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Our kiddo has an eligibility of ED. A couple of weeks ago I was told he became frustrated in a general education class and walked out of the class and pushed two students. I asked for a copy of the document for the incident and was told due to FERPA (Dean of Students) that she didn't think I could have a copy because the other students name was on the document. I asked her to redact those names and then send me a copy. It did not happen. She said that his behavior was not a manifestation of his disability (there was no manifestation determination meeting). The school staff met on the day of the incident to discuss a solution and decided that an accommodation of an aide should be used as a one on one, with him in the general education to help him stay focused and hopefully avoid future frustrations. She said that they were looking at moving him to the special education classroom if the aide didn't work. She said his behavior disrupted the classroom and this disruption interfered with the other kids ability to access their education in the classroom. Our kiddo describes the incident differently, but I don't have a copy of the document describing the incident even though I asked for it. Can they change his placement without a manifestation determination meeting? How long after an incident does the school have to hold a manifestation determination meeting? It's been almost 3 weeks since the incident. Our kiddo is a teenager and I would want his input at the manifestation meeting however he has a challenges with his working memory and therefore won't remember all the details. All I have is the say-so of a school staff member who won't provide the documentation provided by the teacher who reported it. I would think that for a kid with ED who has a history of behavior issues, that a manifestation determination meeting would determine that it was part of his disability. I will say that since his last eval he has been diagnosed with ASD/ADD. ASD was noted on an IEP amendment (not as an eligibility, just a comment) a couple of years ago, but the ASD comment no longer appears anywhere on his IEP and the school doesn't know how that happened. I apologize for the long post; I just want to make sure I've anticipated any questions that might come up. Thanks in advance. Your input is much appreciated.

I was wondering if you have any information on how to address punitive responses for behaviors related to conditions that are listed on IEP’s. My 13-year-old son is AuDHD with generalized anxiety. Some related behaviors to those diagnoses might include shutting down, task avoidance, impulsivity, questioning rules or assignments, or hiding under a table when he was younger as a fight or flight response when he was overwhelmed. All of these behaviors would result in suspensions or punitive actions with a justification that they were ultimately safety issues for the class that override any claims for IEP protections and punitive actions are taken because he violates school policy. Suspensions have done nothing to help change his behavior or help him, and have only contributed to additional stress and anxieties. I understand the school is probably frustrated and reacts this way to seem fair to other students or because they have no other options made available to them, but it seems archaic and counterproductive to the ultimate goals to help him. I’m wondering if they are technically allowed to do this or if there are other options available under the IEP rules to address how he is handled when he lacks the skills to cope in certain situations. It seems like, even when they are trying to maintain a façade of fairness, he is often treated more punitively than other students are for similar actions because he does it more frequently. I’m so tired of the double standards, and the school’s inability to address these issues more proactively, so I’d love to bring some suggestions to the table at our next IEP meeting. Thank you!

Help! I’m not sure how to proceed. I’ve gone up the chain, last meeting was with director of sped 3 weeks ago. I asked for written documentation of minutes in OT, writing, reading, and math intervention. I feel like staff is being told not to do it. I only get a quick initial on days it’s done on child’s behavior daily home sheet. We had the annual IEP meeting day before that meeting to revise goals and accommodations for middle school for next year. Of the 3 weeks since my meeting, my child hasn’t had a single week with all required minutes due to lack of subs, etc.

My child struggles to learn in a group. The group could be 3 people or 30 and they are all the same. He thrives with individual attention and instruction. He is in an ASD classroom and is pulled out usually for gym, music, art. Is this something we can request in an IEP? Or is this beyond the scope of what special education would provide?

Hi! I am looking to connect with parents of children who have an IEP and are in middle school. I am new to the state of Arizona and looking to connect with other parents who have students with IEPs in public school in the state of Arizona. I am looking for support/advice around holding a school accountable for executing IEP accommodations and for acknowledging "invisible" disabilities.

First, I must say that A Day in Our Shoes has been my lifeline and enabled me to get IEE’s for both of my kiddos as well as compensatory services that have finally started. Unfortunately, our district, and SELPA in California are shameless. (Paid out $46 million to twins with special needs a few months ago). I’m strongly considering putting us all on a plane and moving back to Yardley, Pa so we can be with my mom. That would put my twins in middle school in the Pennsbury school district. If you have heard any reviews and are comfortable sharing, I would love to hear them. Or if there is a stand-out school or district in that area that you know of, please let me know. My twins have different needs but overall top priorities I’m seeking are: no tolerance for bullying, competence with SLD (written expression), social skills, and outside physical activity (games, soccer, basketball, etc.). My kiddos still have fine motor struggles but have always been exceptional with gross motor skills….one is a sponsored skateboarder. And the IEE for one kiddo found him to have math skills at college level, which qualifies him as twice exceptional here. Things are just so bad here that I am getting a home medical note to avoid truancy retaliation while figuring out where we should go. I greatly appreciate any recommendations, ideas or thoughts

Hi everyone, I'm a Licensed Clinical Social worker at the Puerto Rican Family Institute in New York City, and I'm developing a training for psychotherapists around helping parents cope with the emotional and psychological toll of the IEP process. In order to ground the training in the lived experiences of parents who have been through it, I'm conducting interviews to learn directly about how it feels to navigate these systems, and in particular, what thoughts, feelings and emotions come up in IEP meetings themselves. I want therapists to be able to really "get" what a parent is going through, so that it's not on the parent to educate the therapist, which is often what ends up happening. I'd be delighted for any replies on this topic, or if anyone is interested in being interviewed at greater length, you can reach me at fsternfeld@prfi.org.

Hello All, I have a 14yr old boy moving into 9th grade in the Fall. He is a great kid with dyslexia, ADHD, executive function delays (inhibition control, impulse control, working memory), and speech sound production disorder (stutter). This year in 8th grade, he's been in all GenEd classes (for the first time), which has significantly boosted his self-esteem. However, he still has 1:1 for 60mins SDI per week (not a lot) to help manage his goals with written expression, where he needs help with mechanics, organization, and syntax. He hates to revise his essays and needs to remember to use his AT for revising (grammar, spellcheck). I received his IEP draft for 9th grade, and they want to remove his 1:1 w/60 mins per week b/c "they just don't do that in the HS," - which I know is a common excuse that HS/MS uses to get out of providing services. However, I'm looking for creative ways that he can get specialized instruction for written expression to help that would keep him still in all GenEd but would actually instruct him along with his accommodations and not just allow for accommodations. As the webinars have stated, he won't magically have the skills just because he's showing up in 9th grade. He has all the accommodations, like audiobooks, small group testing, extended testing, guided notes, etc. But I'm looking for out-of-the-box ways to bolster his written expression skills. Any suggestions on where to start? Thanks so much! Teresa

*****Long Read Alert**** Thanks in advance!! My name is Jennifer, I go by Jenn or Jenna. I just became a member Friday! I am optimistic about potentially meeting some local understanding,loving, PITA (Pain in the A**) moms when it comes to our children when they are not in our care. I have 6-year-old twin girls and a 15 yr old son. I honestly want some input, advice, resources, and or feedback on your thoughts on my current situation. Also if anyone knows any other Kindergarten schools in the area that have immediate spaces? Ican’t seem to find not one for my situation. My daughters were going to PAELC. They started kindergarten this past August. My daughters’ names are Jade and Jada. Jade had an IEP In place from the Chester County Intermediate Unit which was updated in July of 2022 with her diagnosis of ADHD and DMDD, (Disruptive Mood Dysregulation Disorder). She was doing so well at PAELC from August to the beginning of November. Around the time my husband and I officially separated. That’s when she started experiencing persistent irritability, anger and frequent, intense temper outbursts, and significant problems again at home and school. I notified the school when the separation happened because I thought they needed to put more emotional and behavioral support in place. After all, it wasn’t in her IEP as of date. They only had Learning Support, which she is above benchmark. I also thought I had a good relationship with her teacher, learning support specialist, supervisor of Elementary IEP services, the Principal, and all of the other staff members that were dealing with Jade. Unfortunately, that was not the case. Last month Jade wrapped a phone cord around her neck and they had to cut it off with scissors while she was escalated. She then tried to Jump out the second-floor window. I was called to pick her up that day they said she was extremely escalated and was hitting, kicking, and biting. I wasn't told of this information until 3 days later at an IEP meeting. They failed to do a suicide risk assessment, call mobile crisis, call me, or any of the guidelines from the Board of Education. To hear that my daughter did something like this was heart-wrenching. The fact she could have came home, and done it again hurts so bad. How didn't they notify me or take immediate action? Attempted suicide. I would have immediately come to pick her up and taken her to get an evaluation. They didn’t even tell the Superintendent. I didn’t get an incident report or anything. The report I got indicated she was escalated over bubbles because they told her to blow them on the carpet and not the floor. I went to pick Jade up immediately after the IEP meeting on zoom to find her back in the 2nd-floor classroom, which was a learning support classroom. The classroom was empty with the blinds taken down and the drawers drilled shut. Completely Empty. They had her ostracised like she was being confined and wondered why she was acting out. They didn’t allow her around any Friends even though she has never hurt anyone of her classmates. I haven’t had an issue at home with Jade since January 14th, the day she came home from the hospital. I had taken her to CHOP KOP on January 9th due to her aggressive and unsafe behaviors. On Day 5 of the stay, the psychology team apologized for the level of care provided by Children's Hospital of Philadelphia. The Psychiatrist then proceeded to say in front of a Psychologist that the Medical Team didn’t want to treat Jade because she was African American and this is a predominantly White hospital. The Psychologist, then said that the staff would be briefed regarding the restraints and procedures they were using on Jade. He stated they were not properly trained and they had medicated her on Ativan, Thorazine, Clonidine, and Methylphenidate. They used twelve people to restrain her after she was in a 4-point restraint because they didn’t use the correct restraints this is after giving her lines of Ativan which I didn’t even know. I told them they couldn’t give her any medications. Long story short, the hospital automatically opened up an investigation, and the OCR has officially opened up an investigation well. That was traumatizing, hurtful, and humiliating to be in the hospital for a week and be discriminated against. Words can't describe the way I felt and feel. We went for mental health and I called before I went they told me to bring her in because they had a behavioral health floor. Jade was placed on the surgical floor. I was told by a technician they had space on the floor, and that is his normal floor. I have never been told anything such degrading and racist as that in my life and the treatment!! I have PTSD from all this and don't trust a soul with my children as of right now. My girls have been going to CHOP since they were born and I have never experienced anything like that! So on top of what Jade experienced in the hospital, they medicated her so badly that she had delirium. She has had the same Therapist since 2021 she didn't even know who she was. During the time Jade was hospitalized school seemed to be so concerned, worried, and helpful. I kept them up to date every day on Jade's status, and what was going on. They assured me when she came back to school they would have the correct support in place and would continue to do their best. Because they understood how traumatic that had to be. PAELC Administrative staff, the IEP team, and her teacher have completely lost my trust, competence, integrity, care, and dependability for both of my girls! I pulled them both out the day I found this out. I know I am a PITA,(Advocate for my child) the best one she will ever havehttps://twemoji.maxcdn.com/2/72x72/2764.pngand the school knows this. I know my rights as a parent of a child with an IEP. I communicated with them so well and attended every meeting we had. Picked her up countless times informally. The Principal and IEP supervisor lied directly to me on the day of the incident. When I asked why no one called me they said they don’t know and that they had a busy day. I honestly still don’t know what happened in that classroom that day. No official incident report no nothing. Not what the antecedent was to her wrapping a phone cord around her neck and trying to jump out of a window. They suspended her for that! Can you imagine and called it aggression? Maybe if they would have done a suicide risk assessment, which certain staff members are trained to do we would know a little of what her thoughts were. She's 6 yrs old! She doesn't know the full concept of suicide. My son went from Schuylkill Elementary and is now at the High. I have nothing but outstanding things to say about his experience as a student and my experience as a mother. I also want to share the good about PAELC. Jada's teacher was awesome and specific staff members I interacted with. Their curriculum and program are good. The decision of having to pull Jada out of school as well was based on the relationship she has built with her teacher and friends was a rough and hard conversation to have with her. Unfortunately, safety comes first and my girls are the same value. I'm not giving up on PASD but I have concluded, I have given up on PAELC. It's unnerving that the dishonesty started with Hierarchy the principal, the supervisor of elementary IEP services, and the Director of the IEP services of the whole district didn't disclose this information to me. I thought we were told in any field of life to use the chain of command, I had to bypass everyone and go straight to the Superintendent. I asked them to put their selves in a parent's shoes, would you have wanted to know? They all just looked at me and not one person said one thing. They ignored me completely. The only person from the school to Frankly answer the question was the Superintendent. He said not only were you supposed to know I was too! Sorry for the long story ladies but I was so happy when the girls started PAELC. With everything going on and not to mention I had appendectomy done 2/25 and was hospitalized for 7 days because it was ruptured. So I am not on mentally! I am tired https://twemoji.maxcdn.com/2/72x72/1f634.pngNow I may have to homeschool for the rest of the year and find private for September. Any recommendations? Any suggestions? Also, would you have wanted to know if this was your child considering her diagnosis and traumatic experiences? Also, would you let your other child continue to go to the same school if you have had twins? Thanks in advance for any recommendations and support.

*****Long Read Alert**** Thanks in advance!! My name is Jennifer, I go by Jenn or Jenna. I just became a member Friday! I am optimistic about potentially meeting some local understanding,loving, PITA (Pain in the A**) moms when it comes to our children when they are not in our care. I have 6-year-old twin girls and a 15 yr old son. I honestly want some input, advice, resources, and or feedback on your thoughts on my current situation. Also if anyone knows any other Kindergarten schools in the area that have immediate spaces? Ican’t seem to find not one for my situation. My daughters were going to PAELC. They started kindergarten this past August. My daughters’ names are Jade and Jada. Jade had an IEP In place from the Chester County Intermediate Unit which was updated in July of 2022 with her diagnosis of ADHD and DMDD, (Disruptive Mood Dysregulation Disorder). She was doing so well at PAELC from August to the beginning of November. Around the time my husband and I officially separated. That’s when she started experiencing persistent irritability, anger and frequent, intense temper outbursts, and significant problems again at home and school. I notified the school when the separation happened because I thought they needed to put more emotional and behavioral support in place. After all, it wasn’t in her IEP as of date. They only had Learning Support, which she is above benchmark. I also thought I had a good relationship with her teacher, learning support specialist, supervisor of Elementary IEP services, the Principal, and all of the other staff members that were dealing with Jade. Unfortunately, that was not the case. Last month Jade wrapped a phone cord around her neck and they had to cut it off with scissors while she was escalated. She then tried to Jump out the second-floor window. I was called to pick her up that day they said she was extremely escalated and was hitting, kicking, and biting. I wasn't told of this information until 3 days later at an IEP meeting. They failed to do a suicide risk assessment, call mobile crisis, call me, or any of the guidelines from the Board of Education. To hear that my daughter did something like this was heart-wrenching. The fact she could have came home, and done it again hurts so bad. How didn't they notify me or take immediate action? Attempted suicide. I would have immediately come to pick her up and taken her to get an evaluation. They didn’t even tell the Superintendent. I didn’t get an incident report or anything. The report I got indicated she was escalated over bubbles because they told her to blow them on the carpet and not the floor. I went to pick Jade up immediately after the IEP meeting on zoom to find her back in the 2nd-floor classroom, which was a learning support classroom. The classroom was empty with the blinds taken down and the drawers drilled shut. Completely Empty. They had her ostracised like she was being confined and wondered why she was acting out. They didn’t allow her around any Friends even though she has never hurt anyone of her classmates. I haven’t had an issue at home with Jade since January 14th, the day she came home from the hospital. I had taken her to CHOP KOP on January 9th due to her aggressive and unsafe behaviors. On Day 5 of the stay, the psychology team apologized for the level of care provided by Children's Hospital of Philadelphia. The Psychiatrist then proceeded to say in front of a Psychologist that the Medical Team didn’t want to treat Jade because she was African American and this is a predominantly White hospital. The Psychologist, then said that the staff would be briefed regarding the restraints and procedures they were using on Jade. He stated they were not properly trained and they had medicated her on Ativan, Thorazine, Clonidine, and Methylphenidate. They used twelve people to restrain her after she was in a 4-point restraint because they didn’t use the correct restraints this is after giving her lines of Ativan which I didn’t even know. I told them they couldn’t give her any medications. Long story short, the hospital automatically opened up an investigation, and the OCR has officially opened up an investigation well. That was traumatizing, hurtful, and humiliating to be in the hospital for a week and be discriminated against. Words can't describe the way I felt and feel. We went for mental health and I called before I went they told me to bring her in because they had a behavioral health floor. Jade was placed on the surgical floor. I was told by a technician they had space on the floor, and that is his normal floor. I have never been told anything such degrading and racist as that in my life and the treatment!! I have PTSD from all this and don't trust a soul with my children as of right now. My girls have been going to CHOP since they were born and I have never experienced anything like that! So on top of what Jade experienced in the hospital, they medicated her so badly that she had delirium. She has had the same Therapist since 2021 she didn't even know who she was. During the time Jade was hospitalized school seemed to be so concerned, worried, and helpful. I kept them up to date every day on Jade's status, and what was going on. They assured me when she came back to school they would have the correct support in place and would continue to do their best. Because they understood how traumatic that had to be. PAELC Administrative staff, the IEP team, and her teacher have completely lost my trust, competence, integrity, care, and dependability for both of my girls! I pulled them both out the day I found this out. I know I am a PITA,(Advocate for my child) the best one she will ever havehttps://twemoji.maxcdn.com/2/72x72/2764.pngand the school knows this. I know my rights as a parent of a child with an IEP. I communicated with them so well and attended every meeting we had. Picked her up countless times informally. The Principal and IEP supervisor lied directly to me on the day of the incident. When I asked why no one called me they said they don’t know and that they had a busy day. I honestly still don’t know what happened in that classroom that day. No official incident report no nothing. Not what the antecedent was to her wrapping a phone cord around her neck and trying to jump out of a window. They suspended her for that! Can you imagine and called it aggression? Maybe if they would have done a suicide risk assessment, which certain staff members are trained to do we would know a little of what her thoughts were. She's 6 yrs old! She doesn't know the full concept of suicide. My son went from Schuylkill Elementary and is now at the High. I have nothing but outstanding things to say about his experience as a student and my experience as a mother. I also want to share the good about PAELC. Jada's teacher was awesome and specific staff members I interacted with. Their curriculum and program are good. The decision of having to pull Jada out of school as well was based on the relationship she has built with her teacher and friends was a rough and hard conversation to have with her. Unfortunately, safety comes first and my girls are the same value. I'm not giving up on PASD but I have concluded, I have given up on PAELC. It's unnerving that the dishonesty started with Hierarchy the principal, the supervisor of elementary IEP services, and the Director of the IEP services of the whole district didn't disclose this information to me. I thought we were told in any field of life to use the chain of command, I had to bypass everyone and go straight to the Superintendent. I asked them to put their selves in a parent's shoes, would you have wanted to know? They all just looked at me and not one person said one thing. They ignored me completely. The only person from the school to Frankly answer the question was the Superintendent. He said not only were you supposed to know I was too! Sorry for the long story ladies but I was so happy when the girls started PAELC. With everything going on and not to mention I had appendectomy done 2/25 and was hospitalized for 7 days because it was ruptured. So I am not on mentally! I am tired mentally. I may have to homeschool for the rest of the year and find private for September. Any recommendations? Any suggestions? Also, would you have wanted to know if this was your child considering her diagnosis and traumatic experiences? Also, would you let your other child continue to go to the same school if you have had twins? Thanks in advance for any recommendations and support. My attorney doesn’t seem to be much help, I actually feel like he works for the school . To date I have pulled one twin and I am homeschooling her, I can’t pull jade or It takes the district liability away.

My son's last triannual reevaluation was in April of 2021. Since he is in 8th grade this year, I would like to consider having another reevaluation (RR) before 9th grade this coming Fall of 2023 due to EF and Dyslexia diagnosis. However, our school replied that the RR needs to be completed by the annual IEP date, which is this April. However, based on reading the Procedural Safeguards and information I found on PAttan's website, this is incorrect. Am I correct? Any info is appreciated? I plan on replying to the school quoting Section 1414 (2) (B) of IDEA; (B) Limitation A reevaluation conducted under subparagraph (A) shall occur— (i) not more frequently than once a year, unless the parent and the local educational agency agree otherwise; and (ii) at least once every 3 years, unless the parent and the local educational agency agree that a reevaluation is unnecessary. and referencing PaTTAN's documentation that "The student's IEP must be reviewed and revised within 30 calendar days of the completion of the RR. "https://www.pattan.net/getmedia/ce367ee3-163c-4e51-ad36-117493d347dd/ReevalNarrative0618

My son is in kindergarten in PA. It's only half day kindergarten. He's in full time autistic support class. I thought the iep meeting went surprisingly well and they put in his IEP all the things I was hoping that they would. In general, they've been very supportive of my concerns and his needs. When school started, I already had him working with an agency that provides tss 1:1. So as soon as school started the bht went to school with him, and also goes to daycare with him after school. I'm sure this was helpful to the school. Recently he had started going to general education class for part of the day with his 1:1 with him. Now, the 1:1 that is coming from the outside agency has a schedule change and isn't able to be there 3 days /week for am kindergarten times. His teacher emailed me last night because she doesn't have any other staff that would be able to take him to general education classes on those days and she wanted to know did I want her to try to send him without a 1:1? I asked my son and he was pretty clear he isn't going to that class alone. So I told her no. My question is... I do realize it's the school's responsibility to provide the 1:1 and that just because the outside agency isn't available doesn't excuse the school. I get that. But at what point should i make it an issue? Should I try to wait it out a little? It's sad that he can't go to general education those days now but I'd rather he not go than go and be terrified. How long should I wait to make it a big deal?

Hi! I am a stay at home mom. My son is in first grade. He desperately needs a Para. His IEP leader says let's try other ways first. His teacher has stopped trying. Nothing gets done. Can I qualify to be my son's Para? That way the school won't have to pay and the teacher won't be so overwhelmed?