Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh. While I sympathize, this woman has wreaked operational havoc on the schools her children have attended. I know one AP who spent her summer dealing with document requests from her instead of working on things that were needed to open school in the fall.

She was an "advocate" for one of the students in my lower ES class. She and the mom of the child were nasty from the second we sat down in an initial meeting. I typically walk into a meeting and present a pleasant greeting and small talk. Neither would make eye contact, let alone smile. They interrupted and they looked for any opportunity to find a "gotcha" moment. I remember trying to point out some positives about the child's academic work and they didn't want to hear it. It was all very negative and stressful when all I wanted to do was work with the parent in support of the child.

Nobody owes you pleasantries especially during a stressful time. Your focus once you walk in that room should be identifying problems and solutions to help that child. The parent (or child if they are present) should be the lead voice of the meeting, if they find it necessary to interrupt anyone then so be it. Sounds like you weren’t being helpful and they were trying to best utilize the time and keep the focus on identifying concerns and solutions. An advocate is there to help advocate for the child/parent and step in when they need to keep the focus on problems and solutions, it sounds like they did that. If something offended you then you should use it as a learning experience for how to conduct yourself differently next time. A productive IEP will skew negative and stressful in general, so you might need to change your expectations. I hope you keep the bad mouthing of other advocates and parents to yourself though, it’s really not a good look for a teacher.

I'm not the person you are talking to but you are way out of line. Teachers and parents should be a team and there should be respect on both sides. This is part of the problem in SPED right now...acting like educators are the enemy. Parents and teachers should be kind to one another. SMH! Teachers aren't out to get you or your kids. You need to change your attitude.

They are often out to do the bare minimum though; Teachers and staff complain about kids and parents and workload on here all the time. I have a long list of accommodations for my child and only one was ever implemented correctly without having to go back to the teachers during the year. I've had teachers insult me on the first month because they don't think my kid needs their accommodation and they've only known the child for less than 30 days. We still have to work with these teachers and staff for the benefit of our children even if they are rude and judgmental. It is certainly not just a one-sided issue with parents against staff. Many staff think they know what's best for these children based on the first three weeks of school. Even conferences aren't as early as special ed meetings. For anyone to go into a meeting with preconceived ideas of how it will go and how the child is as a whole human is assuming too much about the child and the meeting. People interject all the time. This isn't being very rude. Some people run on and take up the entire meeting. The rest of that teacher's post is just opinion. There was no real out of control behavior and I've seen parents yell at our school before and teachers for that matter too. Some staff has been helpful the whole way for my kid but others while they weren't out to get my kid, weren't out to help my kid either. If teachers and administrators can be that dissatisfied with their job with regular ed kids, they are more than disinterested in working with many special ed kids. Callie should not have published the documents or took them, but there was a reason FCPS was sued and has to pay compensatory services. Perhaps this person Callie is combative and that doesn't help situations she works with, but it also doesn't help families to have their child's private information just given out like this without care. These are two different issues. If this person really was such a bother, why did she get so much information so easily?

Parents complain on here non stop...and yeah we still need to work with you too even when you are rude and condescending. What's your point-you seem all over the place. I think what parents like you forget is schools are not there for just one child. Schools are there for all kids but once there is an IEP parents think teachers owe them the world. NO and you know what I'm a teacher if a parent yells at me they should prepare for me to go back at them-I do not tolerate disrespect and teachers do not work for parents. You seem like you have trouble seeing other sides to things and realizing the world does not revolve around you and your child.

Actually you do work for the parents since taxes pay your salary.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh. While I sympathize, this woman has wreaked operational havoc on the schools her children have attended. I know one AP who spent her summer dealing with document requests from her instead of working on things that were needed to open school in the fall.

She was an "advocate" for one of the students in my lower ES class. She and the mom of the child were nasty from the second we sat down in an initial meeting. I typically walk into a meeting and present a pleasant greeting and small talk. Neither would make eye contact, let alone smile. They interrupted and they looked for any opportunity to find a "gotcha" moment. I remember trying to point out some positives about the child's academic work and they didn't want to hear it. It was all very negative and stressful when all I wanted to do was work with the parent in support of the child.

Nobody owes you pleasantries especially during a stressful time. Your focus once you walk in that room should be identifying problems and solutions to help that child. The parent (or child if they are present) should be the lead voice of the meeting, if they find it necessary to interrupt anyone then so be it. Sounds like you weren’t being helpful and they were trying to best utilize the time and keep the focus on identifying concerns and solutions. An advocate is there to help advocate for the child/parent and step in when they need to keep the focus on problems and solutions, it sounds like they did that. If something offended you then you should use it as a learning experience for how to conduct yourself differently next time. A productive IEP will skew negative and stressful in general, so you might need to change your expectations. I hope you keep the bad mouthing of other advocates and parents to yourself though, it’s really not a good look for a teacher.

I'm not the person you are talking to but you are way out of line. Teachers and parents should be a team and there should be respect on both sides. This is part of the problem in SPED right now...acting like educators are the enemy. Parents and teachers should be kind to one another. SMH! Teachers aren't out to get you or your kids. You need to change your attitude.

They are often out to do the bare minimum though; Teachers and staff complain about kids and parents and workload on here all the time. I have a long list of accommodations for my child and only one was ever implemented correctly without having to go back to the teachers during the year. I've had teachers insult me on the first month because they don't think my kid needs their accommodation and they've only known the child for less than 30 days. We still have to work with these teachers and staff for the benefit of our children even if they are rude and judgmental. It is certainly not just a one-sided issue with parents against staff. Many staff think they know what's best for these children based on the first three weeks of school. Even conferences aren't as early as special ed meetings. For anyone to go into a meeting with preconceived ideas of how it will go and how the child is as a whole human is assuming too much about the child and the meeting. People interject all the time. This isn't being very rude. Some people run on and take up the entire meeting. The rest of that teacher's post is just opinion. There was no real out of control behavior and I've seen parents yell at our school before and teachers for that matter too. Some staff has been helpful the whole way for my kid but others while they weren't out to get my kid, weren't out to help my kid either. If teachers and administrators can be that dissatisfied with their job with regular ed kids, they are more than disinterested in working with many special ed kids. Callie should not have published the documents or took them, but there was a reason FCPS was sued and has to pay compensatory services. Perhaps this person Callie is combative and that doesn't help situations she works with, but it also doesn't help families to have their child's private information just given out like this without care. These are two different issues. If this person really was such a bother, why did she get so much information so easily?

Parents complain on here non stop...and yeah we still need to work with you too even when you are rude and condescending. What's your point-you seem all over the place. I think what parents like you forget is schools are not there for just one child. Schools are there for all kids but once there is an IEP parents think teachers owe them the world. NO and you know what I'm a teacher if a parent yells at me they should prepare for me to go back at them-I do not tolerate disrespect and teachers do not work for parents. You seem like you have trouble seeing other sides to things and realizing the world does not revolve around you and your child.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh. While I sympathize, this woman has wreaked operational havoc on the schools her children have attended. I know one AP who spent her summer dealing with document requests from her instead of working on things that were needed to open school in the fall.

She was an "advocate" for one of the students in my lower ES class. She and the mom of the child were nasty from the second we sat down in an initial meeting. I typically walk into a meeting and present a pleasant greeting and small talk. Neither would make eye contact, let alone smile. They interrupted and they looked for any opportunity to find a "gotcha" moment. I remember trying to point out some positives about the child's academic work and they didn't want to hear it. It was all very negative and stressful when all I wanted to do was work with the parent in support of the child.

Nobody owes you pleasantries especially during a stressful time. Your focus once you walk in that room should be identifying problems and solutions to help that child. The parent (or child if they are present) should be the lead voice of the meeting, if they find it necessary to interrupt anyone then so be it. Sounds like you weren’t being helpful and they were trying to best utilize the time and keep the focus on identifying concerns and solutions. An advocate is there to help advocate for the child/parent and step in when they need to keep the focus on problems and solutions, it sounds like they did that. If something offended you then you should use it as a learning experience for how to conduct yourself differently next time. A productive IEP will skew negative and stressful in general, so you might need to change your expectations. I hope you keep the bad mouthing of other advocates and parents to yourself though, it’s really not a good look for a teacher.

I'm not the person you are talking to but you are way out of line. Teachers and parents should be a team and there should be respect on both sides. This is part of the problem in SPED right now...acting like educators are the enemy. Parents and teachers should be kind to one another. SMH! Teachers aren't out to get you or your kids. You need to change your attitude.

They are often out to do the bare minimum though; Teachers and staff complain about kids and parents and workload on here all the time. I have a long list of accommodations for my child and only one was ever implemented correctly without having to go back to the teachers during the year. I've had teachers insult me on the first month because they don't think my kid needs their accommodation and they've only known the child for less than 30 days. We still have to work with these teachers and staff for the benefit of our children even if they are rude and judgmental. It is certainly not just a one-sided issue with parents against staff. Many staff think they know what's best for these children based on the first three weeks of school. Even conferences aren't as early as special ed meetings. For anyone to go into a meeting with preconceived ideas of how it will go and how the child is as a whole human is assuming too much about the child and the meeting. People interject all the time. This isn't being very rude. Some people run on and take up the entire meeting. The rest of that teacher's post is just opinion. There was no real out of control behavior and I've seen parents yell at our school before and teachers for that matter too. Some staff has been helpful the whole way for my kid but others while they weren't out to get my kid, weren't out to help my kid either. If teachers and administrators can be that dissatisfied with their job with regular ed kids, they are more than disinterested in working with many special ed kids. Callie should not have published the documents or took them, but there was a reason FCPS was sued and has to pay compensatory services. Perhaps this person Callie is combative and that doesn't help situations she works with, but it also doesn't help families to have their child's private information just given out like this without care. These are two different issues. If this person really was such a bother, why did she get so much information so easily?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh. While I sympathize, this woman has wreaked operational havoc on the schools her children have attended. I know one AP who spent her summer dealing with document requests from her instead of working on things that were needed to open school in the fall.

She was an "advocate" for one of the students in my lower ES class. She and the mom of the child were nasty from the second we sat down in an initial meeting. I typically walk into a meeting and present a pleasant greeting and small talk. Neither would make eye contact, let alone smile. They interrupted and they looked for any opportunity to find a "gotcha" moment. I remember trying to point out some positives about the child's academic work and they didn't want to hear it. It was all very negative and stressful when all I wanted to do was work with the parent in support of the child.

Nobody owes you pleasantries especially during a stressful time. Your focus once you walk in that room should be identifying problems and solutions to help that child. The parent (or child if they are present) should be the lead voice of the meeting, if they find it necessary to interrupt anyone then so be it. Sounds like you weren’t being helpful and they were trying to best utilize the time and keep the focus on identifying concerns and solutions. An advocate is there to help advocate for the child/parent and step in when they need to keep the focus on problems and solutions, it sounds like they did that. If something offended you then you should use it as a learning experience for how to conduct yourself differently next time. A productive IEP will skew negative and stressful in general, so you might need to change your expectations. I hope you keep the bad mouthing of other advocates and parents to yourself though, it’s really not a good look for a teacher.

You sound insufferable PP. I am so glad I am not a teacher. You can be an advocate and not act like a jerk. Coming at people rudely immediately puts them on the defensive. In fact-this is common sense for anyone with any sort of interpersonal skills. You can be direct and respectful.

+ a million. I have a child with a physical disability that qualifies them for a 504 plan. I have noticed that parent and advocacy groups for this disability almost coach parents to go into the meetings combatively, like assuming the school is not going to meet their child’s needs before they even start. Then parents wonder why the meeting didn’t go so well. I go in with a smile and respectful attitude and everything goes smoothly. I don’t listen to those groups anymore because they don’t know my child and what my child needs. If I did what they advised it would lead to a breakdown of the relationships between parties that all need to be working together. This seems like common sense to me. You can catch more flies with honey….

yes!

Anonymous wrote:

Anonymous wrote:And for someone who was so positive you certainly found a lot of negatives on others. The parent took the time to meet and bring an advocate so it must have been serious. Maybe you sucked up all the positivity on the subject for yourself.

I never said the student didn’t need help and I certainly didn’t try to just paint a rosy picture, but any positive comment was negated. “Surely you must have helped him because he never would be able to accomplish this on his own”.

We met before the school year even started and they were scowling from the time they came into the classroom. They were angry and on the attack from the beginning. Not a good first impression and it does little to lay constructive groundwork.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh. While I sympathize, this woman has wreaked operational havoc on the schools her children have attended. I know one AP who spent her summer dealing with document requests from her instead of working on things that were needed to open school in the fall.

She was an "advocate" for one of the students in my lower ES class. She and the mom of the child were nasty from the second we sat down in an initial meeting. I typically walk into a meeting and present a pleasant greeting and small talk. Neither would make eye contact, let alone smile. They interrupted and they looked for any opportunity to find a "gotcha" moment. I remember trying to point out some positives about the child's academic work and they didn't want to hear it. It was all very negative and stressful when all I wanted to do was work with the parent in support of the child.

Nobody owes you pleasantries especially during a stressful time. Your focus once you walk in that room should be identifying problems and solutions to help that child. The parent (or child if they are present) should be the lead voice of the meeting, if they find it necessary to interrupt anyone then so be it. Sounds like you weren’t being helpful and they were trying to best utilize the time and keep the focus on identifying concerns and solutions. An advocate is there to help advocate for the child/parent and step in when they need to keep the focus on problems and solutions, it sounds like they did that. If something offended you then you should use it as a learning experience for how to conduct yourself differently next time. A productive IEP will skew negative and stressful in general, so you might need to change your expectations. I hope you keep the bad mouthing of other advocates and parents to yourself though, it’s really not a good look for a teacher.

I'm not the person you are talking to but you are way out of line. Teachers and parents should be a team and there should be respect on both sides. This is part of the problem in SPED right now...acting like educators are the enemy. Parents and teachers should be kind to one another. SMH! Teachers aren't out to get you or your kids. You need to change your attitude.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh. While I sympathize, this woman has wreaked operational havoc on the schools her children have attended. I know one AP who spent her summer dealing with document requests from her instead of working on things that were needed to open school in the fall.

She was an "advocate" for one of the students in my lower ES class. She and the mom of the child were nasty from the second we sat down in an initial meeting. I typically walk into a meeting and present a pleasant greeting and small talk. Neither would make eye contact, let alone smile. They interrupted and they looked for any opportunity to find a "gotcha" moment. I remember trying to point out some positives about the child's academic work and they didn't want to hear it. It was all very negative and stressful when all I wanted to do was work with the parent in support of the child.

Nobody owes you pleasantries especially during a stressful time. Your focus once you walk in that room should be identifying problems and solutions to help that child. The parent (or child if they are present) should be the lead voice of the meeting, if they find it necessary to interrupt anyone then so be it. Sounds like you weren’t being helpful and they were trying to best utilize the time and keep the focus on identifying concerns and solutions. An advocate is there to help advocate for the child/parent and step in when they need to keep the focus on problems and solutions, it sounds like they did that. If something offended you then you should use it as a learning experience for how to conduct yourself differently next time. A productive IEP will skew negative and stressful in general, so you might need to change your expectations. I hope you keep the bad mouthing of other advocates and parents to yourself though, it’s really not a good look for a teacher.

You sound insufferable PP. I am so glad I am not a teacher. You can be an advocate and not act like a jerk. Coming at people rudely immediately puts them on the defensive. In fact-this is common sense for anyone with any sort of interpersonal skills. You can be direct and respectful.

+ a million. I have a child with a physical disability that qualifies them for a 504 plan. I have noticed that parent and advocacy groups for this disability almost coach parents to go into the meetings combatively, like assuming the school is not going to meet their child’s needs before they even start. Then parents wonder why the meeting didn’t go so well. I go in with a smile and respectful attitude and everything goes smoothly. I don’t listen to those groups anymore because they don’t know my child and what my child needs. If I did what they advised it would lead to a breakdown of the relationships between parties that all need to be working together. This seems like common sense to me. You can catch more flies with honey….

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh. While I sympathize, this woman has wreaked operational havoc on the schools her children have attended. I know one AP who spent her summer dealing with document requests from her instead of working on things that were needed to open school in the fall.

She was an "advocate" for one of the students in my lower ES class. She and the mom of the child were nasty from the second we sat down in an initial meeting. I typically walk into a meeting and present a pleasant greeting and small talk. Neither would make eye contact, let alone smile. They interrupted and they looked for any opportunity to find a "gotcha" moment. I remember trying to point out some positives about the child's academic work and they didn't want to hear it. It was all very negative and stressful when all I wanted to do was work with the parent in support of the child.

Nobody owes you pleasantries especially during a stressful time. Your focus once you walk in that room should be identifying problems and solutions to help that child. The parent (or child if they are present) should be the lead voice of the meeting, if they find it necessary to interrupt anyone then so be it. Sounds like you weren’t being helpful and they were trying to best utilize the time and keep the focus on identifying concerns and solutions. An advocate is there to help advocate for the child/parent and step in when they need to keep the focus on problems and solutions, it sounds like they did that. If something offended you then you should use it as a learning experience for how to conduct yourself differently next time. A productive IEP will skew negative and stressful in general, so you might need to change your expectations. I hope you keep the bad mouthing of other advocates and parents to yourself though, it’s really not a good look for a teacher.

I'm not the person you are talking to but you are way out of line. Teachers and parents should be a team and there should be respect on both sides. This is part of the problem in SPED right now...acting like educators are the enemy. Parents and teachers should be kind to one another. SMH! Teachers aren't out to get you or your kids. You need to change your attitude.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh. While I sympathize, this woman has wreaked operational havoc on the schools her children have attended. I know one AP who spent her summer dealing with document requests from her instead of working on things that were needed to open school in the fall.

She was an "advocate" for one of the students in my lower ES class. She and the mom of the child were nasty from the second we sat down in an initial meeting. I typically walk into a meeting and present a pleasant greeting and small talk. Neither would make eye contact, let alone smile. They interrupted and they looked for any opportunity to find a "gotcha" moment. I remember trying to point out some positives about the child's academic work and they didn't want to hear it. It was all very negative and stressful when all I wanted to do was work with the parent in support of the child.

Nobody owes you pleasantries especially during a stressful time. Your focus once you walk in that room should be identifying problems and solutions to help that child. The parent (or child if they are present) should be the lead voice of the meeting, if they find it necessary to interrupt anyone then so be it. Sounds like you weren’t being helpful and they were trying to best utilize the time and keep the focus on identifying concerns and solutions. An advocate is there to help advocate for the child/parent and step in when they need to keep the focus on problems and solutions, it sounds like they did that. If something offended you then you should use it as a learning experience for how to conduct yourself differently next time. A productive IEP will skew negative and stressful in general, so you might need to change your expectations. I hope you keep the bad mouthing of other advocates and parents to yourself though, it’s really not a good look for a teacher.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Callie requests piles and piles and piles of information on a weekly basis, literally hoping for FCPS to slip up. When they do, she is gleeful and excited to share with the world.

The reality is, if staff wasn't wasting their time on her useless requests, they'd have more energy to validate all the other requests.

Should they have given her these files? Of course not. But unless staffing is way ramped up, these kinds of slip ups are inevitable.

Her buddy Tisler had a kid at my school. We literally designated multiple staff members both school based and central office JUST to work with her. They are birds of the same feather. So much time was taken away from students just to fulfill her demands. It's gross.

They are manipulative and conniving "advocates" and horrible human beings.

You actually think a parent requesting information for their child is the problem?

No, but that's not what she's doing, as PP indicated.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ugh. While I sympathize, this woman has wreaked operational havoc on the schools her children have attended. I know one AP who spent her summer dealing with document requests from her instead of working on things that were needed to open school in the fall.

She was an "advocate" for one of the students in my lower ES class. She and the mom of the child were nasty from the second we sat down in an initial meeting. I typically walk into a meeting and present a pleasant greeting and small talk. Neither would make eye contact, let alone smile. They interrupted and they looked for any opportunity to find a "gotcha" moment. I remember trying to point out some positives about the child's academic work and they didn't want to hear it. It was all very negative and stressful when all I wanted to do was work with the parent in support of the child.

Nobody owes you pleasantries especially during a stressful time. Your focus once you walk in that room should be identifying problems and solutions to help that child. The parent (or child if they are present) should be the lead voice of the meeting, if they find it necessary to interrupt anyone then so be it. Sounds like you weren’t being helpful and they were trying to best utilize the time and keep the focus on identifying concerns and solutions. An advocate is there to help advocate for the child/parent and step in when they need to keep the focus on problems and solutions, it sounds like they did that. If something offended you then you should use it as a learning experience for how to conduct yourself differently next time. A productive IEP will skew negative and stressful in general, so you might need to change your expectations. I hope you keep the bad mouthing of other advocates and parents to yourself though, it’s really not a good look for a teacher.

You sound insufferable PP. I am so glad I am not a teacher. You can be an advocate and not act like a jerk. Coming at people rudely immediately puts them on the defensive. In fact-this is common sense for anyone with any sort of interpersonal skills. You can be direct and respectful.

Anonymous wrote:And for someone who was so positive you certainly found a lot of negatives on others. The parent took the time to meet and bring an advocate so it must have been serious. Maybe you sucked up all the positivity on the subject for yourself.

Anonymous wrote:

Anonymous wrote:Callie requests piles and piles and piles of information on a weekly basis, literally hoping for FCPS to slip up. When they do, she is gleeful and excited to share with the world.

The reality is, if staff wasn't wasting their time on her useless requests, they'd have more energy to validate all the other requests.

Should they have given her these files? Of course not. But unless staffing is way ramped up, these kinds of slip ups are inevitable.

Her buddy Tisler had a kid at my school. We literally designated multiple staff members both school based and central office JUST to work with her. They are birds of the same feather. So much time was taken away from students just to fulfill her demands. It's gross.

They are manipulative and conniving "advocates" and horrible human beings.

Stop blaming her for your incompetence, Gatehouse. Those records should never have been released. Period. She can ask for all the crap she wants. It's a public school and she's a parent and member of the public, even if she sounds like an annoying one. Getting defensive isn't going to make things better.

Anonymous wrote:Callie requests piles and piles and piles of information on a weekly basis, literally hoping for FCPS to slip up. When they do, she is gleeful and excited to share with the world.

The reality is, if staff wasn't wasting their time on her useless requests, they'd have more energy to validate all the other requests.

Should they have given her these files? Of course not. But unless staffing is way ramped up, these kinds of slip ups are inevitable.

Her buddy Tisler had a kid at my school. We literally designated multiple staff members both school based and central office JUST to work with her. They are birds of the same feather. So much time was taken away from students just to fulfill her demands. It's gross.

They are manipulative and conniving "advocates" and horrible human beings.