Well today I received a call from my daughter's principal. She had a rough afternoon and now she wants to discuss a "behavior plan" and possible exploration of alternative placement since she is having difficulty "maintaining" in the regular classroom and not really learning. I had a feeling today would be rough when she insisted that I escort her to her line and see the new teacher. Her beloved, skilled former teacher had to go out on leave as her cancer had come out of remission and she needed chemotherapy (tragic). That was before the holidays, she has since had 3-4 subs and rollercoaster behavior. VERY sad about her former teacher. Prior to her leaving we had an SST meeting with therapist, resource specialist, teacher, school psychiatric, and they were looking at getting her into a half day reading workshop but meanwhile just increasing her resource time. She apparently is doing great in resource class, but is only getting by in regular class with the help of an aide who is actually assigned to another child. Today- her first day with the new teacher- and I forgot to give her a check for school lunch. Apparently they won't even extend a day of credit so she got no lunch. She had a HUGE snack that I sent, but apparently she polished that off at morning recess. And now that I think about it...a brownie (since she didn't get one last night). Well if that isn't a good reason to cut out school time sugar don't know what is. Though I rarely send any, that could have contributed. This afternoon she fell out in class, shoes off, books all over, glitter on the floor and in her mouth, reportedly called another student a "b****" and left the classroom, ignoring the instructions from the new teacher to return. She told the principal, "I didn't do anything". The principal said her consequence will be to spend the day downstairs working with her tomorrow. I'm not so sure how much of a consequence that will be- but we'll see. I communicated to the principal, again, that I cannot continually take time off from work. I feel that they know both of my girls needs and issues & it is the SD's responsibility to develop strategies to keep them in school and in class and not send them home when they can't keep it together. If I'm not mistaken they have rights as being special needs and the school needs to accomodate or make other arrangements. Today the principal suggested more in depth testing through the SD for my older daughter that could result in a higher level of service and possible placement at another site. She said she didn't like the label, but that would be for kids that are "emotionally disturbed", the first level (not SED). I'm of course not crazy about this idea for several reasons. 1) She does ok 9 out of 10 days, and that number seems to increase as she gets older. 2) She is at an age where she would know what that label and placement would mean for her and could possibly exacerbate her low self esteem problem. 3) She is coping in a very difficult situation right now considering her history and diagnosis and I hate to make a drastic change without giving her some time to adapt. There are benefits: 1) I don't think I will get as many phone calls or day suspensions to deal with 2) She may learn more in a supported environment- she's about 2 grade levels below Are there any parents who have encountered this similar decison and could offer insight? Meanwhile she is trying to organize a meeting with the resource specialist for Friday afternoon following the SST meeting for my younger daughter. Thanks!