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15 Yr Old Son: 1 Step Forward, 3 Steps Back
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<blockquote data-quote="lfpo76" data-source="post: 741409" data-attributes="member: 23410"><p>Thank you SO MUCH to everyone for your replies, thoughts, support, and advice! I started replying to each of you individually but realized my follow up would be applicable to most of the comments here.</p><p></p><p>My son has an extremely supportive school counselor and we've discussed the special education/IEP thing in depth. The thought was that we would start with the 504 since it was easier to put into place and he had just started medication, then get all our ducks in a row for the IEP process in the event the behavior was not improving with the medication and BIP in place. Since the 504 was approved, I've been able to get the counselor documentation of his ODD diagnosis from his psychologist (even though his psychiatrist hasn't confirmed an ODD diagnosis, his psychologist that saw him first did feel this was the primary diagnosis), which she said would be extremely helpful in pushing the IEP through so that he could get inclusive special education accommodations. She did also forewarn me about the complexities in getting an IEP, as well as the pros and cons to it compared to the 504. However, she felt that having his ODD diagnosis in writing, in addition to his ADHD diagnosis, would really help push it through if that's what we need to do.</p><p></p><p>As of this morning, he's already been sent out of ISS, which he had for tardies. He constantly gets tardies every single week, and has since middle school. The AP tried to work with him this last time to give him the option of a 4 hour Saturday school for the tardies as opposed to full day of ISS, but we were going to be out of town this weekend so he had to take the full day ISS today. He has an op positional relationship with the ISS monitor due to previous issues with her, so I don't think he'll ever make it through the day without getting sent out. </p><p></p><p>This is in addition to the fact that he hasn't even received his discipline yet for cussing out the teacher yesterday. I'm still waiting to hear back on that. </p><p></p><p>When he texted me this morning that he'd been sent out of ISS, he asked for me to have them send him to the Annex. That's the alternative school for kids with serious school violations. The minimum assignment is 30 days, but you have to have a major infraction to get sent there. He went in 7th grade when he destroyed his school tablet. He told me this morning that if he goes there, he'll be away from certain people and his grades will go up. I don't think they can just have him go because he's asking to, but honestly, I'd rather him be there and get all the discipline done, try to get things stable, and return. I don't see how he's going to pass several of his classes at this point. He's out of the class environment so much for discipline/ISS, which he doesn't even get through before being sent to the office. The past two weeks had been better, but even then, he's tired in class and doesn't get a lot of work done. His issues with focus and concentration related to the ADHD haven't really been addressed yet, as we've been trying to get the behavioral/mood issues stabilized first.</p></blockquote><p></p>
[QUOTE="lfpo76, post: 741409, member: 23410"] Thank you SO MUCH to everyone for your replies, thoughts, support, and advice! I started replying to each of you individually but realized my follow up would be applicable to most of the comments here. My son has an extremely supportive school counselor and we've discussed the special education/IEP thing in depth. The thought was that we would start with the 504 since it was easier to put into place and he had just started medication, then get all our ducks in a row for the IEP process in the event the behavior was not improving with the medication and BIP in place. Since the 504 was approved, I've been able to get the counselor documentation of his ODD diagnosis from his psychologist (even though his psychiatrist hasn't confirmed an ODD diagnosis, his psychologist that saw him first did feel this was the primary diagnosis), which she said would be extremely helpful in pushing the IEP through so that he could get inclusive special education accommodations. She did also forewarn me about the complexities in getting an IEP, as well as the pros and cons to it compared to the 504. However, she felt that having his ODD diagnosis in writing, in addition to his ADHD diagnosis, would really help push it through if that's what we need to do. As of this morning, he's already been sent out of ISS, which he had for tardies. He constantly gets tardies every single week, and has since middle school. The AP tried to work with him this last time to give him the option of a 4 hour Saturday school for the tardies as opposed to full day of ISS, but we were going to be out of town this weekend so he had to take the full day ISS today. He has an op positional relationship with the ISS monitor due to previous issues with her, so I don't think he'll ever make it through the day without getting sent out. This is in addition to the fact that he hasn't even received his discipline yet for cussing out the teacher yesterday. I'm still waiting to hear back on that. When he texted me this morning that he'd been sent out of ISS, he asked for me to have them send him to the Annex. That's the alternative school for kids with serious school violations. The minimum assignment is 30 days, but you have to have a major infraction to get sent there. He went in 7th grade when he destroyed his school tablet. He told me this morning that if he goes there, he'll be away from certain people and his grades will go up. I don't think they can just have him go because he's asking to, but honestly, I'd rather him be there and get all the discipline done, try to get things stable, and return. I don't see how he's going to pass several of his classes at this point. He's out of the class environment so much for discipline/ISS, which he doesn't even get through before being sent to the office. The past two weeks had been better, but even then, he's tired in class and doesn't get a lot of work done. His issues with focus and concentration related to the ADHD haven't really been addressed yet, as we've been trying to get the behavioral/mood issues stabilized first. [/QUOTE]
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