in my previous life...
New Member
Greetings all~
8 yr old difficult child is mainstreamed in 2nd grade. Has an IEP and the MFE actually expires here on 17 Jan (but they have yet to schd. a new one...)
Briefly here is the set up - we have this lovely,,, simply lovley IEP that was crafted quite well by last years "Cross Catigorical Resource Room" teacher. It has behavioral goals, social goals, criteria - student will preform _____/ 10 out of 11 times, and was approved by our psychologist who sat in on the origional IEP for this year. Note - i said last years CCRR teacher and no mention/input from this years general ed. teacher.....
The issue - on the 10th of Dec. 03 I met informally (no schd. mtg/no documentation) with this years CCRR teacher as it is listed in the IEP that difficult child be in attendance to the CCRR for 30 minutes a day... and asked what services were being provided as the behavior goals for the IEP were not being met, difficult child seemed to be on a down slide, etc. etc... She informs me that she is overworked, that her aides are untrained, that there really needs to be 2 class rooms - one behavior, one learning, and that difficult child is recieving no specific intervention as he is a model student (ok - gasp with me now) in that class room. (quick laugh - it gets worse). In fact, she replied, difficult child comes to the CCRR daily, does the typical class room work which his peers are doing in the typical general ed. class room independently, and then walks himself back down to his class room at the end of the period. (by this point I want to know where they hid my kid) So.... we verbally agreed that she would rearrange her schd. (her idea/offer) and spend that 30 minutes 1-1 with difficult child in the mainstream class room. This would allow her the opportunity to personally observe difficult child (never done prior), and to offer the oppertunity to excel if difficult child got the gen. ed. stuff done ahead of time - typically the case. None of this has yet to happen and she has yet to attempt any communication with me on any of this - no followup, no excuses or apologies, nothing.
The question - We know that Aspbg. is a fun issue that many folks are unfamiliar with - however the CCRR teacher has specialized in Autism for the last 6 years... What can I expect the school to do for difficult child intervention wise? There still are violent outbursts (verbal/physical), there still are emotional meltdowns, there is still the torn schoolwork when frusteration occurs. How much or what can be listed in the IEP as to what the school will provide for difficult child? At this time they do provide a full time aide (this has been a good thing)but whose responsibility is it to do anything as the CCRR says it is the gen. class room teachers responsibility - she laughs and says it is the CCRR responsibility. No where is there anything saying what will be done as an active intervention program other than access to an aide.
Also, how much is too much? I want to keep him mainstreamed. We are in a good school district, they just wont give you the menu from which to order to tell you what is possible.
As to my efforts difficult child is in sports, does a social group, goes to the psychiatric., does nightly homework (while i stand like an eagle from above). But again, what can/should be expected of them - the school system?
Additionally, we have found that there are some occassions where behavior has been unintentionally set off, and delt with inappropriately - like "when finished with math problems color in the shape with the corresponding color listed on the chart"... While you and I may mindlessly color the pizza blue for the sheer mindless fun of it difficult child has a cow - "Pizza is not blue mom". :frown: Followed by a melt down - "I told them pizza wasnt blue", followed by an outburst - "I told them I was going to the CCRR" - followed by bewilderment - "I told the substitute aide not to touch me mom but she tried to catch me so I ran"
(to the ccrr :laugh: ) which leads to a loud intense rage - "She grabbed me mom before I got to the door :mad: - but look mom, the math answers were right. " So we do need some specifics there too - like only those trained can restrain him - with documentation sent home afterwards too as to why restraint was necessary.
With all of this being said - i requested in writing a review/revision be held ASAP today so they have a few days to respond and schedule one. these games of whose job is it and pass the hat are getting old and today was yet another melt down day... isnt the first week back always one of the most memorable??
I did find a post with the IEP4U link - that has helped a bit. Any other suggestions? Thoughts? Reading material?
OK, off to bed with this night owl. Thanks again!
8 yr old difficult child is mainstreamed in 2nd grade. Has an IEP and the MFE actually expires here on 17 Jan (but they have yet to schd. a new one...)
Briefly here is the set up - we have this lovely,,, simply lovley IEP that was crafted quite well by last years "Cross Catigorical Resource Room" teacher. It has behavioral goals, social goals, criteria - student will preform _____/ 10 out of 11 times, and was approved by our psychologist who sat in on the origional IEP for this year. Note - i said last years CCRR teacher and no mention/input from this years general ed. teacher.....
The issue - on the 10th of Dec. 03 I met informally (no schd. mtg/no documentation) with this years CCRR teacher as it is listed in the IEP that difficult child be in attendance to the CCRR for 30 minutes a day... and asked what services were being provided as the behavior goals for the IEP were not being met, difficult child seemed to be on a down slide, etc. etc... She informs me that she is overworked, that her aides are untrained, that there really needs to be 2 class rooms - one behavior, one learning, and that difficult child is recieving no specific intervention as he is a model student (ok - gasp with me now) in that class room. (quick laugh - it gets worse). In fact, she replied, difficult child comes to the CCRR daily, does the typical class room work which his peers are doing in the typical general ed. class room independently, and then walks himself back down to his class room at the end of the period. (by this point I want to know where they hid my kid) So.... we verbally agreed that she would rearrange her schd. (her idea/offer) and spend that 30 minutes 1-1 with difficult child in the mainstream class room. This would allow her the opportunity to personally observe difficult child (never done prior), and to offer the oppertunity to excel if difficult child got the gen. ed. stuff done ahead of time - typically the case. None of this has yet to happen and she has yet to attempt any communication with me on any of this - no followup, no excuses or apologies, nothing.
The question - We know that Aspbg. is a fun issue that many folks are unfamiliar with - however the CCRR teacher has specialized in Autism for the last 6 years... What can I expect the school to do for difficult child intervention wise? There still are violent outbursts (verbal/physical), there still are emotional meltdowns, there is still the torn schoolwork when frusteration occurs. How much or what can be listed in the IEP as to what the school will provide for difficult child? At this time they do provide a full time aide (this has been a good thing)but whose responsibility is it to do anything as the CCRR says it is the gen. class room teachers responsibility - she laughs and says it is the CCRR responsibility. No where is there anything saying what will be done as an active intervention program other than access to an aide.
Also, how much is too much? I want to keep him mainstreamed. We are in a good school district, they just wont give you the menu from which to order to tell you what is possible.
As to my efforts difficult child is in sports, does a social group, goes to the psychiatric., does nightly homework (while i stand like an eagle from above). But again, what can/should be expected of them - the school system?
Additionally, we have found that there are some occassions where behavior has been unintentionally set off, and delt with inappropriately - like "when finished with math problems color in the shape with the corresponding color listed on the chart"... While you and I may mindlessly color the pizza blue for the sheer mindless fun of it difficult child has a cow - "Pizza is not blue mom". :frown: Followed by a melt down - "I told them pizza wasnt blue", followed by an outburst - "I told them I was going to the CCRR" - followed by bewilderment - "I told the substitute aide not to touch me mom but she tried to catch me so I ran"
(to the ccrr :laugh: ) which leads to a loud intense rage - "She grabbed me mom before I got to the door :mad: - but look mom, the math answers were right. " So we do need some specifics there too - like only those trained can restrain him - with documentation sent home afterwards too as to why restraint was necessary.With all of this being said - i requested in writing a review/revision be held ASAP today so they have a few days to respond and schedule one. these games of whose job is it and pass the hat are getting old and today was yet another melt down day... isnt the first week back always one of the most memorable??
I did find a post with the IEP4U link - that has helped a bit. Any other suggestions? Thoughts? Reading material?
OK, off to bed with this night owl. Thanks again!
