Dear Members of the Board and Superintendent Hoffman,
I’m writing to follow up on the public comment I shared earlier this week regarding my son, Kaleb Xiong. Below, I’ve provided additional details and documentation outlining my concerns about recent changes to his IEP-mandated one-on-one support and the lack of district communication regarding these changes.
I am following up on my public comment regarding my son Kaleb’s one-on-one paraeducator services. In recent weeks, his classroom teacher, Mrs. King, began making changes to the way Kaleb’s IEP-mandated 1:1 support is delivered—introducing a “teacher-led” model that reduces his paraeducator’s direct involvement without IEP team discussion or approval. In her defense, she claimed that these changes were embedded in his IEP. However, these changes have already caused Kaleb emotional distress, including a breakdown during morning line-up when his para was told not to begin assisting him as she usually does. Soon after, his paraeducator, Ms. Motoko, suddenly stopped coming to work, and we received notice from Mrs. Michelle Wallner, Special Education Coordinator, that a new para would be assigned, again without prior consultation or explanation. We are deeply concerned about the lack of transparency, collaboration, and adherence to Kaleb’s IEP, which guarantees continuous 1:1 support critical to his safety and learning.
My son, Kaleb, is a 5-year-old student at Ehrhardt Elementary. He is totally blind and also diagnosed with autism, global developmental delay, and a language disorder. For the past year, he has thrived because his IEP-mandated 1:1 paraeducator support was provided consistently by Ms. Motoko, who worked with him daily. She understood his sensory limits, communication style, and safety needs, and with her consistent presence, Kaleb felt safe and eager to attend school.
However, last week on October 13, 2025, we were informed—without any IEP team meeting or prior discussion—that changes are being made to Kaleb’s services. In a subsequent email, Mrs. King stated, “As part of promoting Kaleb’s growth, we are encouraging him to engage more directly with teacher-led instruction. The paraeducator’s role is to support instruction, not replace it. This means that at times I will work with Kaleb 1:1 while Ms. Motoko supports the class, and at other times she will provide his direct support.”
When I raised concern, Mrs. King reassured us that Kaleb’s IEP services were still being provided but explained that she was implementing “small adjustments” to promote his independence. These included moments where his paraeducator would “take a step back,” “monitor from a distance,” or “wait a few moments before stepping in.”
While we understand and appreciate the intent to encourage independence, the recent shift toward a more “teacher-led” model appears to have changed how Kaleb’s paraeducator is utilized throughout the day. This new approach was never discussed, approved, or documented by the IEP team, and it fundamentally alters the delivery of Kaleb’s IEP-mandated one-on-one continuous support. The IEP explicitly states: “One-on-one classroom support from a school district staff who is knowledgeable in working with students who are legally blind with no light perception. Kaleb could also potentially hurt himself by mouthing objects if he is not provided with continuous adult supervision.”
From our perspective, these practices represent unilateral changes to Kaleb’s service delivery, made outside of the collaborative process that the law requires. Unfortunately, they have already led to visible setbacks.
One morning, during line-up before class, it appeared that Mrs. King had previously instructed Ms. Motoko not to go to Kaleb as she usually does at the start of the school day. Because of that, after Mrs. King briefly greeted Kaleb and then went to welcome the other students, Kaleb was left alone. Unable to locate his paraeducator or understand what was happening, he broke down crying and began searching with his hands out, trying to find that trusted adult presence he depends on. It was only after Mrs. King then directed Ms. Motoko to go to him that Kaleb immediately calmed down and stopped crying. Mary, Kaleb’s mother, witnessed this firsthand—it was heartbreaking to see how quickly his sense of safety unraveled simply because his paraeducator had been told to hold back from providing support.
To make matters worse, Ms. Motoko suddenly stopped coming to work on Friday, October 17, 2025, which is something we had not seen before. After two consecutive school days, we received an email from Mrs. Wallner, Special Education Coordinator, late Monday afternoon (October 20, 2025) stating:
“I wanted to connect and update you regarding an upcoming staffing change. A new para is assigned to Kaleb. This para has previously worked with Kaleb and has awareness of his needs and the current classroom and teacher. We do not anticipate any gaps in service but wanted to make sure you were aware of this transition.
Please contact me with any questions or concerns.”
While we appreciate the courteous tone and reassurance in Mrs. Wallner’s email, it did not address the core concerns we had already raised with Mrs. King. Following that communication, Mrs. King stopped responding to my emails, possibly at the direction or insistence of Mrs. Wallner. Mrs. Wallner’s message informed us of the staffing change but provided no explanation for why it occurred, no acknowledgment of how the transition would preserve Kaleb’s established rapport and consistency, and no indication that the IEP team had been consulted. For a decision of this magnitude—replacing the one-on-one staff who supports a totally blind child with autism—the absence of discussion or coordination with the IEP team is deeply concerning and inconsistent with the collaborative process required under special-education law.
Then, on Tuesday, October 21, 2025, we were expecting to see Kaleb’s new para or Mr. Peterson, his Teacher of the Visually Impaired (TVI), accompany Kaleb on a class field trip, but neither was present. We observed Mrs. King struggling to manage both the class and Kaleb’s one-on-one needs simultaneously. We texted Mr. Peterson about the situation, and his response was: “Mrs. King said she has things handled regarding coverage for Kaleb … [I] can’t add anything more regarding the changes … [and that you] will need to direct any questions and concerns regarding the matter to Michelle Wallner.”
This marked the third consecutive school day that Kaleb was without his required one-on-one support—and a clear decision by the District to no longer permit Mrs. King and Mr. Peterson to communicate with us. This action directly contradicts the goals and values of the school district. Instead of encouraging open communication and collaboration, key individuals who provide services for Kaleb—including his classroom teacher and his Teacher of the Visually Impaired—are being prevented from discussing crucial matters with us, apparently under the direction of the Special Education Coordinator.
On that same day, Tuesday, October 21, 2025, I also formally requested an IEP meeting to address these ongoing changes to Kaleb’s services. However, as of the writing of this email, Mrs. Wallner has not responded with a proposed date or time for that meeting.
For a totally blind child with autism, structure and trusted adult proximity are not optional—they are foundational to his ability to participate and learn. When those supports are withheld or inconsistently applied, even briefly, it causes confusion, fear, and regression.
As parents, we are deeply concerned that decisions altering the implementation of Kaleb’s IEP appear to be made informally and unilaterally at both the classroom and administrative levels, without collaboration or documentation. We respect Mrs. King’s, Mr. Peterson’s, and Mrs. Wallner’s dedication to their students, but Kaleb’s 1:1 paraeducator support is not a flexible teaching preference—it is a legally required service that ensures his access to a free and appropriate public education.
We are not asking for anything extraordinary. We are simply asking that:
- All decisions affecting Kaleb’s 1:1 support be discussed and approved by the full IEP team.
- His paraeducator remain continuously and exclusively assigned to him throughout the school day.
- The district ensure that service delivery matches what is written in his IEP.
Kaleb deserves consistency, safety, and trust in his learning environment. These are the very conditions that allowed him to make such wonderful progress this past year. We ask for your help in ensuring that his legal rights and educational needs are respected and protected.
We respectfully request a written response or a meeting with district leadership within 10 business days to address these concerns and confirm when Kaleb’s IEP team will reconvene to review his services.
Thank you sincerely for your time, your leadership, and your commitment to students like Kaleb, who depend on your oversight to ensure equity and accountability in special education.
Sincerely,
Yang Xiong
Father of Kaleb Xiong
Ehrhardt Elementary School
(916) 647-7815