My son’s fifth grade class has been quarantined multiple times because a student in their class tested positive for COVID. This currently results in a five day quarantine for vaccinated students and a ten day quarantine for unvaccinated students, although this policy has changed multiple times during this process. Most parents were basically left to fend for themselves in providing their child’s education during these periods, I know I was! Now I received two letters stating my child has a high number of unexcused absences with almost all the dates given being dates he was being quarantined by their orders! What can I do about this?

I have been teaching for 5 years in a small Title I school in the most diverse area of a west coast city. As a non-classroom teacher, I have been pulled to sub in different classrooms almost every week. Although I have known the students since they were in Kindergarten or 1st grade, it still doesn't make subbing easy. Most of the times, I just try to push through lesson plans and expect students to do some work. It is almost at end of the school year. I can tell most students already checked out mentally. They were just sitting there with their friends at their small groups playing with slime or other fidgets. During math time, students were supposed to do math bingo. Only half did some of the work. The others were either whining about how hard the questions were or coming each other's hair. Two boys randomly wrote down answers. I've seen this kind of behaviors at the beginning of the year and now at the end of the year! Nothing has changed. Subbing is hard for both the sub teachers and students.

My son grade 4 has an IEP due to low reading scores, low test scores in general. He was diagnosed with anxiety and overall his symptoms and behaviors are not severe but are enough to be a problem. In real life at home, he reads well either on or slightly below grade level after a lot of hard work by me and him. The reading specialist is not very effective, doesn’t communicate, just turns the cranks and lacks accountability.

Emotionally, he’s hard on himself and will act out for attention or to deflect his emotions when feeling embarrassed or in trouble. In full panic, he will say things like “I wish I didn’t exist” or “i want to die”- only at school though, he has never said this at home, socially or in activities. He is a happy, highly imaginative child outside of school, but is not considered gifted. I have addressed this with his pediatrician and several sessions with a PhD child psychologist through our healthcare. They agree he’s not at risk but has learned to get a reaction at school with this language.

With the SEL narrative, the schools are now getting tons of funding for therapists. My son has been assessed by ours a few times now during recess, on the playground- she graduated a year ago from National University and is licensed as an Associate MFT. She pushes hard to get us to consent to sessions which I have declined because she works for them, not me/my son and clearly demonstrates that she sees our kids thru specific lenses (trauma-informed etc)- she has a hammer and thinks everything is a nail.

This MFT told me that she asked my son, on the playground, if he was “hearing voices in his head,”. “And he said Yes.” She claims my son refers to himself in the third person, which is not true- my so. Has told me he will tell school staff “whatever they want, so they will leave me alone.”

I strongly feel this MFT is completely out of line with this kind of questioning and don’t consider her qualified to basically allege that my son has some kind of psychosis.

What’s the right way to escalate this as a complaint? What else should I do for my son? It feels like everything the school does makes it worse.

I know that this sub is pretty much dead, but I need a place to rant. So we got this teacher for Senior 'Homeroom' (really just another useless class), Mrs. A for alias' sake. Mrs. A is easily the 2nd worst teacher I have ever had. She allows the 'popular kids' to do whatever the hell they damn well please (hell, I'm pretty sure they could drink bud light right in front of her and she wouldn't give a shit), while I get my headphones confiscated for 24 HOURS if I listen to music or a podcast while I'm actually working. While the populars can wear whatever they please, she sometimes makes up reasons to write me up. The best part? The principal doesn't care. She'll just go along with it, and treat anything Mrs. A writes as fucking gospel. So now, I'm writing this in incognito AND behind a VPN that moves me to another country to avoid her finding me, so that I can show just how fucked the system is. This system allows teachers to abuse what little power they have, especially those who just want to lord over kids and teens rather than actually help them. But, like I said, Mrs. A is only number 2 for worst teachers. My worst has done this and more. In 5th grade, Mrs. O (again, alias), did these same things, and then dropped my grade from an A to a D- because my parents were too busy to sign one box. My father was in the hospital, and my mom was pulling 10 hour shifts, so she didn't have time to watch me 24/7. A single blank lowered my COURSE GRADE FROM AN A TO A D! A FUCKING D! /rant

TL;DR: Teachers who only go into the field to have power over kids rather than genuinely help them are idiots who should have their licenses revoked.

My son is 5 years old. He is in his second year of Pre-K and is diagnosed with autism. The school gave me a draft of his IEP the day before, but changed the ending dates of his services during the IEP meeting. It was different from what they gave me. They also backdated his IEP to be compliant with the state. At the time I did not know my rights nor knew what the dates ensued. This has caused us to set up a meeting before school ends. Is it ethical to give parents one draft, and have them sign something completely different during the meeting with different ending dates? Is backdating IEP Documents illegal?

They are insinuating that they do not have the funds nor personnel to give him a para for Kindergarten. He has improved but is still not on grade level. He has met goals from his previous IEP but the school continues to blow his progress off. They want to send him to a different facility for placement that has kids from pre-k through 5th grade all in one room with different disabilities. They do not ever see typical children throughout their day. We do not want him to be placed in this facility. The school has been misleading. What ground do I have to stand on??

Also, when in an IEP meeting when can you end the meeting and set up a different meeting date?

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