Teacher Report:
- Honeybunches works consistently for reinforcers
- Positive general mood
- Concerns persist about attending and participating in OT, PT, Speech, Specials, Gym, Art and Music. This past week, he has accessed them though. :)
- Impact of his concrete thinking and potential impact on navigating these sessions.
- Discussed influence of new staff members on his performance. Noted addition of a 3rd class to specials this year. Stated Honeybunches seemed more stable last year.
- Honeybunches has strong Math skills (Although still below grade level).
- Shared he feels the BRIDGE program will best meet Honeybunches needs at this time.
- Discussed the impact of a possible 1:1 aide (If out sick, etc); Shared concerns about the influence of an aide on his performance and clouding the actual task.
- Was not in attendance, but she shared with IEP Chair regarding concerns of Honeybunches' inconsistent participation in PT and limited observed progress.
- Concerns about Honeybunches inconsistent participation and lack of progress.
- Discussed Honeybunches being cooperative to a point but at times not engaging.
- Discussed changing to a consult model instead of direct services (I denied this request)
- Discussed the benefit of setting a concrete example for Honeybunches in his initial experiences at the middle school next year.
- Noted concerns about the negative impact of having a 1:1 aide.
- Noted the impact if he wants to manipulate an adult.
- Difficulty in his transitions, related to extended absence and return from being ill.
- At times, he demonstrates frustration with challenging activities and lessons, despite enjoying the challenge. Fine line between challenge and frustration.
- Demonstrates desire to complete work in a timely fashion and challenging activities disrupt the flow.
- Discussed working on social cues and identifying facial expressions.
- Only refused 1 session with her and it was at a different time than usual.
- Lack of participation in group activities.
- Feels BRIDGE program would be the best fit for him as there are fewer transitions.
- Noted the increase in behaviors when there was a 1:1 aide present.
- Able to communicate effectively his opinions and needs.
- Does not always perceive the receptive language part.
- Does not participate in significant number of group activities.
- Shys away from groups and is reluctant to participate.
- Self-Oriented.
- Prefers interacting with adults than his peers; Has developed a couple relationships with his peers.
- Sensitive to sounds, personal space and crowds.
- Refuses headphones
- Demonstrate reluctance to utilize sensory diet.
- Currently utilizing a brushing program.
- Struggles with changes in routine, scheduling and personnel.
- Requires advance previewing of transitions and changes in his schedule.
- Rigid thinking
- Presents as anxious throughout the day
- Intermittent oppositional/defient behaviors observed, may be anxiety related
- Picking behaviors, present the concern of self-injurious behaviors
- Behavior monitoring and reinforcement system
- Consistent scheduling and routines
- Posted expectations and consequences
- May look to peers to help identify how to conduct himself and such is more vulnerable to negative peer interactions
- Requires support in understanding social cues, including facial expressions and tone
- May sometimes persevere on a finer point and miss the broader picture
- May require redirection and repetition to help him get past an item he is stuck on
- The team discussed Honeybunches visiting Mahar after April break and meeting with Mrs. C.
- Transition meeting to be held in June at middle school.
The teacher mentioned how Honeybunches has not seemed as stable this year as he was last year. This year, the 5-6th graders went to his school which could be the main reason behind that. There are four grades of children there now instead of two. It's more crowded and is quite overstimulating from what I've noticed. The teacher is on the fence about whether Honeybunches should try the PARCC next year for Math. School Psych and IEP Chair both said "No". They said even neuro-typical children were in tears. The team discussed his increased anxiety. I stopped them saying I won't treat that. BTDT and won't go down that road again since Paxil put him in a mixed state and Celexa made him suicidal. The IEP Chair was understanding saying everyone has anxiety to some point. We can accommodate that. I did not think to mention it at his meeting (Although I've told his teacher in the past), but as soon as he hits school grounds every morning, he begins with chewing his fingers. That's one of his signs of being anxious. Daddy mentioned it to me today also. He does it each day, no matter which of us drops him off.
PT and Speech both were concerned with his lack of participation and if he's getting anything out of their sessions. They both suggested changing from direct services to a consult and having the teacher imbed things throughout the day. I disagreed with that, as visions of dollar signs flashed through my head. They only have two months left with him. I will see what the new school personnel say when he goes there in the Fall. I am not allowing them to give up on my son. Honestly, I would not trust the teacher to give him the OT, PT and Speech services he needs. It's not that he's a bad teacher. I actually think he's a very good one. He just has some very challenging children in his classroom who have extensive behavioral-emotional needs. Even with his class aides, I don't have faith they'd be able to provide him with all those services. I feel that Honeybunches needs would just get pushed aside that way. Plus, they'll be enough changes next year. Now is not the time to make more unnecessary ones. I did not tell them this, but before I agreed to any changes like that I'd request an IEE which they'd have to pay for. ;)
OT was concerned about his lack of progress and how it's difficult to work with him when he does not want to do something. She said she's not seeing the carry over to class that would be beneficial for him. She is concerned she's not been able to find a sensory diet that works. He goes into total shut down mode.
Speech mentions how transitions are hard for him. He tries to gain power over her, for example sitting in a chair and not moving when she wanted him to sit closer. He loves paperwork and computers, so she's found an auditory memory game he's been using. There's a fine line between a challenge and a knife's edge to him not doing something because he's frustrated.
Counseling is the only therapy he's been cooperative with. She said she has a strict routine. He cooperates, attends and is compliant. He does negotiate to earn a reward and tends to separate himself. While the OT, PT and Speech are all new from the either this year or last year, the counselor has been with him for the past 4... maybe 5... years. It shows what consistency can do!
Middle School Finalizations:
- We chose the BRIDGE program, which you can read more about here. The IEP Chairperson said the environment in that program is more nurturing and stable. The school counselor believes that is where he'd be most successful.
- Talked about the legistics of having an aide familiar with him going to the Middle School as I requested. Legally, they can't because the Union would have problems with that idea. They have to list the position internally and see who applies. If nobody does, then they'd post the job listing externally.
- I had requested a 1:1 aide for the BRIDGE since it's one teacher and 3-6 children currently. I asked his current teacher "On a bad day, could you effectively teach six Honeybunches all alone"? He quickly said "No Way"! The SpEd Director and others in the room giggled. I understand everyone's concerns regarding having a 1:1 aide. I agreed to them having a "Classroom aide" instead. That person would be restraint trained and be there to help the teacher but also if Honeybunches needed him or her.
- They approved my request for a meeting at the middle school in June with the current team and new team. At minimum, I requested new teacher, current teacher, new school admin (Dean or Principal), current principal, new school psych, current school psych, new counselor and adjustment counselor and the current counselor. We'll hold the meeting at the middle school.
- He'll have his Summer tutoring this year at the middle school instead of elementary school, which will also help familiarize him with the new building.
- They are going to set up individual and small group visits to the middle school possibly with his class since they're all transitioning to one of the two middle school programs.
- In August, they want to have a day with a walk through of what a day will look like.
- Necessity of Honeybunches meeting and getting to know his new teacher.
Another point I stressed in the meeting is not wanting the staff to get Princess when he's struggling. Knowing his sister is in the same school, that might reinforce negative behaviors. The teacher in the other possible placement mentioned something to me real quick at Parent's Night for Princess a couple months ago about "Oh you go to school here... If he struggles I'll know where to find you..." That's where my concern came from. I said, if anything they should use her as a reward. The SpEd Director said they won't do either, understanding she has her own life there.
I expressed concern about Honeybunches possibly being able to leave the building during unstructured times. The IEP Chair who used to work at the middle/high school told me they have staff at all the exits during those times.
One thing the school psych, counselor and myself all made clear is that at the beginning of the school year, he'll need a concrete, very clear structured routine without any slack permitted because if he gets away with something once, he begins looking for cracks. He tries to make a little leeway into more and more. Next time, he'll try to up the anty. The school psych said "He searches for loopholes and finds them". That's a good way to put it. I mentioned how some teachers begin the year giving children more leeway, but for him that would have negative implications. It's best to begin the year with a "This is how things are at middle school" approach. The team all agreed.
I asked about the policies being different and him possibly getting suspended for things he gets away with at his current school. The IEP Chairperson told me about some Chapter 222 law that mandates they can't suspend children like they used to and need to find alternatives. He told me this year only three children have gotten suspended there. Back when my stepson Shnooks went there, he got past his 10 days really quickly which lead to a Manifestation Determination meeting and alternative education settings. I am glad things have changed.
Speaking of change, I wonder if I am leading changes without even knowing it. I found it unbelievable that I was the 1st parent to request his current teacher and counselor go to the middle school and observe possible placements. His teacher has been teaching many years in the district and said this was his 1st time observing. How can that be? How did they pick what placement would be right without knowing what they were sending children into and without knowing the dynamics of the programs? Another change I might be making is this big end of the year transition meeting with new and current team members. It sounds like I'm the 1st person to request that too. Maybe now they will offer both to other parents as they will see how beneficial both are in the transition planning.
So that meeting was more successful than I thought it would be! I was impressed how awesome it went. Should I celebrate?
