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Special Ed 101
SD evaluation- need help!
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<blockquote data-quote="klmno" data-source="post: 299116" data-attributes="member: 3699"><p>I took existing documentation and pointed out some stuff they already had about his level of performance at school the last couple of years, including a letter the principal had written to the judge last year to help difficult child. Some sstuff they had but she didn't iinclude. I think she formed her opinion of difficult child after her talk with him and just included documentaion that supported that- never mind that some of it was from 3 1/2 years ago and she didn't consider contrary evidence that is more recent and consistent.</p><p></p><p>As far as the next school- I can't talk with anyone there yet. For one, difficult child will have to "apply" to be allowed back in. They are required by law to provide FAPE, but they aren't required to allow him back in a mainstream school. However, his current teachers and staff are very happy with his current grades and behavior and will advocate for his admittance to a mainstream school and since he will be going to a high school in the same jurisdiction he left from (unless I move), and he was not expelled or even suspended last school year, and his last offense was not from school, everyone tells me he'll have no problem. Still, I can't really go to the sd and say that he will be attending there. Plus, if he's released in Feb., he'll finish 9th grade at one high school but then start 10th grade next year at a school that is currently being built. Those are ultimately the personnel I'm worried about because he would have 10th thru 12th grade there. So, yes, the staff from the mainstream 9th grade will play an important roll in difficult child's transitional period but since the guidance counselor where difficult child is now attending can and does communicate with them, and she likes difficult child, I was going to let her convey those good impressions for a while first. </p><p></p><p>FWIW, I also found it interesting that at the IEP meeting we had before I met with the Special Education director and sd psychiatric alone, things were brought up by teachers, the guidance counselor, and someone else who gave a general report about difficult child that were contrary to the stuff written in the report. I was wondering how the sd psychiatric would respond to that since she was also at the IEP meeting. She didn't say anything at that time but at our "private" meeting afterwards, she talked about being so concerned aboout having having things like that in difficult child's IEP and went on and on about difficult child's potential for dangerous behavior in the future. specifically, we are putting difficult child on track to get an advanced diploma. There are a number of reasons for this but we are all in agreement (except sd psychiatric) and we all agree that if he starts struggling or has difficulties or gets too stressed over the demands, he will just switch and go for a standard diploma. Sd psychiatric thinks difficult child needs to be told/reminded that he has average intelligence because he "presented cocky and like he thought he was smart" to her but his IQ test was average.. And, she is convinced that some of difficult child's bad behavior is because I have convinced him he is smarter than he really is and pressure him to make grades better than C's and that's what is frustrating him. I won't go into all the things I have to invalidate that opinion.</p><p></p><p>Anyway, sd psychiatric brought up some good ideas at the IEP meeting, such as providing a planner and helping difficult child with strategies to help him with time management, etc. But, for whatever reason, she didn't include stuff like that, or even the need for it in her report. This is what makes no sense to me- unless she just was in shock over some of his previous behavior she found. But again, what does a sd psychiatric at a Department of Juvenile Justice school evaluation'ing a kid with a possible BiPolar (BP) diagnosis expect to uncover?</p></blockquote><p></p>
[QUOTE="klmno, post: 299116, member: 3699"] I took existing documentation and pointed out some stuff they already had about his level of performance at school the last couple of years, including a letter the principal had written to the judge last year to help difficult child. Some sstuff they had but she didn't iinclude. I think she formed her opinion of difficult child after her talk with him and just included documentaion that supported that- never mind that some of it was from 3 1/2 years ago and she didn't consider contrary evidence that is more recent and consistent. As far as the next school- I can't talk with anyone there yet. For one, difficult child will have to "apply" to be allowed back in. They are required by law to provide FAPE, but they aren't required to allow him back in a mainstream school. However, his current teachers and staff are very happy with his current grades and behavior and will advocate for his admittance to a mainstream school and since he will be going to a high school in the same jurisdiction he left from (unless I move), and he was not expelled or even suspended last school year, and his last offense was not from school, everyone tells me he'll have no problem. Still, I can't really go to the sd and say that he will be attending there. Plus, if he's released in Feb., he'll finish 9th grade at one high school but then start 10th grade next year at a school that is currently being built. Those are ultimately the personnel I'm worried about because he would have 10th thru 12th grade there. So, yes, the staff from the mainstream 9th grade will play an important roll in difficult child's transitional period but since the guidance counselor where difficult child is now attending can and does communicate with them, and she likes difficult child, I was going to let her convey those good impressions for a while first. FWIW, I also found it interesting that at the IEP meeting we had before I met with the Special Education director and sd psychiatric alone, things were brought up by teachers, the guidance counselor, and someone else who gave a general report about difficult child that were contrary to the stuff written in the report. I was wondering how the sd psychiatric would respond to that since she was also at the IEP meeting. She didn't say anything at that time but at our "private" meeting afterwards, she talked about being so concerned aboout having having things like that in difficult child's IEP and went on and on about difficult child's potential for dangerous behavior in the future. specifically, we are putting difficult child on track to get an advanced diploma. There are a number of reasons for this but we are all in agreement (except sd psychiatric) and we all agree that if he starts struggling or has difficulties or gets too stressed over the demands, he will just switch and go for a standard diploma. Sd psychiatric thinks difficult child needs to be told/reminded that he has average intelligence because he "presented cocky and like he thought he was smart" to her but his IQ test was average.. And, she is convinced that some of difficult child's bad behavior is because I have convinced him he is smarter than he really is and pressure him to make grades better than C's and that's what is frustrating him. I won't go into all the things I have to invalidate that opinion. Anyway, sd psychiatric brought up some good ideas at the IEP meeting, such as providing a planner and helping difficult child with strategies to help him with time management, etc. But, for whatever reason, she didn't include stuff like that, or even the need for it in her report. This is what makes no sense to me- unless she just was in shock over some of his previous behavior she found. But again, what does a sd psychiatric at a Department of Juvenile Justice school evaluation'ing a kid with a possible BiPolar (BP) diagnosis expect to uncover? [/QUOTE]
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