Individualized Education Plans.
This was a new concept to me when my daughter started school. Actually, her teacher suggested it and spearheaded the campaign to get it done. The principal advocated for my daughter’s accommodations with the music teacher and art teacher. (The principal would allow my daughter to sit in the office and work on her math homework if she wasn’t up to music class. I don’t know if it was the noise of the students or the loud voice of the teacher that upset her – she could never say.) The staff worked as a team to make my daughter successful. I know this is not typical. I have heard all the public school and IEP horror stories that parents tell.
I have one, only one, to tell myself.
Fourth grade – this year got off to a rocky start. First, a new principal was at the school. Before this year, I had no idea just how important a principal is – in terms of setting the tone for the school. Second, one month after school started, just when my daughter had gotten into the routine of a new school year, the school decided the class was too big and needed to be split. Of course, that meant my daughter would be moving to the new class, despite my pleas that this was not good for her.
A substitute teacher had the new class for a month before the permanent teacher arrived. Personal tragedy struck the new permanent teacher, and after a few weeks, another long term sub took the class. All this upheaval was not helpful to my daughter. And while I was sympathetic to the new teacher’s absence, I was annoyed with the principal’s refusal to leave my daughter in her original class.
Come time for the IEP, I left work early to attend the meeting. I was on time. The intervention specialist was waiting for me and we got down to business. No one – no teacher, no principal, no district representative – NO ONE else attended. Now, I liked the intervention specialist, but she was not in contact with my daughter on a daily basis. While we did go over the recommendations and the intervention specialist promised to go over the IEP with the teacher and principal, I left the meeting discouraged. If the meeting was inconvenient for them that day, they could have rescheduled. When the formal IEP transcript was given to me, I was surprised to see both the teacher and principal signed it as if they had attended. It made me very angry. It was clear to me that the educators were not taking my daughter’s education seriously.
The rest of that year did not go very well. In fact, I don’t know how they passed my daughter to the next grade. Because of this, I made a decision – to enroll my daughter in a charter school, one that had a large number of students with autism, bi-polar, adhd, and other related disorders, for grade 5.
While, it was the best choice for my daughter, it was not as convenient for me – it was across town and my daughter is NOT a good candidate for riding a school bus. (We did try the bus a couple different times, but it was Trouble – the capital ‘T’ is intentional.)