Built up for what?

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Hi ------------
In our last meeting, some time ago now, we spoke of many goals for -my child.
Such a motivational meeting.

There has been enough time for them to be a reality.

I am curious now if my child has the red/green spot card on her desk, that says green- I'm doing well /red- I need help.
You also spoke of talking with my child's therapist ----------------------- This has not happened.

I also keep asking that my child's aide do not do the asking to the teacher of a question that my child can ask but prompted by the aide for her to do so.
Back in term 1 and 2 Donna and Sarah asked my child to ask the question to a teacher and my child was proud of herself.

Asking 4 questions per week is a current challenge set by the therapist and this would be a step forward, but the aide keeps on asking the question.
Its disappointing to be built up in a parent / teacher meeting and then goals just dissipate.

No one has really discussed with me, what my child and myself can expect from integration department.
I realise though that what I am asking is no mean feat.

I am deciding whether to talk with------------------ or ---------------- of the education department for more support.
With Thanks


Un quote- I know my letter is fine, but will the integration dept at my daughters school get their back up. I just want what they procrastinate about. I hate confrontation and if they get all defensive I will not be happy, this is a right for my daughter and me. I kind of feel like we were used big time last year to get funding, they were so interactive with me and totally engaged, but now.
Please let me know what you think.

You should probably throw in a few more "please" and "thank you" and "I would appreciate it so much".
If you're trying to write a pleasant letter that doesn't irritate anyone, that is.
Depending on your history with the school, your letter might be fine as it is. Does the school seem to be trying their best and just needs a little input from you? Or are they being lazy/obstinate/uncaring? That should determine your tone.

Here's how I would write it, if it helps:

I like how you worded that momsparky Just adding in my opinion. Not sure what apprised means- as in updated?

It means informed.

Yes, informed, that's correct. Sorry: as I said, I tend to be a bit pedantic, so you probably want to re-write it in your own words. Basically, the idea is to write like you're just checking that they're doing what they are supposed to do, but you are just looking for confirmation because you assume it's being done. You want to find a way to give them an out so they don't get defensive if you can.

Momsparky did a wonderful job of rewriting, but the issue remains is in your school district what do you have the right to expect. I would not try to ruffle feathers, but would insist on your child getting what they need where they are legally entitled to it.

In the US school get double the funding for a child that has an IEP. The funding ends up in the general funds and the teachers do not receive and of it. But the school is legally responsible to carry out what is in the IEP and the parents approve and can contribute to the IEP.

KariLynn, do you know where you found that information about funding? Our school system always insists that problems with supports are due to "money," and I thought what you said is true, but I can't track that down anywhere.

I'd also add, to the OP: if they agreed to it in a meeting, then it is absolutely reasonable of you to expect it. It's on them, first of all not to agree to things they don't have the resources to implement, and second of all to provide your child with equal access to education.

Thanks! If you do find the original source, please post it.

Thank you, that is very helpful.

My read is also where states have multi-year waiting lists for services the school district gets funding for the children not receiving services because they are being periodically monitored by a sped teacher, at least the fed and state required matching.