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[quote=Anonymous][quote=Anonymous][quote=Anonymous]Please go talk to the teacher.  
Here's the reality though.  My guess is the teacher is taking "data" on the disruptive kid because no evaluation can happen for months or even years until several rounds of "RTI" or "MTSS" has been put in place.  It doesn't matter how many times the teacher has to evacuate the room or whatever.  Most schools are getting push back because they are referring too many kids to sped and one way to reduce the referrals is to make the interventions so consuming for the teacher, she essentially just waits the kid out til the end of the year.  (Example, kid throws things in the room.  Sped team meets with teacher.  Tells her to take data on the incident, what precedes and follows it to find out why it is happening.  6 weeks pass.  Now there's data on the why.  Then the sped team suggests, "why don't you try a chart with stickers?"  Teacher has to implement that for 6 weeks.  Oh and by the way, this is all while meeting every other need in the classroom, teaching content, and dealing with the out of control kid.  6 weeks later, problem is not solved.  "Have you tried moving his seat near you?" (Omg, no, that never occurred to me!  Thank you for your wisdom because this is my first rodeo!)  
And on and on and on and on.

However, when OTHER parents complain, sometimes this speeds up the process.  The school probably won't listen to anything the teacher says.

Good luck.  I'm sorry this is happening to your daughter.  I'm always very worried about how one or two kids can affect every single other child in the room in major and negative ways.  [/quote]

This so excellent advice, from another teacher.  Some schools are very good about moving SpED referrals along.  Others, due to lots of pressure from above, push back again and again on teacher, essentially blaming her for what anyone can see is an inappropriate placement for a kid.  I have seen parental pressure from other parents make a difference, if this is the case.  Affirm your child’s teacher and everything she has done all year to make it a positive learning environment in which your child has thrived.  Contrast that with now.  Be very specific about how many times your child has come home in tears, what she has said, etc. in detail.  If you talk with other parents in the class, you might mention it, too.  The only times I have seen dramatic improvements in supports and placement have been when parents of affected children really sounded the alarm about how bad it is.

To the extent that your kid is suffering, I guarantee your child’s teacher is suffering even more.  Here she is thinking she is a good teacher and then WHAM, a disruptive child is switched to her class and nothing she tries is helping.  She sees the other kids hurting and can’t help.  She starts to dread coming to school, dear waking up in the morning, dread Mondays all weekend.  The sad thing is, that child might thrive in another environment, like a self-contained ED class with a 3-1 student teacher ratio, much more positive behavior supports, a behavior regulation teacher, a calm down room, literally minute-by-minute reinforcement of his pro-social behaviors, art therapy, music therapy.  With the experience of success with all these additional supports, he may grow in readiness for mainstreaming.  Where he is now sounds like a torture to him, too, even if he doesn’t know it.

Lastly: this child’s parent may have no idea how bad it is.  One year, I saw a 1st grade student be this destructive and disruptive, and even though the teacher was making daily calls home and doing a daily behavior chart, etc, the parent must have thought she was exaggerating or that it was within the range of normal until she invited a grownup of classmates to the child’s birthday party and no one rSVP’d yes. When she asked one parent she felt safe to ask, that parent kindly confided that her daughter was afraid of him because they so often had to evacuate the classroom when he would have a tantrum.  The parents seemed not to register that the child’s behavior wasn’t just preventing his learning but was preventing him from having any friends at all, or anything positive.  They went in to have him evaluated and did a trial ADHD medication that was immediately and dramatically successful…allowing the child to participate and engage like never before.  The effect on the classroom was dramatic.  This may be an outlier example and I don’t mean to suggest to call a parent unsolicited and be that frank, but it is possible that the parent doesn’t fully understand how miserable their own child may be.[/quote]

+1 Excellent advice. The teacher is probably at the end of her rope. Document every way this change affects your child, and put it in writing. I would start emailing the principal every time, while being clear that you know the teacher is doing her best and you support her.[/quote]

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