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Special Ed 101
Positive behavior support plan?
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<blockquote data-quote="Martie" data-source="post: 10450" data-attributes="member: 284"><p>I posted to this thread last night but when I looked this morning--it was gone???</p><p></p><p>If your school uses a Flex Plan model, theoreticlly, your difficult child could have a BIP without either an IEP or a 504 plan. However, you SD is not very cooperative, so I would want the protection and accountability of an IEP.</p><p></p><p>The teacher is being very unprofessional and is in my opinion making the situation much worse than it would otherwise be for your difficult child. This is not OK--and I think youhsould focus on her lack of "best practice." (Flex serve and Best Practice are tied--school districts can't say they do "Flex Serve" and not pay attention to Best Practice.)</p><p></p><p>I know you want an IEP and when you get the IEE, hopefully, you will be able to get your difficult child found eligible. However, it could be a long fight and the things that are happening to difficult child in the mean time are not good for her.</p><p></p><p>in my opinion, the SD just wants to be able to use "normal procedures." The idea that staying in from recess is "on the permanent record," is not exactly where the action is with most of our kids by adolescence and reminds me of something that happened to me (not either of my kids):</p><p></p><p>No one looks at the "permanent record" of anyone's grade school experiences. This was a lesson I learned very early in my own life: I KDG (!) walking to school alone (shows you how long ago I was in KDG.)I was late so I cut across a yard and was caught doing this forbidden act. In the principal's office, she told me that this "crime" would be entered into my "permanent record." I was scared sh*itless by her tone of voice and went home to tell my mother what had happened to me. My mother, who was generally pretty supportive of schools policies, burst out laughing--the idea that one's "permanent record demerits" start in KDG for cutting across the grass was just too much for her not to laugh. I think you should keep your eye on the larger issues: keeping your difficult child in school for the long term, remembering that problems get worse, not better, for most of our kids in early adolescence. Middle adolescence can be a time of growth for many kids if their earlier experiences haven't given them drug habits, or made them become so alienated they won't go to school at all, or they have become so emotionally withdrawn they are unavailable to any therapy.</p><p></p><p>This cevelopmental pattern is why I get particularly concerned about how your el school is handling your difficult child's problems: not in a way that is going to make it easier for her to seek help from authority figures at school when she is older and problems are (usually) bigger.</p><p></p><p>Best to you,</p><p></p><p>Martie</p></blockquote><p></p>
[QUOTE="Martie, post: 10450, member: 284"] I posted to this thread last night but when I looked this morning--it was gone??? If your school uses a Flex Plan model, theoreticlly, your difficult child could have a BIP without either an IEP or a 504 plan. However, you SD is not very cooperative, so I would want the protection and accountability of an IEP. The teacher is being very unprofessional and is in my opinion making the situation much worse than it would otherwise be for your difficult child. This is not OK--and I think youhsould focus on her lack of "best practice." (Flex serve and Best Practice are tied--school districts can't say they do "Flex Serve" and not pay attention to Best Practice.) I know you want an IEP and when you get the IEE, hopefully, you will be able to get your difficult child found eligible. However, it could be a long fight and the things that are happening to difficult child in the mean time are not good for her. in my opinion, the SD just wants to be able to use "normal procedures." The idea that staying in from recess is "on the permanent record," is not exactly where the action is with most of our kids by adolescence and reminds me of something that happened to me (not either of my kids): No one looks at the "permanent record" of anyone's grade school experiences. This was a lesson I learned very early in my own life: I KDG (!) walking to school alone (shows you how long ago I was in KDG.)I was late so I cut across a yard and was caught doing this forbidden act. In the principal's office, she told me that this "crime" would be entered into my "permanent record." I was scared sh*itless by her tone of voice and went home to tell my mother what had happened to me. My mother, who was generally pretty supportive of schools policies, burst out laughing--the idea that one's "permanent record demerits" start in KDG for cutting across the grass was just too much for her not to laugh. I think you should keep your eye on the larger issues: keeping your difficult child in school for the long term, remembering that problems get worse, not better, for most of our kids in early adolescence. Middle adolescence can be a time of growth for many kids if their earlier experiences haven't given them drug habits, or made them become so alienated they won't go to school at all, or they have become so emotionally withdrawn they are unavailable to any therapy. This cevelopmental pattern is why I get particularly concerned about how your el school is handling your difficult child's problems: not in a way that is going to make it easier for her to seek help from authority figures at school when she is older and problems are (usually) bigger. Best to you, Martie [/QUOTE]
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