Parent Advisory Council R-SEPAC

Comments (Q1- What positive experiences have you had.  Q2-What would you like to see changed)

04.

Q1. What positive experiences have you had.

Everyone involved in my son’s IEP process was absolutely wonderful.  The assessments were very thorough and his IEP addressed his needs perfectly.  The 'staff member' has been there for my son through everything.  The 'staff member'and teacher have turned my child's school experience completely around.  He loves school now.  I can’t even imagine how much we’d still be struggling if it wasn’t for our team.  Thank you. 

05.

Q2.

If it is possible to receive the reports in Spanish that would be more helpful for our understanding what is going on with my child's progress.

09.

Q1.Great improvement in our child’s grades and attitude towards learning.

Q2. No ideas.  The department has done a great job.

010

Q1. 

The staff is both understanding and professional.  Meetings are always on time and positive.

Q2.

Stay the course.

012

013

Q1.

As you will read, I have always had a great experience.  This is the second time around for me (IEP).  I realize that each child is different and realize that each team is different.  Up until this year it has always been fine.

Q2.

A parent needs to be notified if their child is going to flunk a subject. My child is on bi-weekly progress reports.  There was no indication of him flunking! The teacher still has not returned my call nor was he at the meeting!  I have never had a problem in the past with communication.  I have had 3 children go through the school system.

(These comments were listed on the front- ‘Flunked a subject and was not notified!  Progress reports did not indicate an “F” VERY UPSET! {multiple underlined)

013a

Q1.

I am very fortunate to have had an amazing experience throughout the years!  My son has flourished and done very well through the system.  He has been on an IEP since 2^nd grade and has made great progress.  Doing very well as a 10 ^th grader.

014

Q1.

Excellent Special Ed program!

015

Q1.

Rockport’s Special Ed. Program is excellent.  We feel very fortunate that are (our) children have been involved with it.

Q2.

I feel sometimes communication between regular teachers and Special Ed isn’t always what it should be.  During IEP meetings teachers have made statements that seem to take people off guard.

017

Q1.

The Sped dept. has (been) more than helpful in helping my child succeed.

019

Q1.

SPED Staff and most teachers have been very accommodating and sensitive.  The SPED staff has been very patient!  My child’s lack of progress is not due to lack of help.

022

Q1.

The new principal seems intent on trying to do the best for our child.  The 'staff member' has been great.  I would strongly recommend that she be re-instated to a full-time position.

Q2.

We need a new occupational therapist.  The OT* has shown nothing by way of helping our child.  There is no communication between her and our family even though it was originally put in the IEP that she would communicate on a weekly basis.  In meeting, I feel she is scattered with her thought and doesn’t know what to do specifically with our child.  Her feedback for the report-cards did not address our child’s area of concern and gave us no tangible understanding as to his progress.  She has been a frustrating and disappointing part of the IEP team.

Comments from the front:

Question 6: I received notification of all special education meetings. Not in a timely manner – notified one or two days prior.

Q11: There is good communication and collaboration between my child’s classroom teacher and special education staff.   Unclear.  Communication is poor between parents, teachers and SPED. 

024

Q1.

Being able to talk and let you know what I see and what I would like to have happen.

025

Comments on front (no questions answered)

I have always been very satisfied with the help my son has required.  The team is accessible, professional and very caring.

026

Q1.

I appreciate the communication between my child's teachers and the Special Ed. Dept. regarding how best to meet this needs.  Everyone is working hard and it shows in his efforts in the classroom.

Q2.

If possible, due to budget , it might not be, I would like my child to receive a specific program that will help his processing development…which is really holding him back when it comes to his independence with learning in the classroom.

Thanks

029

Q1.

I was tickled to see a good report card.

Q2.

Nothing

030

Q1.

The writing program at the middle school is wonderful.  It helped my child.

Q2.

Children who work hard in Special Ed are penalized for hard work.  My child worked very hard and did well now they don’t want her to receive services. Other children in the class are saying why are you doing the work we don’t have to.  Send(s) the wrong message to child who works hard.

033

Q1.

Rockport has been extremely supportive of supporting all the services needed by my child…even though serviced outside the district.  It has been a key element in his continued improvement.

Q2.

No much, although that may change if we come back to RPS…

034

Q1.

The meeting brought to light my daughter’s weakness and how to over come them.

Q2.

I would like to see her sent home with reading homework even if it’s just extra credit.

 035

Q1.

I am pleased with the team and the amount of attentiveness to my child's needs, as well as ours.

036

Q1.

Positive experiences have been teachers contacting me when an issue arises.  Has learned many strategies to cope with her learning disability. Teachers have motivated her and she became a hardworking, independent, confident student and person.  Accepted into a college nursing program fall of 2008.  Diligent and passionate about learning.

Q2.

How parents of regular ed students see Special Education as a drain on the system.  How others (students) make special education students feel - in the higher grades – stupid, inadequate, unintelligent - when they are not any of those things.  How parents sometimes work against the department instead of working like a team.  (Parent drew a triangle with SPED, Parent and Student on each side with T in the center, on the left side of an equal sign and student success on the right side of the equal sign.)

Additional comments from the front of the form:

• Testing was very informative
• Always listening to my description of issues at home to help make reading easier.
• Always had good suggestions for me to work on at home
• Always adapted plans to fit the goals that were met and new goals for future progress
• Researched all my concerns and had responded to them.
• My daughter is a great special education and regular education success story!

037

Q1. 

No answer

Q2.

I would have liked the Director of special education to be more forthcoming with information.  When my daughter was 3 years old, I was told by a former director of Special education that because my daughter was not enrolled in the school that they were not responsible to deliver services in speech, OT, PT, etc.  So my daughter lost out on a year of services that she could have received with Early Intervention.  When I learned this I was compelled to hire an advocate that was well versed in the laws of Chapter 766, so that my daughter could receive services she’s entitled to.  Also, when my daughter’s IEP meeting was due, I had not received a copy of the teacher’s reports and by law the reports are due 3 days before the meeting so that I could have come to the meeting prepared.  Also, it is very intimating going to an IEP meeting facing all the teachers and it is hard to understand when they use educational jargon and they do not explain these terms in laymen’s terms.

038

Q1.

Special education department responded to my request in a timely manner.

Q2.

Team members should assess/evaluate the results in a more professional style.  If id didn’t hire an outside expert in IEP meeting, I would not (have) changed team members view on my child and couldn’t receive the appropriate services. 

School evaluators should report their results appropriately.  If school can’t assess a child in a special area, just say we don’t know.

039

Q1.

Team is willing to accept input on IEP planning and are supportive and concerned with my child.  Although the team is compassionate and will to help there is a lack of coordination and leadership coupled with a low energy level that does not make it seem if special education is a priority or concern.  The team is great – the leadership of the department not in evidence.

Q2.

More regular communication on student goals and progress towards meeting them.

Evidence of engagement in current practices and strategies to support students.

Weakness of OT is a big problem.  OT is lovely, but my child is not getting much from someone originally certified in 1949!  Allow her to serve as a mentor to someone else, if need be.

Special Education leadership that is proactive and advocating for the kids.

040

Q1.

Coming to terms with becoming a parent of a child with a disability has been one of the most challenging experiences of my life.  All of a sudden all those baby books don’t make any sense.  Nothing makes any sense.  The milestones, the celebrations, the difficulties all take on a completely different look and feel.  Parenthood is isolating enough but when your child is not invited for play dates, when none of the children invited to his birthday parties come or even RSVP, when going to a children’s museum is out of the question, parenthood is doubling isolating.  You’re supposed to be in Paris and you’re somewhere completely different, not knowing where.

Someone hands you a pile of papers, invites you to a ‘Team/TEAM’ meeting.  People start talking about your child and telling you what your child needs and how they will be helping your child.  You are grateful that they are helping him.  You know he needs help.  You are doing everything humanly possible, even at the expense of your other children and a spouse or significant other in your life.  You have no life.  Your life is how can you meet your child’s needs, whose diagnoses you think you understand but are not quite sure how to explain it to yourself. 

School? How will he manage? Home school, yes….no…

School … they step in.  Rockport was active in implementing the required services for my son in the early years.  The evaluations were done.  The interventions were conducted.  The meetings were held.  They knew what they needed to do.  They did it.  They reassured me that he was doing well.  They were positive about his progress.  They were helpful for him.

Q2.

They did not inform me, in a way in which I was able to understand, what the next steps would be.  It was not explained to me what and where and how this all works. I was not given the necessary information from them (other than a form letter from the director informing me of IDEA 2004 P.L. 108-446, Section 615(d) & (k)…which stated something written in English but at this point I’m still trying to understand my child’s disability). 

I thought that at one point they would start to explain the process to me in a way that I would understand.  They did not.  I would like to see that change.  I would like to see that be a policy.  The team members, employed by the school system understand that the parent is on the same team as they are and that their job is enhanced by the participation of the parent – as the parent understands the regulations.  I would like to see the department understand that the parent is not to be dictated to, patronized, placated, bribed, ignored, criticized, and isolated but to be supported by educating them as to what the truth of the system is.  If the parent is treated with disrespect, then the department will have it returned to it.   If any of the members do not understand the rules, the process stops until everyone does.  This is especially crucial for parents of pre-k and kindergarten children. 

Direction and vision without action is apathy and maintains the status quo.  I’d like to see more direction and vision for the entire Special Education department.

A manager is only as good as his/her weakest member of his/her staff.  The occupational therapy offered at the elementary school is one of the weakest programs I have ever seen.  The therapist needs to be replaced with a more highly qualified therapist capable of doing physically challenging gross-motor activities with very active young children. The advancements in OT have far exceeded any knowledge of the occupational therapist on staff.  In fact, one very common diagnosis, sensory integration disorder, was studied extensively and documented with treatment (often not covered by insurance) a good ten years after this OT was certified.   Irregardless of that fact, the OT is unsuited for the position she holds and must be replaced.

I’d like to see the use of Assistive Technologies in the classroom. 

I would like to see Special Education teachers rewarded for hard work.  For example, an Outstanding Special Education Teacher Award .  The following information can be of help.

 
Agency: National Association of Special Education Teachers
Program: NASET Outstanding Special Education Teacher Award
Eligibility: A candidate for the NASET Outstanding Special Education Teacher Award will meet the following criteria:

• Be nominated by anyone involved in the field of special education (e.g. colleague, administrator, parent of a child with a disability, etc.)
• Be a full-time, certified or licensed, special education teacher
• Be a highly dedicated, knowledgeable and skilled teacher
• Be in at least the third year of teaching

Purpose: This award is bestowed on special education teachers who have demonstrated outstanding achievement as a teacher in the field of special education. It recognizes and rewards the special skills and excellence of special education teachers throughout the United States .

This award bears the NASET official seal, the recipient's name, the name of the award, and the date awarded. 

More Information:

National Association of Special Education Teachers
1201 Pennsylvania Avenue, N.W.
Suite 300
Washington D.C.   20004
800-754-4421 - Voice and Fax

  contactus@naset.org ,  URL: http://www.naset.org/specialeducationteac.0.html

Communication.   Communication with teachers who teach the ‘specials’, with staff, with parents is needed.  Special Education is an asset to the school system.  Communication with the community, open up to what wonderful things are being done by dedicated, over-worked and sometimes under qualified staff.  Doing things assuming others don’t care, don’t want to know, don’t care to know is not what makes others understand.  Hiding is something special education should not be doing.  Privacy is different.  Educating the public to how SPED works, what it supports, how it is enhancing the lives of students is what the department needs to communicate with the school and the greater Rockport community.  If the department shows no interest in the larger community, there can be only anger, ignorance, fear and resentment towards it.  Having investments in the community and recognizing that without the community it could not support its students, brings partnership and respect to both.