Middle School Orientation

Honeybunches orientation at the middle school went okay, although he was very overstimulated and anxious. First, they all went into the larger auditorium for a presentation where they met some teachers and learned a bit about the school. He was overstimulated and anxious. He would not stop biting his fingers. He sat back away from the other children, which is where he wanted to be. After that, we went to a regular 7th grade class which I didn't even understand him going to, but that's how they did it. "When is lunch time" is a question he asked several times. He spent most of the time staring at posters on the wall. He's used to having morning snack, which they don't even really do there (Although certain teachers accommodate). His belly is used to having one. Lunch is early though, at 10:40. At lunch, he went up with me, got his tray and food. Then he chose to sit at a table all alone with just us. When he was done eating, he was a bit confused about the process to clear the trays so I asked staff to clarify things again for him. Then we went to sit back down for a minute or two before he decided it was "Too many kids... Too many kids... Too Too many kids". I took him out in the hallway. I can see lunch becoming an issue. It's more than just his current elementary school that feed into the middle school. Two other towns schools do as well which makes it more overstimulating. From there, we went to the class where he'll have reading and math. He did okay in there. Besides finding the sign out sheet interesting and fiddling with the door, he conversed with one of the teachers which was awesome. He refused to sit and stood up the whole time looking around the class. Then we went to Mrs. C's room, who will be his teacher next year. We learned that a boy J who used to try to be his friend that was in his 3-4th grade class will be in Mrs. C's too. (Although I remember them feeding off eachother's behaviors a bit too and J riling Honeybunches up.) She'll have 4-5 7th graders she said. He enjoyed playing with some play money he found on a desk. He organized it all with J. From there, I took him to meet the nurse since he'll be seeing her every day to take his noontime med. Then his current teacher said I could bring him home, since they were going to another assembly in an even smaller auditorium. We both figured that would be too much for him, especially since he just barely handled the one this morning in a larger one. The school was hot, with no air conditioning. Ugh. I told Honeybunches we'd come up with a plan for lunch. I might have him try it for the 1st week-and-a-half since we have his yearly review in the 2nd week of school. I told him, if he can't handle it he can go tell the Dean or the pastor at the church next to our house who is also a neighbor a few houses down and who works at the school doing various jobs including recess duty that "It's too many kids" and they'd help him come up with ideas. Although overstimulated and anxious, he did a good job controlling his body and using his words. Oh yeah, we'll have to find him another coping skill to use when he's anxious. He bites his nails and fingers bloody sometimes, so at his current school the teacher gives him chewing gum. There's no gum allowed at the middle school.

I emailed the SpEd Director and IEP Chairperson.  This is some of what I wrote:

"... Orientation went okay today. He seemed very anxious and overstimulated, but did a good job using his words. In the auditorium this morning, he chose to sit behind all the other children and not with them. I want to make sure this is an option for the 1st day of school assembly (And future mandatory assemblies) if that's what he chooses to do. Honestly, I don't think he gets much out of those type of assemblies. He spent much of the time biting his fingers (Anxiety), looking at the floor and closing his eyes a bit (Not tired, trying to zone out from the world, which sometimes happens when he is overstimulated). For important pieces of information, it would be best if he could have things presented to him in a much smaller group instead. Speaking of anxiety, when he begins chewing his fingers, Mr. M has let him have chewing gum. I learned today that chewing gum is not allowed at (Middle School). We'll have to find something else for him to do when anxious so he does not chew his fingers bloody. 

A bigger concern I have is lunch time. He went up through the line, got his tray and picked a table alone to sit at. He tolerated it for a few minutes, but then when he was done eating he said it was "Too many kids... Too too many kids..." I took him out into the hall.  Lunch accommodations is something we might want to consider as we see how things go in the first couple weeks of school.  I told him until we come up with another plan, he could go tell (Dean) or (Lunch worker, who is also a neighbor and a pastor at the church next to our house) that it's too noisy or too many kids and they could help him come up with ideas. Even if he seems to tolerate lunch okay, if his afternoons get rough it may be from overstimulation at lunch time. I guess we will just wait and see, but I wanted you aware that's an area he may need additional accommodations thought about. I know the difference, where today's lunch was 40 minutes and on regular days it will only be 20-something minutes. With it being a shorter time, maybe he'd be able to tolerate it better. It took him a long time to be able to tolerate lunches at (Elementary School). At (Middle School) it's even more children from the other elementary schools. Even with there being a lot of room in the cafeteria, it seemed to be too overstimulating for him. 

Changing for gym is another concern. He can change and dress himself, but sometimes needs help getting his shoes back on or at minimum tying them. Are shoes that tie mandatory? I am wondering if sneakers with those elastic stretch lasces that do not tie like these:

http://www.walmart.com/ip/Kiwi-No-Tie-Curly-Shoelaces-White/25289317
or something like these would be acceptable:
http://www.locklaces.com/lock-laces/

I am glad that we have his annual review in the beginning of September. That'll be a good time to discuss these and any other concerns that may come up.

As for the last scheduled visit to (Middle School), if we did plan another one (Which he's interested in doing), I think he might be more focused in the morning.  With the previous tours, he voiced to me that he liked them because he could come home early.  I think that he rushed through things and was more focused on getting to come home early than he was on things happening at (Middle School). I think if we planned a trip earlier in the day if possible and had him go to (Elementary School) when it was done then he may be more focused. I don't know if that would mess up his day at (Elementary School) though.

I hope that in planning his UAs and Gym/Health classes, you'll place him in the smallest groups possible.  Also for UAs please keep his getting overstimulated and sensory needs in mind.  (For example, noisy classes such as band and music would not be good options for him.)

I thought I'd update with these concerns that presented today.

Thanks,
------
PS: Next year I'm going on a mission to find a way to get more middle and high school parent's involved with the SEPAC. I am thinking maybe we could have a poster and table with pamphlets I could make set up at Parent's Night.  There has to be other ways to get the word out to those parents too, which I hope we can work as a team to find."

Sensational Stars

I began using a new Behavioral System which we're calling Sensational Stars today. I have it in a cheap portfolio thing I found at Dollar Tree.  Each sheet is in page protectors, so that way we can use white board markers and wipe the pages off instead of using ten billion pieces of paper.

Here are some pics with explanations:

 He had me add in to the one above: animals, objects and people to be more specific.

 An example of nice words:

 Each day, he can earn stars every 1/2 hour that he uses nice hands, mouth and feet plus using nice words.

 The weekly talley:

 Daily rewards: I might change this up a bit as we go along if his interests change. He had me add in going to TD bank under the 100%.

 We actually just changed this to Saturday reward, because the library is closed on Sunday.  The weekly talley above we changed to reflect this as well, making it go from Saturday-Friday so he can have his reward special on Saturday.

 I am going to add in some other sheets about what he can do when he feels certain ways. I am emailing his counselor to see what feelings we should work on and any suggestions he might have for coping skills when he feels certain ways.

Middle School Placement Meeting

Today we had the much anticipated IEP meeting at which we discussed his placement for next year and transition planning.  Last month, both his current teacher and school counselor went to observe both possible placements at the middle school.  I felt their input was valuable and requested those observations. At the meeting was the IEP Chairperson, School Psychologist, his teacher, School Counselor, OT, Speech and the SpEd Director. Overall, it went very well.  I was impressed with the notes the IEP chairperson took on his laptop and gave me at the end of the meeting.  It begins with Background Info and Recent Testing Information which I left out, but here is the gist of the rest...

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. 

PT:

• Was not in attendance, but she shared with IEP Chair regarding concerns of Honeybunches' inconsistent participation in PT and limited observed progress.

OT:

• 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)

School Psych:

• 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. 

Speech:

• 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. 

Counselor:

• 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. 

Nonverbal Communication Needs:

• Able to communicate effectively his opinions and needs. 
• Does not always perceive the receptive language part. 

Social Interaction:

• 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. 

Sensory Needs:

• Sensitive to sounds, personal space and crowds. 
• Refuses headphones
• Demonstrate reluctance to utilize sensory diet. 
• Currently utilizing a brushing program. 

Response to Transition:

• Struggles with changes in routine, scheduling and personnel. 
• Requires advance previewing of transitions and changes in his schedule. 

Behavioral Presentation/Needs:

• 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

Behavioral Strategies/Interventions:

• Behavior monitoring and reinforcement system
• Consistent scheduling and routines
• Posted expectations and consequences

Social-Emotional Needs:

• 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

 Additional Information:

• The team discussed Honeybunches visiting Mahar after April break and meeting with Mrs. C. 
• Transition meeting to be held in June at middle school. 

 Impressive right? I also took notes and have some key points to add.

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. 

Transition Plans:

• 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. 

On my way out, the IEP Chairperson thanked me for making my agendas for the meetings.  He said it helps use time more efficiently and means the world to him.

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?

Intuniv and MassHealth's new Pediatric Behavioral Health Medication Initiative

Yesterday, when I went to pick up Honeybunches' medications, I was told that they now needed prior authorizations.  In talking with "P" the psych nurse practitioner, she described a "New horrible program which MassHealth has".  They wanted prior auths for his Abilify, Clonidine and Tenex.  He's been taking Clonidine since 2007, Abilify and Tenex since 2009. "P" said that she had to fight with them to keep him on Abilify, which she successfully did.  They did not, however, want him on both Clonidine and Tenex since they are similar.  Instead, tonight he went off them both cold turkey and onto Intuniv.  He took it okay, after it passed his smell test.  I am worried about Clonidine withdrawals, which I read so much about online last night but the pharmacist told me should not be an issue with Intuniv as a safety cushion.  Here is more information about MassHealth's lovely new Pediatric Behavioral Health Medication Initiative.  I am very concerned and frustrated.  I spent much of the morning praying, reading bible verses and listening to worship music.

Finally Some Answers!

Here is the email I got from Mrs. F (After contacting the SpEd Director, who ordered her to answer my questions):

"Good morning Mrs. C, 

I apologize for my hasty reply to your email. This morning, I reread it, and I realize I misunderstood the information you wanted from me. My apologies. I read your email while I was working at my night time job at --- School, and gave (what I thought) was the information you needed." 

 I just wanted to add something in... I smell BS.... What she thought was that she should cover her @$$!!! Anyways, back to her email now...

"I know you had a chance to observe the Middle School ILC program earlier in the school year, but I will provide you a quick snapshot before I answer your specific questions. This program serves students who need social-emotional support in order to be successful in school. There are students in the program who are substantially separate, partially included in the general education classrooms, and fully included in the general education classrooms. Students who are assigned to my class all day have one class period in the middle school tutorial room. It is a small group and taught by two special education teachers. We do have Level system incentives. Students are awarded points on a Point Sheet for successfully performing daily behavioral tasks: one point is awarded for each task accomplished. Some general behavior task are as follows: Complete Assigned Task, Speaking Appropriately, Following Directions, Positive Adult Interaction, Respecting Property, and Positive Peer Interaction. The student is responsible for handing their teacher the Point Sheet, and the teacher awards points based on the performance of the student for each academic class. A student can earn 30 points by accomplishing these tasks. There is also an Individual goal set by the teacher and is focused on the student's individual needs. A student can earn an additional 10 points per day (2 per class) by reaching their daily goal for each class. The incentives include chips (given at the end of the day), juice (given at the end of the day), Pokémon cards, homework passes, and I am always open to individual incentives that would motivate a student. These incentives are decided on by the student, myself, and the parent. I have had such incentives as a container of raspberry mustard and a Littlest Pet Shop figurine."

Another pause with my thoughts... I love the sounds of this program. Honeybunches needs that very small group and having two teachers sounds good. What sounds even better for him is the level system. He's so drawn into the one they do in his current program that he does it with us at home too. He does our star charts. He even tells the teachers when they make mistakes putting him at higher levels than he should be. Those are mostly the same things they are working at currently in his class. That consistency would help with the huge transitions that are going to happen for him. He's a very reward driven child, so having those incentives would work well for him, as his current class does them too.

"A schedule of each class is posted by me on the whiteboard and checked off as we go along. As an example, today’s agenda for Skills class looked like this:

Pledge of Allegiance

Moment of Silence

Announcements – (School’s and then ILC’s)

Do Now (this is the daily activator which students write in their notebooks)

Ratios and Proportions (the class work of the day)

5- Minute break

"We do have a Time Out space in the classroom if a student feels over stimulated. It is a bean bag in the corner of my room. It is nicknamed The Blue Potato because the kids say it reminds them of a potato. The kids assure me it is very comfortable. I will take their word for it because I have never actually sat in it. Some kids like to wear headphones and listen to music a bit if they are overwhelmed. Most of my kids like this option. Some students like to take a walk if they are feeling overwhelmed. There are two paraprofessionals that work in the classroom with me, so someone is usually available to walk with a student. In the rare instances that both paraprofessionals are busy, we take a walk as a group. If a student wants to be alone and walk, there is a pass they can carry in the hall. Two minutes for a walk alone is the guideline, realizing that some students need to walk longer. (Honeybunches) will also have access to both his guidance counselor and an adjustment counselor."

Okay... Another time out for my thoughts: I would not call that a "Time out space" compared to the built in padded room which is in his current classroom. I wonder how easy "The blue potato" can rip apart lol? Music is overstimulating for him, so her idea would not work. Taking a walk, might be okay if they get to it before it's too late. It's good to know there are two aides who work in her class... So far it sounds like two teachers and two aides. I am a little terrified about the part that says if a student wants to be alone and walk, there is a pass they can carry in hall. Um... No thanks!!! He might end up walking out one of the doors. 

"Does (Honeybunches) like to listen to music? If so, the headphones and music might be an option for him. He might like to sit in the beanbag and listen to music on headphones. We have Chrome books that can play music. Does he like to walk when upset? Some students like to get out of the classroom and stretch their legs for a bit. With aggression, I usually offer a quiet space or a walk for a student to regulate. I have never worked with restraint so I am not sure how that would look in my classroom. That would have to be a conversation for me, you, (Honeybunches), and administration to have at some point if the Team decides this is the correct placement for him. I have had students who do not want to go to lunch or assemblies. Assemblies are often unpopular with my students because of the loud noise. I usually offer options for this student such as staying in the classroom with a paraprofessional. This is a popular option. Reading in the library with a paraprofessional is also another popular option. During lunch time, the student is welcome to stay in M01 with me. I’ve eaten lunch with students in my room many times. If the student has hot lunch, we go to the caf first to get his/her lunch and then we return the tray to the caf once lunch is over. All students have UA classes at Mahar. If a student does not want to go to a UA, then the student can stay in M01. I contact the UA teacher and ask if the student can do the work in my classroom. Then I and the student (or sometimes a paraprofessional) collects the work to do in M01. We then make sure the work gets to the proper UA teacher. This is what I do in the event of a child having a challenging day. If the student routinely doesn’t want to go to a particular UA class, I call the student’s guidance counselor to discuss options. It looks differently with each student. Sometimes a student wants the added support a paraprofessional in the classroom brings. Sometimes they would rather do the work in M01. I do differentiate classroom instruction to meet the needs of the students. I use pretests to establish where a child is academically, and I tailor instruction accordingly. I have the support of the paraprofessionals to implement different levels of instruction in my classroom.

Yes, I have experience with students who have Autism and/or Bipolar. This is my third year working as a full-time Special Education teacher. I also have two years working as a long-term substitute in a variety of Special Education classrooms."

I am concerned that she's only been working as a Special Ed Teacher for three years. I wonder if Honeybunches would break her and make her quit? He always tests new people, but for her it would be a test of if she really likes her job and how much she'll last through. I just find that lack of experience concerning in many ways...

"I am a proponent of frequent home/school communication. I know it is important for parents to have information regarding their child’s school day.I have several parents with whom I communicate on a regular basis. The details on this can be worked out as we plan for Honeybunches' transition. Please don’t let my too-quick email response last night make you think that I don’t encourage communication with parents. That is not the case. I look at the teacher/student/parent unit as a team. Communication is super important. The transition to middle school can be challenging. There are a lot of changes a sixth grader has to face. School, teachers, classes. I’m sure once he gets settled at (Middle school), he will enjoy whichever program he’s placed in. There are many supports in place to help him get acclimated."

All I have to say to that part is HAHAHAHAHAHA!!! I was laughing inside about all of it. I have different thoughts of her beliefs in parent teacher communication. I think it's more along the lines of covering her butt first and telling parents what they need to know 2nd! Also the part about Honeybunches enjoying whichever program he's placed in made me laugh too, but that was a more laugh instead of cry moment. He's been at his current school for almost seven years. He'll be out of his comfort zone. I know he's not going to "Enjoy" that!

"Sorry this email is so long, thanks for taking the time to read it. I think I answered all of your questions. If not, please shoot me another email and I’ll explain about the ILC program more. I look forward to your next (Middle school) visit. Is there any way that we could meet (Honeybunches) before he transitions to Mahar? I would love a chance to meet him in person...."

So there we have it... Her non-voluntary email explaining her program and answering my questions. It's frustrating to know she only did it because her boss ordered her to do it. Like I said, if I could pick a teacher I'd pick the other one. Teachers can come and go... So does that mean I should pick a program based on it's aspects then? If so, I think this one would give him more comfort because it is closest to the one he is in now. It's so hard to know what is best for him, because they are both different. His doctors all have told me he'll need help with life skills when he gets to high school, which is what the other program, Mrs. C's class does a lot of focus on. By focusing mostly on Life Skills, would I be selling him short academically and cognitively? At this point, I am about to tell the school district my thoughts but let them pick which placement they believe will be best for him. I was all set. I had it all figured out that Mrs. C's would be best for him.... Before learning more about the ILC. Now IDK what to do. Why can't decisions be easier? I am honestly scared to make the wrong one. At least if the school district makes it and it's wrong I won't feel so bad. I would not be as hard on myself. I could even be mad at them instead since it would be their fault lol. At this point, I think I'll just let go and let God... And the school district make this decision (But I will have my opinions and thoughts known). In the end, it's always the school district's choice what classroom a child goes into. I've been blessed they let me be as involved as I have been. I can honestly see why they make those decisions 99.9% of the time. It's not as easy as it seems, especially when it's a whole new school.

Disliking the Unknown

Sometimes it is so hard to know what is best. It's hard to decide between what placement will be best for Honeybunches next year.  If I could chose by teacher, I'd pick the program for children with intellectual disabilities I talked about here. Just to re-cap a bit, the teacher in that program was very open talking freely to me about her experiences, theories, methods, etc. She does a lot of work on feelings, makes sure her children have other "Safe people" in the building in case she's not there, does a lot of work on life skills, goes with the flow of things, had a lot of experience with children who have both Autism and Bipolar from previous work at a residential treatment center and more.  One negative about her classroom is that she does not use rewards, except what she called natural life ones such as playing games and giving praise. Honeybunches is a very reward driven child. From my 1st impression of that teacher, I loved her. I could see her and Honeybunches having a good relationship.  On the down side, she has 3-6 children in her class.  All that means though, is that on the worst case scenerio he'd need a 1:1 aide.

On Thursday evening I wrote to the teacher of the ILC (Integrated Learning Center) which is the class at the middle school that his current class is based off of. I wrote the teacher this email:

 

"Hi Mrs. F...",

I met you briefly when I observed your classroom a couple months ago regarding my son -- (Who will be in 7th grade in the Fall; has Autism and Bipolar along with a borderline IQ; and has been in a substantially separate room since Kindergarten). Although I plan on observing both (Your and Mrs. C's) classrooms again in February or March, I also have some questions. With my son being as complex as he is (With a mix of cognitive, emotional and behavioral concerns), it's clear (To me and administration) that neither classroom will be a perfect fit. We'll have to try whichever one seems better, add in extensive accommodations needed and go from there. 

 In his current placement, his classroom has a "Time out space" which I've been told nothing like that exists within (Middle school). He has times when life becomes too much for him and he needs time somewhere that he can tune everything out and regulate. How would you accommodate that?

 How do you each deal with aggression (For example, beginning with throwing chairs, but escalating to kicking, punching, hitting, scratching and spitting) directed toward you and other staff members who might work in your rooms? His current plan utilizes his classroom's time out space and restraint when needed to keep him and others safe.

How do you deal with a child who refuses to go to lunch or assemblies (Likely due to being overstimulated sensory-wise) or UAs? (Especially when if made to go to things that are overstimulating, the child has a tendency to get aggressive as the fight or flight response becomes activated.) Do all children in your class have to go out to UAs? Have any ever been within your class for the entire day (Except lunch)?

From what I seen when observing your classroom, my  main concern would be my son being lost academically and cognitively. He has various delays in many areas. During your classroom instruction on the day I visited, the words you used seemed to be way above his level which I could see easily frustrating him.  Do you individualize that based on the children's needs in your classroom?

I am interested in hearing more information about how your level system works.  Could you explain that to me more or send me information about it?

Do you have experience with children who have Autism and/or Bipolar?

What do you think about frequent home-school communication?
My son is on medications which help control his Bipolar and keep his mood stable. (His Autism, is another story, because that still affects his everyday life and most likely always will.) When he was six, he was placed in a psychiatric hospitalization for two weeks where they did a med wash and got him stable. The psychiatrist he's been seeing for the past several years has been awesome with changing things before they get to that point. Part of the reason why I believe home-school communication is important, is because it can help me document his moods on mood charts and inform his psychiatrist so she can make changes if necessary before things get too severe. By doing so, we've been successful in preventing him from needing another hospitalization. 

My son can be so caring and sweet, but struggles with changes and understanding a lot about life.  I know that he'll likely struggle with whichever placement the IEP team picks for him next year, because he even struggles with little ones (For example, the new OT and PT people this year who he's tested more than once). Next year, he'll be out of his comfort zone at Dexter Park where he's been for seven years and flip flopped between only two teachers throughout those years. 

Thanks...."

The response I got:

"Thank you for your letter. I am forwarding it to my supervisor who is better qualified to address your various concerns."

My response to her response:

 "Are you the teacher in the ILC or did I email this to the wrong person? I was hoping to get your answers, not the administrations. Sorry if I asked things too complicated. I am not interested in hearing how your supervisor would deal with these situations."

 

Her next response:

"I am the teacher who works in the Midddle School ILC. Ms. C works in the Bridge Program."

My next response:

"Please tell your supervisor to disregard my email.  I'll get the administration answers at a meeting towards the end of this school year as far as how things are at -- in general.  I was asking you for your answers and your experience to help me decide if your classroom would be a good fit for my son. I guess I'll go with what I've gotten and will get from observations instead. Thanks for your time. 

Her next response:

"My supervisor is the head of the Special Education Department for -----. I am sure she would be delighted to help. I will tell her, however, that she should disregard the forwarded email."

 

Next, I wrote back to her letting her know I am very familiar with the Special Education Director, since I've been the Chairperson of the district's Special Education Parent's Advisory Council for the past several years. From there, I forwarded the email communications between me and the ILC teacher to the SpEd Director, myself. In part, my email to her said how I emailed Mrs. F asking a few questions to help me determine what placement would be a better fit for Honeybunches, how she refused to answer any of my questions, that I was not asking how the school in general deals with things or their policies but wanted to know specific things from the teacher to help me know which placement would be best. I told her, I will learn about the middle school's policies and how the school as a whole can accommodate him at our meeting at the end of the school year once his placement was finalized. I told her that while I was leaning towards Mrs. C's class being a better placement for him, I wanted more information from Mrs. F to come to a conclusion. I asked if that school had a policy against answering questions from parents. 

 

The SpEd Director wrote me back that next morning. She said: "Thank you for sharing the email you sent to Mrs. F, her reply and the concern that you did not receive an answer to your questions. I spoke with Mrs. F this morning and she will be emailing you back either this afternoon or tomorrow with the information you requested. This is going to be a big transition for (Honeybunches) and the more information we all have the better we will be able to make good decisions regarding programming and supports...Thank you for including me on this email thread..."

 

In my next post, I am going to write what I learned about Mrs. F, since this one is long enough already lol. For now, I will say I did NOT have a good 1st impression of her by the way she would not answer any questions I asked her. That really made me dislike her... ALOT!

Possible Middle School Placement Observations

This week on Wednesday, I went to observe the middle school program for children with "Emotional and Behavioral concerns", which is one of the possible placements for Honeybunches next year. I went in the morning, when school first began. Here are some things I observed on some handy dandy observation sheets I made up myself:

Thursday, I went to observe the program for children who have "Intellectual Disabilities". Honestly, I did not use the sheets I made up for this observation visit, because it turned into a Question and Answer plus the teacher letting me know about herself and her theories instead! I can tell now that this classroom will be a much better fit for Honeybunches.  The teacher does a lot of work on emotions and feelings (Facial expressions, validating feelings, helping children understand facial expressions plus how others might feel, "I see your face looks sad because you are frowning and your eyes are like this...", "Look at how ____ is _____... How can we help him/her feel better"?). She said honestly at times she scraps the academics and works on life skills and feelings. Her class is very structured.  They use Con Academy Math, which I'll have to look up more about.  The work she gives the children is very individualized. They go with the flow. Sometimes she'll use games as learning lessons, through which the children learn about taking turns and other skills. She doesn't really use a lot of "Rewards" because she wants to get children ready for the real world.  With the majority of the children in her class liking Uno, sometimes she'll use that as a reward. She said the children in her class don't integrate. She does a lot of work regarding life skills. She's very flexible and has clear expectations (Which are on a sheet on the wall, but in the past she's had some students who need them taped to their desks).  I asked what the differences were between her class and the ILC.  She told me that children in the ILC get integrated and can do okay in some regular classes, while intellectually her children would be lost.  She does a lot of work with other members of the school administration on building relationships between them and the students, so in case she's not there because she is out sick, the students will have other "Safe people" to go to. Her personality, theories and ways of teaching seem like a very good fit for Honeybunches.  She used to work at a RTC, so she's experienced with children who have mental illness as well as Autism and intellectual disabilities. She said in the past she's been restraint trained, but tries to use everything else possible before having to utilize it especially with this age group of children. It sounds like she'd be opened to doing the training though.

If I could pick a classroom based off of what I've seen in the past two days, it would be the one I seen today.

My main concern is that neither program has staff that's restraint trained.  The adjustment counselor who stayed to observe with me and answered my questions told me that there are staff in the building who are restraint trained and could come if needed.  Knowing Honeybunches, do you have any idea how much ruckus he could cause by the time they get there?  UGH! That alone makes me question if the school as a whole could meet his needs.  He's needed to be restrained already this year.  Next year he'll be testing new staff for sure to see what he can get away with in his new environment.  Once he finds out that they can't restrain him, he'll likely test them even more and be more aggressive.  "Things that make you go hmmmm!"

I am going to request the BRIDGE program I observed today, but stipulate the teacher needs restraint training.