Education
Perspectives on Parenting©
by Nancy Lambert Davenport
Nancy Davenport's Column:
For Richardson News 09-10-00
Copyright Nancy Lambert Davenport 2000
"What to do when the 'honeymoon' is over: making the IEP work"
It is already that time again. The honeymoon is over. We are three weeks into the school year and progress reports
are coming out.
It's tough when hopes are high and reality sets in. These early reports are useful though. Students can change poor
patterns or bad habits more easily if they have not practiced them for long.
Unfortunately, sometimes teachers do not inform parents of kids with disabilities in the same timely manner. I am
not sure why that is. Maybe one teacher feels he needs more than three weeks to determine progress. Another might
be afraid to admit that she has not addressed the goals on the Individual Education Plan.
Parents of kids with disabilities must be vigilant in knowing the progress of their children. We often don't have the
luxury of sitting and chatting with our kids about what they did at school. Some kids' communication skills are not
up to that. We get used to understanding much from our children with the minimum of verbal communication. We
have med to read other signals and we don't miss much.
When we sense that the child has had several bad days in a row, we need to act. If the promised communication
from the school has already fallen through, we especially need to act. If it becomes clear that the goals on IEP are
not being carried out, we really need to act. And this is how.
First, contact the teacher. Always do that first. Call or go in person and ask if the teacher has observed the same
problem you have. Ask what changes in the classroom might help? What changes at home might help? Are the
services listed in the IEP being provided? If there is a problem at school, is there a pattern of time of day, subject,
or people that might need adjusting? Do some teaching methods need altering? Does the teacher or the student
need more help? Less help?
If this initial contact does not improve your child's situation, then you need to contact the principal. This is where
many parents wimp out. Most parents are not naturally assertive. All I can say is, GET OVER IT.
If you want the best education possible for your child, sometimes you have to push, shove and flex a bit. Parenting
is not a popularity contest.
Approach the principal in writing first and request what is called a "pre-hearing conference." That will get his or
her attention. Your call WILL be returned. Keep a copy of your letter, and make sure it is dated. They must
schedule a conference within IO days by law.
When you go, take a friend or an advocate with you for support. Have that person take notes,
Write down any commitments made by either the principal or the parent, and read them aloud before concluding the
meeting so there is no chance of misunderstanding.
At the meeting, discuss the concerns, couching your languages as best you can without accusations. Allow any
faults to rise to the surface naturally.
Review your child's IEP and any reports toward those goals and objectives.
Find out if anyone else agrees with your concerns and if they have suggestions to correct the problem. This might be
a regular education teacher who is simply a master teacher and knows kids, or it could be the speech therapist who
just has a knack for understanding kids. One source of input that is often forgotten is the child's peers who do not
have disabilities. They can often put their thumb on the source of a problem in a minute, if only asked.
If no one seems to have any answers, then perhaps the student needs to be re-evaluated, looking
especially at learning styles and behavior motivation. If you decide on this, understand that the school pays for it.
(They even have to pay for a second private evaluation if the first is not satisfactory to you.) Work out a schedule
with exact dates to review the evaluation and make changes in the IEP.
lf you cannot reach agreement with school officials, you can request a mediation. This is a voluntary thing, but can
often be helpful. A trained impartial person is assigned by the state to meet with both sides and find a resolution.
The person should not be from your district.
If the mediation does not work, or if you don't want to use it, you can request a due process hearing by
writing to the principal, with a copy to the superintendent. Your request needs to include your reasons for asking for
a hearing and your proposed solution to the problem. Unfortunately at this point it is best to use a lawyer.
Advocacy, Inc. can help you there at (214) 630-0916.
At the hearing, you will explain the problem as you see it to an - impartial hearing officer. That person makes a
written decision, which can be appealed.
On the other hand if your child is not getting the services outlined in his or her IEP, after speaking with the teacher
and the principal, you can file a complaint with the Texas Education Agency, 1700 N. Congress, Austin, TX
78701-1494.
Just send them a letter stating that you are filing a complaint and clearly listing your concerns. They must send
someone to investigate and resolve the problem within 60 days.
Most of the time, only the first step of this process has to be used. The parent goes to the teacher with the concerns
and they work it through with the best interest of the child leading the way. It would be nice if it always worked
that way, but it doesn't.
Parents must learn to do whatever needs to be done to maximize their children's education. It's not the law of the
land but it is the unwritten law of good parents.
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Nancy Lambert Davenport
EMAIL: nancdave@swbell.net
URL: http://www.nancyldavenport.com