A GEORGIA EDUCATOR’S CRY FOR HELP!

In Georgia, nobody has much respect for educators anymore! Many people think they are all fraudulent and out to harm children, when that is the furthest thing from the truth. No educator gets into this selfless field of work with the intent to do harm--this is a helping profession. Unfortunately, educators in Georgia have been placed in the middle of a crooked system as the scapegoat. Upper-level administrators give orders to make things happen by any means necessary or suffer the consequences of their raft. Oh, but they are not stupid by no means. These orders are never put in writing as this may be incriminating, yet it is implied with the fullest of understanding. Those who don’t adhere to these orders, will and have been used as an example of a hard lesson learned that no educator wishes to experience.

Georgia has a system that is old and outdated, but in this state change is like a foreign language that nobody wants to learn. When observed, you will find an immense lack of efficiency and waste of manpower. Here in the Metro-Atlanta area there is a wealth of knowledge from educators that have moved here from many different states that are far more progressive like California, New York and Florida. However, these progressive educators have little to no influence over the old ways of the south. The process and procedures for completing tasks in Georgia school systems can be equated to taking a long walk around the corner, when it’s easier and more productive to just walk across the street. If you inquire as to why things operate in such a manner, you will find there is no rhyme to the reason or method to the madness. Things function the way they do simply because it’s always been done this way.

Because of decade old practices like this, educators are so bombarded with paperwork that they spend more time documenting what’s not happening than actually making something happen, and are overwhelmed with heavy workloads that they are under compensated for. In addition, educators lack resources, tools, training, support and manpower needed to be effective in their jobs. The system forces educators to prove on paper that they are doing something for students they simply can’t do. The pressure for educators has become unbearable, as they are blamed for everything wrong with the school system. Yet they are not the ones who make the rules, layoff teachers and support staff, increase class sizes, create additional paperwork that prevents them from actually doing the work of teaching students, reduce school funding, eliminate training programs for educators and take away extra-curricular activities that motivate students to attend school and strive for better grades.

The problem is a system problem that is hurting educators just as much as students. What happens at the top of an organization trickles down. Therefore, when educators don’t feel supported, appreciated, compensated and equipped for the job they are facing on a daily basis, they become angry, frustrated and yes—eventually lose hope. How can a hopeless educator instill hope in a student? How can an educator who has lost their desire to teach inspire students to want to learn? Educators are not failing students here in Georgia, the school system is failing both students and educators. Truthfully, they are in the same boat--victims of the same dysfunctional system. No Child Left Behind, is doing just that—leaving students behind.

What all of this really comes down to is the basic principle--survival of the fittest. You either sink or swim in this system. To sink is to be righteous but to swim is to become corrupt. If I as an educator stand up for what is right, will anybody stand with me? The answer is no! Everybody is out for themselves and too afraid to speak the truth because history has taught us here in Georgia that those who stand up get knocked down, stomped to the ground, and squashed like a worthless bug. There are no unions for educators here in Georgia, but what we do have are associations that we pay to join for counsel and legal defense, if necessary. However, there is just one problem with these associations, many top level school administrators are board members of these associations. So tell me, how can an educator receive fair impartial representation from an organization that is run by the very same individuals in positions of power within the school systems they are going up against? There is no real justice in this scenario any way you look at it.  Educators in Georgia are crying out for help, I am giving them a voice—so listen.

ARM YOURSELF FOR YOUR CHILD’S NEXT IEP MEETING!

• MAKE ALL REQUESTS TO SCHOOL OFFICIALS IN WRITING W/A COPY FOR YOURSELF (i.e., sending letters via email allows you to conveniently notify all involved parties and maintain a copy for your own records; there is usually a timeline educator’s must adhere to when responding to certain requests related to special education services and IEP’s; the date your email was sent starts the clock ticking and serves as proof of school compliance or violation of legal timeline).
• REQUEST A DRAFT COPY OF YOUR CHILD’S IEP FOR YOUR UPCOMING MEETING (i.e., ensure that you receive a copy at least 1-week before your meeting date; this allows you the ability to review what services the school is proposing in advance so you can be on equal footing with school meeting participants; you can determine what you agree and disagree with and suggest changes).
• REQUEST A COPY OF YOUR CHILD’S PSYCHO-EDUCATIONAL EVALUATION REPORT IF APPLICABLE (i.e., this is a comprehensive evaluation that is required once every 3-years; you should understand the meaning of your child’s assessment scores, evaluation results and strengths & weaknesses from reviewing this report; having access to this report in advance helps you have time to digest the findings).
• MAINTAIN COPIES OF ALL SPECIAL EDUCATION PROGRESS REPORTS (i.e., these reports are usually accompanied by your child’s school report card; this will help you know whether the services your child is receiving are effective over time and determine if a different service or intervention should be implemented).
• MAINTAIN A COPY OF YOUR CHILD’S PREVIOUS IEP (i.e., use this document as a reference point to determine your child’s progress made from his/her IEP goals).
• FIND SOMEONE KNOWLEDGEABLE TO REVIEW AND EXPLAIN MEETING DOCUMENTS FOR YOUR OWN CLARITY PRIOR TO YOUR UPCOMING MEETING IF NECESSARY (i.e., preferably someone outside of your child’s school such as an Advocate or Special Education Attorney).
• RESEARCH INFORMATION ABOUT YOUR CHILD’S DISABILITY ON THE INTERNET (i.e., the internet can help you understand the nature of your child’s disability, how you and educator’s can help your child and what services and support should be made available to your child at school).
• MAKE A LIST OF ALL YOUR QUESTIONS AND CONCERNS THAT NEED TO BE ADDRESSED AT YOUR UPCOMING MEETING (i.e., this list will serve as a useful reminder of the issues most important to you, as it is easy to become distracted by other matters brought up by teachers and forget your own agenda).
• ENSURE THE IEP MEETING MINUTES ARE READ TO YOU AT THE MEETING (i.e., this allows you the opportunity to confirm that your important requests, comments and/or concerns are documented and ask staff to remove information that is not accurate and/or misleading).
• REQUEST TO TAKE HOME DOCUMENTS PRIOR TO SIGNING CONSENT (i.e., don’t be pressured into signing anything you don’t understand just because school staff may want to wrap up your child’s case at the meeting; it is your right and very  important that you review and seek guidance if necessary before giving consent to matters concerning your child).
• NEVER LEAVE THE IEP MEETING WITHOUT COPIES OF ALL DOCUMENTS (i.e., sometimes educators will ask if they can send papers home the next day or week so they can complete and copy it later in the interest of time; you may risk not receiving the documents as promised, and/or finding some information in the documents to be different than what was agreed upon at the meeting/left out entirely).
• SEEK AND FIND A LOCAL ADVOCATE IN YOUR AREA WHO CAN ATTEND YOUR CHILD’S IEP MEETING WITH YOU (i.e., an advocate can speak on your behalf, protect your rights, ensure that your child receives appropriate services and support, and help you become a fully informed meeting participant with an equal voice in decisions concerning your child’s education).
• ALERT THE SCHOOL THAT YOU WILL BE ACCOMPANIED BY AN ADVOCATE (i.e., knowing an advocate will be present at an IEP meeting causes staff to handle your child’s case appropriately and with integrity; educator’s will usually invite upper level school administrators to provide support and expert knowledge regarding your child’s case; administrators monitor the services provided to your child by educators more closely to ensure that policies and procedures are followed).

Remember, at Heart & Soul Advocacy we have your child’s best interest at HEART & SOUL…