Think twice before hiring an advocate…

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's the 2e kids who ARE quite close to grade level but could be doing much more if they weren't managing to create their own supports. Also, they are probably struggling with a lot of issues that are non-academic.

I agree that the public school probably can't offer what is actually needed, and I feel for the teachers who are stuck in the middle. We ended up having to go private to get what we need - to a private SN school, even though our kid would have fallen into the category you describe with being almost at grade level.

On the other hand, of course, I agree you need to assume good intent. We went into our first IEP meeting with an advocate because our neuropsych basically told us we would need one, and I felt like she was way too antogonistic.

What you are saying is 100 percent true. To get a 2E kid their ideal perfect education, you sometimes have to go private. But many families can’t afford that nor afford an advocate, and it’s just not fair that a child who is achieving well but not as well as they COULD earns the resources over a child who is so low that they might not learn to read without supports.

The thing is - the way this is being framed is illegal. The law says that decisions about whether a kid qualifies for an IEP and what should be in that IEP are to be made without reference to the available resources of the schools system.

If you want to be mad that you have too many kids and not enough resources, be mad at the federal government for not giving more funding for this to states, be mad at state and local authorities for not appropriating more funding, and be mad at yourselves and your bosses. You have so many managerial problems and you never fix them. They cost your time and aggravation.

I have zero sympathy for my school system - MCPS - who for years has had a caseload of dyslexic students and has never until the last few years started to put in structural supports and train teachers in dyslexia-appropriate reading instruction.

I see that schools, despite having dozens of kids with ADHD, still use shame as their main behavioral management tool and do not have any systemic supports for ADHD. They do not have packages of instruction tailored to the kinds of reading comp problems that ADHD kids have. There are no special instruction packages for dysgraphia. Teachers lack training to know how to support students with depression and anxiety in school. Worse, on a personal level, many teachers are ignorant about these disorders and thus shame these students instead of helping them.

FAPE isn't a competition between students to see who is worse off and needs it more. FAPE is a civil right held by each student, created by a state and society who knows that disabled students have academic potential that must be met in order to have stable jobs and lives and become taxpayer citizens who contribute to the state. FAPE is an investment in our country's human capital. FAPE (and IDEA, Sec 504 and the ADA) is also a safety net for every individual. Historically, our society has thought of disabled people as not able to learn or participate in society or worse as somehow responsible for being disabled. But the reality is that every day you and your family wake up whole and healthy is a blessing because at any moment one of us or our loved ones could fall ill or be injured. Can you imagine being told that you are only allowed to have the resources necessary to develop up to "almost average"????

It is not up to the OP and her IEP team to decide that some kids are deserving of public investment and others are not. If a parent's assertion of their own child's civil rights was so offensive to your peers that they quit, then they did not have an adequate understanding of their profession, and it's good for all of us that they move on.

I have seen many kids who tried and failed to get IEPs or 504s, and I assure you the consequences are devastating even for those that are "almost average" - depression, anxiety, low self-esteem, de-motivation and even suicidality. It's just as tragic as a kid who doesn't learn to read, but in a different way. Our disabilities are not your pain Olympics, OP.

You sound extremely out of touch and ignorant about what schools can and can't provide. You are extremely condescending and I hope the next principal you deal with puts you in your place. But let's be real you don't talk like this with school staff just on here.

I’m really curious what “ a principal putting someone in their place” means. Do we not want parents advocating for the disabled child’s needs? Do we not want kids to learn in school? Do we not want teachers to be able to help all kids with appropriate services and training? What does this even mean?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It's the 2e kids who ARE quite close to grade level but could be doing much more if they weren't managing to create their own supports. Also, they are probably struggling with a lot of issues that are non-academic.

I agree that the public school probably can't offer what is actually needed, and I feel for the teachers who are stuck in the middle. We ended up having to go private to get what we need - to a private SN school, even though our kid would have fallen into the category you describe with being almost at grade level.

On the other hand, of course, I agree you need to assume good intent. We went into our first IEP meeting with an advocate because our neuropsych basically told us we would need one, and I felt like she was way too antogonistic.

What you are saying is 100 percent true. To get a 2E kid their ideal perfect education, you sometimes have to go private. But many families can’t afford that nor afford an advocate, and it’s just not fair that a child who is achieving well but not as well as they COULD earns the resources over a child who is so low that they might not learn to read without supports.

The thing is - the way this is being framed is illegal. The law says that decisions about whether a kid qualifies for an IEP and what should be in that IEP are to be made without reference to the available resources of the schools system.

If you want to be mad that you have too many kids and not enough resources, be mad at the federal government for not giving more funding for this to states, be mad at state and local authorities for not appropriating more funding, and be mad at yourselves and your bosses. You have so many managerial problems and you never fix them. They cost your time and aggravation.

I have zero sympathy for my school system - MCPS - who for years has had a caseload of dyslexic students and has never until the last few years started to put in structural supports and train teachers in dyslexia-appropriate reading instruction.

I see that schools, despite having dozens of kids with ADHD, still use shame as their main behavioral management tool and do not have any systemic supports for ADHD. They do not have packages of instruction tailored to the kinds of reading comp problems that ADHD kids have. There are no special instruction packages for dysgraphia. Teachers lack training to know how to support students with depression and anxiety in school. Worse, on a personal level, many teachers are ignorant about these disorders and thus shame these students instead of helping them.

FAPE isn't a competition between students to see who is worse off and needs it more. FAPE is a civil right held by each student, created by a state and society who knows that disabled students have academic potential that must be met in order to have stable jobs and lives and become taxpayer citizens who contribute to the state. FAPE is an investment in our country's human capital. FAPE (and IDEA, Sec 504 and the ADA) is also a safety net for every individual. Historically, our society has thought of disabled people as not able to learn or participate in society or worse as somehow responsible for being disabled. But the reality is that every day you and your family wake up whole and healthy is a blessing because at any moment one of us or our loved ones could fall ill or be injured. Can you imagine being told that you are only allowed to have the resources necessary to develop up to "almost average"????

It is not up to the OP and her IEP team to decide that some kids are deserving of public investment and others are not. If a parent's assertion of their own child's civil rights was so offensive to your peers that they quit, then they did not have an adequate understanding of their profession, and it's good for all of us that they move on.

I have seen many kids who tried and failed to get IEPs or 504s, and I assure you the consequences are devastating even for those that are "almost average" - depression, anxiety, low self-esteem, de-motivation and even suicidality. It's just as tragic as a kid who doesn't learn to read, but in a different way. Our disabilities are not your pain Olympics, OP.

Are you a lawyer? Can we be friends? You just wrote what was in my mind (and has been my experience)

+1

I'm a special education lawyer and I too agree with this post. Definitely resonates with what I am seeing.

[Anonymous]

As a special education attorney, I'm so disturbed by a special education teacher telling parents not to get support. Schools that do this, in my opinion, are not acting in good faith. It's a tactic they use to keep the parents in the dark, unaware of their rights by telling them they will be worse off with an advocate/attorney.

That said, I am sure there are some advocates out there who make things worse and don't know the subject area. Frankly, I have seen many non-attorney advocates who do not know the law in this area; on the other hand, what are people expecting? They are not attorneys. Everyone should be careful in hiring a non-attorney advocate, as it's an unregulated field. So ask a lot of questions about their experience. Some are very good, some are not.

As for special education attorneys, we are all attorneys with a law license, but stilll ask questions about experience and approach.

I will end with the observation that parents often wait too long to hire an attorney. When I (all too often) find really egregious things going back years, they say "if I had only known..."

[Anonymous]

Anonymous wrote:As a special education attorney, I'm so disturbed by a special education teacher telling parents not to get support. Schools that do this, in my opinion, are not acting in good faith. It's a tactic they use to keep the parents in the dark, unaware of their rights by telling them they will be worse off with an advocate/attorney.

That said, I am sure there are some advocates out there who make things worse and don't know the subject area. Frankly, I have seen many non-attorney advocates who do not know the law in this area; on the other hand, what are people expecting? They are not attorneys. Everyone should be careful in hiring a non-attorney advocate, as it's an unregulated field. So ask a lot of questions about their experience. Some are very good, some are not.

As for special education attorneys, we are all attorneys with a law license, but stilll ask questions about experience and approach.

I will end with the observation that parents often wait too long to hire an attorney. When I (all too often) find really egregious things going back years, they say "if I had only known..."

[/quote

+1.

[Anonymous]

Anonymous wrote:As a special education attorney, I'm so disturbed by a special education teacher telling parents not to get support. Schools that do this, in my opinion, are not acting in good faith. It's a tactic they use to keep the parents in the dark, unaware of their rights by telling them they will be worse off with an advocate/attorney.

That said, I am sure there are some advocates out there who make things worse and don't know the subject area. Frankly, I have seen many non-attorney advocates who do not know the law in this area; on the other hand, what are people expecting? They are not attorneys. Everyone should be careful in hiring a non-attorney advocate, as it's an unregulated field. So ask a lot of questions about their experience. Some are very good, some are not.

As for special education attorneys, we are all attorneys with a law license, but stilll ask questions about experience and approach.

I will end with the observation that parents often wait too long to hire an attorney. When I (all too often) find really egregious things going back years, they say "if I had only known..."

That was a smooth infomercial, but you forgot to provide the contact info.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am a special education teacher (I also have a child with an IEP, so I have personal skin in the game). We just got the news that two of our fellow teachers have quit following a prolonged battle with a family and their advocate. This family required at least four IEP meetings to get to an IEP they’d be willing to sign- insulting and demoralizing two excellent teachers in the process who hadn’t even WORKED with the child yet.

Mostly I’m just asking you to assume good will. Stop coming into meetings assuming we want to screw your child’s life up and deny them FAPE. This was a particularly egregious case for me because it’s a child whose academics are so close to grade level!! And we were offering the child a good supportive plan to help them get there.
We are doing the best we can to serve ALL students with needs and come Monday my caseload is about 5 students higher. You don’t need to hire an advocate before you even meet with the team once. We aren’t out to deny your kid what they need to succeed academically.

Meaning your team came in prepared to give them the bare minimum because you've got more pressing issues on your case load.

Or maybe because they have X number of other students, and the reality is that they can't meet all of the needs some classrooms have.

I can see both sides. If giving one child more than the bare minimum means neglecting or not provided mandated services to three other students, which should they do? In many schools now, there are not enough special educators to provide more than the minimum to students. Many school districts have tried hiring more special education specialists, but even with incentives, there aren't enough people applying for the positions. If they only have enough staff to provide the bare minimum to all students, what does PP expect them to do? They are required by law to provide education for these students, so they have to ensure that everyone gets the bare minimum. If they have addtional staff or time, they can do more than the minimum, but in many school systems, that just isn't possible. There are only so many things that teachers can do when they don't have sufficient staffing or resources.

When, in your own job, you have been assigned too much work to complete, what do you do? You raise it to your leadership to identify how leadership wants you to handle it and to identify what your priorities are. If your leadership does not provide relief, you are in a unionized job and you want to stay in that job or feel committed to your clients/customers/students, what do you do? You bring it up with your union - must like nurses' unions are doing across the country. Why aren't the teachers' unions addressing this issue in addition to school administrations?

At some point, it will require more funding.

Any politicians willing to fund it?

Are you willing to fund it through your property taxes or getting a health insurance that covers more? How about funding directly your child’s SN education?

The cost per SN student is 3 times the one for NT students. One could argue that’s a reasonable amount if funding.

I am 100% willing to pay more taxes if that more more kids can get the support that they need.

Same here, it may cost us more now but prevention services are showed to give the best future to kids. However, more money is not the answer, heavy financial audits and spending what we have would go a long way.

The gap is huge and won't be covered by eliminating some "inefficiencies".

More money is definitely the answer, which is exactly why it's not being addressed. No one wants to take the political hit of securing resources to help our kids.

We don't need more money, we need better use of the money we have. They need assess all K and 1st graders, for example, for reading disorders/dyslexia and any child struggling should get interventions. Any child with language issues (not necessarily just mild articulation) should be getting individualized speech therapy. Any child with handwriting and coordination issues should get OT. There is plenty of money, its how its being utilized.

What do you want to cut?

Spoiler: there isn't enough to cover the screenings, assessments, and support required for all SN kids.

[Anonymous]

Anonymous wrote:As a special education attorney, I'm so disturbed by a special education teacher telling parents not to get support. Schools that do this, in my opinion, are not acting in good faith. It's a tactic they use to keep the parents in the dark, unaware of their rights by telling them they will be worse off with an advocate/attorney.

That said, I am sure there are some advocates out there who make things worse and don't know the subject area. Frankly, I have seen many non-attorney advocates who do not know the law in this area; on the other hand, what are people expecting? They are not attorneys. Everyone should be careful in hiring a non-attorney advocate, as it's an unregulated field. So ask a lot of questions about their experience. Some are very good, some are not.

As for special education attorneys, we are all attorneys with a law license, but stilll ask questions about experience and approach.

I will end with the observation that parents often wait too long to hire an attorney. When I (all too often) find really egregious things going back years, they say "if I had only known..."

I don’t agree with this. You don’t always need a lawyer. Advocates who have been or still are special education teachers or work in school related special education can be effective. For example, MCPS allows their special education teachers, administrators and central office special education staff to be advocates in other school districts. They obviously cannot be advocates for parents in Montgomery County

[Anonymous]

Anonymous wrote:

Anonymous wrote:As a special education attorney, I'm so disturbed by a special education teacher telling parents not to get support. Schools that do this, in my opinion, are not acting in good faith. It's a tactic they use to keep the parents in the dark, unaware of their rights by telling them they will be worse off with an advocate/attorney.

That said, I am sure there are some advocates out there who make things worse and don't know the subject area. Frankly, I have seen many non-attorney advocates who do not know the law in this area; on the other hand, what are people expecting? They are not attorneys. Everyone should be careful in hiring a non-attorney advocate, as it's an unregulated field. So ask a lot of questions about their experience. Some are very good, some are not.

As for special education attorneys, we are all attorneys with a law license, but stilll ask questions about experience and approach.

I will end with the observation that parents often wait too long to hire an attorney. When I (all too often) find really egregious things going back years, they say "if I had only known..."

That was a smooth infomercial, but you forgot to provide the contact info.

I guess you think you're funny. It's an observation from someone who has seen a lot. You're free to take it or leave it.

and FWIW, I don't have to promote myself and I don't. I have so many inquiries that I have to turn people away. I can't help everyone. It's a very, very sad state of affairs.

[Anonymous]

Anonymous wrote:

Anonymous wrote:As a special education attorney, I'm so disturbed by a special education teacher telling parents not to get support. Schools that do this, in my opinion, are not acting in good faith. It's a tactic they use to keep the parents in the dark, unaware of their rights by telling them they will be worse off with an advocate/attorney.

That said, I am sure there are some advocates out there who make things worse and don't know the subject area. Frankly, I have seen many non-attorney advocates who do not know the law in this area; on the other hand, what are people expecting? They are not attorneys. Everyone should be careful in hiring a non-attorney advocate, as it's an unregulated field. So ask a lot of questions about their experience. Some are very good, some are not.

As for special education attorneys, we are all attorneys with a law license, but stilll ask questions about experience and approach.

I will end with the observation that parents often wait too long to hire an attorney. When I (all too often) find really egregious things going back years, they say "if I had only known..."

I don’t agree with this. You don’t always need a lawyer. Advocates who have been or still are special education teachers or work in school related special education can be effective. For example, MCPS allows their special education teachers, administrators and central office special education staff to be advocates in other school districts. They obviously cannot be advocates for parents in Montgomery County

I think you should read this again, I never said that everyone needs a lawyer. Some advocates can be very helpful, some are not. The good ones know their limits and know when it's time to call in an attorney.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am a special education teacher (I also have a child with an IEP, so I have personal skin in the game). We just got the news that two of our fellow teachers have quit following a prolonged battle with a family and their advocate. This family required at least four IEP meetings to get to an IEP they’d be willing to sign- insulting and demoralizing two excellent teachers in the process who hadn’t even WORKED with the child yet.

Mostly I’m just asking you to assume good will. Stop coming into meetings assuming we want to screw your child’s life up and deny them FAPE. This was a particularly egregious case for me because it’s a child whose academics are so close to grade level!! And we were offering the child a good supportive plan to help them get there.
We are doing the best we can to serve ALL students with needs and come Monday my caseload is about 5 students higher. You don’t need to hire an advocate before you even meet with the team once. We aren’t out to deny your kid what they need to succeed academically.

Meaning your team came in prepared to give them the bare minimum because you've got more pressing issues on your case load.

Or maybe because they have X number of other students, and the reality is that they can't meet all of the needs some classrooms have.

I can see both sides. If giving one child more than the bare minimum means neglecting or not provided mandated services to three other students, which should they do? In many schools now, there are not enough special educators to provide more than the minimum to students. Many school districts have tried hiring more special education specialists, but even with incentives, there aren't enough people applying for the positions. If they only have enough staff to provide the bare minimum to all students, what does PP expect them to do? They are required by law to provide education for these students, so they have to ensure that everyone gets the bare minimum. If they have addtional staff or time, they can do more than the minimum, but in many school systems, that just isn't possible. There are only so many things that teachers can do when they don't have sufficient staffing or resources.

When, in your own job, you have been assigned too much work to complete, what do you do? You raise it to your leadership to identify how leadership wants you to handle it and to identify what your priorities are. If your leadership does not provide relief, you are in a unionized job and you want to stay in that job or feel committed to your clients/customers/students, what do you do? You bring it up with your union - must like nurses' unions are doing across the country. Why aren't the teachers' unions addressing this issue in addition to school administrations?

At some point, it will require more funding.

Any politicians willing to fund it?

Are you willing to fund it through your property taxes or getting a health insurance that covers more? How about funding directly your child’s SN education?

The cost per SN student is 3 times the one for NT students. One could argue that’s a reasonable amount if funding.

I am 100% willing to pay more taxes if that more more kids can get the support that they need.

Same here, it may cost us more now but prevention services are showed to give the best future to kids. However, more money is not the answer, heavy financial audits and spending what we have would go a long way.

The gap is huge and won't be covered by eliminating some "inefficiencies".

More money is definitely the answer, which is exactly why it's not being addressed. No one wants to take the political hit of securing resources to help our kids.

We don't need more money, we need better use of the money we have. They need assess all K and 1st graders, for example, for reading disorders/dyslexia and any child struggling should get interventions. Any child with language issues (not necessarily just mild articulation) should be getting individualized speech therapy. Any child with handwriting and coordination issues should get OT. There is plenty of money, its how its being utilized.

What do you want to cut?

Spoiler: there isn't enough to cover the screenings, assessments, and support required for all SN kids.

How about starting with stopping funding to pet projects like the kid museum in bethesda, or all the central office staff, and all the extra stuff no one actually gets use from.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am a special education teacher (I also have a child with an IEP, so I have personal skin in the game). We just got the news that two of our fellow teachers have quit following a prolonged battle with a family and their advocate. This family required at least four IEP meetings to get to an IEP they’d be willing to sign- insulting and demoralizing two excellent teachers in the process who hadn’t even WORKED with the child yet.

Mostly I’m just asking you to assume good will. Stop coming into meetings assuming we want to screw your child’s life up and deny them FAPE. This was a particularly egregious case for me because it’s a child whose academics are so close to grade level!! And we were offering the child a good supportive plan to help them get there.
We are doing the best we can to serve ALL students with needs and come Monday my caseload is about 5 students higher. You don’t need to hire an advocate before you even meet with the team once. We aren’t out to deny your kid what they need to succeed academically.

Meaning your team came in prepared to give them the bare minimum because you've got more pressing issues on your case load.

Or maybe because they have X number of other students, and the reality is that they can't meet all of the needs some classrooms have.

I can see both sides. If giving one child more than the bare minimum means neglecting or not provided mandated services to three other students, which should they do? In many schools now, there are not enough special educators to provide more than the minimum to students. Many school districts have tried hiring more special education specialists, but even with incentives, there aren't enough people applying for the positions. If they only have enough staff to provide the bare minimum to all students, what does PP expect them to do? They are required by law to provide education for these students, so they have to ensure that everyone gets the bare minimum. If they have addtional staff or time, they can do more than the minimum, but in many school systems, that just isn't possible. There are only so many things that teachers can do when they don't have sufficient staffing or resources.

When, in your own job, you have been assigned too much work to complete, what do you do? You raise it to your leadership to identify how leadership wants you to handle it and to identify what your priorities are. If your leadership does not provide relief, you are in a unionized job and you want to stay in that job or feel committed to your clients/customers/students, what do you do? You bring it up with your union - must like nurses' unions are doing across the country. Why aren't the teachers' unions addressing this issue in addition to school administrations?

At some point, it will require more funding.

Any politicians willing to fund it?

Are you willing to fund it through your property taxes or getting a health insurance that covers more? How about funding directly your child’s SN education?

The cost per SN student is 3 times the one for NT students. One could argue that’s a reasonable amount if funding.

I am 100% willing to pay more taxes if that more more kids can get the support that they need.

Same here, it may cost us more now but prevention services are showed to give the best future to kids. However, more money is not the answer, heavy financial audits and spending what we have would go a long way.

The gap is huge and won't be covered by eliminating some "inefficiencies".

More money is definitely the answer, which is exactly why it's not being addressed. No one wants to take the political hit of securing resources to help our kids.

Elrich tried in MoCo.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I am a special education teacher (I also have a child with an IEP, so I have personal skin in the game). We just got the news that two of our fellow teachers have quit following a prolonged battle with a family and their advocate. This family required at least four IEP meetings to get to an IEP they’d be willing to sign- insulting and demoralizing two excellent teachers in the process who hadn’t even WORKED with the child yet.

Mostly I’m just asking you to assume good will. Stop coming into meetings assuming we want to screw your child’s life up and deny them FAPE. This was a particularly egregious case for me because it’s a child whose academics are so close to grade level!! And we were offering the child a good supportive plan to help them get there.
We are doing the best we can to serve ALL students with needs and come Monday my caseload is about 5 students higher. You don’t need to hire an advocate before you even meet with the team once. We aren’t out to deny your kid what they need to succeed academically.

Meaning your team came in prepared to give them the bare minimum because you've got more pressing issues on your case load.

Or maybe because they have X number of other students, and the reality is that they can't meet all of the needs some classrooms have.

I can see both sides. If giving one child more than the bare minimum means neglecting or not provided mandated services to three other students, which should they do? In many schools now, there are not enough special educators to provide more than the minimum to students. Many school districts have tried hiring more special education specialists, but even with incentives, there aren't enough people applying for the positions. If they only have enough staff to provide the bare minimum to all students, what does PP expect them to do? They are required by law to provide education for these students, so they have to ensure that everyone gets the bare minimum. If they have addtional staff or time, they can do more than the minimum, but in many school systems, that just isn't possible. There are only so many things that teachers can do when they don't have sufficient staffing or resources.

When, in your own job, you have been assigned too much work to complete, what do you do? You raise it to your leadership to identify how leadership wants you to handle it and to identify what your priorities are. If your leadership does not provide relief, you are in a unionized job and you want to stay in that job or feel committed to your clients/customers/students, what do you do? You bring it up with your union - must like nurses' unions are doing across the country. Why aren't the teachers' unions addressing this issue in addition to school administrations?

At some point, it will require more funding.

Any politicians willing to fund it?

Are you willing to fund it through your property taxes or getting a health insurance that covers more? How about funding directly your child’s SN education?

The cost per SN student is 3 times the one for NT students. One could argue that’s a reasonable amount if funding.

I am 100% willing to pay more taxes if that more more kids can get the support that they need.

Same here, it may cost us more now but prevention services are showed to give the best future to kids. However, more money is not the answer, heavy financial audits and spending what we have would go a long way.

The gap is huge and won't be covered by eliminating some "inefficiencies".

More money is definitely the answer, which is exactly why it's not being addressed. No one wants to take the political hit of securing resources to help our kids.

We don't need more money, we need better use of the money we have. They need assess all K and 1st graders, for example, for reading disorders/dyslexia and any child struggling should get interventions. Any child with language issues (not necessarily just mild articulation) should be getting individualized speech therapy. Any child with handwriting and coordination issues should get OT. There is plenty of money, its how its being utilized.

What do you want to cut?

Spoiler: there isn't enough to cover the screenings, assessments, and support required for all SN kids.

How about starting with stopping funding to pet projects like the kid museum in bethesda, or all the central office staff, and all the extra stuff no one actually gets use from.

So an irrational parent with outsized emotions and inadequate information.

[Anonymous]

Jaw dropped. IDEA clearly states that it is against the law to label a child with an educational disability unless they have a significant impairment or need. That means below grade level or SIGNIFICANTLY behind peers. IDEA and every IEP also states law for Least Restrictive Environment. A child cannot be taken from the general education setting into a special education setting (group or individual) unless the nature and severity of the disability warrants. This is the law. This is what all special education teachers must follow.

Your comments are so over the top ridiculous. I cannot believe there are parents who actually have these expectations of the school system. Or even think that there are professionals to staff this! Or who would do it!

Here is what you sound like: Why doesn't everyone with a cold get a stay in the hospital overnight? They should just hire more nurses. Just find the nurses! Its not my problem if there aren't enough nurses. Everybody should get their own room too- no sharing. And Nobody's insurances rates should go up. The hospitals just need to manage their funds better. Don't let them try to tell you you don't have a life threatening illness. They are wrong. You knw better than the doctors because is is your body, and the doctors don't know anything. They probably aren't even real doctors and don't have their official training in X program. it is your RIGHT to stay in the hospital overnight if you have a cold. You better get an attorney when you talk to your doctor because the doctor will just try to tell you that a cold can be treated at home with over the counter medicine and rest. They do not have your best interest at heart. They do not know what they are talking about. Every doctor I have ever met at every school in FCPS is terrible! You wouldn't believe the things that the doctors have told me! Let's get a class action lawsuit with OCR and make them reimburse us for how terrible they treat us! We have COLDS!! That is how ridiculous you sound.

[Anonymous]

Anonymous wrote:Jaw dropped. IDEA clearly states that it is against the law to label a child with an educational disability unless they have a significant impairment or need. That means below grade level or SIGNIFICANTLY behind peers. IDEA and every IEP also states law for Least Restrictive Environment. A child cannot be taken from the general education setting into a special education setting (group or individual) unless the nature and severity of the disability warrants. This is the law. This is what all special education teachers must follow.

Your comments are so over the top ridiculous. I cannot believe there are parents who actually have these expectations of the school system. Or even think that there are professionals to staff this! Or who would do it!

Here is what you sound like: Why doesn't everyone with a cold get a stay in the hospital overnight? They should just hire more nurses. Just find the nurses! Its not my problem if there aren't enough nurses. Everybody should get their own room too- no sharing. And Nobody's insurances rates should go up. The hospitals just need to manage their funds better. Don't let them try to tell you you don't have a life threatening illness. They are wrong. You knw better than the doctors because is is your body, and the doctors don't know anything. They probably aren't even real doctors and don't have their official training in X program. it is your RIGHT to stay in the hospital overnight if you have a cold. You better get an attorney when you talk to your doctor because the doctor will just try to tell you that a cold can be treated at home with over the counter medicine and rest. They do not have your best interest at heart. They do not know what they are talking about. Every doctor I have ever met at every school in FCPS is terrible! You wouldn't believe the things that the doctors have told me! Let's get a class action lawsuit with OCR and make them reimburse us for how terrible they treat us! We have COLDS!! That is how ridiculous you sound.

Do you realize how absurd you are being? Parents should get an advocate or attorney because of behavior like this at schools and the refusal to support our kids.

[Anonymous]

We do realize colds and a legal right to an education are different things, correct.