THE POWER OF COMPLAINTS
I am not afraid.
I know there will not be repercussions against my child because I hold the system accountable.
If I remain quiet, I am a part of the problem.
Last month, in close to 15 days I filed 3 complaints against Pinellas County Schools (FL).
As you see in the picture, in fiscal year 2015-2016 Pinellas Cty was the leader with five or more complaints.
Last year, I filed at least 2 complaints. I am honored to have contributed to this percentage.
It is important to write complaints because your child's IEP is a legal document. If the IEP is not being followed, after communicating in writing with the school and the district highlighting what is obvious, the next step -- file a complaint.
I have heard from many parents - I don't know how to do it, what if they treat my child bad, I am scared.
My response: What is worse - to remain scared or to be a part of your child's lack of progress? Yes, that is what occurs when you do not file a complaint. Everything remains the same. A teacher may want to do things differently, but in face of the legal trespassing taking place, the teacher is held back by the district and the power of your child's legal recourse loses all relevance - just because a parent does not file a complaint.
How has my daughter benefited from this process?
She is regarded as a young person who has the possibility to learn.
She is regarded as a student in the making.
She is regarded as an individual with rights, possibilities, abilities and she is protected by her parent!
That is powerful.
I share the complaints.
They are easy to put together.
Don't hesitate.
It is now or now.
COMPLAINT #5
I am alleging that the Pinellas County School District... Has not pursued the highest standard of educating a student with Autism, Dyslexia, ; Language Impaired; Specific Learning Disabled to diminish the challenges she faces in writing and answering on point based on the reading - * These are the facts that lead me to believe that there has been a violation of exceptional student education laws. Gen Ed Science she is not performing according to 3rd grade expectations -- I've known this since the Fall and had made various requests to be provided with record of work being done... Yet, the goal had been to eliminate the support of the assistant – without providing or making adequate use of accommodations and the FBA -- added to the fact that her challenge areas of writing and answering on point based on the reading was not being worked on/supported in the Gen Ed setting - Gen Ed teacher implied my daughter does not want to do the work -- confirmation that Gen Ed teacher has not received adequate supports/training to guarantee success of a student with an IEP, a diagnosis of autism/specific learning impaired/language impaired in a Gen Ed setting; confirmation that Gen Ed at San Jose Elem. does not have a plan to guarantee success in the transition and learning process of a student with an IEP and a diagnosis - thus practicing real academic inclusion - confirmation that thinking prior to latest Supreme Court ruling *set the bar on the "basic floor of opportunity" * rules the actions/thought process of what is not done, improved, achieved by a student with an IEP in a Gen Ed Setting at San Jose Elem and and a *higher bar has not been set *for my kid and all children. * This is the remedy or suggested solution I think would resolve this problem. I will register T for Bridge -- she has an IEP yes, everyone knows she does not need ESY -- Yet, the work to be done during Bridge must reflect her challenge areas and most of the time shall not be spent in front of a computer (as it happened last year) -- perfect opportunity to bring in *one on one tutoring, one hr, three times per week - paid by Pinellas County schools -- with a Reading Specialist trained (with full knowledge and experience in Orton Gillingham and multisensory teaching methods, etc) * *working on the challenge areas to be worked on presented by her reading coach
COMPLAINT #6
• I am alleging that the Pinellas County School District... Has not pursued the highest standard of educating a student with and IEP – with a diagnosis of Autism, Dyslexia, ; Language Impaired; Specific Learning Disabled to diminish the challenges she faces in writing and answering on point based on the reading, writing full sentences - * These are the facts that lead me to believe that there has been a violation of exceptional student education laws. During ELP - after school tutoring – method has been to sit my child in front of the computer doing Brain Pop, iReady, iStation or ST Math I wrote various emails throughout the school year requesting assistance with homework -- providing one on one support, addressing challenge areas – answering on point, explaining/practicing comprehension and practicing writing full sentences Solution was to provide minimal assistance with homework between Aug-Dec 2016 From Jan-March 2017 – no assistance was provided – I wrote about it in latest email of April 10, 2017 (included below) Principal Brown did respond (email of April 10) homework support will be provided during ELP. Her words: Mrs. Barnett and Mrs. Lindsay will provide some time during ELP for Thomais to work on her homework. But, I just heard yesterday homework support during ELP means they’ll help her work on one page only of the handout given to work on for one week - confirmation that thinking prior to latest Supreme Court ruling *set the bar on the "basic floor of opportunity" * rules the actions/thought process of what is not done, improved, achieved by a student with an IEP in a Gen Ed Setting at San Jose Elem and and a *higher bar has not been set *for my kid and all children. * This is the remedy or suggested solution I think would resolve this problem. ELP work to be done must address challenge areas -- answering on point, explaining/practicing comprehension and practicing writing full sentences ELP support must consist of one on one assistance, working on at least 3 pages of handouts given for homework -- Time spent in front of a computer during ELP will not be more than 20-25 minutes
COMPLAINT #7
• I am alleging that the Pinellas County School District... Did not pursue the highest standard of educating a student with and IEP, FBA and accommodations in a Gen Ed setting (Science and Specials) – with a diagnosis of Autism, Dyslexia, ; Language Impaired; Specific Learning Disabled - Denial of FAPE * These are the facts that lead me to believe that there has been a violation of exceptional student education laws.
1. Accommodations were not used accordingly – I never received a response to emails exchanged on 10/3-4/16 (attached) Example: I had requested my daughter was provided in Science (GenEd) -- -- A PAGE -- TO fill in blanks of prepared sentences rather than taking notes with complete sentences. I never received a response regarding this matter and never received material indicating this step was being taken to support this challenge area * This is the remedy or suggested solution I think would resolve this problem. One on one tutoring, one hr, three times per week - paid by Pinellas County schools -- with a Reading Specialist trained (with full knowledge and experience in Orton Gillingham and multisensory teaching methods, etc) I will register Thomais for Bridge -- she has an IEP yes, everyone knows she does not need ESY -- Yet, the work to be done during Bridge must reflect her challenge areas and most of the time shall not be spent in front of a computer (as it happened last year) --
EMAILS USED TO SUPPORT CLAIM IN COMPLAINT #7
EMAIL – 10/3/16 RE: Note taking in science Mr. Gore, Thank you for your participation in the conference for the progress of Thomais today. After you left we discussed accommodations. When discussing the accommodation of notetaking assistance, Ms. Calderon suggested the possibility of Thomais filling in blanks of prepared sentences rather than taking notes with complete sentences. Please let us know if this is something that could be done as an accommodation during science note taking. Thank you. Lisa Brown Principal San Jose Elementary
EMAIL – 10/3/16 As a test, first step, continue to build independence, strengthen attention/focus -- this suggestion -- filling in blanks of prepared sentences rather than taking notes with complete sentences. -- was provided by Ms. K - the Reading Specialist that tutors T once a week. She's not ready to respond as most of the other kids may in class -- and she needs to be taught this step.... accommodations play the role to assist the transition, keep her on track, avoid missing out, she's visual so listening, following and paying attention to a blank space should help the process... First time being done, tried... Let's see what happens... 2nd item: Also, Ms. Hemani will comment, work on a checklist - based on observation done on 9/22/16 -- many steps, redirecting needed, chunking up the directions with a checklist - that she's responsible for confirming she's done the steps, thus completed the expected work 3rd item: I just spoke with her about not responding to Mr Gore's assignment/work to be done She said she did not understand. I believe half of this is task avoidance The other half is too much information at the same time - and 2nd item above would help guide this process As fading is worked on -- accommodations are key to smooth the transition but she first needs to be taught, explained what the next steps are. Main one being.... ask questions when you don't understand. EMAIL - 10/4/16 Ladies and gentleman: Examples of accommodations.... (shared by a parent) These are extreme cases for students with severe anxiety and/or OCD... I love the tic tac toe idea... I do not agree with unlimited breaks in her case!!! additional time to complete work, breakdown of directions and tasks to smaller bites, multiple modality options, breaks whenever needed, forewarning of changes to schedule/lesson/plan, preferential seating, second set of text books, & graphic representation of daily tasks. unlimited breaks, extra time for work completion (that I didn't tell him he had so he would try to be on time), the teachers emailed me every Thursday to let me know what he was missing, how his week had gone and what was coming the next week, because of the constant erasing he could not keep up with note taking so as long as they saw him trying, they would give him a printed copy of the notes at the end of class, he could also request to test in another room (he felt like people were watching him erase so much), he could also test audibly. What about a tic-tac-toe like board (or smaller so not so many choices) of what to do with the work. It can be one general or more that are specific to the type of homework, quiz etc. Each square is some level of progress to the end. She chooses which square to complete. Would that give her more sense of making a choice in the task rather than seeing the overwhelming task that she cannot complete or cannot complete in a good enough manner? Depending on how she is with 'rewards' certain squares can have something tied to it. I don't so much like to do geting bogged down in rewards. For my ds generally just the completion (and overcoming the stress and problem) is the reward, but when getting started or when in exacerbation, he may need the tangible reward. a tutor for after school to help her organize and push through the anxiety of starting the work. We just hired a tutor to help with math (previously his very best subject). DS15 hated the idea - said it made him feel stupid et cetera. But meeting two times a week has helped him stay on top. Plus the tutor is college student and it helps my son to relate to someone other than me. Sometimes our kids need a manager of sorts. But someone other than us and the teacher. Glad to read - some of them are being used with wonder girl... as I said, I do not want the accommodation to be an eternal crutch... for now, she needs them... as she shows independence, competence, understanding - they can be removed little by little... just like the fading plan with the assistant.... Separate yet related topic: As I asked before -- after school tutoring: sitting in front of a computer doing iStation and/or ST Math --- how does that address specific needs? As we all know, it does not. Let's test the next 2mths, the suggestions made during mtg yesterday... and reconvene early January -- If improvements are not seen -- as I had requested -- after school tutoring may need to be more specific or one on one -- I know teachers are doing what they are allowed to do, with the resources available. I know the District has the resources to facilitate the process as needed. We'll talk in January about these matters! More food for thought... Thank you for your consideration...
SUPREME COURT LATEST RULING: DISABILITY SCOOP POST SUPREME COURT DOCUMENT OCTOBER TERM, 2016 1 See United States v. Detroit Timber & Lumber Co., 200 U. S. 321, 337. SUPREME COURT OF THE UNITED STATES Syllabus ENDREW F., A MINOR, BY AND THROUGH HIS PARENTS AND NEXT FRIENDS, JOSEPH F. ET AL. v. DOUGLAS COUNTY SCHOOL DISTRICT RE–1 CERTIORARI TO THE UNITED STATES COURT OF APPEALS FOR THE TENTH CIRCUIT No. 15–827. Argued January 11, 2017—Decided March 22, 2017 Spec Educ Wall of Shame comments: It means, districts can no longer set the bar on the "basic floor of opportunity" and have to set a higher bar for all children. This is the best news for our kids in 40 years! The Supreme Court of the United States issued their ruling on Endrew V. Douglas County and issued an "8-0" in favor of the CHILD! A lawyer comments: I would also point out that this will make it easier for parents to NOT have to give up their rights under IDEA. A teacher comments: I've been in the school system for 15 years and today teachers have 6-8 students with an IEP in just their home rooms., not to mention the other classes if they departmentalize. Think about the level of stress and commitment it takes to be well versed with these students and the amount of paperwork these teachers have to keep up with. We must find a better way to support them.
