Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Another teacher here. I can tell you when parents start calling meeting with admin and making it clear a kid in class is having huge impact, that’s when they address it. Make clear the teacher is doing what they can but your son is still impacted negatively. I have seen this myself; we as teachers can’t do anything about their placement even if we say it’s impacting the other kids but when you get 3-4 parents getting loud about it, it moves the needle.

OP here. This is possibly what got this child moved into a new classroom—parents in his original classroom going to admin. Did not consider that before. So what do they do: just move kids with extreme behavior disruptions from classroom to classroom as infinitum? Why doesn’t a child who needs this much help regulating impulses and emotions have an aide? This must be such drain on teachers and also no real help to the child.

I'm the PP from a different school, but parents complaining actually did get the child an aide, which I'm told has made things much better.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Another teacher here. I can tell you when parents start calling meeting with admin and making it clear a kid in class is having huge impact, that’s when they address it. Make clear the teacher is doing what they can but your son is still impacted negatively. I have seen this myself; we as teachers can’t do anything about their placement even if we say it’s impacting the other kids but when you get 3-4 parents getting loud about it, it moves the needle.

OP here. This is possibly what got this child moved into a new classroom—parents in his original classroom going to admin. Did not consider that before. So what do they do: just move kids with extreme behavior disruptions from classroom to classroom as infinitum? Why doesn’t a child who needs this much help regulating impulses and emotions have an aide? This must be such drain on teachers and also no real help to the child.

Why doesn't a child who needs this much help have an aide? 1) If a child is new to a school with no paperwork from an old school, new to the country or most often, new to school in general in kindergarten, a school cannot hold a domain meeting requesting an evaluation for 45 school days. 2) A crap ton of documentation and RTI has to happen before most evaluations will happen. 3) A 1:1 aide in a gen ed room, in my school at least, is considered the MOST restrictive environment, even more so than say being placed in an ED/BD room, that is possible. So schools don't like to use that option. 4) Aides are expensive. Districts don't like to pay for them 5) It is VERY difficult to find an aide to work with some of the kids who need them. When that aide has to follow a detailed BIP or crisis plan, it takes tremendous patience. It can also mean that aide putting themself in harm's way each day. How many people are just dying to get paid $11 an hour and get spit on or kicked? And then add in if you have a district that just doesn't want to deal with all this for one reason or the other? It means the kid in question doesn't get the help they need, the other kids and the staff suffers and it is a lose-lose situation.

OP here. I didn't know any of this--thank you. I didn't realize how hard it is for a child to be assigned an aide and how hard it is to find one. What is the answer here? A teacher already stretched thin with the demands of a full classroom, plus at least one or two kids whose needs and behavior dominate their attention--that feels terribly unfair to the teacher, the kids who need the extra assistance, and the rest of the class. My kid says the outburts are loud, sudden, and last a long time--he's on edge waiting for it, even when it isn't happening. I wonder how many other kids in the class feel the same? Not to mention all the hours of instruction interrupted.

Its life in public school. Not all kids are as perfect as yours. Most kids who need attention and supports don't get it and many of us pay a fortune privately in services or have to hire advocates or attorneys and basically sue. You can always transfer to a private.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Another teacher here. I can tell you when parents start calling meeting with admin and making it clear a kid in class is having huge impact, that’s when they address it. Make clear the teacher is doing what they can but your son is still impacted negatively. I have seen this myself; we as teachers can’t do anything about their placement even if we say it’s impacting the other kids but when you get 3-4 parents getting loud about it, it moves the needle.

OP here. This is possibly what got this child moved into a new classroom—parents in his original classroom going to admin. Did not consider that before. So what do they do: just move kids with extreme behavior disruptions from classroom to classroom as infinitum? Why doesn’t a child who needs this much help regulating impulses and emotions have an aide? This must be such drain on teachers and also no real help to the child.

Why doesn't a child who needs this much help have an aide? 1) If a child is new to a school with no paperwork from an old school, new to the country or most often, new to school in general in kindergarten, a school cannot hold a domain meeting requesting an evaluation for 45 school days. 2) A crap ton of documentation and RTI has to happen before most evaluations will happen. 3) A 1:1 aide in a gen ed room, in my school at least, is considered the MOST restrictive environment, even more so than say being placed in an ED/BD room, that is possible. So schools don't like to use that option. 4) Aides are expensive. Districts don't like to pay for them 5) It is VERY difficult to find an aide to work with some of the kids who need them. When that aide has to follow a detailed BIP or crisis plan, it takes tremendous patience. It can also mean that aide putting themself in harm's way each day. How many people are just dying to get paid $11 an hour and get spit on or kicked? And then add in if you have a district that just doesn't want to deal with all this for one reason or the other? It means the kid in question doesn't get the help they need, the other kids and the staff suffers and it is a lose-lose situation.

OP here. I didn't know any of this--thank you. I didn't realize how hard it is for a child to be assigned an aide and how hard it is to find one. What is the answer here? A teacher already stretched thin with the demands of a full classroom, plus at least one or two kids whose needs and behavior dominate their attention--that feels terribly unfair to the teacher, the kids who need the extra assistance, and the rest of the class. My kid says the outburts are loud, sudden, and last a long time--he's on edge waiting for it, even when it isn't happening. I wonder how many other kids in the class feel the same? Not to mention all the hours of instruction interrupted.

Its life in public school. Not all kids are as perfect as yours. Most kids who need attention and supports don't get it and many of us pay a fortune privately in services or have to hire advocates or attorneys and basically sue. You can always transfer to a private.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Another teacher here. I can tell you when parents start calling meeting with admin and making it clear a kid in class is having huge impact, that’s when they address it. Make clear the teacher is doing what they can but your son is still impacted negatively. I have seen this myself; we as teachers can’t do anything about their placement even if we say it’s impacting the other kids but when you get 3-4 parents getting loud about it, it moves the needle.

OP here. This is possibly what got this child moved into a new classroom—parents in his original classroom going to admin. Did not consider that before. So what do they do: just move kids with extreme behavior disruptions from classroom to classroom as infinitum? Why doesn’t a child who needs this much help regulating impulses and emotions have an aide? This must be such drain on teachers and also no real help to the child.

Why doesn't a child who needs this much help have an aide? 1) If a child is new to a school with no paperwork from an old school, new to the country or most often, new to school in general in kindergarten, a school cannot hold a domain meeting requesting an evaluation for 45 school days. 2) A crap ton of documentation and RTI has to happen before most evaluations will happen. 3) A 1:1 aide in a gen ed room, in my school at least, is considered the MOST restrictive environment, even more so than say being placed in an ED/BD room, that is possible. So schools don't like to use that option. 4) Aides are expensive. Districts don't like to pay for them 5) It is VERY difficult to find an aide to work with some of the kids who need them. When that aide has to follow a detailed BIP or crisis plan, it takes tremendous patience. It can also mean that aide putting themself in harm's way each day. How many people are just dying to get paid $11 an hour and get spit on or kicked? And then add in if you have a district that just doesn't want to deal with all this for one reason or the other? It means the kid in question doesn't get the help they need, the other kids and the staff suffers and it is a lose-lose situation.

OP here. I didn't know any of this--thank you. I didn't realize how hard it is for a child to be assigned an aide and how hard it is to find one. What is the answer here? A teacher already stretched thin with the demands of a full classroom, plus at least one or two kids whose needs and behavior dominate their attention--that feels terribly unfair to the teacher, the kids who need the extra assistance, and the rest of the class. My kid says the outburts are loud, sudden, and last a long time--he's on edge waiting for it, even when it isn't happening. I wonder how many other kids in the class feel the same? Not to mention all the hours of instruction interrupted.

Its life in public school. Not all kids are as perfect as yours. Most kids who need attention and supports don't get it and many of us pay a fortune privately in services or have to hire advocates or attorneys and basically sue. You can always transfer to a private.

Anonymous wrote:

Anonymous wrote:Another teacher here. I can tell you when parents start calling meeting with admin and making it clear a kid in class is having huge impact, that’s when they address it. Make clear the teacher is doing what they can but your son is still impacted negatively. I have seen this myself; we as teachers can’t do anything about their placement even if we say it’s impacting the other kids but when you get 3-4 parents getting loud about it, it moves the needle.

OP here. This is possibly what got this child moved into a new classroom—parents in his original classroom going to admin. Did not consider that before. So what do they do: just move kids with extreme behavior disruptions from classroom to classroom as infinitum? Why doesn’t a child who needs this much help regulating impulses and emotions have an aide? This must be such drain on teachers and also no real help to the child.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Another teacher here. I can tell you when parents start calling meeting with admin and making it clear a kid in class is having huge impact, that’s when they address it. Make clear the teacher is doing what they can but your son is still impacted negatively. I have seen this myself; we as teachers can’t do anything about their placement even if we say it’s impacting the other kids but when you get 3-4 parents getting loud about it, it moves the needle.

OP here. This is possibly what got this child moved into a new classroom—parents in his original classroom going to admin. Did not consider that before. So what do they do: just move kids with extreme behavior disruptions from classroom to classroom as infinitum? Why doesn’t a child who needs this much help regulating impulses and emotions have an aide? This must be such drain on teachers and also no real help to the child.

Why doesn't a child who needs this much help have an aide? 1) If a child is new to a school with no paperwork from an old school, new to the country or most often, new to school in general in kindergarten, a school cannot hold a domain meeting requesting an evaluation for 45 school days. 2) A crap ton of documentation and RTI has to happen before most evaluations will happen. 3) A 1:1 aide in a gen ed room, in my school at least, is considered the MOST restrictive environment, even more so than say being placed in an ED/BD room, that is possible. So schools don't like to use that option. 4) Aides are expensive. Districts don't like to pay for them 5) It is VERY difficult to find an aide to work with some of the kids who need them. When that aide has to follow a detailed BIP or crisis plan, it takes tremendous patience. It can also mean that aide putting themself in harm's way each day. How many people are just dying to get paid $11 an hour and get spit on or kicked? And then add in if you have a district that just doesn't want to deal with all this for one reason or the other? It means the kid in question doesn't get the help they need, the other kids and the staff suffers and it is a lose-lose situation.

OP here. I didn't know any of this--thank you. I didn't realize how hard it is for a child to be assigned an aide and how hard it is to find one. What is the answer here? A teacher already stretched thin with the demands of a full classroom, plus at least one or two kids whose needs and behavior dominate their attention--that feels terribly unfair to the teacher, the kids who need the extra assistance, and the rest of the class. My kid says the outburts are loud, sudden, and last a long time--he's on edge waiting for it, even when it isn't happening. I wonder how many other kids in the class feel the same? Not to mention all the hours of instruction interrupted.

Its life in public school. Not all kids are as perfect as yours. Most kids who need attention and supports don't get it and many of us pay a fortune privately in services or have to hire advocates or attorneys and basically sue. You can always transfer to a private.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Another teacher here. I can tell you when parents start calling meeting with admin and making it clear a kid in class is having huge impact, that’s when they address it. Make clear the teacher is doing what they can but your son is still impacted negatively. I have seen this myself; we as teachers can’t do anything about their placement even if we say it’s impacting the other kids but when you get 3-4 parents getting loud about it, it moves the needle.

OP here. This is possibly what got this child moved into a new classroom—parents in his original classroom going to admin. Did not consider that before. So what do they do: just move kids with extreme behavior disruptions from classroom to classroom as infinitum? Why doesn’t a child who needs this much help regulating impulses and emotions have an aide? This must be such drain on teachers and also no real help to the child.

Why doesn't a child who needs this much help have an aide? 1) If a child is new to a school with no paperwork from an old school, new to the country or most often, new to school in general in kindergarten, a school cannot hold a domain meeting requesting an evaluation for 45 school days. 2) A crap ton of documentation and RTI has to happen before most evaluations will happen. 3) A 1:1 aide in a gen ed room, in my school at least, is considered the MOST restrictive environment, even more so than say being placed in an ED/BD room, that is possible. So schools don't like to use that option. 4) Aides are expensive. Districts don't like to pay for them 5) It is VERY difficult to find an aide to work with some of the kids who need them. When that aide has to follow a detailed BIP or crisis plan, it takes tremendous patience. It can also mean that aide putting themself in harm's way each day. How many people are just dying to get paid $11 an hour and get spit on or kicked? And then add in if you have a district that just doesn't want to deal with all this for one reason or the other? It means the kid in question doesn't get the help they need, the other kids and the staff suffers and it is a lose-lose situation.

OP here. I didn't know any of this--thank you. I didn't realize how hard it is for a child to be assigned an aide and how hard it is to find one. What is the answer here? A teacher already stretched thin with the demands of a full classroom, plus at least one or two kids whose needs and behavior dominate their attention--that feels terribly unfair to the teacher, the kids who need the extra assistance, and the rest of the class. My kid says the outburts are loud, sudden, and last a long time--he's on edge waiting for it, even when it isn't happening. I wonder how many other kids in the class feel the same? Not to mention all the hours of instruction interrupted.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Another teacher here. I can tell you when parents start calling meeting with admin and making it clear a kid in class is having huge impact, that’s when they address it. Make clear the teacher is doing what they can but your son is still impacted negatively. I have seen this myself; we as teachers can’t do anything about their placement even if we say it’s impacting the other kids but when you get 3-4 parents getting loud about it, it moves the needle.

OP here. This is possibly what got this child moved into a new classroom—parents in his original classroom going to admin. Did not consider that before. So what do they do: just move kids with extreme behavior disruptions from classroom to classroom as infinitum? Why doesn’t a child who needs this much help regulating impulses and emotions have an aide? This must be such drain on teachers and also no real help to the child.

Why doesn't a child who needs this much help have an aide? 1) If a child is new to a school with no paperwork from an old school, new to the country or most often, new to school in general in kindergarten, a school cannot hold a domain meeting requesting an evaluation for 45 school days. 2) A crap ton of documentation and RTI has to happen before most evaluations will happen. 3) A 1:1 aide in a gen ed room, in my school at least, is considered the MOST restrictive environment, even more so than say being placed in an ED/BD room, that is possible. So schools don't like to use that option. 4) Aides are expensive. Districts don't like to pay for them 5) It is VERY difficult to find an aide to work with some of the kids who need them. When that aide has to follow a detailed BIP or crisis plan, it takes tremendous patience. It can also mean that aide putting themself in harm's way each day. How many people are just dying to get paid $11 an hour and get spit on or kicked? And then add in if you have a district that just doesn't want to deal with all this for one reason or the other? It means the kid in question doesn't get the help they need, the other kids and the staff suffers and it is a lose-lose situation.

Anonymous wrote:

Anonymous wrote:Another teacher here. I can tell you when parents start calling meeting with admin and making it clear a kid in class is having huge impact, that’s when they address it. Make clear the teacher is doing what they can but your son is still impacted negatively. I have seen this myself; we as teachers can’t do anything about their placement even if we say it’s impacting the other kids but when you get 3-4 parents getting loud about it, it moves the needle.

OP here. This is possibly what got this child moved into a new classroom—parents in his original classroom going to admin. Did not consider that before. So what do they do: just move kids with extreme behavior disruptions from classroom to classroom as infinitum? Why doesn’t a child who needs this much help regulating impulses and emotions have an aide? This must be such drain on teachers and also no real help to the child.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I was instructed to not leave specific notes about student X in my sub plans because his parents believe he is being targeted by staff. So I had to make a generic note to watch students near the door. The last time I was out, student x intentionally shut a classmate’s hand in the door —something he has attempted with other kids before. Now the injured kid’s parents are irate that the sub let it happen.

Here is the crux of the issue. The sub didn’t “let” anything happen. The child purposely shut the door on someone’s else’s hand. Blame is misplaced in schools these days.

So, I have to ask--how is that kid's IEP formulated to address this behavior, given that you know it has been attempted with other kids? And would that IEP, as written, have imposed any requirements on whoever was working in the classroom that day as the classroom teacher? And if so, how were those requirements communicated or otherwise addressed re: having a sub?