Recently, my daughters and I moved to Ohio from Northern Virginia. Our school system in Virginia was sound, but most importantly the school system's special education administrators enjoyed a clear understanding of my expectations as related to services Ann was entitled to receive.  Suffice it to say that after four years of advocating strongly for Ann, the special education staff and I were "on the same page."

Last summer we made a lifestyle adjustment and moved to Ohio. The previous spring my daughters and I visited the schools in our new Ohio community.  My daughter Ann and I visited both the middle school she would attend this year and the high school she would attend for the remaining four years. During each visit I met with special education staff to make certain that the identical accommodations that Ann received in Virginia would be available to her in Ohio.  I was assured during both visits and follow up phone calls that "nothing would change."

I was confident that I had made a good relocation choice.  My daughters were both adjusting beautifully and making good grades. My daughter that receives special education accommodations in math was doing fine, at least I thought.  Her interim grade in Math was a "B."  She had always made the A-B Honor Role in her previous grades thus this was no surprise to me.  The surprise came when she entered my car after school on the day grade cards were received.  The confused and crushed expression on her face was one I had not witnessed since her accommodations were first put into effect.  She told me, as she fought back tears, that she received a "D" in Math.  I was furious!  Not again, I thought to myself.  I asked her a series of questions regarding the last half of the grading period. She said the teacher had started teaching new concepts.  She had done "OK" on her homework, but poorly on the tests, which was noted on her grade card.  Her Math accommodations included taking the tests outside of the classroom for extra time and assistance, if needed. Clearly, this accommodation was not provided.

I immediately contacted the schools guidance counselor.  He was also surprised, but suggested that perhaps her Math teacher didn't know she had an IEP. That did nothing but infuriate me even more.  I explained to him that several people dropped the ball in this matter.  The Math teacher who DID know that Ann had an IEP, because I took it upon myself to make sure she was clear on what Ann needed.  (Further, the minute the grade dropped to a "C" range, I should have been notified.)  The Guidance Counselor dropped the ball because he should have made certain everything was in place for Ann.  Finally, Ann bares some culpability here as well, in that she should have told me that the tests were not being given the way they should have been according to her previous years with an IEP.

During my conversation with the Guidance Counselor I reminded him, gently but concerned, that the school is in violation of the law by not providing the accommodations that Ann is legally entitled to.  In addition, I told him, "At this point the only remedy I am seeking on behalf of Ann is that her grade be changed to reflect only the portion of the grade that accommodations were not required, basically this would mean to delete all tests scores."  He shared his concern about my suggested remedy because they had never done anything like this before.  He said that he would check with his Principal and let me know their answer.  I welcomed a call from the Principal in case he had any questions or concerns.  The next morning at 8:15 a.m., I received a call from the Counselor and it went like this, (imagine these words and a tone that one hears when receiving an award) "Mrs. Thomas, on behalf of *** Middle School, the administration and staff, I would like to extend our apologies to you and Ann. Let me assure you, Mrs. Thomas, this matter has been corrected and her grade will reflect a "B" on her grade card and permanent record.  As of right now, all accommodations are in place and this mistake will never be repeated."

It is my belief that as Ann's parent, I must be her strongest advocate. I will make certain for as long as it is necessary that Ann is receiving the accommodations that she deserves and is legally entitled to under the law.  I am NOT asking the school system to lower the bar for Ann, but rather to give her the tools to exceed the bar, thus allowing her to soar to the heights of which we know she is able to reach.

I know first hand that advocating for our children is not easy and it probably never will be!  I have never been as angry in my life as I was when a Virginia special education administrator held in his hand Ann's evaluation (which showed a huge discrepancy) and told me that "Ann is just one of those kids that needs to try a little harder."  Well, I kept my cool but decided right then and there that I wasn't going to let him or anyone else hurt Ann by denying her a fair and equal education.  That experience showed me just what a huge fight we have ahead of us. We cannot let our children fail; we must not fail our children.  We must advocate strongly for our children.  By advocating strongly for our children, we can change the course of education . . . one child at a time.  As Margaret Mead once stated, "Never doubt that a small group of determined people can change the course of history, they are the only thing that ever did!"

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