For your MCPS child with disabilities, how well is your school implementing IEP / 504?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Students with disabilities were denied access to the curriculum during online learning because MCPS was quick to restrict accommodations and services. Now that school is in person, is your child receiving the accommodations and services formalized on an IEP or 504 plan?

About the same as pre-Covid. In my son's case the disaster that was online "learning" was not because MCPS was restricting services but more that there was nothing that could be done remotely. We as a community failed my child and countless others by deprioritizing in-person learning. He had a sham of a "plan" but there was truly nothing that could be done. Completely lost year.

My child has lost two years.

Last year, staff sent in reports that said his accommodations could not be provided online. Services could have been provided online via Zoom, however a State investigation confirmed that the school just didn’t provide the services. My child simply couldn’t keep up without the support. He fell behind in his classes and gaps in math are seriously impacting him this year.

This year, MCPS delayed discussing and providing compensatory services, teachers repeatedly failed to implement my child’s IEP, and staffing shortages impacted his access to special education services. Instead of helping my child make up progress lost last year, his school has been content to let him continue to decline. About halfway through the year, we started paying for private services that my child should be getting at school. We are preparing to take MCPS to Due Process for the harm that has been done.

I will start by saying that we are generally happy with our school and especially my DC main early elementary teacher. She seems to be doing well enough but I’m starting to get the sense her case manager is not supervising things as well as earlier and a few things have slipped lately. I have to imagine this is due to overwhelming needs of other children and since so far my kid is mostly doing well I have not complained but am trying to keep a sense of what is actually happening so I can complain if necessary. I feel the her main teacher is doing extra things to help out but I’m worried if next year’s teacher will not be so amazing.

During distance learning we had to sign a virtual IEP which basically admitted most accommodations would not happen. She did have one weekly service virtually which was fairly useless because my child just can’t access anything virtually. It was absolutely a lost year. We just had a discussion about compensatory services but we had already paid for private extra services starting in the fall with in person providers so the case manager really discouraged us from pursuing additional compensatory services through MCPS. That was the first time I felt really upset with how our child’s IEP was handled. Virtual learning was a disaster and my kid really needed help to catch up so yeah we weren’t going to wait until spring to talk about how that might happen. I think most of my frustration is related to virtual learning and the fall out from that, so it will be interesting to see how the next couple of years go.

40% of students with disabilities fell behind in reading and math during online learning. When will the compensatory services students have been provided begin? Why can’t extra services be provided during school hours? Students with disabilities faced discrimination during the lack of services and accommodations during online learning and the way MCPS is planning on delivering compensatory services is to deny students an opportunity to participate in after school activities such as athletics to access the compensatory services.

[Anonymous]

Anonymous wrote:

Anonymous wrote:We have a 504 and about half is implemented, the other half only when I push.

Who is "we"? Your child has the 504 plan, not you. Half (or more) of the accommodations on 504s are not needed, and only written on the plan to get attention-seeking parents like yourself to shut up. Most parents who pursue 504 plans do so in order to cheat their way to extra time for their kid on the SAT, a need for attention, or both.

I just hopped over here from the special needs board because I am trying to somehow find a way to support my kid and I found this gem. What a comment!

A word to the wise:

If you're a teacher, please do everyone a favor and quit your job. You're obviously terrible at it and are seething with resentment that you are tasked with providing a free and appropriate education to all students. The good news is, if you quit, you won't have to! Just think of all the parents you won't have to deal with anymore.

P.S. Your students absolutely hate you.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We have a 504 and about half is implemented, the other half only when I push.

Who is "we"? Your child has the 504 plan, not you. Half (or more) of the accommodations on 504s are not needed, and only written on the plan to get attention-seeking parents like yourself to shut up. Most parents who pursue 504 plans do so in order to cheat their way to extra time for their kid on the SAT, a need for attention, or both.

I just hopped over here from the special needs board because I am trying to somehow find a way to support my kid and I found this gem. What a comment!

A word to the wise:

If you're a teacher, please do everyone a favor and quit your job. You're obviously terrible at it and are seething with resentment that you are tasked with providing a free and appropriate education to all students. The good news is, if you quit, you won't have to! Just think of all the parents you won't have to deal with anymore.

P.S. Your students absolutely hate you.

This resentment against students with disabilities who need 504 plans and IEPs is present in all levels of staff members at my child’s school - general education teachers, the case managers, the Resource Teacher Special Education, assistant principal, principal, and even the central office staff who attend meetings. Students with disabilities are struggling and staff treat students with disabilities as a nuisance instead of children that deserve an education. MCPS argues, fights, and refuse to provide the accommodations and services students with disabilities need.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Cabin John Middle was great with my child's 504. They met with me twice a year. They gave my son a copy of his accommodations so he could self-advocate. He had an extra teacher in math and English. They did very well during distance learning. It's not the same as in person, but I bow to the teachers, particularly the resource teachers. Just adored them.

Switched over to Magruder High and it's been rough. He does have extra teachers. Two teachers have checked in with me pretty regularly and are so understanding. They try different approaches and take my suggestions, and he gets back on track.

One teacher has been horrid. Just horrid. Demeaning, insulting, mocking him. So much for them caring about mental health and wellness. I got him transferred out of that class and all his grades in every other class shot up.

Does your child have two supported classes -English and math - like he did in middle school? Typically, a supported class is typically on an IEP but is not a 504 accommodation.

He did in middle. Not in high school. Just math. A second teacher is not on his 504 so I assume they just schedule that way if possible.

You might be able to accomplish a classroom change really easily be discussing it with the counselor. I’ve had that happen a few times with just a simple phone call. No wait - occurs the same day. If that doesn’t work, agree that you can ask for a meeting to discuss and see if you can get a change.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We have a 504 and about half is implemented, the other half only when I push.

Who is "we"? Your child has the 504 plan, not you. Half (or more) of the accommodations on 504s are not needed, and only written on the plan to get attention-seeking parents like yourself to shut up. Most parents who pursue 504 plans do so in order to cheat their way to extra time for their kid on the SAT, a need for attention, or both.

I just hopped over here from the special needs board because I am trying to somehow find a way to support my kid and I found this gem. What a comment!

A word to the wise:

If you're a teacher, please do everyone a favor and quit your job. You're obviously terrible at it and are seething with resentment that you are tasked with providing a free and appropriate education to all students. The good news is, if you quit, you won't have to! Just think of all the parents you won't have to deal with anymore.

P.S. Your students absolutely hate you.

I figured it was a jealous - yet oblivious - parent.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We have a 504 and about half is implemented, the other half only when I push.

Who is "we"? Your child has the 504 plan, not you. Half (or more) of the accommodations on 504s are not needed, and only written on the plan to get attention-seeking parents like yourself to shut up. Most parents who pursue 504 plans do so in order to cheat their way to extra time for their kid on the SAT, a need for attention, or both.

I just hopped over here from the special needs board because I am trying to somehow find a way to support my kid and I found this gem. What a comment!

A word to the wise:

If you're a teacher, please do everyone a favor and quit your job. You're obviously terrible at it and are seething with resentment that you are tasked with providing a free and appropriate education to all students. The good news is, if you quit, you won't have to! Just think of all the parents you won't have to deal with anymore.

P.S. Your students absolutely hate you.

This resentment against students with disabilities who need 504 plans and IEPs is present in all levels of staff members at my child’s school - general education teachers, the case managers, the Resource Teacher Special Education, assistant principal, principal, and even the central office staff who attend meetings. Students with disabilities are struggling and staff treat students with disabilities as a nuisance instead of children that deserve an education. MCPS argues, fights, and refuse to provide the accommodations and services students with disabilities need.

It's a mixed bag for us. There is definitely some of this, and also some incredibly devoted and hardworking individuals at all levels of the system. The last two years have done a number on every last one of us, and it's heartening to have encountered some professionals who have responded by being more supportive, kind, and helpful than ever.

And then there are folks who've swung in the other direction...

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Students with disabilities were denied access to the curriculum during online learning because MCPS was quick to restrict accommodations and services. Now that school is in person, is your child receiving the accommodations and services formalized on an IEP or 504 plan?

About the same as pre-Covid. In my son's case the disaster that was online "learning" was not because MCPS was restricting services but more that there was nothing that could be done remotely. We as a community failed my child and countless others by deprioritizing in-person learning. He had a sham of a "plan" but there was truly nothing that could be done. Completely lost year.

My child has lost two years.

Last year, staff sent in reports that said his accommodations could not be provided online. Services could have been provided online via Zoom, however a State investigation confirmed that the school just didn’t provide the services. My child simply couldn’t keep up without the support. He fell behind in his classes and gaps in math are seriously impacting him this year.

This year, MCPS delayed discussing and providing compensatory services, teachers repeatedly failed to implement my child’s IEP, and staffing shortages impacted his access to special education services. Instead of helping my child make up progress lost last year, his school has been content to let him continue to decline. About halfway through the year, we started paying for private services that my child should be getting at school. We are preparing to take MCPS to Due Process for the harm that has been done.

I will start by saying that we are generally happy with our school and especially my DC main early elementary teacher. She seems to be doing well enough but I’m starting to get the sense her case manager is not supervising things as well as earlier and a few things have slipped lately. I have to imagine this is due to overwhelming needs of other children and since so far my kid is mostly doing well I have not complained but am trying to keep a sense of what is actually happening so I can complain if necessary. I feel the her main teacher is doing extra things to help out but I’m worried if next year’s teacher will not be so amazing.

During distance learning we had to sign a virtual IEP which basically admitted most accommodations would not happen. She did have one weekly service virtually which was fairly useless because my child just can’t access anything virtually. It was absolutely a lost year. We just had a discussion about compensatory services but we had already paid for private extra services starting in the fall with in person providers so the case manager really discouraged us from pursuing additional compensatory services through MCPS. That was the first time I felt really upset with how our child’s IEP was handled. Virtual learning was a disaster and my kid really needed help to catch up so yeah we weren’t going to wait until spring to talk about how that might happen. I think most of my frustration is related to virtual learning and the fall out from that, so it will be interesting to see how the next couple of years go.

40% of students with disabilities fell behind in reading and math during online learning. When will the compensatory services students have been provided begin? Why can’t extra services be provided during school hours? Students with disabilities faced discrimination during the lack of services and accommodations during online learning and the way MCPS is planning on delivering compensatory services is to deny students an opportunity to participate in after school activities such as athletics to access the compensatory services.

I’m sympathetic because I understand there is no magic want to make the staff appear for this to happen but also it’s been a year since we started to see signs about the effects of virtual learning on academic performance. Similar for behavior issues, although any parent could have told you that in March 2020! We are lucky that we can private pay for everything but it’s a lot to cram in. My kid doesn’t do any sports or dance or anything on school days because we are doing extra therapy and other stuff to catch up and it’s almost too much already. I wish more could be during the school day for that reason.

[Anonymous]

Shouldn’t all students with disabilities be reevaluated? Their needs significantly changed because of over a year of online learning.

As a parent, if MCPS proposed more support during the school day to deal with where my child is at now instead of treating him like the student he once was, I would be willing to let compensatory services go.

[Anonymous]

You should be having an IEP/504 at least once a year

[Anonymous]

"File a state complaint and an OCR complaint.

MSDE complaint would be the IDEA violation for not implementing the IEP. State complaints look at violations one year before the date of filing.

US Department of Education complaints only will look at the past 180 days. File quickly so you meet the deadline. OCR would consider the failure to implement the IEP as a Section 504 violation."

Question: for multiple egregious bad faith and concretely visible/documented violations--what is the outcome of filing these types of complaints? Does it help others? I don't believe the folks involved have the capacity or desire (even if somehow mandated) to change. I'm the last person to rock the boat, however, also feel a sense of obligation to do my part if there is any real benefit or outcome. Don't have super high expectations though.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We have a 504 and about half is implemented, the other half only when I push.

Who is "we"? Your child has the 504 plan, not you. Half (or more) of the accommodations on 504s are not needed, and only written on the plan to get attention-seeking parents like yourself to shut up. Most parents who pursue 504 plans do so in order to cheat their way to extra time for their kid on the SAT, a need for attention, or both.

I just hopped over here from the special needs board because I am trying to somehow find a way to support my kid and I found this gem. What a comment!

A word to the wise:

If you're a teacher, please do everyone a favor and quit your job. You're obviously terrible at it and are seething with resentment that you are tasked with providing a free and appropriate education to all students. The good news is, if you quit, you won't have to! Just think of all the parents you won't have to deal with anymore.

P.S. Your students absolutely hate you.

This resentment against students with disabilities who need 504 plans and IEPs is present in all levels of staff members at my child’s school - general education teachers, the case managers, the Resource Teacher Special Education, assistant principal, principal, and even the central office staff who attend meetings. Students with disabilities are struggling and staff treat students with disabilities as a nuisance instead of children that deserve an education. MCPS argues, fights, and refuse to provide the accommodations and services students with disabilities need.

+1000. It’s why we left. It is a horrendous corporate culture. If your child is in MCPS with a disability, I can assure you the grass is greener nearly any place else. What aGod-forsaken, dysfunctional county.

[Anonymous]

Anonymous wrote:"File a state complaint and an OCR complaint.

MSDE complaint would be the IDEA violation for not implementing the IEP. State complaints look at violations one year before the date of filing.

US Department of Education complaints only will look at the past 180 days. File quickly so you meet the deadline. OCR would consider the failure to implement the IEP as a Section 504 violation."

Question: for multiple egregious bad faith and concretely visible/documented violations--what is the outcome of filing these types of complaints? Does it help others? I don't believe the folks involved have the capacity or desire (even if somehow mandated) to change. I'm the last person to rock the boat, however, also feel a sense of obligation to do my part if there is any real benefit or outcome. Don't have super high expectations though.

If everyone sat back and did nothing, nothing will change. You don’t need a lawyer to file, and both MSDE accept documents to support claims via email.

I personally recommend filing both. MSDE looks at IDEA violations. If IDEA is violated, there probably was also a 504 violation. Just pay attention to the filing deadline.

I personally was successful with both MSDE and OCR but as PP said, the multiple violations were egregious and well documented. Filing the complaints was a better option than just sitting back and accepting blatant violations. There now will be closer monitoring at least at my child’s school that the violations don’t continue. Frankly though, RACU and other Central Office staff are to blame for much of what occurred to children with disabilities.

[Anonymous]

Anonymous wrote:

Anonymous wrote:"File a state complaint and an OCR complaint.

MSDE complaint would be the IDEA violation for not implementing the IEP. State complaints look at violations one year before the date of filing.

US Department of Education complaints only will look at the past 180 days. File quickly so you meet the deadline. OCR would consider the failure to implement the IEP as a Section 504 violation."

Question: for multiple egregious bad faith and concretely visible/documented violations--what is the outcome of filing these types of complaints? Does it help others? I don't believe the folks involved have the capacity or desire (even if somehow mandated) to change. I'm the last person to rock the boat, however, also feel a sense of obligation to do my part if there is any real benefit or outcome. Don't have super high expectations though.

If everyone sat back and did nothing, nothing will change. You don’t need a lawyer to file, and both MSDE accept documents to support claims via email.

I personally recommend filing both. MSDE looks at IDEA violations. If IDEA is violated, there probably was also a 504 violation. Just pay attention to the filing deadline.

I personally was successful with both MSDE and OCR but as PP said, the multiple violations were egregious and well documented. Filing the complaints was a better option than just sitting back and accepting blatant violations. There now will be closer monitoring at least at my child’s school that the violations don’t continue. Frankly though, RACU and other Central Office staff are to blame for much of what occurred to children with disabilities.

Fight for your child. Rock the boat. But before you do, make sure you have everything well documented. Get a diagnosis from a professional outfit. Have an attorney on standby. If MCPS tries to retaliate, go to Parents Coalition, Bethesda Beat, the Patch, WSJ, anyone who will listen. Never file a CFP (they go nowhere). And if you go to court, make sure the judge does not have any relatives working for MCPS. Good luck.

[Anonymous]

Have a HS 504 student. Most of the teachers are fine, even good to great, and make things easy. One department is so disorganized; my kid needs more time because if slow processing speed and horrible working memory. Goes to the teacher to get readings early and half the time they "don't know" past the current week. I think they're telling the truth and not discriminating against my child, but it is hard to tell for sure. At HS, my kid doesn't really want me to go all mama 🐻 and demand rights, but I will occasionally vent to the counsellor.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"File a state complaint and an OCR complaint.

MSDE complaint would be the IDEA violation for not implementing the IEP. State complaints look at violations one year before the date of filing.

US Department of Education complaints only will look at the past 180 days. File quickly so you meet the deadline. OCR would consider the failure to implement the IEP as a Section 504 violation."

Question: for multiple egregious bad faith and concretely visible/documented violations--what is the outcome of filing these types of complaints? Does it help others? I don't believe the folks involved have the capacity or desire (even if somehow mandated) to change. I'm the last person to rock the boat, however, also feel a sense of obligation to do my part if there is any real benefit or outcome. Don't have super high expectations though.

If everyone sat back and did nothing, nothing will change. You don’t need a lawyer to file, and both MSDE accept documents to support claims via email.

I personally recommend filing both. MSDE looks at IDEA violations. If IDEA is violated, there probably was also a 504 violation. Just pay attention to the filing deadline.

I personally was successful with both MSDE and OCR but as PP said, the multiple violations were egregious and well documented. Filing the complaints was a better option than just sitting back and accepting blatant violations. There now will be closer monitoring at least at my child’s school that the violations don’t continue. Frankly though, RACU and other Central Office staff are to blame for much of what occurred to children with disabilities.

Fight for your child. Rock the boat. But before you do, make sure you have everything well documented. Get a diagnosis from a professional outfit. Have an attorney on standby. If MCPS tries to retaliate, go to Parents Coalition, Bethesda Beat, the Patch, WSJ, anyone who will listen. Never file a CFP (they go nowhere). And if you go to court, make sure the judge does not have any relatives working for MCPS. Good luck.

The reality is that you document before you file and keep documenting after you file. Keep filing complaints till the school becomes compliant. My best advice, let staff know that you want to record all meetings. Violations become crystal when they are recorded. “We don’t offer that class as a supported class” or “Students who have passing grades don’t qualify for an IEP”. Discrimination becomes crystal by what the staff says including the tone of how they are said.

As far a retaliation, I personally think that you would be better filing a retaliation complaint with OCR. Currently there are quite a few open right now which shows a pattern of behavior within MCPS. OCR can take enforcement action if necessary to protect the child.