Alright special education teachers and those familiar with the process, help me out here. I have a situation I'm not happy about, but I'm leery about raising too big a stink. Long story short, my daughter's IEP says that she is in a self-contained setting for all academic areas, and joins her general ed peers for lunch, recess, and specials. She had a mostly-successful first three weeks of school, and at our Back to School Night, the teacher mentioned that she might be trying to ease her back into the general education classroom, but she would let us know before doing anything, and we would have the opportunity to sign off on a "trial run." Fast forward to Tuesday, when I'm looking through my daughter's communication log, and it occurs to me that about a week ago, her teacher had mentioned having a successful time in reading and morning meeting in the general education class. I write a note asking if that was a one-time thing, or if she was regularly attending reading and morning meeting in the general education classroom. As it turns out, for the past two weeks, she has not been in the self-contained setting. At all. Now, on one hand, I'm happy that she is successful in the general education setting. That's ultimately where I want her to be, and if she's there sooner than I thought, that's terrific. On the other hand, that's a two week period that my daughter's IEP was not followed, and we weren't given any sort of written notice. I mean... if they had asked, I'd have gladly given permission to try her in general ed for a week or two, but instead it feels like they just decided they didn't need to follow her IEP anymore. Truth be told, I'm kind of furious, but at the same time, the point of special education is to eventually not need special education, so if she's making it in the general ed classroom with IA support, that's good. Am I making too big a deal about this? Just to add context to this, last year (at a different school within the same district as part of the special ed preschool program) they tried to play games with special education law. They scheduled a meeting at a time when they knew I wouldn't be available, and pressured my significant other to attend. When I told her to attend but not to sign the IEP until I had a chance to review it, they tried multiple times to pressure my significant other into signing, and added a somewhat nasty note on the PLOP page (Mrs. gr3teacher has indicated that she is not allowed to sign the IEP without her husband's approval). They also tried to tell her that our daughter would not be able to attend our base school (for reference here, if I took her to the hill outside my house and gave her a gentle push on a sled, she would slide through the front entrance of our base school), and would instead need to go to a school on the opposite side of the county because, "the special education program at this school is full." Interestingly enough, within 90 minutes of me calling them with the exact IDEA regulation they were proposing they break, "another student moved" and there would be room for her after all. They also wrote a really, really bad IEP. I had to rewrite the goals myself to actually include some method of tracking progress on the goals, and they gave me about ten minutes notice that they would be calling me during my lunch break to talk about her IEP and resolve differences (after I had given them a list of at least three times daily for a three week period where I would be available by phone). So... there's already some angry feelings between me and my daughter's district, and I'm a little touchy about IDEA violations.