> Bring support person(s) to time and place for the meeting(s), if needed. [/i]
I wonder if you could use this as justification to tape record. What if, hypothetically speaking, you were working with an advocate who lived out of state and could not attend your meeting? Under your rights, would that give you 'just cause' to tape record?
[This message has been edited by Gail W (edited September 19, 2006).]

Posted on: Tue, 09/19/2006 - 1:35pm
Gail W's picture
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Joined: 12/06/2001 - 09:00

Info from the Missouri Board of Ed website: [url="http://www.dese.mo.gov/divspeced/FirstSteps/QandA.html"]http://www.dese.mo.gov/divspeced/FirstSteps/QandA.html[/url]
[i]Individualized Family Service Plan (IFSP)
and Early Intervention (EI)
Q: May IFSP meetings be audio- or video-tape-recorded? NEW!
A: Neither Part B nor Part C of IDEA addresses the use of audio or video recording devices at IEP or IFSP meetings, nor does any other federal statute authorize or prohibit the recording of an IEP or IFSP meeting by either a parent or the public agency.
For school districts, it is up to each public school to establish a practice or policy that allows, limits or prohibits the use of recording devices in IEP meetings, however, since DESE is the grantee who is implementing First Steps, it is within DESE's discretion and authority to establish this practice/policy for consistency agency-wide.
In general, taping is considered adversarial and many people have an aversion to being taped. Also, any recording of an IFSP meeting that is maintained by the public agency is an "education record," within the meaning of the Family Educational Rights and Privacy act ("FERPA"; 20 U.S.C. 1232g), and would, therefore, be subject to the confidentiality requirements of the regulations under both FERPA (34 CFR part 99) and Part B (300.560-300.575). As is the case with most school districts in the state, DESE's policy for First Steps is to prohibit audio or video taping of IFSP meetings except in the rare exceptions when it would be necessary to ensure that the parent understands the IFSP or the IFSP process.[/i]

Posted on: Tue, 09/19/2006 - 2:23pm
Gail W's picture
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Joined: 12/06/2001 - 09:00

[url="http://www.wrightslaw.com/advoc/tips/palmer.meeting.tape.htm"]http://www.wrightslaw.com/advoc/tips/palmer.meeting.tape.htm[/url]
[url="http://concordspedpac.org/Taping.html"]http://concordspedpac.org/Taping.html[/url]

Posted on: Wed, 09/20/2006 - 1:33am
Gail W's picture
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Joined: 12/06/2001 - 09:00

. . . looking for an update. . .
Thinking about you today.
~ ~~ ~~~ ~good vibes~ ~~~ ~~ ~

Posted on: Wed, 09/20/2006 - 9:41am
cathlina's picture
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Joined: 06/29/2001 - 09:00

Govt. bodies, school district video tape and audio meetings all the time. They even audio tape closed meetings.
I think I would point that out.

Posted on: Wed, 09/20/2006 - 10:51am
Corvallis Mom's picture
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Joined: 05/22/2001 - 09:00

How'd it go????
Didja capture anyone's [i]soul??[/i]
[img]http://uumor.pair.com/nutalle2/peanutallergy/smile.gif[/img]
I'm thinking positive thoughts... hoping to find you've posted about your latest victory. (keeping my fingers crossed)

Posted on: Tue, 10/10/2006 - 11:40pm
MommaBear's picture
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Joined: 09/23/2002 - 09:00

I've been on radio silence, I apologize for not responding previously, but something came up at the last meeting.....something unexpected. A conflict of interest I'd rather not discuss on [i]this[/i] forum.
BUT NOW TO UNPACK MY BAGGAGE. [i]it begins[/i]. I dislike being forced to show my hand. I will be [i]difficult[/i]. I've warned them I am not one to encourage to put things "in writing". So I'm holding back, trying to be "non-confrontational" and "non-threatening". This is my best attempt.
We had a behavior meeting scheduled for this week (not for violent or aggressive behavior, but rather in an attempt to establish alternate routes of discipline (motivation?) as opposed to [i]those that punish his disability[/i]. ie: taking recess away if table work is not completed, talking out of turn, running and laughing, failure to follow directions (refusal?---I mean, why is he refusing? I don't think it's simply because he doesn't want to in many instances. I think they do: hence the title the principal bestowed on him [b]"Master of Manipulation"[/b]. ) The principal is supposed to be "autism savvy". How should I view that? Negative? Positive?
Currently in the past three weeks, they have been remiss in not beginning the "full case study". The "behavior plan" meeting to be held this morning, was cancelled [i]yesterday[/i], with the lame excuse that Anthony was absent on the day yesterday, they were supposedly planning on doing the "functional assessment".
The "functional assessment" of my oldest son wasn't even completed during school hours. He was being homeschooled. It was completed one morning in our home by school staff. [img]http://uumor.pair.com/nutalle2/peanutallergy/cool.gif[/img]
But I digress. My response (with restraint, but unpacking my [i]baggage[/i]. Or at least an overnight bag.
*******************************************
Dear Mrs. _______ and Team Members,
Was the team planning on doing the functional analysis the day before the meeting? (Today, and a day <> was absent).
<> was absent this last Friday, but it was only a half day with parent teacher conferences......I hope that was not the day the team was planning on a "functional analysis(?).
If not, then you were aware you were canceling the meeting on Thursday (or earlier) last week? Could someone have notified me then? In the meantime, I had planned my schedule around this meeting. I waived my ten day right to notification and rearranged my schedule. Possibly, the team may decide to plan ahead and do the functional analysis well in advance of the next meeting.
The functional analysis is not solely for the "behavioral plan", but also part of his "full case study" which has been "in process" for three weeks. <> brother, <>, received a full case study that was completed in less than a week (several days if I remember correctly) and at the time, <> was being home-schooled, had been home-schooled for first and second grade, and wasn't even a student in a class attendance at <>. That case study was also completed by <> School.
I've inquired before as to what "schedule" the "full case study" will have. To date, I haven't been given specific dates on which the "functional analysis", "testing", or evaluations will be administered. I am requesting specific dates. Now I am putting it "in writing". Albeit electronic. Then possibly, there will be no confusion as to what might be the cause for delaying future meetings. <> full case study entailed specific dates. All specific dates.
<> is experiencing a great deal of distress related to his attendance at school. His attendance is impacting him negatively. As an example,. I've watched his "behavior" chart spiral downward since school started. I expressed previously, my concern to both you and <> regarding this as well. I have expressed this reality to you and <> numerous times before.
His forced attendance is also causing me a considerable amount of distress. This too, I have mentioned to you and <>, both in person, and during previous phone conversations we have had. I feel his educational circumstances without an IEP are inappropriate, possibly [b]wholly[/b] inappropriate, and currently providing no more than telling us how [i]not[/i] to address his needs. Including docking his recess, which is one of the few large motor breaks he receives (I am unsure if <> has proceeded with the "extra breaks" she felt would benefit him in addition to those routinely scheduled for the entire class). I see, despite our conversations to the contrary, docking his recess is routine again.
I'd say his attendance has been informational, but exactly how much "negative feedback" does one need? If it is to the point of creating a sense of self loathing in a child related to his own perceived intelligence and a terror in that child of school, I'd say,[i] "Congratulations, I think we're there."[/i]
I am suggesting, as I have done previously, that the "full case study" proceed post haste and that <> attendance be partially limited until the full case study is completed and an IEP agreed upon. I could request class observation, or observation of the entire school day, as that is always a possibility for both my husband and myself, both being members of the same IEP team.
The district/co-op has previously had four consecutive years to address <> educational needs, including those "related", and was indeed incorrect in "dropping" him as a "Special Education" student prior to kindergarten. I expressed this at the time he was dropped, and continued to do so last year at <> Elementary, and after their PPS meeting in which they decided no further re-evaluation was necessary in anticipation of first grade.
Either they were wrong, or something is terribly amiss for <> in his new setting at <>. I'm sure this is no surprise to you as we are both aware (and as <> has informed me) <> is failing numerous subjects and struggling terribly in those he is barely passing.
We both know "Special Education" is a spectrum, including children with special needs, from learning disabled to gifted, as well as those who fall on both ends simultaneously.
I have sat in this exact same position, in the same school, four years ago with <> brother, <[list=1]>, who also has an educational label of "Autism" through your district.
Autism is not something that one "grows out of". It is something that, in many cases, can be accommodated in order to give a child opportunity. Many autistic children are very adept at seizing that opportunity and excelling beyond what many "educators" would consider possible in their limited view. Currently, this is not happening for <>, through no fault of his own.
Indeed, the courts support the identification of such suspected students by the educational system, if for nothing less than anticipatory guidance through awareness.
Translated simply, it is not necessary to allow them to fail miserably. Or fail miserably for an extended amount of time. In the case of Autism, the stakes are too high. There are no "do-overs". Child development is very often, if not exclusively, a "once in a life-time chance". <> was identified through the district and co-op years ago as having numerous "red flags" and causes for concern developmentally, including a speech delay until age 4. <> exhibits multiple characteristics including what may be incorrectly perceived by some as ADD/ADHD. Others include, but are not limited to: sensory integration dysfunction (documentation on file with district), echolalia/vocalization, complex motor stimming (I agree, even though particularly adorable in <> case, still very significant), delayed motor development, pedantic speech, highly special interests, "talking above" his classmates interests or understanding (most recently impressed to me by his teacher, <>, have referred to him in conversation with me as "a master of manipulation". [i]I'm assuming his IQ therefore, is not in question,[/i] at least not in it's southward direction, despite his poor academic performance currently and extreme distress at the mere mention of school or any school related activity. (He has, however, asked me that I bring him to the playground before or after school so he may have a "turn" on the swings.)
Even the courteous and complimentary documentation I have accumulated over the last several years, regarding <>, from the district and co-op, continued to validate these concerns, despite how adorable and captivating we both agree <> is. The district and co-op [i]have been aware[/i].
>>>For four years, and now into his fifth year...<<<<
I am requesting a full copy of <> cumulative district XXX and XXX records, including annotative documentation in addition to measurable criteria and other occidental data. Please let me know what documentation I have to fill out in order to obtain those records.
In earnest,
Mrs. << [img]http://uumor.pair.com/nutalle2/peanutallergy/cool.gif[/img]>>
****************************************

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