(Traumatic Brain Injury)..which in some states is confined to external injury to the brain, and some states like ours..the definition of the classification includes trauma to the brain for a Medical condition.}

In any event..even though we have this in an IEP..

extreme frustrations abound in dealing with the scholl employees on applying it.

For example..a science test on elements (the letter symbols for clorine, Floride, ect..
Capitol C and small l...Cl)

He was to memorize say 30 of these..
which he worked hard on, but was not drilled on remembering to capitalize, and was not given that break by the teacher in grading..
so what would have been a 98 was a 78 because of the forgotten capitols.
If he was in resource room, he would have been allowed a reminder of that.

We have a whole bunch of grades like this over two months. Every paper is clearly (when grades go low)..related to specific cognition symptoms.

Some things he does fine on, no problems..other things that have to do with symbols and steps..he gets the right answer, but falls apart on mechanics.

So he has a string of grades that are 100, 90, 60, 90, 60, 60 and so on.

I know for a fact with an IEP he is entitled to grade mods and instructional support.What should I do, and who should I talk to to nip this in the bud?

What good is a great meeting with little results..I mistakenly thought since it went so well..???? Ugh.

Mo

I haven't run into this situation with schooling, but I often did at work. Part of my job was facilitating meetings, and sometimes I learned to dread "wonderful" meetings...there are so many things that go on under the surface, and so many resolutions to issues are person-specific (like your wonderful previous tutor).

Take care of your own health. And trust your instincts -- your reasoning here is good, you aren't raging hysterically against the people or the system, you've done a fabulous job laying the groundwork for your son's success, and your concerns are very valid.

Hugs to Ryan, and tell him he's a cool kid and tremendously good looking.

good luck.

(edited because people with real info answered below. This is a great thread, should be a keeper on the newbies/reference page)

I think it actually can be smart to talk directly with the tutor, and if at all possible enlist the tutor's help in working with the higher-ups. Could you ask the tutor for this kind of help, or is the tutor's attitude and personality too much of an obstacle?

You are just as experienced as I am and do a great job in the political and diplomatic sense of keeping things positive. Here are some other suggestions which may or may not fit:

1) Is your son in elementary or middle school? Perhaps it would help to take the issue of grades our of things entirely, and just focus on covering the learning. The enitre system can forget that this is the real goal of school. Could your son just do pass/fail? Could you call it "homeschooling" and still get school help, thereby releasing the school from its obligation to grade(we did this)? Can you work with the school to ensure proper placement, in spite of any grades that are affected by Lyme?

I think most of the problems arise (both logistical and inter-personal) because of difficulties in day to day implementation. Staff get frustrated and resistant. Are there any clever ideas you or a lawyer or advocate could come up with to make this implementation easier for the school?

As you have heard before, our daughter was out for two months in both 6th and 7th rades. In 8th grade, she was in a lot of pain, but we all really wanted to keep her in school as much as possible. We had a great and inspirational meeting about this and agreed on an "in and out" basis for her schooling.

BUT when we tried to get classwork or homework that had been missed, it was a logistical nightmare. The Dean just couldn't figure out a way to do it. When we went in for more help, we were stunned when he blew up at us and kicked us out of the office!

We met with a lawyer for $150, who helped me make out a sheet for teachers to fill out with missed work, assignments, grades missing etc. She suggested the teachers do this whether my daughter was absent or there, so they didn't have to think about it or notice if she was there.

Could you come up with a brief checklist that accompanies each assignment, with a list of types of cognitive tasks your son has trouble with, and then check the ones involved in the particular assignment? If something is just standardized and routine and easy it seems to work better.

Perhaps rather than meeting with higher-ups to discuss the tutor (which you probably wouldn't do in a negative way) you could just ask for their help w/ideas in implementing.

The questions about whether he goes out are a little worrisome, aren't they? They may be having budget problems, and some institutional agenda involving money may be the real issue.

Making a show of your strong desire for him to eventually and asap return to school and normal life, preferably in writing, will protect you from false accusations of being overprotective, keeping him home unnecessarily, interfering with his development, or whatever esle someone could decide to use against you down the road, esp. if/as your son is in adolescence and is supposed to be "separating."

Sorry you are going though this frustration. With diabetes, asthma and Lyme in our house, we know how it feels and you are not alone!

Sorry i have no advice, but just wanted to say what you are going through to make sure your son is educated properly is truly amazing. Do you have lyme, casue if you do dealing with this is a major acomplishment at the very least.

I will definitly refer to all these posts when i have my own battle with the schools, my son is not in yet.

I hear stories like this all the time. Every mom i have heard of with kids in schools have nothing but problems with and are being told by teachers that the kids are add before the psych as even since them. So this info is passed on to psych evaluator and even more detrimental.

LYme or not i except to have problems of some kind from all the stories i hear of kids in school these days.

Good Luck and i hope it turns out for the best interest of your son.

To be honest, with my own brain, i couldnt even read the whole post so how much help am i, huh?

But i am going thru alot of it with my kids and I can say I understand alot of the problems. I would definitely say you have to do whatever you need to for Ryan. First and foremost.

Hope that helps some.

As you know, we have really struggled with the school.

The big issue with the school was Jordan's LLMD was not from MN. This year I contacted an attorney and she said the MN rules only states a licensed doctor. It does not have to be a MN doctor.

I contacted the Board of Education because the special education director wrote us a letter last year stating they could require a MN doctor. He said he contacted the Board of Ed and they agreed with him.

The Board of Ed told me it is "reasonable" to ask for a MN doctor BUT it is not the law.

The Board of Ed called the SE director. When she called me back, she said he now has a "clear" understanding of the rule.

Since that time, we have not had any problems with the school. Jordan is too ill to go to school. He is taking 1 class at a time online at www.advancedacademics.com. The school district pays for the classes.

So, for us it was talking to an attorney and the Board of Ed that helped the most. We found they are taken more seriously than any other group we worked with.

I'm so sorry that you have to deal with this!!

Keep us updated.

I've printed them out.

Lyddie, very good advise as always!

I know you're right about the best way to try and approach things with instruction, and the best thing would be to discuss this with the tutor, but I already have, to the point that is approproiate, and gave allot of clear info supportive of what was discussed in the meeting.

Unfortunately, he has decided despite that that my son doesn't need instructional support (though, he is not a spec ed teacher)..despite the results of the testing and meeting that say he does.

So..I need someone else to approach him.

Thanks everyone else for your advise as well, I really appreciate and will use it.

If your son is diagnosed as "traumatic brain injury'', he falls under the above item. By federal law you should have gotten a copy or been offered a copy at the time of the IEP. It is the "Parent Notice of Procedural Safeguards''.

I sit on a Parents' Advisory Committed for our tri-county area. I've heard many tales like this. Let me see if I can help.

I don't know how familiar you are with IEPs so forgive me if I get a little basic. It took me a bit to figure it out and I had the help of some really good folks. I can appreciate your frustration.

The IEP is meant to be fluid document not written in stone. It is meant to be amended whenever an issue arises or a problem is encountered. This means when needed not annually or on whatever the school schedules happen to be. The parent is a TEAM MEMBER not just a ride along.

The IEP can be amended frequently if it's not working out. If accommodations need to be made for the student (physical, psychological, scholastic), they should be written into or added to the IEP as needed. There are time frames for required implementation. I suggest you take someone who knows your son with you to the IEP meeting.

It's always good to have a second set of ears. If that's not possible, take a tape recorder with you so you can go over it for clarification later and documentation. I love the intimidation factor.

Read the IDEA document for information as to the procedural steps. You have legal recourse if the IEP is not appropriate. I've only had to carry a big stick once to use for a supervisor.

Suggestions: Read IDEA

Decide what it is you expect in the IEP in both scholastics and accommodations.

Write down those expectations.

Make them clear and reasonable.

Take them with you to the IEP meeting. It lets them know that you are well-prepared.

Let the school know that you know about the IDEA. Many parents take it home and file it without reading.

Add anyone to your IEP team list that you think is appropriate. This can include folks all the way up to the superintendent of schools for your district if you're not getting what your son needs.

Make "nice" but FIRM to everyone. You know the thing with honey and flies. It will let them know you mean business without getting unpleasant. It will help you stay focused. You are there for a reason and that is to get the meet your son's needs. You can get out your big stick later. Just stay focused.

You can refuse to sign an IEP if it does not meet your son's needs or you can write on the actual IEP why you disagree.

Remember that written list? Then you sign your name BOLDLY.

As a last recourse, you have the right to an attorney of your choice (IDEA). If you win in or out of court, the school is required to pay your attorney. If you lose, you pay.

Rarely do things need to go that far. Know what you want and your son's needs. Be prepared. Be firm. Don't be intimidated. Those folks have to change their socks each day just like you. They don't have power over you. Their job is to work for you.

Good Luck!

Mikken's Mom and fellow Lymey and the legal guardian for a teen with disabilities.

I know you can ask for IEP mtgs, IN WRITING, every two weeks..Make them listen again and again until they get it!!!!

Threaten to not sign the paper until it is to your liking.I flat out told the se coordinator that I would never sign another one until it had every little thing in it. The principal was being a real jerk..He told Becky the she couldn't go to the library and was being very mean..

I got angry...I was an elected school board member for 8 years and I really went to war..One of my best friends is still on school board, told her we were getting a lawyer..Called the SE Coordinator and left a message about the same..And we did have the info for one and were ready to dial.

My friend called the superintendant and told him something had to be done soon, because the district would loose this one..I have been told by a se advocate that many rights were violated last year and this year..

The principal has twice disregarded Dr V.S's requests for changes..That is also a violation of the law..

The superintendent called me twice..We have been friends for over 25 years and used to teach together but I had held off using my in with the big gun..No longer..He said do not get a lawyer, this will be fixed!!I had also threatened to picket in front of the school..He told me that would embarass my daughter..I told him she would love it and might join me..I would probably be embarassed.

We had dealt with an unstable visitor to board mtgs..He had taken up the cause for some suspended students and he used to march in front of the school. I even threatened to get him to join me..It would have made front page coverage..I run the local museum..They would have had a field day..And I am sure it would have been rough,b ut I was ready.

They have kept all promises thus far. ..The principal has been told he is no longer to handle any aspect of my daughter's education..The special ed coordinator is contacting me weekly to see if things are still ok. She is allowed to go to school full day and audit classes..She is also allowed to do extracurriculars and sporting events..

this Lyme mom had to become a panther to get results..I have also contacted the acting super. for spec. ed for the state over some of these and other issues..

You have to do what you have to do Mo..Go for the jugular.It isn't enough what we and our kids are going thru but to have to deal with these morons....Take a sharp knife and start carving..

Demand learning support or resource time to do tests and assignments as necessary..Tell them it isn't working this way..Ask about your appeal process..I also publicly asked for additional copies of my due process thing . Not sure if that is the proper name..But is has to do with appeal of the IEP..

First of all, a lot of things are discussed in IEP meetings. The key is making sure they get written down. There is a modifications page (every single modification should be written here). Thing like verbal prompts, small group instruction, assistive technology, adaptive equipment, TESTS TAKEN IN RESOURCE ROOM, decreased assignments, etc., etc.

The IEP is a legal binding contract. If a modification is listed it must be carried across the entire educational domain (all classes) not just in the resource room. The teacher is just as responsible for these modifications as the special ed teacher.

If you feel that the modifications do not meet your son's needs or they are not being followed, then call a meeting. You have to put it in writing. They have 10 days to respond and set up a meeting. If you do not put it in writing then they can put you off from not on.

If they do not comply with the modifications, then contact special ed director. If that doesn't work call child advocacy in you state. Believe me that will wake them up.

Just from what I have read, here are some ideas for modifications.

Visual/verbal prompts
Decreased assignments including tests if needed
Tests completed in resource room
Some schools have extended school in morning or afternoons (free tutoring)

There are a lot more modifications that can be needed. These are just the ones I identified from your post.

If you have anymore questions, please e-mail me. I am really hesitant putting to much info up here after reading TC's post on personal info. I am going to probably edit out my city and state.

I know for fact that you can pursue modalities to help your son in his education.
For example, my son has extra time for testing, is instructed to highlight the questions because he has ADHD. Also, we have
someone to review his homework sheet so we
know EXACTLY what is needed to study.

Your son needs that kind of reinforcement. I
was taught to request everything in WRITING,
so I have a paper trail and keep a copy.
Did you have your son neuro-psych tested? We did, so we have a copy of the recommendations that we trot out every time
we have a problem to reiterate his needs.