What kinds of issues do families bring to me? Here is a list of sample issues that I can help you with...
when the school is not implementing a 504 plan or IEP
when the school hasn't begun to deliver a service that is written in the IEP
when the school won't find a child eligible for accommodations and/or services under 504 or IDEA
when the IEP goals do not address all deficit areas, are poorly written and/or not measurable
when services are not being delivered by an SLP or OT or are too limited to ensure progress
when the child is being mistreated by staff or being bullied by students
when the child is unable to feed, toilet, or adaptively help himself in the school setting
when the child is physically aggressive or self injurious, eloping, destroying property, or making verbal threats
when the school is not providing appropriate services that are enabling the child to make curriculum progress
when the school is repeatedly suspending the child for behaviors that require behavioral support
when the IEP team recommends private placement, alternative school, or GNETS for behaviors that require more support
when the school makes an inappropriate recommendation to retain the child in the current grade
when the Behavior Intervention Plan (BIP) is not being implemented or is being implemented incorrectly/sporadically
when the personnel implementing the BIP need more training
when the Behavior Intervention Plan isn't given sufficient time / resources for implementation prior to a placement change
when restraints are happening frequently and/or a child is injured by a restraint and/or untrained personnel are involved
when the IEP services are not evidencing the child's progress on the IEP goals
when the child is failing classes or struggles to demonstrate mastery on standardized tests or quizzes, assessments, etc.
when the family wants to ensure that the annual IEP review is appropriate for the upcoming year
when the child needs an additional service or more services and the IEP team is resisting
when the family is told not to bring the child to school or is repeatedly called to come pick up the child due to behaviors
when the child is showing signs of school phobia such as tantrums, bed wetting, fear, aggression, etc.
when the teacher and/or child requires paraprofessional assistance but IEP team resists
when the IEP team makes decisions based on money/staffing/policies instead of what the child requires for FAPE
when the 504 plan needs to be replaced by an IEP
when the evaluations that the school has done are incomplete, nappropriate or poorly conducted
when 504 or IEP accommodations are not being given or are sporadically implemented
when nonverbal or language impaired students are not receiving intensive S/L services and Assistive Tech supports
when IEP modifications are not being done correctly or to the degree required to meet the child's needs
when RTI / progress monitoring is not being done at all or is not being done correctly
when vision, hearing, or orthopedic services are not being delivered at all or not being delivered well
when a child is being excluded from inclusion opportunities during school or during extracurricular activities
when parents are not being permitted to participate in meaningful ways in the IEP development
when parents are not receiving data, school lesson plans, study guides, or IEP progress reports
when parents are told by the school that they have to accompany the child on community outings, field trips, etc.
when a child is transitioning from KDG-elementary or elementary-middle or middle-high school
when a child is transitioning from a hospital stay or other setting and needs additional support in the return to school
when long term substitute teachers are not certified special education teachers or aren't keeping data/delivering services
when a child needs ESY (extended school year) services and/or the school is denying those services or shortchanging ESY
when a child is undergoing medication trials and the team needs to implement additional support during those trials
when a child is too sick to go to school and needs Hospital Homebound IEP services
when a child's needs or behaviors are so disruptive or significant that he/she needs services/instruction at home
when a child needs a private placement or services funded by the school district
when a child has not made progress and the district needs to provide compensatory education for lost opportunity
when the school is not implementing a 504 plan or IEP
when the school hasn't begun to deliver a service that is written in the IEP
when the school won't find a child eligible for accommodations and/or services under 504 or IDEA
when the IEP goals do not address all deficit areas, are poorly written and/or not measurable
when services are not being delivered by an SLP or OT or are too limited to ensure progress
when the child is being mistreated by staff or being bullied by students
when the child is unable to feed, toilet, or adaptively help himself in the school setting
when the child is physically aggressive or self injurious, eloping, destroying property, or making verbal threats
when the school is not providing appropriate services that are enabling the child to make curriculum progress
when the school is repeatedly suspending the child for behaviors that require behavioral support
when the IEP team recommends private placement, alternative school, or GNETS for behaviors that require more support
when the school makes an inappropriate recommendation to retain the child in the current grade
when the Behavior Intervention Plan (BIP) is not being implemented or is being implemented incorrectly/sporadically
when the personnel implementing the BIP need more training
when the Behavior Intervention Plan isn't given sufficient time / resources for implementation prior to a placement change
when restraints are happening frequently and/or a child is injured by a restraint and/or untrained personnel are involved
when the IEP services are not evidencing the child's progress on the IEP goals
when the child is failing classes or struggles to demonstrate mastery on standardized tests or quizzes, assessments, etc.
when the family wants to ensure that the annual IEP review is appropriate for the upcoming year
when the child needs an additional service or more services and the IEP team is resisting
when the family is told not to bring the child to school or is repeatedly called to come pick up the child due to behaviors
when the child is showing signs of school phobia such as tantrums, bed wetting, fear, aggression, etc.
when the teacher and/or child requires paraprofessional assistance but IEP team resists
when the IEP team makes decisions based on money/staffing/policies instead of what the child requires for FAPE
when the 504 plan needs to be replaced by an IEP
when the evaluations that the school has done are incomplete, nappropriate or poorly conducted
when 504 or IEP accommodations are not being given or are sporadically implemented
when nonverbal or language impaired students are not receiving intensive S/L services and Assistive Tech supports
when IEP modifications are not being done correctly or to the degree required to meet the child's needs
when RTI / progress monitoring is not being done at all or is not being done correctly
when vision, hearing, or orthopedic services are not being delivered at all or not being delivered well
when a child is being excluded from inclusion opportunities during school or during extracurricular activities
when parents are not being permitted to participate in meaningful ways in the IEP development
when parents are not receiving data, school lesson plans, study guides, or IEP progress reports
when parents are told by the school that they have to accompany the child on community outings, field trips, etc.
when a child is transitioning from KDG-elementary or elementary-middle or middle-high school
when a child is transitioning from a hospital stay or other setting and needs additional support in the return to school
when long term substitute teachers are not certified special education teachers or aren't keeping data/delivering services
when a child needs ESY (extended school year) services and/or the school is denying those services or shortchanging ESY
when a child is undergoing medication trials and the team needs to implement additional support during those trials
when a child is too sick to go to school and needs Hospital Homebound IEP services
when a child's needs or behaviors are so disruptive or significant that he/she needs services/instruction at home
when a child needs a private placement or services funded by the school district
when a child has not made progress and the district needs to provide compensatory education for lost opportunity
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