Why do some schools only allow for just an 1 HOUR & 15 minutes to have an ANNUAL IEP meeting that also needs to include the Matriculation into Kindergarten and now also a Reevaluation Plan meeting???
*That's right all that NEEDED to be covered in just a ONE HOUR & 15 MINUTE IEP MEETING! Who are they kidding?
How can anyone even think so much can be covered and worked on "collaboratively" in an hour & 15 minutes?
BROWARD ESE DEPARTMENT ~ WHY & HOW DO ESE SPECIALIST CONTINUE TO GET AWAY WITH DOING THIS TO FAMILIES YEAR AFTER YEAR?
Pure deliberate nonsense I say!
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Guess FAPE isn't what it's cracked up to be...it's a bunch of malarchy!!! I am so uphauled at such blatant disregard for ESE parents. ENOUGH IS ENOUGH !!!!!!
Nancy, I'm very interested to hear your point of view on this issue. While I agree that it is 100% for staffings to be thorough I've noticied that many advocates often insist upon changing elements of goals, present levels, etc. These changes extend that staffings to be sometimes 3 or 4 hours long. Additionally, often advocates insist upon changes without have ever met the child, having spent sufficient amounts of time with them, or having a true knowledge of their abilties whike the teacher, who has spent an entire year with them, does. However, my main question is this, why do you believe it's acceptable for staffings to take that long? If a Pre-K ESE class has 12 students, each of whom have multiple staffings throughout the year (annual, interim, ESY, matriculation, etc.), and each staffing takes 3 hours, the amount of time that a teacher would be out of the classroom is astronomical. Not to mention therapists are unable to treat students. Isn't it more desirable for the teacher to be in the classroom helping the student to acheive their goals rather than stuck in a needlessly long meeting? If school begins at 9 and the staffing takes from 9-12, the teacher's and therapists have essentially missed all of the day's instructional time. They will return to the class in time for lunch, playground, nap, and dismissal. I find this to be very disrespectful to other students and parents in the classroom. Again, I'm very interested in hearing your thoughts on this as I would assume that, as an advocate, you would want the teacher to be in the room with her students. Thanks.
Working with certain 'school IEP teams' and it seems to be more the norm across our District is becoming just a big power struggle between ESE Parents & ESE Program Specialist, Gen ed and Special Ed Teachers, Therapists always saying; "in their professional opinion" ~ with such an attitude and tone towards parents like they will saying the 'final word' about what our children need. Enough already with the attitudes towards ESE parents!!
Mom has been anticipating her meeting to be her daughter's Annual IEP, but then it was added that they do a reeval too...after all this is a little girl going into Kindergarten ~ need to give all sorts of tests to her to see ....what 'program' for her. Really? How about finding a teacher that wants to TEACH her academics instead of setting such nothing goals for the little one! How about a teacher that isn't afraid of the job of working along side her parent. She isn't an alien!
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