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Clarifying difficult child's stuff
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<blockquote data-quote="klmno" data-source="post: 297167" data-attributes="member: 3699"><p>I want him to still be qualified for an IEP. He will be because the other reports I've gotten in from this school on the Department of Juvenile Justice facility say they feel he needs one and this was his triennial review, and they are apparently intending on keeping him on one. IOW, they only did this evaluation because difficult child was due for his triennial anyway and I tried to get his homeschool to do it before things got to this point but they didn't. So, difficult child is stuck with an evaluation from people who didn't know him. But since it has taken 3 mos to get it done, they do have reports in from teachers now because these kids went to school all through the summer. The other reports recommend keeping him on the IEP for ED unless it does get confirmed that he's BiPolar (BP), then they will consider changing the class to OHI. That isn't a big deal except that the home sd treats ED like nothing but behavior problem.</p><p></p><p>Based on the school psychiatric's report alone, I'm not even sure difficult child would qualify for an IEP. And she seems to be looking at the question like "is it BiPolar (BP) or just a bad kid" where I'm looking at it like "is it BiPolar (BP) or the other things brought up before". And, she just wants him on a behavior contract, which we tried when difficult child first was put on an IEP and that went horrible. When the focus of the IEP changed from monitoring behavior and having a contract to providing accommodations for things like organization, planning, extra time when overwhelmed with projects, and they started giving him positive reinforcement, is when his behavior greatly improved at school. Of course, that took over a year getting the home sd to see that more was going on with difficult child than bad behavior and he needed supports. It doesn't look like the school psychiatric looked at anything pertaining to that.</p><p></p><p>Whatever IEP difficult child gets put in place here will be used when he goes back to his home school (or wherever he goes) upon his release. I don't want him having to be monitored for stuff that he did in 5th grade when they didn't have those issues with him in middle school or in Department of Juvenile Justice. I don't want him back on a behavior contract, as long as he is behaving at school, and I want him to get the supports in the other areas that he needs.</p><p></p><p>There are apparently a lot of people who think BiPolar (BP) means "depressive cycles and bad behavior cycles" like the kid is supposed to be blamed for all of it. He was very unstable during the fall and she wants all that considered as truancy.</p></blockquote><p></p>
[QUOTE="klmno, post: 297167, member: 3699"] I want him to still be qualified for an IEP. He will be because the other reports I've gotten in from this school on the Department of Juvenile Justice facility say they feel he needs one and this was his triennial review, and they are apparently intending on keeping him on one. IOW, they only did this evaluation because difficult child was due for his triennial anyway and I tried to get his homeschool to do it before things got to this point but they didn't. So, difficult child is stuck with an evaluation from people who didn't know him. But since it has taken 3 mos to get it done, they do have reports in from teachers now because these kids went to school all through the summer. The other reports recommend keeping him on the IEP for ED unless it does get confirmed that he's BiPolar (BP), then they will consider changing the class to OHI. That isn't a big deal except that the home sd treats ED like nothing but behavior problem. Based on the school psychiatric's report alone, I'm not even sure difficult child would qualify for an IEP. And she seems to be looking at the question like "is it BiPolar (BP) or just a bad kid" where I'm looking at it like "is it BiPolar (BP) or the other things brought up before". And, she just wants him on a behavior contract, which we tried when difficult child first was put on an IEP and that went horrible. When the focus of the IEP changed from monitoring behavior and having a contract to providing accommodations for things like organization, planning, extra time when overwhelmed with projects, and they started giving him positive reinforcement, is when his behavior greatly improved at school. Of course, that took over a year getting the home sd to see that more was going on with difficult child than bad behavior and he needed supports. It doesn't look like the school psychiatric looked at anything pertaining to that. Whatever IEP difficult child gets put in place here will be used when he goes back to his home school (or wherever he goes) upon his release. I don't want him having to be monitored for stuff that he did in 5th grade when they didn't have those issues with him in middle school or in Department of Juvenile Justice. I don't want him back on a behavior contract, as long as he is behaving at school, and I want him to get the supports in the other areas that he needs. There are apparently a lot of people who think BiPolar (BP) means "depressive cycles and bad behavior cycles" like the kid is supposed to be blamed for all of it. He was very unstable during the fall and she wants all that considered as truancy. [/QUOTE]
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