NICE!!! School Board files a Lawsuits on Parents for RECORDING their IEP meetings!!

WOW ~ NICE!!! 
Take a look at what is going on in Jackson County! *West of Tallahassee and North of Panama City, Florida. Parents that record their child's IEP meetings need to pay attention to this In-the-News item for sure!!

The ESE Director there says...."in his 20 years of working in ESE he has never heard of anyone recording IEP meetings"!! I don't believe that for one second! I think maybe that District is out to maybe scare other ESE Parents...so they don't record at IEP meetings, recordings don't lie about what 'was said'. This even smells of RETALIATION on the Parent and the Advocate! I am sure this Parent & Advocate are only trying to do what is in the best interest of the Child and what THE PARENTS would like for their Child....I would think that's WHY they have an Advocate attending their IEP meetings in the first place!

PARENTS NEED TO BE WATCHFUL & KEEP AN EYE ON THIS CASE!! ... as this will trickle down to affect all of us throughout "IEP LAND" here in Florida and beyond.

Click link below here for complete story & news video clip: http://www.wjhg.com/home/headlines/Jackson-County-School-Board-Files-Lawsuits-Against-Stdent-Advocate-169246606.html

How Many Days After Signing the IEP Can It Be Revised?

How Many Days After Signing the IEP Can It Be Revised? 
Broward has made it so there is no need for parent signatures to the IEP. Yes we sign a form agreeing to attend an upcoming IEP, but we do not sign the IEP document when it is finished. The Parent Participation Form aka PPF is the only thing we sign in Broward. We sign it and agree to attend only. Amending the IEP / Revising the IEP after an IEP meeting? Let's see how that works here in Broward.
Wrightslaw.com has all the answers and lots of great suggestions, but to get a stubborn school district ESE Department to do the right thing here is next to impossible. 


http://jezebel.com/5928471/10+month+old-girl-with-down-syndrome-will-be-the-face-of-designers-swimwear-ads Click link for complete article.

IEP Meetings and Changes to the IEP

Individualized Education Program (IEP), 
Team Meetings and Changes to the IEP


U.S. Department of Education, Office of Special Education 
IDEA Regulations
INDIVIDUALIZED EDUCATION PROGRAM (IEP) TEAM MEETINGS AND CHANGES TO THE IEP
(See also Individualized Education Program (IEP) and Secondary Transition)


The reauthorized Individuals with Disabilities Education Act (IDEA) was signed into law on Dec. 3, 2004, by President George W. Bush. The provisions of the act became effective on July 1, 2005, with the exception of some of the elements pertaining to the definition of a “highly qualified teacher” that took effect upon the signing of the act. The final regulations were published on Aug. 14, 2006. This is one in a series of documents, prepared by the Office of Special Education and Rehabilitative Services (OSERS) in the U.S. Department of Education that covers a variety of high-interest topics and brings together the regulatory requirements related to those topics to support constituents in preparing to implement the new regulations.1 This document addresses significant changes in final regulatory requirements from preexisting regulations regarding IEP Team meetings and changes to the IEP. 


IDEA Regulations


1. Identify the members of the IEP Team.


The public agency must ensure that the IEP Team for each child with a disability includes:
• The parents of the child;
• Not less than one regular education teacher of the child (if the child is, or may be, participating in the regular education environment);
• Not less than one special education teacher of the child, or where appropriate, not less than one special education provider of the child;
• A representative of the public agency (who has certain specific knowledge and qualifications);
• An individual who can interpret the instructional implications of evaluation results and who may also be one of the other listed members;
• At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
• Whenever appropriate, the child with a disability.


In accordance with 34 CFR 300.321(a)(7), the public agency must invite a child with a disability to attend the child’s IEP Team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under 34 CFR 300.320(b).
[34 CFR 300.321(a) and (b)(1)] [20 U.S.C. 1414(d)(1)(B)]


2. Identify instances when an IEP Team member may not need to attend. 


A member of the IEP Team described in 34 CFR 300.321(a)(2) through (a)(5) is not required to attend an IEP Team meeting, in whole or in part, if the parent of a child with a disability and the public agency agree, in writing, that the attendance of the member is not necessary because the member's area of the curriculum or related services is not being modified or discussed in the meeting.


A member of the IEP Team described in 34 CFR 300.321(a)(2) through (a)(5) may be excused from attending an IEP Team meeting, in whole or in part, when the meeting involves a modification to or discussion of the member's area of the curriculum or related services, if:
• The parent, in writing, and the public agency consent to the excusal; and
• The member submits, in writing to the parent and the IEP Team, input into the development of the IEP prior to the meeting.
[34 CFR 300.321(e)] [20 U.S.C. 1414(d)(1)(C)]


3. Provide for inviting representatives from the Part C system.


In the case of a child who was previously served under Part C of the IDEA, an invitation to the initial IEP Team meeting must, at the request of the parent, be sent to the Part C service coordinator or other representatives of the Part C system to assist with the smooth transition of services.
[34 CFR 300.321(f)] [20 U.S.C. 1414(d)(1)(D)]


4. Require that the notice inform parents of other IEP Team participants.


The notice required under 34 CFR 300.322(a)(1) (regarding an IEP meeting), among other things, must inform the parents of the provisions in 34 CFR 300.321(a)(6) and (c) (relating to the participation of other individuals on the IEP Team who have knowledge or special expertise about the child), and 34 CFR 300.321(f) (relating to the participation of the Part C service coordinator or other representatives of the Part C system at the initial IEP Team meeting for a child previously served under Part C of the IDEA).
[34 CFR 300.322(b)(1)] 


5. Revise requirements for when transition content must be included in an IEP meeting notice.


For a child with a disability beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, the notice required under 34 CFR 300.322(a)(1) (regarding an IEP meeting), among other things, must:
• Indicate that a purpose of the meeting will be the consideration of the postsecondary goals and transition services for the child, in accordance with 34 CFR 300.320(b) and that the agency will invite the student; and
• Identify any other agency that will be invited to send a representative.
[34 CFR 300.322(b)(2)] 


6. Set forth provisions regarding consideration of Individualized Family Services Plans (IFSPs) for children aged three through five.


In the case of a child with a disability aged three through five (or, at the discretion of the State educational agency (SEA), a two-year-old child with a disability who will turn age three during the school year), the IEP Team must consider an IFSP that contains the IFSP content (including the natural environments statement) described in section 636(d) of the IDEA and its implementing regulations (including an educational component that promotes school readiness and incorporates pre-literacy, language, and numeracy skills for children with IFSPs under 34 CFR 300.323 who are at least three years of age), and that is developed in accordance with the IEP procedures under Part B. 


The IFSP may serve as the IEP of the child, if using the IFSP as the IEP is consistent with State policy and agreed to by the agency and the child’s parents.


In implementing these IFSP provisions, the public agency must provide to the child’s parents, a detailed explanation of the differences between an IFSP and an IEP. If the parents choose an IFSP, the public agency must obtain written informed consent from the parents.
[34 CFR 300.323(b)] [20 U.S.C. 1414(d)(2)(B)]


7. Require that the IEP be accessible to teachers and others responsible for its implementation. 


Each public agency must ensure that:
• The child’s IEP is accessible to each regular education teacher, special education teacher, related services provider, and any other service provider who is responsible for its implementation; and
• Each teacher and provider described in this provision, is informed of his or her specific responsibilities related to implementing the child’s IEP and the specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP.
[34 CFR 300.323(d)] 


8. Address the IEP for a student who transfers to a different school district in the state. 


If a child with a disability (who had an IEP that was in effect in a previous public agency in the same State) transfers to a new public agency in the same State, and enrolls in a new school within the same school year, the new public agency (in consultation with the parents) must provide a free appropriate public education (FAPE) to the child (including services comparable to those described in the child’s IEP from the previous public agency), until the new public agency either adopts the child’s IEP from the previous public agency, or develops, adopts, and implements a new IEP that meets the applicable requirements in 34 CFR 300.320 through 300.324.
[34 CFR 300.323(e)] [20 U.S.C. 1414(d)(2)(C)(i)(I)]


9. Address the IEP for a student who transfers from another state.


If a child with a disability (who had an IEP that was in effect in a previous public agency in another State) transfers to a public agency in a new State, and enrolls in a new school within the same school year, the new public agency (in consultation with the parents) must provide the child with FAPE (including services comparable to those described in the child’s IEP from the previous public agency), until the new public agency conducts an evaluation pursuant to 34 CFR 300.304 through 300.306 (if determined to be necessary by the new public agency) and develops, adopts, and implements a new IEP, if appropriate, that meets the applicable requirements in 34 CFR 300.320 through 300.324.
[34 CFR 300.323(f)] [20 U.S.C. 1414(d)(2)(C)(i)(II)]


10. Address transmittal of records for students who transfer.


To facilitate the transition for a child described in 34 CFR 300.323(e) and (f) (who transfers within the State or from another State), the new public agency in which the child enrolls must take reasonable steps to promptly obtain the child’s records, including the IEP and supporting documents and any other records relating to the provision of special education or related services to the child, from the previous public agency in which the child was enrolled, pursuant to 34 CFR 99.31(a)(2) (Family Education Rights and Privacy Act (FERPA)) and the previous public agency in which the child was enrolled must take reasonable steps to promptly respond to the request from the new public agency.
[34 CFR 300.323(g)] [20 U.S.C. 1414(d)(2)(C)(ii)]


11. Add a new provision for AMENDING the IEP without another meeting. 


In making changes to a child’s IEP after the annual IEP Team meeting for a school year, the parent of a child with a disability and the public agency may agree not to convene an IEP Team meeting for the purposes of making those changes, and instead may develop a written document to amend or modify the child’s current IEP. 


If changes are made to the child’s IEP in accordance with 34 CFR 300.324(a)(4)(i), the public agency must ensure that the child’s IEP Team is informed of those changes.
[34 CFR 300.324(a)(4)] [20 U.S.C. 1414(d)(3)(D)]


Changes to the IEP may be made either by the entire IEP Team at an IEP Team meeting, or as provided in 34 CFR 300.324(a)(4), by amending the IEP rather than by redrafting the entire IEP. Upon request, a parent must be provided with a revised copy of the IEP with the amendments incorporated.
[34 CFR 300.324(a)(6)] [20 U.S.C. 1414(d)(3)(F)]


12. Encourage consolidation of IEP meetings. 


To the extent possible, the public agency must encourage the consolidation of reevaluation meetings for the child and other IEP Team meetings for the child.
[34 CFR 300.324(a)(5)] [20 U.S.C. 1414(d)(3)(E)]


13. Provide for the review and, as appropriate, revision of the IEP.


Each public agency must ensure that, the IEP Team reviews the child’s IEP periodically, but not less than annually, to determine whether the annual goals for the child are being achieved and revises the IEP, as appropriate, to address:
• Any lack of expected progress toward the annual goals and in the general education curriculum, if appropriate;
• The results of any reevaluation;
• Information about the child provided to, or by, the parents, as described under 34 CFR 300.305(a)(2) (related to evaluations and reevaluations);
• The child’s anticipated needs; or
• Other matters.


In conducting a review of the child’s IEP, the IEP Team must consider the special factors described in 34 CFR 300.324(a)(2) (development of the IEP).


A regular education teacher of the child, as a member of the IEP Team, must, consistent with 34 CFR 300.324(a)(3) (participation of regular teacher in development of the IEP), participate in the review and revision of the IEP of the child.
[34 CFR 300.324(b)] [20 U.S.C. 1414(d)(4)]


14. Authorize alternative means of meeting participation.


When conducting IEP Team meetings and placement meetings pursuant to subparts D and E of Part 300, and carrying out administrative matters under section 615 of the IDEA (such as scheduling, exchange of witness lists, and status conferences), the parent of a child with a disability and a public agency may agree to use alternative means of meeting participation, such as video conferences and conference calls.
[34 CFR 300.328] [20 U.S.C. 1414(f)]


1 Topics in this series include: Alignment With the No Child Left Behind (NCLB) Act; Changes in Initial Evaluation and Reevaluation; Children Enrolled by Their Parents in Private Schools; Discipline; Disproportionality and Overidentification; Early Intervening Services; Highly Qualified Teachers; Identification of Specific Learning Disabilities; Individualized Education Program (IEP) Team Meetings and Changes to the IEP; Individualized Education Program (IEP); Local Funding; Monitoring, Technical Assistance and Enforcement; National Instructional Materials Accessibility Standard (NIMAS); Part C Amendments in IDEA 2004; Part C Option: Age 3 to Kindergarten Age; Procedural Safeguards: Surrogates, Notice and Consent; Procedural Safeguards: Mediation; Procedural Safeguards: Resolution Meetings and Due Process Hearings; Secondary Transition; State Complaint Procedures; State Funding; and Statewide and Districtwide Assessments. Documents are available on the IDEA Web site at: http://IDEA.ed.gov.


http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalBrief%2C9%2C

~ IEP TidBit ~ GET IT IN WRITING !!!!

Thanks to Steve Moyer for this helpful "IEP TIDBIT" 

Original by Steve Moyer:

"Any time something is denied you in an IEP meeting, have the district memorialize what you asked for. Have them make it clear that they refused it and have them state the reason why they refused. Make them be very specific." 

"Get it in writing!!"

https://docs.google.com/document/d/1tou6wjf3necOvo0qNKMtLwytN0flkO-FhbPrdWYjKjM/edit?pli=1

modelform2_Prior_Written_Notice.pdf 

Google Docs

docs.google.com

....and I am going to suggest you make copies of this form and take  this document  to your meetings to have 'on hand'.

Share this folks ~ with your friends that are part of IEP meetings and the 'whole IEP process'. 

DS Advocate

www.dsadvocate.com

Broward County Public Schools ESE Department is NOT for our children!! ~ What has happened to Mariah's Individual Education Plan is PROOF!!

Mariah's ESE Wilson Reading Teacher and ESE Specialist and some STRANGER PROGRAM SPECIALIST all followed the leader of systematically DUMBING DOWN my daughters Individual Educational Plan! THIS IS WHY I DON'T BELIEVE IN ESE TEACHERS TEACHING MY DAUGHTER! THEY HAVE THE LOWEST EXPECTATIONS for children with disabilities ~ the very students they 'serve'. My ESE Specialist became a ROBOT like the rest of the ESE Department in Broward Schools. 


My daughter has been LET DOWN from the very staff members that always 'claimed' they cared for Mariah's best interest. 


*I know my CAPITAL WRITING is going to OFFEND some really WONDERFUL ESE TEACHERS and I'm sorry for that! I know there are plenty of ESE Teachers that are the BEST Teachers out there working their tails off doing a great job with our children with unique learning challenges ~ Mariah has received SES TUTORING from some really WONDERFUL ESE Certified Teachers.....but I am hurting here by the ESE Teachers/staff that I have had my daughter under their care and they have crapped on me and trampled on Mariah's freedom to continue working hard towards earning a REAL HIGH SCHOOL DIPLOMA!!! I have every right to be ?FUMING MAD!! 


Mariah has taken 4 FCAT's already!! What the heck is going on with so many school staff acting so UNFRIENDLY and COLD HEARTED LATELY? I know the new principal likes to CENSOR all my emails and not allow staff to email me back...that's ok...I can still write my emails and blogs! 


If Mariah was being kicked by a group of adults would ANYONE STOP THEM? This is what is happening to her now! But it is all being done on her legal educational documents! 
Mariah deserves YOUR HELP & SUPPORT!!


I will get to WHO IS BEHIND all this nonsense! 
I need lots of prayers ~ as I fight for my daughter's quality education that I have fought so hard for thus far and don't intend to stop now.


Too bad there are BAD PEOPLE with BAD INTENTIONS that work in our schools to make a paycheck only ~ working for  the 6th largest school district in the Country!  Teachers & Staff sitting in our IEP meetings saying they are the Professionals? Really....? Mariah's ESE teacher & ESE Specialist  spit on my daughter's future educational dreams and expectations!!


...Mariah ~ I will make things right for you ~ I always do...I'm your mother! 
The momma tiger is MAD!!


Broward County Public Schools ESE Department is  NOT for our children!! The department head does not have the BEST INTEREST of our ESE Children as her highest concern ~ What has happened to Mariah's Individual Education Plan is PROOF there is a SYSTEMATIC WAY OF DUMBING DOWN THE IEP Process & our children's education ~ and sending in ESE Program Specialist to ARGUE RELENTLESSLY with good parents of wonderful children.....if they can get away with it!!...and they do plenty!!


I would like an INTERIM like I have been asking for since MARCH! When will Stephen Foster Elementary School give me a date for my interim IEP? THEY IGNORED setting up a meeting for me till 5/30/12 and then the ESE Department sent in ROBOTS to come sabotage and ARGUE!!


My daughter's Annual was not due till September 22nd, 2012. WHY WAS I BEING FORCED TO HAVE AN ANNUAL and not the IEP update Interim or end of the year IEP I have ALWAYS HAD EACH YEAR?


DISPICABLE & DISGUSTING!!

1 HOUR 15 Minute IEP Meetings ~ PURE NONSENSE!!

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! 

Broken Record Sayings & IEP Meeting Conversation Stoppers

I would like to pull together from my readers ~ the broken record sayings you hear at your IEP meetings. Contact me with your broken record sayings you want to toss in the recycle bin! 
If you attend IEP Meetings ~ this 'newsie' article is 
nothing new to you! 
Click==> IEP Meeting Conversation Stoppers <==Click

Advocating ~ means being on your toes...

Advocating...

You are their first teacher of every little thing 

Celebrate big & small accomplishments

Stay up-to-date with current information

Be CONFIDENT in your parenting role

Praise & be Joyful in the little things

As a parent you do not get a day off 

Work together for the common goal

Being on your toes.....ALL the time

Stand tall knowing what you know 

Have good working relationships

Share with others your concerns

Educate one person at a time

Meet others in the same boat

Go to trainings & conferences

Attend National Conventions

You know your Child BEST 

Speak up for your Child

Guidance for Safety

Positive redirection 

Praise to success

Protect your Child

Share solutions

Be organized

Help others

Be strong

Volunteer

Smile

Love

Hug

Cry

'o)

Created by Nancy Linley-Harris

Feb. 24, 2011

All you ever wanted to know about IEP's

IEP's
(Click to go directly to Kids Together, Inc. link)

Here is really great link about IEP's ~ what they are all about! What to expect at your Child's IEP meeting and what not to accept either! This website is so chock full of great stuff! Share this link with your friends!
BOOKMARK THIS WEBSITE!

This is a website called: Kids Together, Inc. nonprofit 501(c)3 Information & Resources for Children & Adults with Disabilities. http://www.kidstogether.org/

Parent Training & IEP Workshop ~ Basic Areas of an IEP Document.

Please join me for a Parent Training & IEP Workshop  ~ To go over the basic areas of an IEP document.

Wed. evening  JUNE 30th, 2010

7PM - 9PM at Kids S.P.O.T. in the Oakwood Plaza. Hollywood, FL

*North of Sheridan St. across the street from the Oakwood Plaza Movies http://www.kidsspotrehab.com/

There is a $10 Training fee

RSVP 5PM 6/29/10 to: nancy.harris@dsadvocate.com

FREE BOOK to those that arrive ON TIME!

Bring your IEP's with you! Meet others and learn new advocacy skills!

Carpool & bring a friend!

*Please Pass This Info To Others That Would Be Interested -Thanks!

BRING YOUR IEP'S WITH YOU!!

Will go over the importance of all the different areas of the IEP Document and why each area is important.

FREE BOOK for those that arrive on time!
RSVP RSVP RSVP

AUDIO ~ Florence County School District Four v. Carter

AUDIO of: Florence County School District Four v. Carter
http://www.oyez.org/cases/1990-1999/1993/1993_91_1523/argument
CLICK ON THIS LINK and listen to the newest SUPREME COURT RULING!! Amazing stuff to listen to and you can also read it as well!

FAPE = FREE AND APPROPRIATE EDUCATION

This has to do with reinbursement to the parent if they enrolled their child in a private school when the public school did not provide FAPE.

This website is interesting...check it out!

Have a great day!

IDEA says about Assistive Technology & English Language Learners

The laws and rules relating to the use of assistive technology for meeting the educational needs of students with disabilities, parental consent REVOKE (new!), and services for English language learners (ELLs) with disabilities.

Assistive technology, Section 300.24(a)(2)(v) of Title 34 of the Code of Federal Regulations (the “yellow book”), the IEP Team must “consider whether the child needs assistive technology devices and services.” Additional related sections of Title 34 CFR are 300.105(a), 300.105(b), 300.113, 300.5, and 300.6. Additionally, Florida State Board of Education Rule 6A-6.03028(3)(g)(10), Florida Administrative Code (F.A.C.) (the “red book”), states that in IEP development, review, and revision the IEP Team shall consider “whether the student requires assistive technology devices and services. On a case-by-case basis, the use of school-purchased assistive technology devices in a student’s home or in other settings is required if the IEP Team determines that the student needs access to those devices in order to receive a free appropriate public education…”

For ELLs with disabilities, 6A-6.03028(3)(g)(10), F.A.C., states that the IEP Team shall consider “in the case of a student with limited English proficiency, the language needs of the student as those needs relate to the student’s IEP.”

In regards to parental consent, section 300.300 of Title 34 CFR describes the procedures school districts must follow in obtaining parental consent for evaluations. Note that in some cases parental consent may not be required (e.g. if the district has made “reasonable efforts” to obtain consent or if the parent has “failed to respond,” or for certain tests or evaluations that are administered to all students). Note also that a district may use dispute resolution procedures to obtain parental consent in some cases. See also state regulation Rule 6A-6.0331.

Below are direct links to the federal and state regulations:

Title 34 CFR (“yellow book”)  ~ IDEA
http://idea.ed.gov/download/finalregulations.pdf

Florida Rules (“red book”)
http://www.fldoe.org/ese/pdf/1b-stats.pdf

Professionals and Experts

There sure can be a good many PROFESSIONALS sitting around the tables of IEP meetings, but parents are the EXPERTS not the professionals when discussing issues and concerns about their Child. Where do the professional therapist get their knowledge? They attend several years of college, they read alot and study for a good many exams to pass a State exam. By choosing to become a
therapist to work with certain types of people, like Speech, Physical or Occupational Therapist, they devote their lives to provide a service to help others...a noble profession to choose for sure! Therapist could help babies, or young school age children or adults that have maybe had a stroke and need help relearning basic life skills to be independent again. No matter what the age of the 'clientele' these professional therapist choose to work with exclusively, they want to help that person gain delayed or lost skills and see them make progress no matter what.

Today I was part of an IEP team meeting discussing how to help this little girl learn how to write basic shapes, letters, numbers and to even be able to draw simple stick people etc....she is 6 years old and is unable to write independently on her own unless she is tracing prewritten words and letters or by an adult assisting her with hand over hand to trace. As a professional therapist do you think at 6 years old this little girl should be able to at least write her first name? I know there are many factors and of course it depends on the specific disability and absolutely the expectations that we as professionals and experts place on individuals, especially certain groups of individuals with particular kinds of disabilities.

When I am advocating to get the support this little girl needed, I was provided the little girls writing journal that all little Kindergartners do all year long...to learn to write letters, draw pictures and to create little sentences or short stories. Do you know that this little girl has only done her best to create what to any mom and dad would say are her masterpieces....even though they may look like 'baby drawings' to most that see it. I was able to flip thru a year years worth of hard work this little girl created in her journal. It is and was very obvious to everyone that saw her journal at that IEP table, that she needs extensive help to learn how to write, draw and create words. But do you know that the PROFESSIONAL only recommended the absolute minimal amount of time to help her gain or learn writing skills! It was her professional opinion that she didn't need a minute more. I find this type of professional advice to not be what they know in their heart to be why they originally spent all their time in college to learn such a noble career. How can therapist make their professional opinions
pertaining to how much weekly help a client will need to gain and
learn new skills if they don't spend enough time with them to really help them? I am appauled at how unprofessional some of our professionals have become when they make professional recommendations for the amount of therapy service times for our children that are in severe need of help to gain and learn skills.

I think because they work for the school district they are only allowed to make certain recommendations and no more...less yes...but no more than a certain DISTRICT LEVEL ADMINISTRATOR INSTRUCTED amount per student in our Broward County School system. Is this right? Absolutely not! Will it change? Can it change? How can we help make a change to the way Broward Schools provides certain therapies for students? By letting others know what
has happened to you when trying to get the help your Child needs to be successful with writing, talking, walking, fine and gross motor skills. By making sure you have resonable goals written into your IEP document to substanciate the need for the support.

Write or call your State Department of Education and tell them your story! Make sure you have data to show what your Child is or isn't doing if you are trying to get a particular support or service. Here is the main phone number to our Floida Department of Education, ESE department - (850) 245-0477 and here is the main FDOE phone number also - (850) 245-0505 FEEL FREE TO CALL YOUR STATE DEPARTMENT OF EDUCATION IF YOU FEEL YOUR CHILD'S RIGHTS ARE BEING DENIED! This is just one way to have your voice heard and to help make more positive changes in our school districts for our Children! Let your voice be heard!

Being your Child's Advocate is a life long journey that we as parents
and families are the EXPERTS, not the professionals when discussing issues and concerns about your Child. Parents.....YOU ARE THE EXPERTS on what your Child needs and it is up to you to help the PROFESSIONALS have HIGHER STANDARDS and to expect LOTS of progress in a years worth, not just a little isolated goal here and there but to have BIG GOALS AND TO HAVE BIG DREAMS FOR WHAT YOUR CHIlD CAN AND WILL BE ABLE TO ACCOMPLISH! An annual IEP is written to be for a years time...make it worth it!