Interpreter Issues in School

However if the services and placement are not covered by the IEP they aren't bound to provide them. Again then you need a new IEP that includes them, regardless of their budget. It's really critical that you get these specifics into an IEP. Sometimes a current placement has things that are a perfect match and it is easy to forget that anything can change. Those details that make it a perfect match need to be clearly spelled out in the IEP.

Their lack of funds does not excuse them from providing appropriate services. They are bound by federal law to provide appropriate access for your child. What is appropriate is normally determined by assessments.

More Suggestions
Do you have a friend who can attend IEPs and be another set of ears for you and a support for you? I think this is extremely helpful. You are allowed to bring anyone with you. Someone strong but not bull headed who can listen and help you remain focused on YOUR goals, not theirs. (If you bring an attorney the district is allowed to have an attorney also.)

Do you know the other family? I would also speak with them. It's not in the interest of their Xth grader to be in an inappropriate placement either.

Good luck. Don't give up. Once you let go of a service it will hard to get it back. You let go of the service if you sign an IEP, which is a contract, that doesn't state Sally's placement in Xth grade and a full interpreter/aid. If your current IEP doesn't cover those two things and ask for a new IEP immediately and for assessment to determine Sally's placement.

Frankie:

No matter what they tell you, availability of services is not a consideration when writing an IEP The NEW IEP laws (starting July 1st) has interpreting in the related services section so be sure you all look there. ALWAYS put everything in writing and ask them to put their answers in writing too. If you ask that in your letter, they almost have to or be liable for not.

Grapes:

Changes Not Allowed
Just so you are aware, there is a stay put clause in place in special ed.law that says NOTHING can be changed without parental permission or due process unless the student has brought drugs or a weapon to school or caused serious physical harm to someone in the school. That means, the service changes made over the summer are not legal, especially if this is more than a 25% change (substantial change) or you don't agree with the change.

You HAVE to have a meeting for a substantial change of placement, and the district deciding to place Sally with the D/HH teacher for more of the day is a change of placement. That is a denial of LRE (least restrictive environment). Most district won't suggest the residential schools because the district has to pay for that placement and transportation to and from the residential school. It's cheaper to keep them at home.

I would demand that services on the IEP are provided exactly as written until you have an IEP meeting where the TEAM (and that includes you and your child) comes up with the new plan. If you don't agree with the new plan, don't sign giving consent, instead check the statement that says, "I do not give consent for these proposed services." (or something to that effect, each state has their own way of saying it)

Be Firm
Definitely go in and tell them they cannot change your child's services or placement without an IEP meeting and your consent and that if they don't rectify it immediately by providing services as written you will file a formal complaint with the state dept. of education. Then file that complaint and request a due process hearing. Most schools will cave when you do this because those due process hearings are expensive for them.

Throw Fits
I've had students who got services that they did not need at all in any way, shape, or form, but their parents threw the biggest fit, so they got everything they asked for. The parents who don't throw fits don't get the needs of their children met nearly as often. Sad, but true.

PanickedParent Develops Plan

After reading through the MOUNTAIN of ideas you all have, I have a plan. Sally's current IEP says that Sally requires so many minutes per day/class for an interpreter...that IEP was written at the end of Xth grade anticipating Sally's Xth grade schedule...however...the plans changed over the summer, and Sally will be getting more 1:1 with the (sign fluent) deaf-ed teacher...so will the other elementary aged deaf child, this messes with the number of minutes Sally needs with an interpreter...so...Sally's current IEP is not correct.

First thing Monday morning I go to the classroom, find out if Sally has an interpreter for