maybe get priority at times ? I am not talking about kids who are achieving academically well... we all know they have a horrible time getting support. I was thinking about a friend who has a son with boarderline IQ and graduated with good achievement (did not grad to an IEP, met all benchmarks for graduation) but has autism and our board nephew, Wee... who has had to fight for supports but then his rockin' mom got the superintendent to step in.... In Wee's case if I understand, the super was lead to believe that he was mentally challenged. I dont know if she mentioned it because it was just another example of her being mislead or if it really made a difference in her mind about what he deserved. I am sure (sorry talking for you) that even if he did not have a normal-high IQ mom would fight seeing his progress and wanting him to reach his potential. So if once she found out he wasn't lower IQ --- just hypothetically wondering if that is what influenced her decision to support him, was the fact that he would be an asset to the district in testing rather than a liability in superintendent's mind a factor or even just a feeling people may still have these days that people with normal "potential" on paper be a part in the decision (in his case in real life, she may really have been a caring person who got it....you could take this question into any district and I am just wondering philosophically..... his story just made me think). I get the feeling sometimes that admin has written Q off. NOt just this district, but every district we have been in (three). When he was in first grade a principal said what is the point in teaching reading to a kid if he is going to end up in jail anyway? (strange, huh.... most studies show that a lack of reading skill can contribute to criminal behavior, duh) and reading actually has become a strength for him, once people started teaching it he learned. My girlfriend's son is in transition plus (the federally mandated option of continuing education after 12th grade to transition to their next step). He is what some would call looking on paper an 'overachiever" when in actuality I believe that he is common for our kids--much research to support this... IQ testing is not valid for a kid with his challenges. They are to be helping him work to gain skills to survive and thrive in a college setting. he even has classes there already but they only give support in these "canned" classes back in the district. The district provides classes where the teachers and aids are all in one building, and they work on summarizing news articles and playing games going out in the community to use appropriate behavior and buy things etc. His parents then helped him get a job in MOA....and so now he is a working college student. He goes there and comes home independently. I KNOW there are Learning Disability (LD) and deaf kids who are not in that classroom program but are in transition plus so why are they writing him off and saying she can choose to remove him instead of supporting his goals to achieve.... his lower IQ scores??? I know we dont have a good way to replace the use of IQ scores, but a chld's potential should be measured by so much more.