Whether you keep it in a file folder, a three-ring binder, or just stack it in a box until you need it, keep everything. Keep every note to and from a teacher (copy your own notes before sending them in), every report card, every envelope that brings a letter (the post mark is proof of when you received the information). Keep a copy of every report from your own doctors, every evaluation the school does, copies of every draft IEP and every finished IEP. Keep copies of emails to and from you and any employee of the district (print them out and keep them with your files).
You just never know what you will need at some point (or need to prove).
Also keep examples of your child's work. Examples of math work, examples of tests (doesn't hurt to keep a running log of test scores for each major subject, either), examples of handwriting, examples of art. Keep any papers that have notes about the work from their teacher on them ("use better handwriting" "did you study?" or anything that indicates a weakness in the student's ability or a lack of understanding by the teacher about the student's ability).
An important item that many parents fail to keep track of is phone calls from the CST. There are two ways to handle them:
First suggestion: don't take any phone calls. Nothing from a phone call is admissible proof that something was promised/offered or even discussed. Simply let your answering machine pick up these calls or answer them and ask if it is an emergency situation. If it is not, ask that they contact you by mail or email.
Second: keep a phone log of all calls from any school representative, and then back it up with a letter to the person you talked with, summarizing the conversation (send a copy, keep a copy!).
A sample phone log, whether pre-printed and kept in a binder or just written in a notebook, should have the following information: Date of conversation, who the conversation was with, who called who, the main reason for the phone call, a summary of every topic of conversation, what the outcome of the conversation was, and a notation of what follow up needs to be made.
Here is a sample log:
Date: Jan. 9, 2008
With: Jane Doe, case manager
Initiated Call: Jane Doe
Reason for call: to discuss how "Suzie" is doing in math class
Topics: "Suzie" is struggling in a regular education math class, even with in-class support. Her teacher reports that she has failed her last 4 exams in the regular ed class, and is frustrated and struggling on classwork. Ms. Doe thinks that "Suzie" might benefit from being placed in a resource room situation. I suggested that extra tutoring at school might be tried before taking her out of the class.
Outcome: A meeting will be planned with the entire CST and "Suzie's" math teachers to discuss options.
Follow up: Make sure that meeting date is scheduled. Gather examples of math work. Explore what options are in already in place in the school for both regular ed and special ed students, and what other options are being used in similar situations in other places. Ms. Doe stated that she will send a list of all math programs available at her school.
Then comes the letter, to follow up the call. This establishes, for the record, what was discussed, suggested, and what should be in the works. Keep these letters civil and conversational, no matter what was discussed. You never know who might be reading these letters later, and you don't want to look confrontational or threatening to a mediator or a judge. A sample letter might look like this:
Dear Ms. Doe,
Thank you for your phone call today, Jan. 9, 2008. I am aware, as we discussed, that Suzie is struggling in the regular edcuation class room, even with the addition of an in-class-support teacher. While I do appreciate your suggestion that a resource room might be a better fit for Suzie, I would, as I stated, like to try out tutoring first, as well as explore what other options might be appropriate in this situation.
I will be on the lookout for the letter with the information on the math programs in Suzie's school that you stated you will be sending. I look forward to seeing you at the meeting we discussed setting up to discuss Suzie's options. I would, of course, request that both Suzie's regular education teacher and her special education teacher be present for the entire meeting. Because Mrs. Smith, Suzie's personal aid, also helps with instruction, I request that she be present at the meeting as well.
Thank you,
(your name here)
And, of course, send off this letter, and keep a copy for yourself.
On the subject of writing letters and emails, there is one more suggestion that I would make. Never send off anything to just one recipient. It is always possible for those letters to be "lost in the mail". Always send off copies to your child's school's principal and to the director of special services (or currently, as of Jan.9, 2008, to the superintendent of school, as we are currently without a director). If you are emailing to your child's teacher, email a copy to your case manager as well.
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