From: "Suzanne Heath" To: Subject: Re: IEP Goals -SCHOOL NOT WANT TO HELP CHILD Date: Thursday, September 29, 2005 11:18 AM Deer Lori, I am sorry to be getting back to you so late. I am working through a back-up of e-mails. No matter what disability the child is identified with, unless there is an evaluation that says the child cannot learn grade level material even with the best instruction then the team must design specialize instruction and placement that will bring the child up to grade level skills and knowledge and keep him there. The details of the material that all children in your state need to know and be able to do in each grade can be found at your state department of education website. The names vary by state. They are called academic contact standards, curriculum, or something similar to that. If you cannot bring up this information without losing your job, get the information to the parents. Sue Heath ----- Original Message ----- From: Pam Wright To: Lori Drake Cc: Suzanne Heath Sent: Monday, September 26, 2005 10:40 PM Subject: Re: IEP Goals -SCHOOL NOT WANT TO HELP CHILD Lori: I don't need to tell you that you are in a difficult situation. You have information that the parents need but if you disclose this information, your job may be at risk. The parents need to know what is going on (or not going on) with their child's education. Once they know, they will probably need help to advocate for their child. I am forwarding your email to Sue Heath. Sue writes "Doing Your Homework" columns and can often help people develop strategies to resolve these dilemmas. I am concerned that as an aide, you are in a no-win situation. I will continue to think about this and will send your email to Sue. Maybe between us, we can come up with some ideas that will help. Take care, Pam Wright ----- Original Message ----- From: Lori Drake To: webmaster@wrightslaw.com Sent: Monday, September 26, 2005 9:23 PM Subject: IEP Goals I am an one on one aide. I was just informed by the administrator of the school that I am not to work on the student's IEP goals. Now, I realize that if these goals were complex, I would need guidance from a teacher. But, the goals I was working on were in Math. Such as, 3 digit times 2 digit. And time concepts. The reason for working on the goals without a teacher, is they do not want the student to succeed. The teachers and administration are trying to change the student from LD to EMH. I know this because last year was the first year to work with this student. The teachers only worked on some of the goals. And this was during the reign of the general classroom setting. But, the student was tested on the goals at the end of the year. Of course he did not do well. At the IEP meeting the one of the teachers, not his case manager, tried their hardest to persuade the parents to change the student's status. In fact, I saw the administrator make a cutoff motion to stop the teacher from persuading. My question is when and how much should goals be worked on? For instance, would a study hall be okay. Of course only after the daily work was done? Please know that the administration has set a new meeting up for this Thursday. If you could answer by then, it would be greatly appreciated. Thank you for your time. Lori