How will I know if the teachers are not doing what is stated in my daughter's IEP?

Question

Other than the obvious of course. Like not seeing any real improvement in my daughter's development. What course of action should I take?

Answer 1

Besides the obvious, it may be difficult to tell.  Not seeing any real improvements in your daughter's development may not mean that the teacher's are not following the IEP.  It could mean that, however, it could mean that your daughter is progressing at a less than expected rate, or it could mean that the goals that were agreed upon at the IEP were not appropriate or attainable as written and need to be broken down into smaller "chunks."

Many things are worked on that may not be expressly contained in the IEP as well.  I recommend that you try to develop a strong and cooperative rapport with your daughter's teacher.  Not knowing your situation, it is difficult to give you advice.  Unfortunately, many teachers develop an "us against them" mentality with teachers, but in my experience, I have found parents to be my greatest asset in the classroom, even if they never step foot into the room.  Keeping effective lines of communication open is paramount.

I hope that this is at least a little bit helpful.  I wish your daughter success.

Answer 2

We have a daily report from the school about what my son has done during the day. Depending on what disability the child has asking might not be a reliable or even possible.

If possible be a volunteer at the school. Assuming that is not possible make sure a daily log book comes back. See the results of the day (did spelling, puzzles, artwork). If results are not coming then, ask to re address the plan as it is not working.

Try to build a relationship with the teachers. Not an easy thing to do, but some will most likely want to be more involved. Keep the principal involved as well and ask what else is available in the way of outside agencies or school board special services that do checkup on the kids.

Be involved in the school with the Parent Teacher Association as much as possible. Will allow you to build contacts and show your commitment.

Good Luck

Answer 3

Read over the IEP and see what it says about what she should be learning, how she should be progressing. I think this is called 'benchmarks'.

Keep all her graded papers, or at least make a copy of them.

Ask your child if the teachers are doing what they are suppose to do.

If you do see that she is not improving, the next legal step is to get your information together like graded classwork, etc.

Also make a list of what she is not improving in. Make a list of what you think the school should do to make her better.

Write and request an IEP meeting. Do NOT do this verbally, tehy will ignore you.

In the IEP meeting show the proof you have that the child is not progressing and tell them what you want as far as helping her better (what you write on your list).

If they refuse anything, you write and request prior written notice. THey are suppose to give this to you whenever they refuse something.

They are to have LEGAL reasons for refusing anything and put their reasons in writing to you in this prior written notice.

If they dont' have legal reasons, they *might* come back and magically change their mind and do waht you request because they will not put illegal reasons in writing.

Answer 4

Well, as others stated, the teacher can't be held responsible for her learning. NOT! IF she's not meeting her goals, then either she's not being taught appropriately or the goals themselves are not appropriate. That's usually indicative of the school cutting and pasting a name into a template IEP, which is illegal and unethical.

Others have stated that the child herself should know. We have a daughter who is nonverbal. Questioning would have gotten us nowhere. We have a son who is high functioning, verbal, but didn't make the connections between what the school was doing and his goals. Oh sure, he had his social skills class. What he didn't understand was that five minutes in the resource room meditating with the other socially impaired kids was NOT in the program.

What we wound up instituting (with little objection from the school because I did all the work) was a daily journal. It had a schedule on it, EVERYTHING they did was on it, for every day of the week. Morning assembly, walk to the classroom, circle time, english, break, music, pe, writing, lunch, etc etc etc. For each item, the teacher or aide had to check off when they did it, how my daughter did, what kind of prompting she needed (verbal, written, pecs) and if she needed rewards (rewards based on FBA in the IEP, 'verbal', 'break', sticker, what have you). It also had mood and temperament for each period of the day. I did not put anything on there that was not in the IEP...so make sure your IEP is appropriate. I copied out a months worth, had it spiral bound and sent to school. And yes, it was in the IEP that it had to be filled out every single day. And no, it was not time consuming. It sat on the desk and it took less than a second to do the chart for each activity.

If I were you, I'd talk to the teacher and principal and see if you can get answers. If not, call an IEP meeting IN WRITING, and in that letter request that the director of special services be there. You need someone who can put his foot down on things that are inappropriate. Or who can approve spending money. Or will be concerned about someone calling Due Process.

Answer 5

"JdeeKdee" addressed your question correctly with just one word: BENCHMARKS...

Your question wasn't specific to any particular/specific concern. Are you questioning a specific need that you feel is not meeting the criteria set forth in your child's IEP?  If so, many here have posted the best action for you to take - ask the educator directly about your concerns. Benchmarks in IEPs should also give achievement percentages for both goal AND actual attainment (compliance); that is, for example, if my daughter has an OT benchmark of "being able to button her pants by herself successfully 60% of the time.", in her IEP, the OT specialist in her next IEP must address this both verbally AND in writing - In other words, if my daughter DID button her pants on her own successfully 60% of the time, idealistically a newer, higher-yet-attainable standard should be set, say 75% of the time. The OT therapist must give rationale as to why this number was chosen, and a "game plan" on how this new standard will be achieved. Conversely, if the 60% was NOT achieved, the therapist must explain why the standard was not achieved, and corrective procedures to attain the standard. Any educator/therapist who trys in any way to minimize or decrease a standard set in an earlier IEP is a RED FLAG! While I have never experienced this, I have heard from many in our local "special needs" community that have had this happen on some level. Educators - administrators in particular, in my personal experience, tend to use common social engineering tactics to intimidate parents into their version of "compliance". The obtuse and fascinating complicated world of the IDEA/FAPE leans strong bias toward rewarding those with linear education (special ed. teachers and administrators - you know, everyone except YOU sitting in on your child's IEP "team"). Notice the Acronyms above? Don't know what they mean? Get ready to learn A LOT of acronyms if you want to understand what's being said by educators in your child's IEP, or anywhere else relating to special education. If you don't know these and other acronyms or other fancy, $10 words being thrown around, ask about them, but MOST IMPORTANTLY, write them down, so that you can learn them for later meetings. Trust me on this one! (one of my personal favorites is the "educational weight" system used here in Arizona...)

Okay, so here's how you level the playing field:

1) keep your child's last IEP. This is what will be used as a standard for your child's NEXT IEP (see#1a,  #2 and #3)

1a) ALWAYS HAVE A PEN AND PAPER, AND WRITE EVERYTHING DOWN THAT YOU DON'T UNDERSTAND! (see my rant about acroynyms above)

2) KNOW your child's rights. For instance, did you know that you can ask for, and have RIGHT to an IEP basically ANY TIME you want one? Oh sure, they'll probably tell you that it's "standard" to only have 1 IEP/year for your kiddo, but that ISN'T the law. I would suggest having a rational reason for asking for a new IEP (changes in your child's health, graduating to a higher level school {jr. high to high school}, moving from a self-contained class to a typical class, or vise-versa, etc.)

3) Know that you CAN hire a trained advocate/professional to assist you in the IEP. In fact, you can get very valuable community assistance in almost ANY language from tons of local or internet resources. You are NOT ALONE! Any fears and/or anxietys about doing what's best for you child and family have been experienced, most likely to some very similar degree, by so many of us. Let our strength be in our numbers, and in our resolve to do what we know in our hearts to be what is best for our children. Don't be afraid to seek out the help that you need, or feel that you need, because there are so many people who will help, if you just ask. You've taken an important, even monumental first step; you've questioned the care of your VERY SPECIAL child - WELL DONE!! This is not only your right, but more importantly, IT IS YOUR RESPONSIBILITY! Don't ever forget that, no matter HOW HARD "others" may try to sway you. If you always question what is in the best interest of your child, you can't go wrong...

4) You DO NOT have to sign your child's IEP, and are allowed to document on the IEP any reservations, concerns, ANYTHING that you feel may have been left out, or feel should have been benchmarked, but was not. This becomes part of the IEP, and can be used effectively in future IEPs if said benchmarks/concerns/etc. are parallel documented, (by a doctor, caregiver, etc.) or if present IEP benchmarks are not met.

Here are a list of some resources to get you started:  

- Under your state listing in the yellow/white pages, look for "Governor's council on Developmental Disabilities",

- locally (I'm in Arizona), a really WONDERFUL RESOURCE is

RaisingSpecialKids.org.

While I don't have their national affiliate handly, if you contact these wonderful people, I'm sure that they can refer you.

- www.NCSD.org      

- www.icdi.wvu.edu/Others.htm

- http://kidshealth.org/parent/growth/lear...

- http://en.wikipedia.org/wiki/Individuali...

-www.familyvillage.wisc.edu/education/...

Finally, find  your state's "center for disability law". Virtually every state has one of these specialized, non-profit law centers. Whilst you may not receive (pro bono) individual consultation, many of the local state disability law sites have valuable, downloadable information to get you going in the right direction. Many also have trained advocates available on a gratis or sliding-scale basis to assist you, as well as free training seminars to help you advocate effectively for your child.

Good luck and God speed!

Beth

Answer 6

Keep informed with her teachers. Email them weekly about her progress etc.  Theres not much you can do... Talk to your daughter and see what she says.. If she mentions something talk to the teacher... if she dont help then speak with the counselor or principal.. if that dont help go to the dir of sp-ed

Answer 7

As a mom with the same worry, I have found to be a great listener and make yourself seen ALOT at school. I will be stopped in the hall and told about a certian test and how poor he done by someon other then his teacher then I ask Was he in a quiet enviroment etcc... then I question the teacher with how did his test go? then when they tell me I ask them then I tell them well thats why "we"  decided in his IEP this (whatever) would prob be the best for him. After that they usually catch on to look at it more often. Also you can call and IEP meeting at any time so you can tell them I dont know what is wrong but she is not showing any improvement in this area what do you think could help..? And before I get slammed. I am going to school to be a teacher myself and have seen many observations. Teachers are so bombarded with everything that alot of times they put these thigns last or honestly dont care. I have a friend who is a teacher and complains EVERYDAY about a child who is specials needs in her class. I have tried to give her a suggestion about what to do and she says it would be discrimanation. This child scream whenever someone touches his desk. the desk are all in a sqaure touching each other. I told her to put his behind one line sperated or in the middle and ask for permission from parents and child. Instead of trying to do this she would rather sit him in the hall for outburst and not teach him. So yes there are some teachers who are not capable of reaching these kids needs.

Answer 8

1. Ask your daughter if the teacher is doing this or that in the IEP.

2.  Remember, just because it is written in the IEP, improvement is not guaranteed.  IEP is a plan to help the child succeed and to make sure the techniques used are appropriate to her ability and/or special circumstance.

3.  IEP's are flexible documents.  Revise, revise, and add to. Please do not blame teachers, administration, or your daughter.  This process is to help your daughter succeed.  Work with the school to help her.

Answer 9

By doing the obvious of course ask her.  I don't care how old she is she knows is someone it taking her out of class for OT.  She can tell you if she's given tests in  a separate place as my daughter does.  She knows if she was given more time on a test than the other children.  Ask her and if what's on the IEP isn't being followed than First talk to her teacher/teachers and than the person in charge of special educations services at the school and if that doesn't work the principal and head of the school board/  Remind them that they are supposed to be following a federal document and that if they don't it's really a federal case if you want to take it there. I know that I had to threaten a law suit at the federal level to get my daughter's accommodation's on the local level.  I finally moved her to a private school for kids with LD's and now she's an honor student doing the same work just in a form she can understand and deal with.

Answer 10

keep informed with the teacher

progress reports and/or ask for ParentTeacher Conference