MCPS teachers - what would you tell parents in your class(es) if you could?

[Anonymous]

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Anonymous wrote:Depends - if they have an iep? I’d tell them that most of the services are delivered by the general Ed teacher because inclusion spec Ed teachers are stretched too thin and we spend so much time on paperwork and not with kids. I’d also tell them no matter what they “advocate for” in the iep, it doesn’t actually happen during the school day due to limited resources and time so half the time we just agree to make you go away

We know. Thanks for being a failure in your life's work.

NP; When you're considered a failure for not being to clone yourself, you know MCPS parents have high expectations. Keep holding those teachers feet to the physically impossible fire

We are talking about kids with disabilities who have legal rights to an accessible education. Parents aren’t holding teachers to anything unreasonable. There is a legal, moral, and ethical obligation here and if you can’t meet it because of “resources” your beef isn’t with the parents and their expectations aren’t unreasonable. The problem lies elsewhere. Stop taking it out on the kids and their parents.

Parents are asking for more than an accessible education. They're asking for special education in the general education classroom.

OK, but that’s what IDEA says students are entitled to.

Unfunded entitlements take general funding from everyone else. It sounds like IDEA needs to be updated so that all the obligations are fully covered from the level of government issuing the mandate, and on a regional cost parity basis. With enough implementation experience, now, it also might be modified to reduce the gaming described. If these aren't done, everyone else suffers unjustly.

Please find a private school position so there’s no chance my kids will have you as a teacher.

DP: I'm just not sure what you expect the current teachers to do in this situation

Simple: Be honest to parents about what they can and cannot provide in the classroom so that parents can either advocate for additional resources from central or seek more restrictive placements. While (at least before reading this thread) I would expect it rare, it would also provide protections against teachers unreasonably withholding supports in general education classrooms.

Instead, many of the posts earlier in this thread were attempting to justify teachers lying to parents of students with special needs, agreeing to things in IEPs that they knew they wouldn’t do.

Things aren't going to get better as long as teachers continue to help MCPS cover up the problems.

I do feel like a good amount of teachers here have explained why it's not that simple, but I'll do it once more.
If I'm honest with a family that we can only service to a certain level, parents don't accept that answer which leads to more meetings. Let's say each of those meetings takes one hour and requires one hour of prep/data collection. Each meeting will end with us all in the same place, not being able to provide services, all with your sped teachers not actually doing their job bc they're just meeting with people and being honest.

A different poster here adding:
I posted above about being honest during meetings. It led to me being threatened if I didn’t perform miracles anyway. So I quit.

You can’t take blood from stone. Teachers can only do so much, and they are operating in a system that expects far more than the remaining teachers are able to accomplish. You can get mad about that all you want, but that’ll just lead to more quitting. Everything is broken.

Honestly, it’s hard for me to imagine a situation where the parents would blame the teacher like that. Had they given up on getting the school to provide a paraeducator in the classroom? The district hides a lot of information about how paraeducators are resourced from parents.

And this, indeed, is the point of the thread.

[Anonymous]

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Anonymous wrote:

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Anonymous wrote:Depends - if they have an iep? I’d tell them that most of the services are delivered by the general Ed teacher because inclusion spec Ed teachers are stretched too thin and we spend so much time on paperwork and not with kids. I’d also tell them no matter what they “advocate for” in the iep, it doesn’t actually happen during the school day due to limited resources and time so half the time we just agree to make you go away

We know. Thanks for being a failure in your life's work.

NP; When you're considered a failure for not being to clone yourself, you know MCPS parents have high expectations. Keep holding those teachers feet to the physically impossible fire

We are talking about kids with disabilities who have legal rights to an accessible education. Parents aren’t holding teachers to anything unreasonable. There is a legal, moral, and ethical obligation here and if you can’t meet it because of “resources” your beef isn’t with the parents and their expectations aren’t unreasonable. The problem lies elsewhere. Stop taking it out on the kids and their parents.

Parents are asking for more than an accessible education. They're asking for special education in the general education classroom.

OK, but that’s what IDEA says students are entitled to.

Unfunded entitlements take general funding from everyone else. It sounds like IDEA needs to be updated so that all the obligations are fully covered from the level of government issuing the mandate, and on a regional cost parity basis. With enough implementation experience, now, it also might be modified to reduce the gaming described. If these aren't done, everyone else suffers unjustly.

You propose that federal legislation be passed? In 2023?

LOL

She’s just venting because she doesn’t want to have to teach kids with developmental disabilities but likely doesn’t have unique skills that would get her a position in a decent private school. She’s probably in her 50s or 60s, stuck in a job she hates, surrounded by kids that she hates even more.

That's funny, because I was a different poster observing the effects of unfunded mandates, and not a teacher.

To the PP, I'm not saying what will happen, but what should (within that microcosm). Expecting the burdens of legislation to be picked up by others, mostly teachers in this case, but also other students due to the knock-on effects of under-resourcing, is magical thinking.

It’s telling that you’re focused on the teachers and students without disabilities, rather than the students with special needs who aren’t getting the services and supports they’re entitled to.

If teachers are overstretched and burned out by excessive and unrealistic demands, it negatively impacts all students not just the special education students.

[Anonymous]

I can’t wait to take a copy of this thread to my kids next IEP meeting when I “complain” his accommodations and goals mean nothing. And it IS the system that is the problem. A system that can’t fire staff who clearly are not capable of serving student, advocating for them or for them themselves. You are (a major) part of the problem for accepting you can’t do anything.

[Anonymous]

Anonymous wrote:I can’t wait to take a copy of this thread to my kids next IEP meeting when I “complain” his accommodations and goals mean nothing. And it IS the system that is the problem. A system that can’t fire staff who clearly are not capable of serving student, advocating for them or for them themselves. You are (a major) part of the problem for accepting you can’t do anything.

Eh, I'm not losing sleep over it. I hope you do bring it up.

[Anonymous]

Anonymous wrote:I can’t wait to take a copy of this thread to my kids next IEP meeting when I “complain” his accommodations and goals mean nothing. And it IS the system that is the problem. A system that can’t fire staff who clearly are not capable of serving student, advocating for them or for them themselves. You are (a major) part of the problem for accepting you can’t do anything.

We need smaller classes. That would help everybody. Hard for me to keep track of kids with accommodations and provide everything they need when I have 30 kids to manage. You need to remember that your kid is not the only one in the classroom with iep goals and requirements. And regular kids can also be quite a handful. I’m not complaining. Just trying to get you to understand reality

[Anonymous]

Anonymous wrote:

Anonymous wrote:I can’t wait to take a copy of this thread to my kids next IEP meeting when I “complain” his accommodations and goals mean nothing. And it IS the system that is the problem. A system that can’t fire staff who clearly are not capable of serving student, advocating for them or for them themselves. You are (a major) part of the problem for accepting you can’t do anything.

We need smaller classes. That would help everybody. Hard for me to keep track of kids with accommodations and provide everything they need when I have 30 kids to manage. You need to remember that your kid is not the only one in the classroom with iep goals and requirements. And regular kids can also be quite a handful. I’m not complaining. Just trying to get you to understand reality

Well, it's your job to do it. You absolutely are complaining. -DP

[Anonymous]

Anonymous wrote:I can’t wait to take a copy of this thread to my kids next IEP meeting when I “complain” his accommodations and goals mean nothing. And it IS the system that is the problem. A system that can’t fire staff who clearly are not capable of serving student, advocating for them or for them themselves. You are (a major) part of the problem for accepting you can’t do anything.

+1. This thread has definitely emphasized the need to include reporting and monitoring mechanisms in the IEP to ensure services and supports are actually being provided. Up until now I actually felt comfortable trusting the classroom teacher's informal messages.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I can’t wait to take a copy of this thread to my kids next IEP meeting when I “complain” his accommodations and goals mean nothing. And it IS the system that is the problem. A system that can’t fire staff who clearly are not capable of serving student, advocating for them or for them themselves. You are (a major) part of the problem for accepting you can’t do anything.

We need smaller classes. That would help everybody. Hard for me to keep track of kids with accommodations and provide everything they need when I have 30 kids to manage. You need to remember that your kid is not the only one in the classroom with iep goals and requirements. And regular kids can also be quite a handful. I’m not complaining. Just trying to get you to understand reality

It’s hard to justify smaller class sizes, or para support, when the classroom teachers just lie and say they’re doing things they can’t actually do.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I can’t wait to take a copy of this thread to my kids next IEP meeting when I “complain” his accommodations and goals mean nothing. And it IS the system that is the problem. A system that can’t fire staff who clearly are not capable of serving student, advocating for them or for them themselves. You are (a major) part of the problem for accepting you can’t do anything.

We need smaller classes. That would help everybody. Hard for me to keep track of kids with accommodations and provide everything they need when I have 30 kids to manage. You need to remember that your kid is not the only one in the classroom with iep goals and requirements. And regular kids can also be quite a handful. I’m not complaining. Just trying to get you to understand reality

It’s hard to justify smaller class sizes, or para support, when the classroom teachers just lie and say they’re doing things they can’t actually do.

WTF are you going on about? You are such an idiot for blaming a teacher. Be a parent. How about that? Make sure your child gets what they need instead of going the lazy route and blaming someone who isn't to blame.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I can’t wait to take a copy of this thread to my kids next IEP meeting when I “complain” his accommodations and goals mean nothing. And it IS the system that is the problem. A system that can’t fire staff who clearly are not capable of serving student, advocating for them or for them themselves. You are (a major) part of the problem for accepting you can’t do anything.

We need smaller classes. That would help everybody. Hard for me to keep track of kids with accommodations and provide everything they need when I have 30 kids to manage. You need to remember that your kid is not the only one in the classroom with iep goals and requirements. And regular kids can also be quite a handful. I’m not complaining. Just trying to get you to understand reality

It’s hard to justify smaller class sizes, or para support, when the classroom teachers just lie and say they’re doing things they can’t actually do.

WTF are you going on about? You are such an idiot for blaming a teacher. Be a parent. How about that? Make sure your child gets what they need instead of going the lazy route and blaming someone who isn't to blame.

Ever try to go into a classroom as a parent? Or even worse, attempt to covince them to allow private support into a classroom?

Much of that is the fault of the principals and central office, but teachers aren't helping matters by not being forthcoming about what they will and will not do.

[Anonymous]

Anonymous wrote:I can’t wait to take a copy of this thread to my kids next IEP meeting when I “complain” his accommodations and goals mean nothing. And it IS the system that is the problem. A system that can’t fire staff who clearly are not capable of serving student, advocating for them or for them themselves. You are (a major) part of the problem for accepting you can’t do anything.

As a SN parent-- that would accomplish a single thing.
Sn parents need to band together, get the press to buy in to exposing the problem and get litigators involves

Parents need to remember that many of the SNs will effect their grandchildren- ot just their own kids.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I can’t wait to take a copy of this thread to my kids next IEP meeting when I “complain” his accommodations and goals mean nothing. And it IS the system that is the problem. A system that can’t fire staff who clearly are not capable of serving student, advocating for them or for them themselves. You are (a major) part of the problem for accepting you can’t do anything.

We need smaller classes. That would help everybody. Hard for me to keep track of kids with accommodations and provide everything they need when I have 30 kids to manage. You need to remember that your kid is not the only one in the classroom with iep goals and requirements. And regular kids can also be quite a handful. I’m not complaining. Just trying to get you to understand reality

It’s hard to justify smaller class sizes, or para support, when the classroom teachers just lie and say they’re doing things they can’t actually do.

WTF are you going on about? You are such an idiot for blaming a teacher. Be a parent. How about that? Make sure your child gets what they need instead of going the lazy route and blaming someone who isn't to blame.

Pp again. To be clear, I have a child that is academically advanced, but requires substantial support to stay on task, manage transitions, and to avoid/manage tantrums. I absolutely don’t think it’s reasonable to expect the classroom teacher to handle these things in addition managing the class and curriculum as a whole. But my pleas for paraeducator support go nowhere as long as the teacher claims she can manage it.

[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:Depends - if they have an iep? I’d tell them that most of the services are delivered by the general Ed teacher because inclusion spec Ed teachers are stretched too thin and we spend so much time on paperwork and not with kids. I’d also tell them no matter what they “advocate for” in the iep, it doesn’t actually happen during the school day due to limited resources and time so half the time we just agree to make you go away

We know. Thanks for being a failure in your life's work.

NP; When you're considered a failure for not being to clone yourself, you know MCPS parents have high expectations. Keep holding those teachers feet to the physically impossible fire

We are talking about kids with disabilities who have legal rights to an accessible education. Parents aren’t holding teachers to anything unreasonable. There is a legal, moral, and ethical obligation here and if you can’t meet it because of “resources” your beef isn’t with the parents and their expectations aren’t unreasonable. The problem lies elsewhere. Stop taking it out on the kids and their parents.

Parents are asking for more than an accessible education. They're asking for special education in the general education classroom.

OK, but that’s what IDEA says students are entitled to.

Unfunded entitlements take general funding from everyone else. It sounds like IDEA needs to be updated so that all the obligations are fully covered from the level of government issuing the mandate, and on a regional cost parity basis. With enough implementation experience, now, it also might be modified to reduce the gaming described. If these aren't done, everyone else suffers unjustly.

You propose that federal legislation be passed? In 2023?

LOL

She’s just venting because she doesn’t want to have to teach kids with developmental disabilities but likely doesn’t have unique skills that would get her a position in a decent private school. She’s probably in her 50s or 60s, stuck in a job she hates, surrounded by kids that she hates even more.

That's funny, because I was a different poster observing the effects of unfunded mandates, and not a teacher.

To the PP, I'm not saying what will happen, but what should (within that microcosm). Expecting the burdens of legislation to be picked up by others, mostly teachers in this case, but also other students due to the knock-on effects of under-resourcing, is magical thinking.

It’s telling that you’re focused on the teachers and students without disabilities, rather than the students with special needs who aren’t getting the services and supports they’re entitled to.

If teachers are overstretched and burned out by excessive and unrealistic demands, it negatively impacts all students not just the special education students.

If you don't think that's a fair and reasonable statement to say about minority students then don't say it about SN students

[Anonymous]

Anonymous wrote:

Anonymous wrote:I can’t wait to take a copy of this thread to my kids next IEP meeting when I “complain” his accommodations and goals mean nothing. And it IS the system that is the problem. A system that can’t fire staff who clearly are not capable of serving student, advocating for them or for them themselves. You are (a major) part of the problem for accepting you can’t do anything.

As a SN parent-- that would accomplish a single thing.
Sn parents need to band together, get the press to buy in to exposing the problem and get litigators involves

Parents need to remember that many of the SNs will effect their grandchildren- ot just their own kids.

Yes, it was very frustrating to see Maryland House Bill 294 stall, and I'm not to forget that the teachers union fought to kill it. Schools and teachers are taking advantage of the fact that parents of children with special needs are too busy with their kids to lobby for important legal changes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Depends - if they have an iep? I’d tell them that most of the services are delivered by the general Ed teacher because inclusion spec Ed teachers are stretched too thin and we spend so much time on paperwork and not with kids. I’d also tell them no matter what they “advocate for” in the iep, it doesn’t actually happen during the school day due to limited resources and time so half the time we just agree to make you go away

We know. Thanks for being a failure in your life's work.

NP; When you're considered a failure for not being to clone yourself, you know MCPS parents have high expectations. Keep holding those teachers feet to the physically impossible fire

We are talking about kids with disabilities who have legal rights to an accessible education. Parents aren’t holding teachers to anything unreasonable. There is a legal, moral, and ethical obligation here and if you can’t meet it because of “resources” your beef isn’t with the parents and their expectations aren’t unreasonable. The problem lies elsewhere. Stop taking it out on the kids and their parents.

Parents are asking for more than an accessible education. They're asking for special education in the general education classroom.

OK, but that’s what IDEA says students are entitled to.

Unfunded entitlements take general funding from everyone else. It sounds like IDEA needs to be updated so that all the obligations are fully covered from the level of government issuing the mandate, and on a regional cost parity basis. With enough implementation experience, now, it also might be modified to reduce the gaming described. If these aren't done, everyone else suffers unjustly.

You propose that federal legislation be passed? In 2023?

LOL

She’s just venting because she doesn’t want to have to teach kids with developmental disabilities but likely doesn’t have unique skills that would get her a position in a decent private school. She’s probably in her 50s or 60s, stuck in a job she hates, surrounded by kids that she hates even more.

That's funny, because I was a different poster observing the effects of unfunded mandates, and not a teacher.

To the PP, I'm not saying what will happen, but what should (within that microcosm). Expecting the burdens of legislation to be picked up by others, mostly teachers in this case, but also other students due to the knock-on effects of under-resourcing, is magical thinking.

Federal legislation on IDEA—passed by this Congress—that does something any of us will like is also magical thinking.