Shari
IsItFridayYet?
The IEP meeting Friday lasted 3+ hours. I still would not call it finished.
They have some decent goals in place, educational goals are limited. he will be starting quite a bit of Occupational Therapist (OT). The standard fare.
I brought in our old in-home. He's good with the IEP process and he asked some tough questions they couldn't answer. They were supposed to have done an FBA, and its not completed, and he was suave, but got the point across that they can't hardly expect to explain how to deal with difficult child's behavior to their staff when they don't know what's behind his behavior. I hated that the SpEd teacher didn't like him, but he did get the principal's attention. SpEd Director has worked with him before and respects him greatly, so she had some positive things to say about his presence, which was probably good.
They agreed to extend his half days to include the next class period, which is "specials" (music, pe, etc), starting today, but they refused to write quantifiable goals for him to acheive that will make him eligible to extend the day further. Flat out refused. So as of right now, we will get back together again in 4 weeks, I think it is, and "subjectively" decide if he's met some invisible set of goals that means he is capable of adding more time to his day.
I asked what accomodations they had in place for his return to afternoon specials, since that was the time that was so awful and is the reason they knocked him back to half days. Principal and MainStream teacher didn't think he needed anything more than the aids. I said, uh, no. His last experience in the specials setting was awful every day - a 4 week break is not going to suddenly make him all positive about being there. How did they plan to make it succesful? Blank stares. Then, "the staff's had a 4 hour saturday class on dealing with bi-polar children, and they've been instructed on safe restraint."
Ok, so how's that gonna make this transition successful. No answer, so I suggested I would come with him. Principal and Mainstream immediately said he didn't need mama. And I replied by asking the group, as a whole, if they could say with 90% that he could or couldn't make this extended day transition successfully without additional supports, and not a single soul replied. Principal's only response to that was that perhaps he doesn't need to come back, then, if we're worried about him behaving. Made me so mad. So I just told them I would be there for his additional time today and tomorrow and until whenever, and once he's comfortable and successful in it, I will hand it off to the aids then.
Anyway, his half days are now 45 minutes longer, he'll start Occupational Therapist (OT), he has some additional accomodations in writing (where he sits is irrelevant, that kinda jazz), and I just know the eject button is primed and ready.
I got there today to take him to the "new" class and he was locked in the safe room thing again. Yup, they got it under control. Principal was standing there and never once, in the 20 minutes I stood there, did he speak a word to me, not even so much as a hello. But I got difficult child thru the class just fine.
On a happier note, I had a great girls weekend, and husband and difficult child had a great boys weekend. The former in-home called me and chatted for an hour or so after the meeting and when I suggested that I was beginning not to care for the principal so much, he replied by saying "was that the guy on your left? He was a *&%$ing @$$%@!*". At least I wasn't alone in that thought.
All in all, it wasn't a bad meeting. I think we have a long ways to go, tho. The behavior plan is still a joke. Literally, a joke.
Thanks for the prayers.
Oh yeah, and they talked about summer school. Wee difficult child went to an early intervention preschool. His teacher there was so good that they used HIM as the role model student for others. But when we put him in summer school with a new teacher and class, etc, he fell apart. Not once has he had a positive experience in summer school. But this place wants him to go to summer school because "we've seen what happens when he's out of school for anytime", is what the principal said. Uh, no. You haven't. I have still not said a final no, but I can't see how they, who can't keep him in class right now, think that summer school, which has been a disaster of epic proportions every year (we've tried 3 times), even in settings that he's been successful in, think this would be a good idea. He would have all new teachers, kids, classroom, aids, schedule, etc, that will neither be like it is now, nor like the grade he's going into....I just think its a recipe for disaster.
And to think, I really bought Principals "we're here for difficult child" routine...
They have some decent goals in place, educational goals are limited. he will be starting quite a bit of Occupational Therapist (OT). The standard fare.
I brought in our old in-home. He's good with the IEP process and he asked some tough questions they couldn't answer. They were supposed to have done an FBA, and its not completed, and he was suave, but got the point across that they can't hardly expect to explain how to deal with difficult child's behavior to their staff when they don't know what's behind his behavior. I hated that the SpEd teacher didn't like him, but he did get the principal's attention. SpEd Director has worked with him before and respects him greatly, so she had some positive things to say about his presence, which was probably good.
They agreed to extend his half days to include the next class period, which is "specials" (music, pe, etc), starting today, but they refused to write quantifiable goals for him to acheive that will make him eligible to extend the day further. Flat out refused. So as of right now, we will get back together again in 4 weeks, I think it is, and "subjectively" decide if he's met some invisible set of goals that means he is capable of adding more time to his day.
I asked what accomodations they had in place for his return to afternoon specials, since that was the time that was so awful and is the reason they knocked him back to half days. Principal and MainStream teacher didn't think he needed anything more than the aids. I said, uh, no. His last experience in the specials setting was awful every day - a 4 week break is not going to suddenly make him all positive about being there. How did they plan to make it succesful? Blank stares. Then, "the staff's had a 4 hour saturday class on dealing with bi-polar children, and they've been instructed on safe restraint."
Ok, so how's that gonna make this transition successful. No answer, so I suggested I would come with him. Principal and Mainstream immediately said he didn't need mama. And I replied by asking the group, as a whole, if they could say with 90% that he could or couldn't make this extended day transition successfully without additional supports, and not a single soul replied. Principal's only response to that was that perhaps he doesn't need to come back, then, if we're worried about him behaving. Made me so mad. So I just told them I would be there for his additional time today and tomorrow and until whenever, and once he's comfortable and successful in it, I will hand it off to the aids then.
Anyway, his half days are now 45 minutes longer, he'll start Occupational Therapist (OT), he has some additional accomodations in writing (where he sits is irrelevant, that kinda jazz), and I just know the eject button is primed and ready.
I got there today to take him to the "new" class and he was locked in the safe room thing again. Yup, they got it under control. Principal was standing there and never once, in the 20 minutes I stood there, did he speak a word to me, not even so much as a hello. But I got difficult child thru the class just fine.
On a happier note, I had a great girls weekend, and husband and difficult child had a great boys weekend. The former in-home called me and chatted for an hour or so after the meeting and when I suggested that I was beginning not to care for the principal so much, he replied by saying "was that the guy on your left? He was a *&%$ing @$$%@!*". At least I wasn't alone in that thought.
All in all, it wasn't a bad meeting. I think we have a long ways to go, tho. The behavior plan is still a joke. Literally, a joke.
Thanks for the prayers.
Oh yeah, and they talked about summer school. Wee difficult child went to an early intervention preschool. His teacher there was so good that they used HIM as the role model student for others. But when we put him in summer school with a new teacher and class, etc, he fell apart. Not once has he had a positive experience in summer school. But this place wants him to go to summer school because "we've seen what happens when he's out of school for anytime", is what the principal said. Uh, no. You haven't. I have still not said a final no, but I can't see how they, who can't keep him in class right now, think that summer school, which has been a disaster of epic proportions every year (we've tried 3 times), even in settings that he's been successful in, think this would be a good idea. He would have all new teachers, kids, classroom, aids, schedule, etc, that will neither be like it is now, nor like the grade he's going into....I just think its a recipe for disaster.
And to think, I really bought Principals "we're here for difficult child" routine...
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