Anonymous wrote:

Anonymous wrote:Keep in mind that come senior year, very few courses will even be available as team taught. My kid is taking mostly electives since his school doesn't offer team taught for anything other than 12th grade English. Building confidence through taking some classes without those supports may open some doors in later grades so your kid can take more academic classes.

Why is this the case? Does FCPS think students with disabilities aren’t college bound? I was recently warned about this in my 9th grader’s IEP meeting and it makes zero sense, but has potential to hold back a high potential child with low to medium support needs.

There are only so many special ed teachers, so they prioritize putting them in core courses and not electives. The one place it has been an issue for my junior was in Spanish, which is considered an elective but it necessary for the advanced diploma. After Spanish 2, he dropped Spanish because of the lack of support and won't get the advanced diploma as a result. It is frustrating, but he is focusing on the subjects that he enjoys more and where he doesn't need supports.

Anonymous wrote:Keep in mind that come senior year, very few courses will even be available as team taught. My kid is taking mostly electives since his school doesn't offer team taught for anything other than 12th grade English. Building confidence through taking some classes without those supports may open some doors in later grades so your kid can take more academic classes.

Why is this the case? Does FCPS think students with disabilities aren’t college bound? I was recently warned about this in my 9th grader’s IEP meeting and it makes zero sense, but has potential to hold back a high potential child with low to medium support needs.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. My kid has writing and comprehension goals. FCPS wants to change both those goals and keep them in a Team Taught class for English, Math, History and Science (speaking for next year). We feel that the goals should and can be changed (no issue there) but kid can stay in ONE Team Taught class (History) and be moved to non team taught for Science and English. History works on both the comprehension and the writing skills. Kid doesn't need to be in ALL team taught classes for those goals to be met. However, case manager should ensure that those skills continue to be worked on in English and Science (by checking in with teachers).

So you want general education teachers delivering specialized instruction in English and Science to meet IEP goals. Yeah, no. That’s not how this works.

OMG. Let is rest. No one is asking more from teachers. Relax. Just want to know what options I have for my kid who is NOT benefitting from Team Taught classrooms.

How do you know your kid is not benefiting from team taught classrooms? What data do you have to support this? It can’t just be “my kid doesn’t like the class.”

Op here. The data that I have is that he says the teacher never talks or checks in with him. He says they're mostly supporting kids with severe disabilities or controlling disruptive kids. He says he sometimes has questions but the main teacher is able to answer those. And when he does want more support, he's not getting it because the sped teachers are preoccupied and they tell him to see them outside of class. Problem with that is after class/school, he has sport practice.

Then you have a possible service delivery issue. You need to contact the special education teacher to share your concerns about what your kid is reporting. You haven’t heard what’s happening from their standpoint. They need a chance to respond and if necessary, correct it.

There might be ways services are being delivered in class that your son is not even aware of. The sped teacher might be adjusting the material ahead of time for your son or providing other accommodations.

You need a conference—not an IEP meeting, but a conference to better understand what’s happening.

You may want to consider if your child just needs accommodations. Those can be given by any teacher and can be done through a 504 plan.

My DC was in team taught for English in HS, but still received his accommodations in all his other classes. Accommodations like: reader/scribe for assessments (he would go to the LD office for those), teacher notes, spelling did not count, use of simple calculator, electronic textbooks…. He did not receive different instruction those classes just his accommodations.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. My kid has writing and comprehension goals. FCPS wants to change both those goals and keep them in a Team Taught class for English, Math, History and Science (speaking for next year). We feel that the goals should and can be changed (no issue there) but kid can stay in ONE Team Taught class (History) and be moved to non team taught for Science and English. History works on both the comprehension and the writing skills. Kid doesn't need to be in ALL team taught classes for those goals to be met. However, case manager should ensure that those skills continue to be worked on in English and Science (by checking in with teachers).

So you want general education teachers delivering specialized instruction in English and Science to meet IEP goals. Yeah, no. That’s not how this works.

OMG. Let is rest. No one is asking more from teachers. Relax. Just want to know what options I have for my kid who is NOT benefitting from Team Taught classrooms.

How do you know your kid is not benefiting from team taught classrooms? What data do you have to support this? It can’t just be “my kid doesn’t like the class.”

Op here. The data that I have is that he says the teacher never talks or checks in with him. He says they're mostly supporting kids with severe disabilities or controlling disruptive kids. He says he sometimes has questions but the main teacher is able to answer those. And when he does want more support, he's not getting it because the sped teachers are preoccupied and they tell him to see them outside of class. Problem with that is after class/school, he has sport practice.

Not the person you are responding to, but just know that one of the reasons the regular teacher can help your kid more easily is because the other teacher is managing behavior. Nothing wrong with a teacher saying to come during study hall for extra help. I will tell you my kid has done both. (I mentioned the AP this year) and there is more support in team taught, some of which you take for granted. Give it a try for next year, but you cannot have both worlds. You cannot expect the goals in regular classes.

OP, my kid is an AP class with 1 teacher that has some behavioral issues. It happens. You can certainly try non-team taught next year, but just know behavior issues can happen anywhere and you may not be aware of some extra attention your kid is getting in team taught.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. My kid has writing and comprehension goals. FCPS wants to change both those goals and keep them in a Team Taught class for English, Math, History and Science (speaking for next year). We feel that the goals should and can be changed (no issue there) but kid can stay in ONE Team Taught class (History) and be moved to non team taught for Science and English. History works on both the comprehension and the writing skills. Kid doesn't need to be in ALL team taught classes for those goals to be met. However, case manager should ensure that those skills continue to be worked on in English and Science (by checking in with teachers).

So you want general education teachers delivering specialized instruction in English and Science to meet IEP goals. Yeah, no. That’s not how this works.

OMG. Let is rest. No one is asking more from teachers. Relax. Just want to know what options I have for my kid who is NOT benefitting from Team Taught classrooms.

How do you know your kid is not benefiting from team taught classrooms? What data do you have to support this? It can’t just be “my kid doesn’t like the class.”

Op here. The data that I have is that he says the teacher never talks or checks in with him. He says they're mostly supporting kids with severe disabilities or controlling disruptive kids. He says he sometimes has questions but the main teacher is able to answer those. And when he does want more support, he's not getting it because the sped teachers are preoccupied and they tell him to see them outside of class. Problem with that is after class/school, he has sport practice.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. My kid has writing and comprehension goals. FCPS wants to change both those goals and keep them in a Team Taught class for English, Math, History and Science (speaking for next year). We feel that the goals should and can be changed (no issue there) but kid can stay in ONE Team Taught class (History) and be moved to non team taught for Science and English. History works on both the comprehension and the writing skills. Kid doesn't need to be in ALL team taught classes for those goals to be met. However, case manager should ensure that those skills continue to be worked on in English and Science (by checking in with teachers).

So you want general education teachers delivering specialized instruction in English and Science to meet IEP goals. Yeah, no. That’s not how this works.

OMG. Let is rest. No one is asking more from teachers. Relax. Just want to know what options I have for my kid who is NOT benefitting from Team Taught classrooms.

How do you know your kid is not benefiting from team taught classrooms? What data do you have to support this? It can’t just be “my kid doesn’t like the class.”

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. My kid has writing and comprehension goals. FCPS wants to change both those goals and keep them in a Team Taught class for English, Math, History and Science (speaking for next year). We feel that the goals should and can be changed (no issue there) but kid can stay in ONE Team Taught class (History) and be moved to non team taught for Science and English. History works on both the comprehension and the writing skills. Kid doesn't need to be in ALL team taught classes for those goals to be met. However, case manager should ensure that those skills continue to be worked on in English and Science (by checking in with teachers).

So you want general education teachers delivering specialized instruction in English and Science to meet IEP goals. Yeah, no. That’s not how this works.

OMG. Let is rest. No one is asking more from teachers. Relax. Just want to know what options I have for my kid who is NOT benefitting from Team Taught classrooms.

So if he’s passing and doing well without the benefits from the services in the IEP, why do you care that he keep the goals?