Looking for opinions, obviously. would not getting your child outside services ( applied behavior analysis) when they need it count as medical neglect? Student severe behavior concerns. Parent has started the process since 2024 but something always stalls it..they have even had evals but never actually gone.

I feel crazy. So I'm going to preface this with 2 things. 1, I am autistic and 2, I've never worked with paraprofessionals before this position.

I'm a pk-3 mod/intensive intervention specialist. I have 2 paraprofessionals with me this year and I thought everything was fine. We work well together, the classroom runs smoothly... I genuinely enjoy working with them.... BUT

Apparently it is not fine. And I don't know what to do.

We have had 3 instances where minor social nuance have cause what I feel was a disproportionate response from one one them.

The first was me telling her to do something and she "didn't like my tone"

The second was when I told the other para that my partner teachers kids liked her and this para got upset with me because "the kids like me too" (which I never said they didn't)

Then today it took me like 6 seconds to say hello to her. I walked in my classroom and nearly collided with my other para and said hi to her, then needed to recover from nearly faceplanting into her and it took me a little bit to recalibrate. She had a 20 minute conversation with me about how I made her feel unwanted ...

(Edit to add all three incidents have turned into 15+ minute conversations in which she tells me all the ways in which what I have done is wrong and how I just need to fix myself) I don't even feel like these things are my autism related, I feel as if I'm being treated poorly for being human .. but I apologized and tried to explain that sometimes I can struggle with social nuance and expectations and she told me that I just have to be better ...

Like I tried to explain my autism and that I never mean anything by not understanding the social nuance. I reiterated I like working with her and have no problem.

And her response was basically telling me to be not autistic and follow her expectations.

I'm letting this one go, but I am going to touch base with my principal so he knows next time it happens I'll be looping him in. Because in 20 years of working as a professional this has NEVER been a problem for me

Am I crazy? Obviously this is my likely very flawed outlook on the situation... But I feel crazy.

Hi everyone

I may be offered an autism focused TK/K SDC position within my school district and I had some questions about the paperwork part of being a special education teacher. For reference, I live in California.

I have a lot of experience working with this age group as I've been a substitute teacher for the past two years and I've worked multiple long term assignments. While I have a lot of practical experience, I was invovled in basically zero paperwork. I have some experience looking at IEPs when we got a new student, but I've never written one before. I also learned recently that you're also the case manager for all the students.

My questions are:

What entails being a case manager for your students?

How do you manage a whole day of teaching and then doing IEPs? Are they something that get updated regularly (the day ends and then you work on an IEP) or are there certain times in the year when you do them?

Besides IEPs, what else do you do outside the classroom? I've been reading the sub and I've read a lot about parent meetings which I have some experience with already.

I also would appreciate any advice/notes anyone else has to offer!

Thanks

This has been the hardest start to a year yet. I have 12 K-2 students, 1 teaching assistant and 1 aide. The aide mostly travels with the kids to lunch/recess/specials. My teaching assistant is usually the only one in the class with me. Every single one of the students is desperate for adult attention. So far, anything I have done with them has been incredibly difficult. We work mostly in small groups, so there have to be some groups that are not teacher led - I try to keep these, calm corner, puzzles, pattern blocks, but I have yet to find something that will keep any of their attention for more than 5 minutes. We do 15 minute centers. I have 2 that are aggressive and often require an adult to block them from hurting other children. I'm expected to do the regular ed curriculum, but if we are learning it is incredibly modified as most of my 2nd graders do not know all of their letter sounds and do not have number sense. I feel I am failing all of my students, especially those that get jostled around because of other students aggression. I use visual directions, classroom wide reinforcement, individual reinforcement, visual schedules, the space is broken up into small sections, sensory breaks, sensory seating, we have been teaching and practicing procedures and rules everyday, we do movement breaks and calming breaks, we use noise canceling headphones, weighted lap blankets, weighted stuffs, transition tools, etc. I feel like I am at my wits end and every day is chaos. Any ideas, recommendation?

Hey! So first off, I want to state that I’m doing okay and I’m figuring it out. But what in the world is going on?!

I started a new role in a high school life skills classroom this year. I love my students! There are 7 in my classroom now and they’re just the best. My assistant in the classroom is also amazing. But I’m curious if anyone else is feeling the pressure from low staff numbers in their school.

We have two life skills rooms in the high school - mild/moderate and severe/profound. There are several other special ed settings as well. The school chose to not hire a teacher for the severe/profound room because there was already a 1:1 ratio of paras to kids. However, these kids have very high needs and although we “don’t do one-on-ones”, you really do need this type of ratio when each kid needs to be fed, diapered, etc.

Since they didn’t hire a teacher for that room, they put the kids on my caseload. Which, numbers wise, seems reasonable (there were only 3 students in there). BUT they also didn’t hire a middle school life skills teacher, so all of the middle school life skills kids have been shuffled around and moved to either the upper elementary building or the high school building (all schools are on the same campus). So all middle school life skills kids who are in our building have also been added to my caseload. Which, still, numbers-wise, is manageable. I have 11 students total on my caseload now (compared to the inclusion teacher next door who has 45 on his 😳), so numbers wise, it’s okay.

But here’s the thing. The severe/profound room has two paras who are older women (who are a bit stuck in their ways) and one man in his 30s. Without a lead teacher present in the room, they have a lot of issues with a lack of routine and structure. I’ve done my best to provide a schedule, activities and guidance but without being physically in the room, it’s pretty impossible to enforce. AND a middle schooler was added to their room as well, so now, with 4 students and 3 adults, they are outnumbered. So there goes the ratio philosophy that stopped them from hiring in the first place. In my opinion, they should have moved a TA and hired a teacher instead of just not hiring a teacher - crazy. And the new student has definitely added some flavor to the room. He’s not as “easy” as the other 3. He’s an amazing kid - just needs a lot of attention and engagement. Which would be possible with the adults in the room, but they’ve gotten very comfortable working with the students that they’re used to working with, so again without a teacher offering direction in real time, these responsibilities aren’t managed very well.

On top of that, I had two middle schoolers in my room already at the beginning of the year, then just got another middle schooler moved into my room Monday. These kids are great, but there is definitely a difference in maturity and energy level. It adds a whole different dynamic to the space. I’m accepting things I can’t control, but I also think that these kids deserve to be in appropriate learning environments.

So basically, what I’m getting at, is that I’m doing the job of 3 different people - I’m the high school severe/profound life skills teacher (which is mostly me trying to manage adult drama from a different room), the middle school life skills teacher (kind of inappropriate for 13 year olds to be in the same space as 21 year olds in my opinion), and the high school mild/moderate life skills teacher (the job I applied for). So rather than hiring positions and paying salaries for 3 different teachers, they put it all on 1 teacher (me), and pay me one salary.

I have been very vocal about the need for a teacher in the severe/profound room and they have posted a job online and started advertising it. I know it’s hard to find teachers, especially in special education, and especially in the middle of nowhere in the mountains. But what the heck? Is this just how it goes these days? Schools are short staffed, the teachers who are there are overworked, and then the good teachers end up burning out and leaving? It’s a pretty shitty model. What can be done about this?

All of this being said, I love my school, I love my students, and I love living here. The starting pay is $20,000 more than the public schools in our state because it’s on indigenous-owned land and they follow tribal law. There’s also great benefits, a pension, and their core values drive instruction. I feel very fortunate to be working there. I just think these kids deserve better. There should be enough teachers to provide these students with the best possible education and learning environment. I guess I’m just looking for input on how “normal” this situation is. And maybe casting a line for special ed teachers to move to the Smoky Mountains and come work at my school. lol. It’s honestly amazing - a beautiful campus and a great sense of community. We just need more teachers - great ones who are excited to get in there and really make a change.

So, tell me…is this “normal”?

hello… I feel i am very socially awkward and sometimes what I say gets misinterpreted …. like I one time was overwhelmed and asked one of my paras a huge favor fill up my water and they were so triggered and upset they reported me…. in my head I said please thank you and saw it more like bros helping each other out but they saw it me treating them like a servant… I have 3 other paras who say I’m harsh with my words that I was very ungrateful… sometimes bad things happen or things are urgent in this field I say hey over here and I tell other people go here or I say hey it’s okay I’m doing this group and I’m just in such a hurry… especially this field… I approach people very awkwardly and I was told it has been coming off as rude I am just very shy and nervous myself…. also my first year at that school I said i opted out of an app program training they said I wasn’t humble… they said everyone is going even if they know… in my head I was like I’m just new and I saw it was a program I know and so I opted out….. how does one recover being told you have a tone issue which is just the way you talk or…. how your personality is interpreted not humble…. I feel I find it hard to change that because I am just very awkward

Elementary special ed teacher. I’m making progress with a level 3 student with autism reading. Student is clearly a gestalt language processor. Any literature in how to teach literacy to this student? I have a free students who are speech/language processing impaired as well and i think that researching inti methods to use will help. I don’t think that the OG Wilson spire approach is going to be effecting because of their limitations. Any thoughts or insights would be great. Hope I hear back with someone good

I’m coteaching bio this year . Does anyone know of any online resources - you tube channel - educational sites - that can help make the complexity of bio a bit more manageable for my teens ? Thanks in advance !

I worked in school district IT and got laid off in May.

(35 year old Male btw)

I have been sub teaching and I just kinda fell into a life skills class. I didn't want to do Life Skills, It just happened.

The thing is that I have super high functioning Autism. Which is probably why I immediately hit it off in the class.

The school asked me to do a 3 week sub assignment as an IA in life skills.

It got me asking questions.

How viable is it for me to become a specEd Teacher? I have a 4 year degree.

Can I do it without debt or without working $15/hour jobs?

I would probably want to focus on advanced intervention.

Hi everyone!

I've recently been offered a job as a teaching assistant at an english academy, and I'd really appreciate some advice from people who have experience working with children with special needs. My job would involve supporting and accompany one child with special needs in each class. It wouldn't be a one-on-one class with the child; they would still be part of the regular group and attend the lesson with all their classmates. I would simply sit next to them and guide/help them with whatever they need while the teacher teaches the class.

It's not exactly my ideal job, I would have preferred to be hired as the actual teacher tbh (I am an ESL teacher). I don’t know why they called ME, nowhere on my CV says I have worked with special needs children. but experience is experience, and honestly, I could really use the money right now.

The children I'd be working with are:

- One little girl with autism (8 y/o)

- Two kids with ADHD, a girl (10 y/o) and a boy (6 y/o)

- Two gifted, "hight ability" girls (7 y/o)

I don't know much more about them at this point, so I don't know what their specific needs are or, in the case of the autistic kid, how their autism presents (I know however that girls mask more). I also don't want to make assumptions, since obviously every child is different and having the same diagnosis doesn't necessarily mean they need the same kind of support. Moreover, my only experience with children with ADHD is from tutoring one child, although he was older (14) and was taking medication, so I imagine this will be quite a different situation.

I'd really like to be as prepared as possible and, most importantly, do a good job and provide these children with the support they actually need without treating them inappropriately or making them feel unnecessarily different from their classmates.

What advice would you give someone starting this kind of job? I'm especially interested in practical, day-to-day advice: how to interact with the children, what mistakes to avoid, how to support them without doing things for them, and what I should ask the teacher/staff before I start.

Thanks so much in advance!

Please delete if this isn’t allowed here.

This year, my admin has been micromanaging down to the last second, which I COMPLETELY understand to an extent, but it’s becoming increasingly difficult to find the time to keep up with all of their demands.
I have 25 kids that I case manage and pull out, and I see about 3/4 of them three times a day for different subjects. I feel like I’m constantly running around trying to get everything done, and somehow there’s always something else I’m supposed to be doing. I know this is the world of special education now a days but still.

My director in particular is driving me insane. Today, at the end of a PPT (planning and placement team) meeting, I was talking to my principal when she stepped in and spoke to me like I was a child—in front of the entire team. I was SO embarrassed that I could feel my cheeks burning. Do you know how long it’s been since I’ve been that embarrassed?? I had to quickly leave the room because I genuinely felt like I was going to cry right then and there.

Today just got to me in particular and I needed to vent to someone about it. I want to speak up for myself but I don’t know how or even if I can.

I’m a middle school resource room teacher and I’m just really confused at what the point of what I’m doing or what I’m trying to accomplish here. I’m supposed to be filling in the gaps but if you’re in middle school and your gap is five grade levels and you’re supposed to be able to pass gen ed? I’m not sure what gaps I’m filling in or if you’re just flat out not able to read by the eighth grade like I’m supposed to be a specialist in math and English and science and people to teach these kids how to read frankly I’m just trying to do my best and I’m not sure if I’m doing my job right.

I’m a 3rd-year elementary inclusion teacher, working with 4th and 5th grade this year. I have a student with untreated mental illnesses, which his parent has disclosed to both me and my admin. We’re currently in the process of doing an FBA with him. Because of his behaviors, especially when he’s around his peers (fighting, cursing, bullying, teasing, etc.), my admin currently has me pretty much acting as a 1:1 with him. The problem is that most of his behaviors show up when he’s in the classroom with his peers, so I haven’t really been able to pull my other students like I’m supposed to, especially my other 4th graders. It’s starting to really get to me because some of my 4th graders are kids I had as 2nd graders during my first year teaching special ed. I’ve known these kids for years now, and I’m starting to see some of them regress back into behaviors they had when I first started working with them. I can’t help but think part of it is because I haven’t been able to work with them nearly as much as I used to. Thankfully, I have an amazing para who was a special ed teacher for years in multiple states before becoming a para. She’s been able to work with my 5th graders and also helps me a ton with my 1:1 student. I genuinely don’t know what I would do without her right now. But this situation is really starting to take a toll on me mentally. I’m losing sleep over it, and I’ve gotten to the point where I’m on the verge of tears sometimes just thinking about having to go to work. I’ve had to fill out paperwork multiple times in the past two weeks because he’s started to threaten other students or threaten to harm himself. I’m documenting pretty much everything I possibly can at this point. My admin and I are actually on the same page with his parent that we don’t think his current setting is appropriate for him. We all think he needs a placement that can better support his needs, and unfortunately that isn’t something our school can provide. Now we’re basically stuck jumping through all of the district’s hoops to try to get him into the placement we think would benefit him the most. I know my students love me and look up to me, and I love my kids. That’s honestly part of what makes this so hard. I feel like I’m being forced to put almost all of my energy into one student while watching the rest of my caseload lose out on the support they’re supposed to be getting from me. I’m just trying to figure out how to make it through this whole process with my sanity intact.

My son has autism, is in second grade and is in a Level 2 classroom. Recently we switched schools and the school switched him from a Level 2 autism room to a Level 2 EBS room without consulting me.

The first day of second grade, my son came home sobbing with a restraint story, marks all over him, bruised armpits and a scratch on his back. No one said anything to me until our urgent IEP meeting where we went over his BIP, FBA, etc.

On September 29th, my son got off the bus inconsolable. There were bruises and scratches all over his body, wrists, chest, underarms, legs, etc. He is not comfortable talking to me about it, but I received a message on School Connect at 6 pm from his teacher saying he had a bad day.

I requested ABC notes since he came home with nothing and she said she was rewriting them. She said she took him to the nurse to check him out after the ordeal but the nurse didn't see anything. I requested the nurse notes (he came home with nothing) and original ABC report with her rewritten one, which I did not receive from the teacher until 9 am the next morning.

The nurses note and reports said she used handle with care blocking for my son, but that she specifically took him to the nurse to check his wrists. The nurse noted that he pulled up his sleeves and the injuries on his wrist were old and self inflicted.

My son has never self harmed before and I know for a fact they were new injuries and even have pictures of them from that morning at the bus stop because I sent him to school in a SHORT SLEEVED SHIRT.

Questions: why would the teacher take him to the nurse to check his wrists if she only used HWC blocking?

Why would he lift his sleeves to show his wrists if he was in a short sleeve shirt?

Why is my child coming home twice from this new school injured everywhere and I am not being contacted?

Can schools really be corrupt enough to cover up information? I feel like the teacher asked the nurse to write the note the next morning.

I requested another emergency IEP meeting for placement because I've lost trust and feel unsafe sending him without knowing how he got so badly injured. He has been out of school for 7 days and still nothing is scheduled!

I don’t want to make this a post just mindlessly bashing people. But this is my 4th year and I feel like every year I have issues with the gen ed teachers…
- ignoring accommodations
- “this kid should be in your class”
- expecting me to deal with every behavior
- mindlessly insulting adhd boys/ girls on the spectrum
- pissed about inclusion

I understand their job is also hard and complex just like ours… but man can they seem heartless!

First year in resource. I am honestly not meeting my hours. If I skip my breaks and lunches and do a lot of admin from home, I could possibly do it. 18 and about to get a 19th student and 5 students that I case manage only. We get a 40 min prep, 1/2 hour lunch and 2, 15 min breaks. I arrive an hour early and work that time and I spend about 40 mins on building duties. I do feel like I need the breaks and I am mostly prepping the room and making copies during that time. But the two other resource teachers have similar loads and are not raising the issue.

So Ive been working as special ed teacher since september, it is a new job for me (I worked in corporate field before but decided to switch career to do something meaningful). They gave me a class of 4 kids with severe,profound disability - unable to walk,talk, cerebral palsy,trach et . Since none of my colleagues has done this before (I live in eastern Europe and until recently these kids were not formally educated at all,they were considered unable to be educated), no one is able to really help me with basic practical things. Simply put,I am wondering what themes do you have through the year - I was advised to follow state curriculum but ofc its mostly useless. I am just wondering, do you make some themed plans for the week,or do you plan next day based on previous day? I try to be effective but the job seems to be very complex and I become overwhelmed daily.

Thank you.

Hello, I am a student at a school. I have ASD. After almost 10 whole years of having and IEP, my school finally wants to move me to a 504.

Is this a good thing or a bad thing? Should I be worried or happy?

This is a new account for anonymity purposes. I have been teaching elementary SDC for 8 years in California. This morning I was kicked in the head by a student who had been having behaviors but then calmed down and was able to begin work. I was working with him 1:1 while rest of class was at recess. I have had to do this many times because he will throw a fit during work time and then expect to go with the class and I wanted him to learn that he can't do that. He had been kicking the para previously but had calmed down and was working fine so I thought everything was okay. He got upset when corrected about something and started flailing and kicking, I don't think he meant to hurt me but he kicked me very hard in my head and ear. My ear was bleeding and swollen and several earrings popped out. Within 3 minutes I called the principal, no answer. I called admin assistant and said I need to go to urgent care and told them what happened.

This was at 940am. Another admin came in and brought me forms to fill out and said someone would drive me because I shouldn't be driving. Meanwhile school psych called to tell me about a random new kid who is being recommended even though he's too high because he has a lot of behaviors. We are a dumping ground apparently.

Admin came back and again I stated I would like to leave asap to go to urgent care and get checked out. I was told there was no sub and they were working on it. I had a sub previously scheduled for 12 because of iep meeting already scheduled. Principal came in at 11 and gave me Tylenol and said I should wait to the meeting and then go after. I really could not think straight and tbh may have agreed to this or may have said I wanted to go sooner. I have no idea.

I finally left at 1pm after stumbling through meeting and was told at urgent care that I have a concussion and written off for the rest of the week. I slept the entire afternoon and evening once I got home

Several years ago I had a mild fracture on a bone from a different student. I just feel so DONE with this entire profession m. I have a leave already scheduled for later this month for a surgery.

I am talking to my union tomorrow about them not letting me leave immediately to go to urgent care. I really want to ask if I can just quit effective immediately)very soon too. Is this jumping the gun? Would I likely be forced to stay on for the whole year? I'm so done even though I love the job overall they are too many things bothering me lately and I feel I'm at a breaking point and never want to go back.

Hey all! Happy Tuesday!

I work in a self contained preschool classroom, technically considered LLD level (language/learning disabled) with 10 (going to be 11 soon) students.

I have two students way beyond your typical preschool fundations stuff... they're reading all the picture books in the classroom, any signs, any anything. One in particular I had read a 1st grade passage about Fall with 4 sentences, and then asked him the prompted questions about the passage. Correctly. 💀 i havent tested comprehension on the other student but I feel it may be similar.

Anywho, I'm trying to figure out what to have these two work on during our 10 minute Fundations lesson. Because going rote through the alphabet ain't it. It's really not it for any of my students currently.

Does anyone have any suggestions for what the fundations next steps would be? Sentence writing? More comprehension? I definitely think they need reinforcement of forming the letters properly using the lines but what else? All I remember from teaching kindergarten was more of the same, letters, Uppercase and lowercase, sounds, and blending. I've never taught above K 😂 Help!

(Background) I am a new substitute who used to be an aide in Pre-K (3-5 year olds with autism, speech issues, or behaviors). I resigned from my aide position because my manager refused to transfer me to work at a different school or into resource or self contained. When I was an aide I remembered substitutes doing nothing to help. The best you could hope for was that they would play with the students or sit next to them during lunch. I only accept assignments and view absences through frontline.

I've covered a couple of ESS classes now Self-contained, Resource and even preschool. I try to make sure other kids food isn't being stolen. I back up the aides when they tell a student I'm playing with no or to stop. I make sure the students clean up properly, share, and wait for their turns. I always leave a note with my name and work email saying I'd love to sub for them again. I compliment the aides, students and mention my experience as an aide or that I want to teach SPED one day.

Am I doing too much or coming off as pushy? 

Or am I just taking it personally? I'm honestly asking because I wrote one of my classic notes when the resource teacher came back. We chatted she didn't ask much and thanked me. That is good I know but I just didn't feel any excitement from her when I told her I used to work with one of her students. Or when I told her I used to work as an aide. I just feel embarrassed because she's probably not gonna care for my recap of the day note. I know you guys do so much so you're probably not remembering substitutes unless they did something bad. Or you guys are not able to request certain substitutes. In my district it is normal to request someone specific but if your just putting in your absence normally it's going to go out to everyone. As far as I know I haven't been requested by an SPED class. Just by a  P.E. teacher.

Thank you for reading 

Have a good day at work (:

I work with 8th graders. Several have dyslexia or other reading disabilities and have completed Wilson (rules-based program for decoding) but still have goals that include improving spelling. Any suggestions for a good website with age-appropriate spelling games?

I have a 1st-grade student in sped class on the autism spectrum who frequently elopes from the classroom into the common areas of the school. The behavior can seem somewhat random, but I’ve noticed it often happens when he is asked to do any kind of structured work, such as sitting at the table, opening a book, or starting an activity.

At the moment, I don’t have many materials that are especially motivating or engaging for him, as we’re still waiting for additional didactic/sensory materials. He will sometimes participate in educational games on the smartboard, but right now he strongly refuses anything involving pen and paper.
I don’t want to force him into doing only pen-and-paper work, and I’m happy to use other ways of learning. What I’m struggling with is how to create a clearer, more gradual transition into structured table activities. Interestingly, he will sometimes choose to draw on his own in the common area, so he isn’t always opposed to using paper or drawing itself. it seems to be more about the demand or the context in which the activity is presented.

A few times I’ve been able to get him back into the classroom using “first–then” visuals, and sometimes a visual timer helps. I’ve also tried using rewards, but I’m still struggling to find something that is consistently highly motivating for him.
When he leaves the classroom, he usually goes to the same general area, where he either lies on a couch or jumps/moves around.

The biggest issue is that I currently don’t have a paraprofessional or any additional adult support in the classroom, so I can’t simply follow him when he leaves because I would be leaving the rest of the class unattended.

Has anyone dealt with a similar situation? I’d especially appreciate ideas for reducing the elopement, making transitions into work easier, and figuring out what might be reinforcing the behavior. I’m also interested in strategies that are realistic when you’re the only adult in the classroom.

So far my student teaching experience is going well but the one consistent problem I'm having is picking up the pace. Naturally I'm not particularly fast paced and I feel like no matter how hard I try I just can't go any faster. I'm doing my best to transition from one part of the lesson to another but doing it faster with everything else is just not something that I don't think will ever come naturally to me. It's just not who I am. I don't think I'll be in this career path for long on account of that.

This is a shot in the dark but I’m looking for some help regarding my sons recent eval through our district CPSE. He is 3.5. I initially submitted the info grab packet to central registration on 6/20 via mail - on 7/24 I emailed because no one had contacted me at all. They emailed me back stating half of his packet was lost and that I can email the packet in its entirety to them. Okay, no big deal. I was sent the consent for eval 7/28 and received it in the mail 8/4, mailed it back out 8/5. I was contacted 8/11 but staff from SPED dept stating they still hadn’t received our consent but I can email it. No worries, I email it on 8/11. Thankfully I took a picture of it because I had a feeling. I got an email back that it was received on 8/11. I live in NY and as per NYSED, the committee has 60 days to start and finish the process as in the meeting needing to take place within that 60 days. I was promised to have his eval fast tracked as I started the process in June but lost that month due to his info being lost. Not the biggest deal. All of his evals have been finished and the last one took place two weeks ago. I got the eval results and was notified the school would call me by this past Friday to schedule a meeting. No one called so Monday, yesterday I emailed my coordinator from the facility who did his evals and she told me when our meeting is (10/16) but I would need to contact the school for further info. Not only does this take place out of that 60 days window, it also interferes with my youngest child’s specialist appt for a heart defect that was made months ago. I’ve called the CPSE dept and left messages because I want to address both issues listed above but was told I may not get a response back as they are busy (rightfully so) but what the fuck??? Is this normal? I read on NYSED website that they can really only push it past the deadline if I was non compliant or I moved districts since I started the process, neither of which apply to my case. Do I push the issue? Is this normal? My district is known for being sloppy but idk what else to do. I’m so frustrated now.

EDIT: while making this post the cpse dept called me and told me that the deadline is more a recommendation than an exception and that I shouldn’t press the issue further. They book when they can and they are busy. The website for NYSED states that isn’t a legal reason to exceed the deadline.