In my previous post, I told how I like to make districts expand on their prior written notice. The important thing is to get in writing all their reasons for a decision they make which goes against my client’s wishes (and best interests).
Dear Ms. Special Education Director,
At last week’s PPT, you refused my client’s request for additional resource room time for small group special education instruction, even though we all agreed that she learns better in smaller group settings. You specified reasons, besides the fact that it is not, in your opinion, the Least Restrictive Environment. Your additional reasons are not noted on the Prior Written Notice pages of her IEP, and not specified in the minutes.
Please explain to me why you refused to allow my client more time in resource room. Please be specific as I do not recall your reasons and am still unsure as to why you made the refusal.
It is often like pulling teeth trying to get case managers, or administrators to provide their reasons. Often they will write back something like “. . . I have already given my reasons at the PPT, please check your notes.” I refuse to let them off the hook.
I will pursue “. . . I am very sorry that I didn’t write down the reasons – maybe because they didn’t make any sense to me. I do not have the information. Your prior written notice does not give specific reasons except to say ‘student’s progress indicates that there is no need for additional services.’ If you truly feel that is your full and true answer, then your refusal obviously did not take the child’s unique circumstances and needs into account. I am asking you again to please explain to me the specific reasons you refused the request.”
I will not allow them to circumvent answering. Parents are entitled to a full and forthcoming answer to their questions regarding their children’s special education. I will not let an administrator off the hook until they have given the information parents are entitled to.
Once I have the information, I find the weak points, and exploit them.
The surest way to get what you want for your child’s special education is to make a compelling, winning case in writing, before you ever go to hearing.
This is why I treat every communication with a school district as an opportunity to document my client’s case. Letters and emails to administrators are written from the perspective that they will be read by a hearing officer.
Here in Connecticut, parents must present their case first before a hearing officer. So, even though, in CT the burden of proof (that an IEP is appropriate for a child) supposedly rests on the school district, in reality, parents present their entire case first. This puts the district at an advantage as they can prepare their side of the story to directly oppose and overcome each parent concerns presented at the hearing first.
So, I force school district to present their case before even filing a due process demand. It is easy. When the district opposes a parent’s request, I make the district give us an answer in writing. This is supposed to be done on the “Prior Written Notice” pages on the IEP, but the information they document is always scant. I will ask them to clarify – giving them ample opportunity to “make their case.”
For instance, if a parent formally requests additional speech and language therapy and the district refuses the request, I will, after I have gotten a copy of the IEP, ask them to clarify their reason and expand on the negligible PWN supplied in the IEP. Usually the reason they give is something pithy and virtually meaningless like “student performance does not support additional services”. Once I have it in writing, I save it.
When and if the parents go to due process, I will dispute the districts written reasons directly, and present our own case refuting every reason the school gives. When it is their turn to present their side, I will not allow them to expand on their PWN and give additional reasons. I will object to anything the school tries to add outside of the reasons they provided because they were never presented to parents prior to the hearing. They don’t get a second bite of the apple.
So many parents are utterly frustrated that their child’s school district won’t listen to their requests for changes in the child’s IEP, or for additional services, or for outplacement, etc. The school doesn’t come out and say “no,” they just deflect the request with “he is making good progress with his current IEP” or “she is making excellent progress on her goals and objectives, so we see no need for additional services” or “the program here at the public school is working so well for your child, I would hate to see him outplaced”.
Here is how you get your request truly addressed: You make it a “formal request”. Instead of saying “I think my son needs to go to a different school where they know how to meet his needs” you must say “I am making a formal request that my son be outplaced at a school that is appropriate to meet his needs.” Then be sure to get an answer. It will be a “no” or a ‘yes” or something in between like “lets put in place the recommendations in this IEP and see how he does.” The latter is still a “no” and you must call them out on it. “So you are refusing my request at this time.”
Here is why that is important. The school is obliged to give “Prior Written Notice” whenever they propose a change in the IEP or refuse a request for a !change in the IEP. Most schools try to avoid this by ignoring requests. Some simply don’t do it because they know the parents don’t know any better.
Prior written notice is an important safeguard for parents. Schools aren’t supposed to just be able to say “no” without giving a reason. They often do, but they do so in violation of the IDEA.
When I make an important request; one that I am willing to fight for, I make it formal. The school usually gives a pathetic reason on the prior written notice page like: “educational performance supports proposed action”. I refuse to accept that as an answer. So, I will ask the highest administrator in attendance to elaborate fully. They usually come back with more pathetic answers.
In the event of a due process hearing, I will object to any further elaboration on the subject as having been withheld from the parents prior to the due process.
This is how to use the law to win.
Sometimes it is necessary to file a police report when school districts make bad choices that put your child in danger. Here are a couple of examples when I recommended filing a local police report.
- The school district removes a child from school because they claim his behavior was so disruptive that they did not know what to do. One family had their son removed to a hospital to keep “him safe.” They did this without notifying the parents prior. When the parents finally got to their child in the hospital, he was only partially clothed. The district told the parents they want to outplace him because they can’t handle him at the regular school. They told the parents the specific school they wanted to send him to. The parent wanted a choice in the matter. I recommended they file a police report because the school removed the child without notifying the parents and frightened him by making him ride in an ambulance from his school.
- A staff member at another school district was getting irritated with my client’s son. The staff member went over to the young man, put his hands on his shoulders, and shook him visibly. I recommended filing a police report. The police told the parents that they thought that DCF (Department of Children and Families) should handle it first. I told the parent to go back and insist on filing a report. The police department didn’t want to be bothered, so they passed the buck. I made the parent go back and insist they file a report anyway.
Here are my reasons for recommending these families file police reports: one, to have the offending behavior of the school on public record so that they should be certain that each child (of my clients) will not have a similar occurrence again, lest the districts be in big trouble; and two, to have a police record on file against the school to give my clients leverage to get a more appropriate program for the students.
When there are events like these happening, the school probably does not know how to meet the child’s needs. Districts don’t want to admit that they can’t handle certain kids, and they don’t want to spend more money than necessary, but having documented these events with the police, will often tip the scales in your child’s favor.
I have encountered a few incidents where a child with special needs cannot get to school without outside help. Some families simply don’t have the tools, strength, right relationship or physical ability, to get their special needs child to school on time, if at all.
Your school district will not offer help. You have to ask for it. And you must make a compelling reason for them to do so.
Sadly, families trust that the districts have their back, and WOULD help if the COULD. A client of mine has an exceedingly difficult time getting her teenage daughter to school on time. The relationship with her mother (who is single and the sole adult responsible for getting her up and to school) is strained, at best, and the daughter simply WILL not do what her mother says. This is actually part of the girl’s disability – she is not just being an ornery child.
Since the girl misses enormous amounts of school, she is not receiving the education the school is obliged to give her. Nothing the mother does will work. She can’t physically drag her.
So the school needs to provide a paraprofessional to come to the child’s home, and help get her out of the house and to school in a timely manner, otherwise, the child is not getting FAPE (free appropriate public education) which is what all districts are obliged to provide its students.
I won’t lie, there will be extreme push back from the school. But a calm parent advocate, armed with the truth and knowledge of the IDEA law, can compel the district to do the right thing for the family.
When a parent realizes that their child’s school district has not been forthcoming, has been delaying services, and is purposely misleading, we get mad. And understandably so.
That is what I did once I realized that my child’s school administrators were “handling” me. I was furious. How could they be so deceitful and make my life so difficult when I am the one who has a child with special needs! Life is hard enough, and the school is supposed to be here to support us. Not make things worse.
I found that anger was detrimental to my child’s case though. As natural as it is to feel that way, it is always detrimental to let anger fester. It becomes too tempting to treat the school with disrespect and disdain. What I found it does is close our minds to any good ideas and suggestions they may have to help our kids.
The fight easily becomes between “us” and “them” and not about how to get the best education for our kids. We need to check our egos and righteousness at the door – even if the school administrators do not. We have to be bigger than them for our kid’s sake.
Does your child’s IEP look the same to you over the years? That is not a good sign and should be investigated. You want to be sure your child is receiving new and challenging Goals and Objectives that build on each other from year to year.
IEP’s are not really designed to easily track your child’s progress on Goals and Objectives. It is even harder when the school writes the IEP in a different order from year to year. For instance, one year, your child’s math goals are numbers 4 and 5, but the following year they are numbers 2 and 3. This does happen. Dare I say that schools may do this purposely to confuse parents so they can’t easily determine that minimal progress is expected from their child?
I will use a spreadsheet program, like Microsoft Excel and stack the similar goals and objectives in rows on top of each other. This makes it easier to follow the progress or lack of. We need all the tools we can get to be sure our kids are being challenged!