my respose to meeting... was received today.
My comments are in red
Family support plan- corrected for inaccurate information
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FUNCTIONAL ASSESSMENT: Mental Health Symptoms & Needs
difficult child continues to struggle with her disabilities. This has been compounded by her inability to get sufficient sleep. She displays anger, oppositional behavior and refusing to do her work in school. difficult child is taking her medication as prescribed, and works with a PCA out of school to manage her behaviors.
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difficult children inability to get sufficient sleep is not an established fact, but an opinion based on incomplete and/or outdated information.
2) difficult children main academic concern is refusing to do her work in class. She has completed all homework assignments given this year. This has not happened in any previous school years.
3) difficult child has been off all medication since June 2006, as reported to all support staff by her mother. She has shown HUGE improvement in her ability and desire to socialize since that time. Also, her academic abilities have increased and current problems are the same as all 5 previous school years when she was taking medication.
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FUNCTIONAL ASSESSMENT: Family Issues & Relationships
difficult child and her mother live alone. difficult child spends most of her after school time with her PCA. Mom works until late usually, so their time together is later in the evening. difficult child often appears to not have enough sleep.
GOAL: difficult child will get at least 8 hours of sleep every school night.
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Mom does not work late. Mom has not, in fact, worked past 5:30 pm since the day difficult child started preschool.
2) difficult child gets between 8 and 8.5 hours of sleep ,on average, per school night. She has managed to do this consistently since mid-January. Mom is starting a detailed log of difficult children sleep habits starting March 1rst.
3) difficult children sleep cycle can be rather easily thrown out of whack due to illness or long breaks. We handle these instances according to her doctors advice.
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FUNCTIONAL ASSESSMENT: Self Care & Independent Living Capacity
difficult child has come to school tired and unkempt. She states she has not brushed her teeth or her hair. She is often listless. difficult child needs assistance in establishing a morning routine that allows her the time and help she needs to get ready for her day.
GOAL: difficult child will be appropriately groomed and rested.
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difficult child does not leave the house unkempt. She is bathed and dressed in clean, appropriate clothes.
2) difficult child is awake, alert and generally pretty chipper in the mornings before school. She also gets herself out of bed after being awakened. This has never occurred before this year. Mom had to physically remove her from the bed and physically bring her to breakfast.
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FUNCTIONAL ASSESSMENT: Education (Special needs/vocational planning)
difficult child is on an IEP to address her behavioral and learning disabilities. She continues to struggle in school, and mom has requested a functional behavioral assessment be completed by the district.
GOAL: difficult child will be successful in school.
PLAN: An FBA will be completed and the recommendations of that assessment will be incorporated into her IEP. difficult child will follow the goals and objectives of her IEP.
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Mom will review the FBA and recommendations and discuss them with the appropriate people.
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FUNCTIONAL ASSESSMENT: Social Recreational (social functioning and recreational options)
difficult child is not currently participating in any recreational activities.
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1) difficult child participates in many social and recreational activities on a regular basis. See attached list.
2) difficult children PCA and her mother will start a detailed log of these activities if necessary.
3) difficult child needs particular social skill training in the steps needed to maintain a and grow a friendship. Mom was told that this was the express purpose of the reach program at the last IEP meeting. She has been with the reach program since June 2006 and they are just now starting on social skills?
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PROGRESS
difficult child has not made huge progress in the last 6 months. She continues to be oppositional and refusing to do her work is an everyday occurrence for her at school. She has improved her social skills and some of her negative behaviors are diminished.
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I cant disagree with this more. She has made incredible progress, visible to anyone who has known her for more than this past school year. Whose opinion is this and why? What factual basis does it have?
