When the Letter Arrives

A mom recently shared a photo of a letter she received from her child’s school. The paper was wrinkled, the language was stiff, and the message landed like a punch in the gut: Your child may receive services from a teacher who does not meet the definition of “highly qualified.” She asked on social media, “So does this mean he’s just a substitute who isn’t qualified in special education?” Her words poured out from a place many parents know too well: her son’s IEP wasn’t being followed, para support wasn’t showing up, accommodations weren’t consistent, and every day he came home feeling like a failure. My heart broke when I read her story. Not just because her child was struggling, but because of the ripple effects: a parent who feels powerless, a teacher stretched thin, and a system caught in survival mode.

Here’s the truth: that letter doesn’t necessarily mean the teacher is unskilled. Often it means they’re teaching under a provisional license, finishing certification, or placed outside their current endorsement because there simply wasn’t anyone else available. But none of that changes the most important fact: an IEP is a legally binding document. Whether a teacher is “highly qualified” on paper or still completing requirements, the services and supports written into that IEP must happen. Period.

The mom in this story isn’t alone. Parents across Oklahoma and across the nation are opening similar letters. And every time, the same questions rise up:

• Who’s teaching my child?
• Are the accommodations really happening?
• Do I need to fight the school or trust the process?

And here’s the hard part: many times, schools are struggling too. Leaders are desperate to fill positions. Teachers want to do right by kids but feel underprepared or undersupported. The gaps grow, and kids like this mom’s son carry the weight of it.

Moving forward together

At Salt Creek Learning, we believe these moments don’t have to spiral into mistrust or burnout. They can become turning points. For parents, it starts with simple but powerful steps: document what you see, ask for clarity, and request a meeting when needed. Not with anger as the first weapon, but with persistence as the steady rhythm. For schools, it starts with honesty: being transparent about staffing, setting up mentoring systems, and making sure IEP implementation is not optional, even in the hardest seasons.

I founded Salt Creek Learning because I’ve sat in those IEP meetings where parents felt unheard and teachers felt overwhelmed. I’ve seen the toll it takes on students who just want to feel capable and supported. We step in to lighten the load. Sometimes that means auditing IEPs for compliance. Sometimes it means training general education teachers who feel unprepared. Sometimes it means coaching parents on the right questions to ask so their voices are heard without being dismissed. Because when parents, teachers, and administrators all feel like they’re drowning, someone has to throw a rope.

That mom’s story is heartbreaking, but it’s also an invitation. An invitation to stop seeing each other as enemies across the IEP table and start building systems that work. The letter may be required by law, but the real message should be: You are not alone in this. We see the struggle. We are committed to solutions. At Salt Creek Learning, that’s our commitment too.

Reflective question for readers:
Have you ever received news from a school that left you feeling unsettled? How did you move from frustration to a plan?