I'd love to know what goes in to prepping the teachers to push back. We've only had one IEP meeting, but all through my child's 8 years we've heard all sorts of complaints from teachers about lack of focus, etc. All of the supporting documentation and professional observation going into the IEP meeting supported this, and many conversations with the teacher about the problem (initiated by her, because there was a problem) and we sat there during the IEP as she told everyone in the room my son had zero issues. My blood still boils thinking about it as we were told we need a neuropsych before they'd approve anything. What do the families who can't afford a neuropsych do?

Not many people noticed but Betty Devos and Trump reversed many of the gains that Special Ed parent made during Obama era, and funding to many Special Ed program was cancelled.

Anonymous wrote:I am with you on feeling like crap. I usually cry the whole way home. And we’ve had mostly supportive teams over the years. I think it is a combination of many factors:
-feeling like you have to advocate and fight for every little thing
-feeling like you can’t really trust the rest of the team because they have agendas that aren’t aligned with yours- even though these are the people you trust with your vulnerable child each school day
-talking about the worst aspects of your child’s struggles in a really blunt way
-recognizing that there is no way to ever get to optimal education

But after I console myself with wine and chocolate I remember how far we’ve come and the teachers and administrators who have helped along the way.

I can really relate to the bolded parts. All the folks in our IEP teams so far have been kind, well-intentioned people. But there is often a gap between what I think my son needs and what they feel they can offer. And I often feel bad asking for "so much", especially when I see other kids who need as much or more support as my son and the district is giving them so little, or too much of the wrong thing. But you have to take the info available to you and decide on what you think your child needs, and advocate for that. I don't see what else parents can do.

"Public schools really need to stick to the "least restrictive environment" component to IDEA.
As a related service provider, I can tell you that many families don't want their kid taken away from regular ed peers while others feel like more hours will result in more progress (not always in my experience).
I have worked for MCPS, DCPS and PGCPS and never have I experienced special ed teams trying to give minimal services.
Just last week we met about a kid who has scored in the low end of average for all areas but kept his services in place because we thought the progress was because of the supports but we also want him to be in the classroom as much as possible as his abilities increase, so it is a careful balance.
Trust me, educators want kids to learn.
If anything, we try to make sure kids who aren't progressing are placed in appropriate programs but those decisions are made at higher levels"

You obviously have never worked with twice exceptional students. Trust me, educators don't care if kids don't learn so long as they can score at minimally acceptable levels so that the school's numbers don't look bad. I have never once, in 8 years of advocating for my child, heard an educator say "oh, we can't have him not be challenged. We'll make sure that we do something about that." Never. I have heard plenty of "oh, he doesn't need that - he's working at grade level."

I"m going into an IEP meeting soon and am having all the triggers for the bad feelings. Terrible.

Always, even when I what I want , even with an advocate and now a lawyer too. Before meetings I always pre-game with a couple of Advil, a lot of coffee, and ice water. I agree with the pp that it's the feeling that you are doing battle (my feeling anyway) and that you can't trust school officials to be on your kid's side.

Anonymous wrote:

Anonymous wrote:Public schools really need to stick to the "least restrictive environment" component to IDEA.
As a related service provider, I can tell you that many families don't want their kid taken away from regular ed peers while others feel like more hours will result in more progress (not always in my experience).
I have worked for MCPS, DCPS and PGCPS and never have I experienced special ed teams trying to give minimal services.
Just last week we met about a kid who has scored in the low end of average for all areas but kept his services in place because we thought the progress was because of the supports but we also want him to be in the classroom as much as possible as his abilities increase, so it is a careful balance.
Trust me, educators want kids to learn.
If anything, we try to make sure kids who aren't progressing are placed in appropriate programs but those decisions are made at higher levels than the school based team.

I had a fantastic experience with my MCPS IEP team. As you said, when a placement should occur it is made at a level higher than the school team. The school team and I both agreed that my son needed an alternative placement. The principal created a roadmap for how to get central office on board with the plan. Whenever I would get frustrated with the speed at which the IEP was moving, he kept reminding me of the end game. It took 6 months to get the alternative placement. My son is now doing fantastic.

My kid has been at several different schools and I found that the principal makes the biggest difference. If he or she makes special ed a priority, staff will too, and central office will be more willing to provide resources.

I have PTSD from all the negative experiences in our IEP meetings. I feel like I need to down a couple chardonnays before AND after just to get through it.

Anonymous wrote:Public schools really need to stick to the "least restrictive environment" component to IDEA.
As a related service provider, I can tell you that many families don't want their kid taken away from regular ed peers while others feel like more hours will result in more progress (not always in my experience).
I have worked for MCPS, DCPS and PGCPS and never have I experienced special ed teams trying to give minimal services.
Just last week we met about a kid who has scored in the low end of average for all areas but kept his services in place because we thought the progress was because of the supports but we also want him to be in the classroom as much as possible as his abilities increase, so it is a careful balance.
Trust me, educators want kids to learn.
If anything, we try to make sure kids who aren't progressing are placed in appropriate programs but those decisions are made at higher levels than the school based team.

I had a fantastic experience with my MCPS IEP team. As you said, when a placement should occur it is made at a level higher than the school team. The school team and I both agreed that my son needed an alternative placement. The principal created a roadmap for how to get central office on board with the plan. Whenever I would get frustrated with the speed at which the IEP was moving, he kept reminding me of the end game. It took 6 months to get the alternative placement. My son is now doing fantastic.

Anonymous wrote:

Anonymous wrote:Public schools really need to stick to the "least restrictive environment" component to IDEA.
As a related service provider, I can tell you that many families don't want their kid taken away from regular ed peers while others feel like more hours will result in more progress (not always in my experience).
I have worked for MCPS, DCPS and PGCPS and never have I experienced special ed teams trying to give minimal services.
Just last week we met about a kid who has scored in the low end of average for all areas but kept his services in place because we thought the progress was because of the supports but we also want him to be in the classroom as much as possible as his abilities increase, so it is a careful balance.
Trust me, educators want kids to learn.
If anything, we try to make sure kids who aren't progressing are placed in appropriate programs but those decisions are made at higher levels than the school based team.

This. I’m a teacher and I have to agree, that the least restrictive is best. They are professionals (believe it or not) and they are not out to get you or your child.

As a parent, my experience is different. Never, in all the IEP meetings I have attended,did my DC’s school offer things. We had to ask and they accepted. We had to do the investigation and research and figure it all out and provide back up for everything. We even had to initiate the initial review and it turned out he is in one of the most severe ranges of his LDs. He is not a borderline case. My experience has made me hyper vigilant as a result.

Good for you, OP. You should feel proud of yourself.

They are exhausting even when they go well, OP. It's not fun to have to assert yourself and plead for things for your child and always feel that the bare minimum/status quo is all that is offered.

Anonymous wrote:Public schools really need to stick to the "least restrictive environment" component to IDEA.
As a related service provider, I can tell you that many families don't want their kid taken away from regular ed peers while others feel like more hours will result in more progress (not always in my experience).
I have worked for MCPS, DCPS and PGCPS and never have I experienced special ed teams trying to give minimal services.
Just last week we met about a kid who has scored in the low end of average for all areas but kept his services in place because we thought the progress was because of the supports but we also want him to be in the classroom as much as possible as his abilities increase, so it is a careful balance.
Trust me, educators want kids to learn.
If anything, we try to make sure kids who aren't progressing are placed in appropriate programs but those decisions are made at higher levels than the school based team.

Nice to hear some districts do the right thing. Arlington is the WORST.