Our mediation took a back seat to a Facilitated IEP to cover homebound instruction for the remainder of the school year. We have a "review" meeting to discuss the "what worked/what didn't" with the homebound and to plan for reentry next year. They specifically told the Dept of Ed mediation coordinator that "a discussion about a change of placement will be part of that meeting". When they mention wanting me to move difficult child to a Setting 4 therapeutic school, my advocate has said we will tell them to put their "plan" in writing and know that we will disagree and take it to mediation. The principal has been pushing a change of "schools" since October when difficult child was only receiving 30 minutes of SpEd time a week. My advocate and county case manager said he can't make us go from a Setting 1 to a Setting 4. Now difficult child is at a Setting 2 and principal is still PUSHING for a Setting 4 school. The autism consultant they are paying to assist with difficult child's services has said that such a setting is not appropriate. The county case manager has said that such a setting is not appropriate. My advocate and I have said that such a setting is not appropriate. Even difficult child's psychiatrist has said that such a setting is not appropriate. JJJ, I agree about the cost but there are reasons I am pushing back. This principal has "forced" so many kids to open enroll at other schools just so they didn't have to deal with him anymore and there are currently 2 other families of SpEd kids dealing with the same kind of issues with him. I was born and raised here. I went to school here. My parents went to school here. My easy child/difficult child (difficult child's twin) likes going to school here. easy child/difficult child is difficult child's security blanket (always has been) so separating them to different schools in different towns is not an option. easy child/difficult child has said "If you want difficult child to go to school somewhere else, I'll go with him. I just wish (principal) would leave difficult child alone!" Met with a member of the SpEd assessment team today. She is of the opinion that many things can be changed for difficult child at THIS school and also that a 1:1 para could help fill the gaps where there is no one available to provide difficult child with what he needs throughout the day. The autism specialist has said she would provide the training and follow-up with a 1:1 para for difficult child. Principal is against "giving difficult child what he wants" (the attention of a 1:1) because there is no proof this will help him. SpEd director for our district is principal's wife. I am very seriously considering getting the superintendent (one of my old teachers and fellow church member) in on this situation, especially now that I know that there are 2 other families in the same kind of boat waiting to see what happens with our situation before they make any decisions.