IEP Meeting Update

Today's IEP meeting was a HUGE success! I'm so excited it went so well!

We started off our day by dropping Logan off at my neighbor's house (Mary...many thank you's to you for watching Logan...I so very much appreciate your help) so that I would only have Carson to contend with during our meeting. We got to the school about 15 minutes early because I wanted to make sure the coffee was made prior to folks showing up. However, when we arrived at the classroom, the door was locked!! ARGH...what are we going to do?? Carson was the one that came up with the solution! He says, "Mom, next door is the computer lab. Let's go see if the door is unlocked." The door WAS unlocked, so we went inside. Carson then says "Mom, see that door there? If we go through it, it leads to Mrs. K's classroom." Sure enough...he was right! and BINGO, instant access to the classroom! I was a bit apprehensive about being there with the door having been locked, but hey, I'm living on the edge, right? And besides, I brought coffee, banana muffins and fruit...any trouble we would be in would quickly be fixed by feeding them!

So folks quickly started arriving and saw the food spread and made comments like, "WOW, we've never had ANY parent do this before" (OK...nice complement, but now I've just set a pattern for expectations of future meetings). "Maybe we should review Carson's IEP monthly" (LOL...not necessary...they just want the nice treatment and yummy food! I said, "Well, I figured I'm either someones best friend or their worst enemy" (best friend for bringing food...worst enemy for breaking into someones classroom). "Oh, you're our best friend, for sure!" OK...starting on the RIGHT foot! LOVE that!

Carson quickly entertained himself on Mrs. K's computer and was even humming the tune to some songs that were playing on the computer. Very nice that Carson wasn't trying to constantly get my attention during the meeting. Then at one point, he was escorted out to play on the playground prior to school starting.

Present at our meeting were: Principal, Psychologist, teacher, special education teacher, occupational therapist, speech therapist and myself.

So, here's what they said:

Carson is able to stay in his seat, pay attention to the teacher and is able to complete assignments.

His biggest strength is fine motor skills such as writing and drawing. He enjoys this so much that the teacher often has a hard time transitioning him AWAY from that activity, but nothing unworkable. His writing is very good compared with his peers.

He is very smart and is understanding some very difficult concepts (some concepts that many other peers are unable to grasp). For example, the teacher was teaching a lesson on 'labeling'. Draw a picture and label the things in the picture (Carson, tree, cloud, etc.,) When Carson started the project, he took the concept to the next level and drew a picture not of himself, but of his brother...and even labeled the person as Logan. His teacher was so impressed that he was able to take the assignment beyond "ME" and draw/label his world...a concept that many other children aren't able to do.

His biggest area of concern is that of socialization. He has difficulties during non-structured activities (free play, transitions, recess). He has difficulty problem solving and working through an uncomfortable situation with a peer (so he just yells, screams, hits or cries instead). Many peers have this same issue.

He continues to need help with speech articulation (pronouncing words appropriately, enunciating each syllable, etc.,).

I asked a ton of questions...how do you handle discipline (and was able to express my concerns of potentially having recess taken away from my sensory seeking kiddo who needs to get activity to help him focus in the classroom) and how loud are fire drills (have you had one and how did he do?...OK they said). Most of my wants for his IEP were proactive (like what to do if he get fidgety in the classroom, what to do if Carson gets overstimulated and needs a quiet space to go to, is his seating appropriate for his needs, what to do if he is unable to complete assignments asked of him in the classroom, etc., But, rightfully so, the school cannot add an IEP goal/objective for something that's not an issue at this time (a little frustrating, but we can meet again to fine tune the IEP if this becomes an issue).

We talked about him still needing a TON of sleep (10 hours at night and 3-4 hour nap during the day)...thank God we are in 1/2 day Kindergarten (Oh...I don't even want to start thinking about what we'll be doing next year when he HAS to do full day school!!). Part of Carson's need for so much sleep is because this is what he needs in order to keep himself together in the classroom (that's how much work it takes to hold himself together and for him to be successful!)

I was happy to find out that there is a special education teacher that spends about 30-45 minutes/day in Carson's classroom (not just for him), helping the students and working closely with the teacher to problem solve issues. They've found that this is a more favorable model than pulling specific students OUT of the classroom. It keeps them 'integrated' with a general education enviroment...which is what the school district considers 'least restrictive'.

I did ask to be notified when his teacher will not be present in the classroom (and they agreed to do that). From my experiences with previous daycare environments, Carson's behavior becomes out of control when he doesn't know about this change in his routine. By being notified ahead of time, I can coach him and read him a social story about this change in his routine...and hopefully be better prepared to handle that. These little guys get awfully attached to their teacher!

We decided that we no longer needed formal occupational therapy intervention, but she would be available on an 'as needed' basis.

We continued with some speech articulation, socialization and transition goals.

They kept saying that they were more than willing to reconvene the team should things change with Carson in the classroom (behavior, academics, etc.,).

I was ecstatic that they wanted to continue him with an IEP and there was NO way I was going to let Carson lose that asset in his education!!

I was highly impressed with the team members and excited to see that we were all on the same page and had the same objective...to help Carson be successful in the school setting!

Thank you all for keeping us in your thoughts and prayers! This is a very nerve wracking process and I always go into it being a bit apprehensive!

WOW...that was a long post! Thanks for sticking with me to the end! :)

Carson's School Photo and IEP Meeting

Carson- Almost 6 years old

School pictures came home today for Carson!  These are his FIRST school pictures...EVER!  Don't I have a handsome boy?  Well, I think so!

Tomorrow morning is our IEP (Individualized Education Plan) re-evaluation meeting for Carson!  Boy, am I nervous about this.  I do have good news (after having spoken to the school psychologist)...they still want to continue Carson on an IEP.  My angst is what's going to be IN the IEP...what goals and objectives we all agree on.  I have my list all written out with my wishes for the IEP, we'll see what everyone has to say about them.  I'm having a hard time trusting the system...probably because I have had to FIGHT the system and I get tired of always having to fight!  I want what's BEST for Carson and I will do everything in my power to get that for him!

And, I figure I may as well sweeten up the IEP team by bringing them coffee and banana muffins...it NEVER hurts to bribe anyone, right??  Plus, the meeting is at 8:30am, so we'll all need some java and carbs to get us going!  I will blog again tomorrow the results of the meeting, so stay tuned...and say a little prayer for us tonight!

Time for Carson's IEP Re-evaluation

It's time for Carson to be re-evaluated for his IEP (individualized education plan), which by law has to be done every 3 years. I have been extremely anxious about this whole thing for a number of reasons.

1) As much as I would love for Carson to not have an IEP, my gut tells me he still needs one. He is coming from a special ed preschool classroom with about 20 students, 2 teachers and 4 para educators to a Kindergarten classroom with 20 students, 1 teacher and 1 special education teacher available (not in the classroom all the time). This makes me very nervous...nervous for how my little boy is going to do in this environment. Is it too much for him? Can he hold himself together AND still learn?? Of course his requalification time is by his 6th birthday (in October) and he's been in the classroom for all of about 1 month...and this is all of the observation time they have had to make decisions on whether he qualifies or not? I'm sure he's just getting warmed up with the teacher, the routine and the expectations....and hasn't begun to show his true colors yet! How is he going to handle himself when the work gets tougher?? or when the classroom becomes too overstimulating for him?? or when he can't sit still in his chair??

2) I just went through a big battle with the school district last year to get Logan qualified for preschool and to be honest with you, it took a lot out of me! I was ready to take them to court over the issue and to be honest, I don't want to have to fight that hard every time there is a battle (or re-qualification).

3) School is only going to get harder, don't boot him out of having help now! And, he is only in 1/2 day Kindergarten and requiring 2 1/2 to 3 hours of nap every afternoon. What's life in his world going to be like when he's in 1st grade and isn't able to take a nap?? YIKES!! Wanna see some behavior, wait til then!

So, having had all of these worries going into my day today, Carson had an appointment today at the Autism Center at Children's Hospital today (and many, many thank you's to my friend Mary who watched Logan so I wouldn't have to take both boys with me!) and I was asking the doctor about the IEP requalification process. Carson was given a diagnosis of PDD-NOS (pervasive developmental disorder...on the autism spectrum) and ADHD about 1 1/2 years ago. Did we have to reprove our diagnosis again when it is IEP requalification time? She said that when you are given such a diagnosis, it goes with you for life (it might impact you differently throughout life, but it's still their diagnosis)...you don't have to prove it again! Ahhh, sigh of relief from me! See, with a PDD diagnosis, you automatically qualify for an IEP...Ahhh, another sigh of relief!

As luck would have it I also got a phonecall from the school psychologist. After asking a lot of questions about what's involved in this "re-qualification", it sounds like they are preliminarily (nothing's for sure til I see it in writing) wanting to continue to serve Carson with an IEP...Ahhh, yes another sigh of relief! They just need to figure out how best to serve him, which would be the purpose of the testing and observations that will take place in the coming weeks.

I sure don't need an BS'ing on this stuff. I just want them to be straight shooters and give my son the help he needs and deserves!

So, having started my day with a lot of anxieties about this process, I have some relief that it will all work out! Will update more as it occurs...