November 7, 2011
ARD/IEP Meeting for
Caitlyn XXX, grade 6A
XXXXX School of XXXXX
Parent concerns:
Dispersement of
aide/inclusion support time.
Caitlyn continues to
have difficulty finding, remembering, and locating assignments in her locker. This is complicated
by several factors including:
1. her manual dexterity with
handling a locker and the cramped space within (must hold her books, materials, gym back, lunch, and
backpack due to the no backpack rule in class,
forcing her to go to her locker every single transition period)
2. her ability to keep said locker
organized so that things CAN be found;
3. her inability/disability
preventing her from locating things without experiencing extreme anxiety and
abandoning her efforts so that she reaches her class
4. Receving a block of inclusion
support at the end of the day does nothing to assist her with remembering her class materials,
homework, or other items for the previous seven periods during the day.
Caitlyn continues to
struggle with keeping up with her assignments in her planner.
This is complicated
by several factors including:
1. Inconsistency of aide or teacher
help with checking that the assignments are correct either within the planner or on the website. If she writes down
"no homework" or does not record an assignment, and there is
no conflicting information on the web parent portal, we her parents at home have no further way of verifying
if this is true.
2. When such mishaps occur, this
causes not only a delay in Caitlyn's grade, but anxiety over the missed assignment, possible
meltdowns at home that impact her homework *that*
evening, and anywhere from one day to several weeks to clear up the assignment with the originating teacher and/or
arrange or remind of grade correction.
3. Lack of detail or followup on
some assignments is confusing to both Caitlyn and to her parents. Sometimes on the website this
can be confusing as well if assignments are input together and are 2 seperate items (formatting confusion).
Caitlyn continues to
struggle with bringing home all of her needed materials and assignments.
This is complicated
by several factors including:
1. Dealing with her locker at the
end of the day. Caitlyn needs assistance and a final "check" every day consistently to maintain her
academic progress, and to succeed in the classroom
the following day without emotional distress.
2. Dealing with her planner as
described above. We are not sure how Ms M is commmunicating daily with her teachers to go over her planner
during the time her inclusion is
assigned during the last period of the day.
Currently, XXXX is
assigning her inclusion time as follows, per my last communication regarding
her inclusion schedule, as they have interpreted the IEP schedule:
"everyday in the
morning M-F for five minutes (7:55-8:00) to go over preparation for the
day"
"Monday AP-Science 2:15-3:00
Tuesday class not named in email 2:15-3:00
Wednesday Social Studies 2:15-3:00
Thursday ELA 2:15-3:00
Friday Pre-AP Course 2 2:15-3:00"
"On Tuesday I
will meet with her for 5 minutes at the end of the day."
Request for Change of
Inclusion Services Schedule
We hereby request
that her inclusion schedule be changed to be the 3 minutes at the beginning and
end of each period, and the transition time at her locker, for a total of 11
minutes (approximately) per subject, per day; 5 minutes in the
morning at her locker to replace her materials brought homethe previous night; and a final 5 minutes total at the end of classes to do a locker check for loose papers or assignments. We believe
this arrangement gives the most meaningful academic benefit for Caitlyn to
succeed in the classroom, wastes a minimum of time on the part of her teachers
or administration by preventing many of the previously missed assignements and
so forth, and makes every minute of her inclusion time meaningful with direct
academic and functional benefit. The current schedule does not provide this level of support.
We have asked on
multiple occasions for alternative solutions to be explored by the Special Education
team, and have so far received no answer at all except the above schedule. We
ask again that if the above solution is denied, that alternatives be discussed
which will allow Caitlyn to succeed within her classroom and provide meaningful
academic and functional benefit.
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