Anonymous wrote:

Anonymous wrote:

Anonymous wrote:You need to get the principal to step in and come up with an intermediary solution while a different placement is being worked on. This is not good for your kid to be constantly not meeting expectations. There are all sorts of solutions. They can send an extra person into the classroom to help manage things, like a student teacher or the school psychologist or assistant principal. They can make your child principal for the day, and have them shadow the principal, to give them a break from the classroom environment, which sounds to be stressful. Or gym teacher for the day. They can pull your child out of the classroom if there is a particular time of day or triggering event that is difficult, perhaps having the school psychologist spend one on one time with them. They can brainstorm and come up with new and better figits, if that’s something that may be useful. These are all things that our public school did when DC was having behavioral problems in elementary school.

It depends on what you mean by misbehaves. If your child has a BIP seems like most incidents are disruptive somehow. Can you elaborate? Are you seeking a new placement?
These are good stop gap measures but first you need to figure out yourself what you think of the current placement and what your goals are here. Your goals cannot be to just stop the emails because obviously there's stuff going on that the teacher feels compelled to write about. Either the teacher needs help, your child needs help or your child needs a new placement.

OP here. The reported behaviors are:

-used glue stick as chapstick and put it all over his face
-ate play doh

Wow, this sounds bad. I understand the teacher wants to inform you.
-went into girls bathroom
-throwing paper towels on the ground
-scribbling on desk
-drawing on self
-taking another child’s food and/or water bottle
-drinking the teacher’s coffee
-repeatedly touching the classroom TV
-refusing to sit down at his desk or join circle time
-tearing his papers instead of turning them in or doing them
-putting hand soap in his water bottle and shaking it in order to create bubbles
-opening and closing the window in the classroom
-wanting to play with blocks instead of doing the classroom work

Anonymous wrote:Telling a parent verbally at pick up isn’t documenting. The school is doing this to avoid documenting how they are failing your child.

Anonymous wrote:

Anonymous wrote:You need to get the principal to step in and come up with an intermediary solution while a different placement is being worked on. This is not good for your kid to be constantly not meeting expectations. There are all sorts of solutions. They can send an extra person into the classroom to help manage things, like a student teacher or the school psychologist or assistant principal. They can make your child principal for the day, and have them shadow the principal, to give them a break from the classroom environment, which sounds to be stressful. Or gym teacher for the day. They can pull your child out of the classroom if there is a particular time of day or triggering event that is difficult, perhaps having the school psychologist spend one on one time with them. They can brainstorm and come up with new and better figits, if that’s something that may be useful. These are all things that our public school did when DC was having behavioral problems in elementary school.

It depends on what you mean by misbehaves. If your child has a BIP seems like most incidents are disruptive somehow. Can you elaborate? Are you seeking a new placement?
These are good stop gap measures but first you need to figure out yourself what you think of the current placement and what your goals are here. Your goals cannot be to just stop the emails because obviously there's stuff going on that the teacher feels compelled to write about. Either the teacher needs help, your child needs help or your child needs a new placement.

Anonymous wrote:I’m so sorry. She does not need to do this. It’s pretty useless and just makes you feel awful. Who is it helping?

I’d say, yes, this is an inappropriate placement for him. We are working on getting him a better one. Every time. In a nice, non-commital, sunny voice. Smile. Repeat.

Anonymous wrote:

Anonymous wrote:I'd follow up with an email to the teacher, case manager, and special ed coordinator. "Thanks so much for telling me about X on Monday and Y on Tuesday. Could you please tell me how she responded to [interventions required by BIP]? If the BIP is not currently effective, please let me know when the school can meet to discuss revisions."

Great answer.
It's positive and helpful. I would avoid giving the teacher advice about how to communicate. That will just make things worse.

Anonymous wrote:I know how bad this feels having gone through it myself. But it really is a gift. If you want a different placement and the team is not supporting you, it will be up to you to make it happen. You are being given a ton of evidence to support your request without even asking for it. Find a way to document it and organize it so that you are ready next time you meet with your IEP team.

FWIW, it took probably six months to get my son’s placement moved once it became apparent that gen ed was not going to work. But once it changed, the daily reports stopped. Special placements recognize how traumatizing it is to get bad reports.

Anonymous wrote:You need to get the principal to step in and come up with an intermediary solution while a different placement is being worked on. This is not good for your kid to be constantly not meeting expectations. There are all sorts of solutions. They can send an extra person into the classroom to help manage things, like a student teacher or the school psychologist or assistant principal. They can make your child principal for the day, and have them shadow the principal, to give them a break from the classroom environment, which sounds to be stressful. Or gym teacher for the day. They can pull your child out of the classroom if there is a particular time of day or triggering event that is difficult, perhaps having the school psychologist spend one on one time with them. They can brainstorm and come up with new and better figits, if that’s something that may be useful. These are all things that our public school did when DC was having behavioral problems in elementary school.

Anonymous wrote:I'd follow up with an email to the teacher, case manager, and special ed coordinator. "Thanks so much for telling me about X on Monday and Y on Tuesday. Could you please tell me how she responded to [interventions required by BIP]? If the BIP is not currently effective, please let me know when the school can meet to discuss revisions."

Anonymous wrote:I'd follow up with an email to the teacher, case manager, and special ed coordinator. "Thanks so much for telling me about X on Monday and Y on Tuesday. Could you please tell me how she responded to [interventions required by BIP]? If the BIP is not currently effective, please let me know when the school can meet to discuss revisions."

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:When I was teaching and new, I did this and was asked by my principal to stop. I did not realize that it was demoralizing to the parent. I am glad that I was told. I would advise that you email everyone on the IEP team weekly and say that you understand that there were X instances of whatever behavior happening this week and then say what should have happened as a result according to the plans.

You should ask the teacher to email you so you can find out what you need to know when you are ready to hear or, or she can use a daily communication sheet. Explain that it is hate to hear every day, just as you have here. She is likely overwhelmed and it makes her feel better to be passing the information on, but that’s not your problem. Ask to hear good things, too. I also imagine your kid is hearing all this negative information being passed on and that’s not okay. He’s doing the best he can.

At the end of the quarter insist on an in-person meeting to go over the placement. Go up the chain of command if you get stonewalled. Principals hate for central office or school board members to get involved.

I had the opposite experience teaching- I was told by my administration to document everything.

Similar experience here. The parents had asked for more frequent updates so I started sending home daily emails. Then about two months later we were in a meeting and the dad asked me to stop and said it was too much every day. I wasn’t a parent at the time and didn’t realize how my emails were coming across to them. If you feel like you can approach the teacher about how she communicates this info, I would start there. She probably has no idea how this is impacting you. I’m sorry and hope things improve soon.

Anonymous wrote:

Anonymous wrote:When I was teaching and new, I did this and was asked by my principal to stop. I did not realize that it was demoralizing to the parent. I am glad that I was told. I would advise that you email everyone on the IEP team weekly and say that you understand that there were X instances of whatever behavior happening this week and then say what should have happened as a result according to the plans.

You should ask the teacher to email you so you can find out what you need to know when you are ready to hear or, or she can use a daily communication sheet. Explain that it is hate to hear every day, just as you have here. She is likely overwhelmed and it makes her feel better to be passing the information on, but that’s not your problem. Ask to hear good things, too. I also imagine your kid is hearing all this negative information being passed on and that’s not okay. He’s doing the best he can.

At the end of the quarter insist on an in-person meeting to go over the placement. Go up the chain of command if you get stonewalled. Principals hate for central office or school board members to get involved.

I had the opposite experience teaching- I was told by my administration to document everything.