Special Education Action is a 501(c)3 nonprofit publisher covering special education.
Its mission is to ensure parents, educators, and students have the information and tools necessary to fully understand, address, and safeguard the unique needs of all students who require special education.
Recent Articles
Office for Civil Rights Has “Serious Compliance Concerns” with St. Johns County School District’s (FL) Restraint and Seclusion Practices; School Division Enters Into Resolution Agreement with OCR
The Language of IEPs and 504s: The Importance of “All” and “Before”
“The IEP will share reading data with parents on a monthly basis.”
After six months of meetings, your internal parent alarm starts going off because the data provided by the school doesn’t match what you’re seeing at home.
You submit a FERPA request for all reading data related to your child.
The FERPA response provides you negative reading data that the school didn’t previous share with you.
You want to complain to the school and/or submit a complaint to the state, but . . .
The school followed the IEP. It did share reading data on a monthly basis. There wasn’t anything in the IEP that stated all data had to be provided.
U.S. Dept. of Education Finds Nevada Department of Education at Fault for Noncompliance with IDEA; USDOE Issues Differentiated Monitoring and Support Findings
Helpful Information from FCPS Lawyer John Cafferky, which You Won’t Find in VDOE’s “Parents’ Guide to Special Education Dispute Resolution”
The Language of IEPs and 504s: The Problem with “Engage”
Teachers will engage with student to ensure student understands and accurately records all assignments in student’s planner.
Now imagine attending an IEP meeting at which this goal is being discussed. You push for more details, but the staff member helming the meeting insists that engage means the following:
“It’s not that they’re waiting for to come to them. They’re going to engage with .”
What could go wrong?
