Sample Letters

The following are some letters I have written that helped facilitate my child's needs. Make sure you stay focused on solving the problems and document everything helpful to your child in writing.:

Written Request

I am writing in reference to ESE student ******* ********** in Ms. *******'* class at *** ***** elementary. My child's IEP meeting on May 8th at 7:30 a.m. left her placement for next year up in the air with you stating that "*** ***** did not know if a first grade with support would be available. In order for our daughter to make meaningful progress next year, it is appropriate and academically necessary that the county provide a general education first grade with support for our daughter, meaning a general education teacher with a full time aid in the class during academics. It is educationally necessary for ******* to be in a first grade with support because her ability to achieve academically is at this point greatly reduced without it. Please give a written response as to what ******* **********'s placement will be in the 2007/2008 school year.

Sincerely,

      

Dear LEA Rep,

Early Release Request

I am the parent of ******* **********, age six, who is a student in ** ******'s first grade class at *** ***** elementary. I have reason to believe that my child has special needs that cannot be completely met by the accommodations the school is providing. Our pediatrician is recommending she attend the Lindamood-Bell learning center as part of her daily therapy(see prescription). In order for her to make meaningful progress in academics we are requesting early release Monday thru Friday between 12:30 and 12:45.

Sincerely,


March. 9, 2007
Mrs B.  B.
Address
Tel


Michael Morris
Director Jacarenda pre-school
address


Dear Mr. Morris,

I am writing in reference to ******* ********** in Ms Millers class. My concern is that her progress this year was cut short in the first semester due to me not being properly informed that behavior was keeping her from meeting IEP goals. I was only made aware of the situation after I initiated communication with the teacher in December 2007 as to why she was not meeting simple goals I had no doubt she was more than capable of. I would have definitely met with the behavior analyst in the beginning of the year if I had any clue her progress was being jeopardized, I am requesting a copy of all records Jacarenda pre-school has on file for my daughter including home and teacher notes, meaning not to exclude anything. Thank you for your attention to this matter, please contact me if I can be of any help in collecting her records.

Sincerely,


Dear Ms Lea Rep,
This e-mail is being written in response to our interim on 9/20/08. I am requesting that the following information below be provided by the school in writing.

1) Please provide me a schedule of my child's day(including ESE pullouts)

2)Can you show me the research studies that show this intervention works for students like my child(such as sentence starters)/?

3) Can I observe to see how the intervention is delivered? Can I learn how to do it also, to support the teacher?

4) Can I review the materials associated with the intervention?

5) Can you show me any data that shows that any student of this teacher last year closed the achievement gap using this intervention?

6) How often will "g's" progress be monitored and can I gain access to the data collection that shows she is benefiting from the intervention?

7) What is your plan for changing the intensity, frequency, teacher training, size of class and/or methodology if my child does not make gap closing achievement in six weeks?

8) If "G" masters the goal more quickly than anticipated , will you adjust them upward at least every six weeks?

9) What pull outs for services can be done before or after school?

A comparison of her expected and actual rate of learning should be considered by the "TEAM" before more time in general education is recommended. I want nothing more than for "g" to be independent in general education and meeting sunshine state standards. I need more proof that she is ready to take that step to independence of more time in general Ed. I will sign and return the release of information form to you from her educational supplementary outside provider. They can provide great insight into the strengths and weakness areas of my child. According to outside documentation I believe she has mastered her math goal. I was left with the feeling that I was calling an interim for no good reason by your autism coach(who's name is not on my draft but present at the interim). Her inappropriate comments such as"if its not broke don't fix it" and "I'll be honest with you, they had to point out which one she was because I couldn't tell" only cause me to have to spend vital outside therapy money on advocates.

Thank you for your time and attention,



On The Fence

The hardest part of leaving pre-school with a child on the spectrum was not knowing where she would be attending kindergarten. The county only shows you an autism cluster program in your zone, so to me it was assumed that a cluster would be appropriate for all. When I mentioned to our well meaning tour guide at the Elementary school  that I would like to see a regular kindergarten classroom , she discouraged it. Crazed, knowing my child must fall somewhere in the middle , I asked the Director of the pre-school and all she could tell me bless her heart was that my child was "On The Fence". I say bless her heart because this pushed me to get my "Ducks In A Row". A mother has a wonderful ability to envision her child's future and see her child's options very clearly. I always say if you have a child with a learning difference you must have a plan A,B,C, and D at all times for all things. Wondering whats the big secret, I ate, slept, lived and breathed every day all day just  preparing for  "G's" transition IEP. I began to really see that the burden of proof is and will forever be on your child.These are the steps I took before my child's exit IEP from pre-school:

1) I researched Inclusion/least restrictive environment for weeks
2) I wrote letters to the county looking for answers and info
3) I got letters from therapist, tutors, and any extra activity she had participated in for independent proof of certain skills
4) I requested a copy of her records from pre-school.
Below is an example of a letter :

Dear Mr.

I am extremely concerned that *** ***** elementary has very limited options for my high functioning autistic daughter. The highest cluster at the site was clearly not even close to my daughters current level of performance(not even for 70%-30%) and the general education class possible had one aid that helped direct the entire class. There are three months of school left and my daughter is what they are calling on the fence, meaning to me that it could go either way. I feel I am being deterred from looking at other schools understanding that it is preferred by the county that student's attend their home schools. If the gap is so wide and I cant seem to get a straight answer about her placement next year it is only leaving my family and I  feeling victimized before our exit meeting has even taken place. Is Broward county in the practice of holding children's fates and futures over parents heads? What is the big secret all of a sudden about my child's placement? How can I properly prepare for a meeting when I am not allowed to know what the recommendation is before hand? It seems beyond unfair parents of average kid's know where their child will be placed but many ESE parents are put through much unnecessary undue stress and anxiety.

Sincerely,

This is not an example of a proper letter to obtain a service or to request something, that type of letter needs to have emotion out of it and stick to short facts with what you are requesting at the end. This letter shows the desperation I had after visiting/touring what was to be her elementary school autism cluster program. I do not believe inclusion is appropriate for everyone but clusters are not either. Placement is an important factor in your child's success whether they end up in  a cluster or general education classroom. Be able to prove your child abilities, look up sunshine state standards and make sure your child has as many of those abilities as possible, BEHAVIOR at this age is crucial for inclusion most people wont come right out and say "Hey it's your kids behavior". For some reason the most important things a parent needs to hear alot of professionals are still too worried about being politically correct to lay it out and say the truth. Only after you hear and accept the truth about your child can you change things for the better. If you see a certain behavior at home believe me they are doing it at school also.  Have common sense if your child is not potty trained yet total inclusion might not be the best place for them yet. Today I jokingly say she is an "On The fence Autistic" meaning she is on the fence with some autistic traits but not as close as she was at 3 to going over the fence into full blown autism.Set goals and don't wait for the school to achieve those goals, you make them happen with your child. For "G's" exit IEP from pre-school I wore a picture of her around my neck for all to see. Nothing gives me drive and determination like a child in need.

A Passion for Promise

A passion has evolved in I over the years for helping parents of kid's with disabilities. The ability to have an unbias opinion with experience look at the facts when a child  is not doing well academically and/or socially can make the difference between success or failure. When I say unbiased, I mean not the principle,county, teacher, parent, or even therapist whom all of course should be involved(it takes a village to raise a child). All of the people and more listed are necessary and have their place. The most valuable opinion's and guidance I have ever obtained has been from advocates that I retained for free through family network on disabilities or by hire. I can take the emotion out of advocating for other peoples children but when it comes to my own I find it difficult to do, and taking the emotion out of it is one very important key element along with listening between the lines and doing your homework.

The point is everyone truly has their own agenda, from the  administrators, school autism coaches,teacher assistants,area program specialists, autism family counselors,speech language pathologist ,LEA representatives,  ESE teachers, and  general education teachers you might all see at an IEP meeting you would think "Hey look at all these professionals, they must be making decisions that will enable my child to make the most meaningful progress , provide the proper services under the law, and stay on top of measuring his/or her goals". WRONG! The reality is these people are simply support and you the caretaker will be the constant driving force to ensure all the above is happening .Education is power in this situation, so use all these supports and learn from them. Take the knowledge with you because you will need to use it down the long fruitful road of raising that independent, sweet, focused human that will have many gifts to offer the community.

My first IEP meeting out of the safety net of Baudhuin pre-school was that of the LEA Representative(the person who holds and speaks for the counties money) telling me that she couldn't  tell me my child's placement(meaning if they could provide a supported classroom or not) even though my child's reading comprehension was testing well below pre- primer level. The number one rule always is "If it doesn't make sense, It's not true!). This just didn't match my child needs and I knew better from taking the time out to learn the laws. I thank this LEA Rep today because this experience gave me drive right out of the box, I now knew why the county spends so much money on educating parents because the system is flawed. Only  parents that have truly put the time in and paid attention will see the benefits for their children. My child's situation this time was handled through a letter with specific wording. The question really is what would have happened if I had said o.k. regular class  or not taken seriously the reading comprehension score. The comprehension score was actually corrected by me getting permission to pull her at noon everyday to attend Linda-mood Bell because the services the county could provide was not going to be  nearly enough to catch her up to speed in time. Some situations require intensity, meaning alot of time and sacrifice. Next, I will chat about teacher types and how the speed racer type can threaten to ruin a child's hard earned  academic career in a matter of a month.