The Giant Elephant in the Room Plunges Ahead

I've been debating with myself about whether to post what I am about to post. Fortunately I suppose not many people read this, and hopefully those that do won't search out the school and create problems for me.
Since my last post what I am about to write has been bothering me and this is what the blog is supposed to be - a record of the good, bad, and ugly of my last year.
On Wednesday I had a meeting with the guidance counselor about a student I give individual instruction to for math. Her IEP calls for her to be slowly introduced back into the regular math class. The regular math class teacher is teaching for his first year. He graduated in December from engineering school and never had an education course nor 1 minute of student teaching. Administration has given him little (if any) support. The kids are basically very good, but the class is usually 45 minutes of this guy working one problem at a time on the smart board while kids are supposed to watch and take notes. There is little guided practice and usually involves one student at a time doing a problem on the smart board. The students are often not engaged.
During the meeting with the guidance counselor I was asked if my student would be ready to be fully integrated into the regular class at the end of the 3rd bimester and would her math skills be the same as the students in the regular class. I discussed her weaknesses and how she was progressing in those areas.
If she were to go into the regular class the last bimester, I would have an extra free period. I couldn't let it go, though. I expressed my concerns about the new teacher and that my student was not and would not do well in that environment. The guidance counselor (who is a very nice and sincere person) asked questions about the general math skills of students in the regular and advanced classes. I have them all for science, so I am familiar with their capabilities in many areas of math. We looked at each other with this unstated understanding of the giant elephant in the room. The IEP is written. The parent has signed it. To change it woud require too many uncomfortable explanations.The guidance counselor finally says, 'I will work her into a small math group next year, but there are bad teachers in the high school, so she should get used to them.' We plunge ahead with our plan.