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Second-grader acting out in school, need help - Page 2

post #21 of 25
Originally Posted by CallMeMommy View Post

Little nothing-update, our next meeting to go over all the test results is March 9th.  He had conferences last week and his teacher said that she doesn't think he's going to qualify for an IEP diagnosis just by what she's been seeing, but she's already talking with the coordinator about implementing other strategies (like being able to leave the classroom when he has a meltdown, stuff like that).  But he has an ADD diagnosis already so I'm not sure why that wouldn't be sufficient, but she may be wrong.  She said they did two in-class observation sessions and at one of them there was another adult presenter in the class doing a game with the kids so he was pretty involved with that, so they didn't see the gamut of his behaviors.  I'll bring that up, and his ADD diagnosis, if they decide he doesn't qualify. 



What you're hoping for is a designation of OHI (other health impaired), under IDEA.


The disabling
condition must be chronic or acute and must result in
limited strength, vitality, or alertness to the educational
environment. Whether a particular student is classified as
OHI will depend on the way the condition affects his or her
alertness or responsiveness to the educational environment.



I would give the evaluation team a form from his Dr. with his medical diagnosis now; waiting for a denial will extend an already drawn-out process, and since you aren't trying to keep this information from the school I don't see an advantage in waiting. I would also ask for their evaluation report that is to be filled out by his diagnosing Dr; they may not have intended on giving you one but I'd ask in an "oh, by the way" manner as if they had already said that they would.


One of my ds' observations was on a "special" day as well; the evaluator went back on a "normal" day.


Minnesota Special Education Law - Know Your Rights


Minnesota Special Education Law: Background and Step-By-Ste

You'll need to start preparing for that meeting; I'd make sure you ask to have the evaluation results a week before the meeting so that you have time to review them and any test scores (I'd also ask that they include Standard Scores and Percentile Rank. Have you read "From Emotions to Advocacy" yet?

Edited by Emmeline II - 2/17/12 at 11:31am
post #22 of 25
Thread Starter 

He did qualify for the IEP using OHI!  He almost qualified just on behavior alone but one of the teachers who filled out the evaluation had only had him in class for a couple of weeks and he hadn't been acting out for her like he does the rest of his teachers.  If he didn't qualify with OHI I would have pushed for another observation.  I'm still waiting for the written report that I have to sign, so he's not getting any services yet, but it hasn't even been a week yet and they have 2 to get it done.  He's going to start having social skills work with the social worker and a small group of kids (which I am thrilled about, I think that will help a lot) and they're going to make some classroom accommodations like not having to participate in group work.  They're also going to see if he can join the gifted and talented program this year instead of waiting until 3rd grade when it "officially" starts.  The social worker wasn't sure if they'd agree, but she figured since he has an IEP they might as well try to use it to his best advantage :) 


I'm also learning to go to the social worker for questions since it seems like his teacher isn't quite as knowledgeable as I thought she was (see, I'm learning!).  Like his teacher has said more than once that when he says "I'm bored" he's just being defiant and rude (not her words, but that's the implication I get) because there are at least 2 other gifted kids in her class and they don't act like that, they know they can go get an iPad and do activities on it and such, but the social worker points out that with his ADHD he might not have the focus to move on to the next activity by himself.  They were more generalized with his goals so they'd have the ability to get creative with his assistance.  The social worker was also able to give me a couple of suggestions on how to deal with his behavior at home. 


After reading some other threads in the SN forum I have to say I'm really glad we ended up at this school, completely by chance.  It's just the way the district was broken up that he was assigned here, and it ended up having the best special ed program out of all the elementary schools.  I'm obviously not going to let my guard down, but so far they've been extremely accommodating.

post #23 of 25
Originally Posted by CallMeMommy View Post
  They were more generalized with his goals so they'd have the ability to get creative with his assistance. 

I think they're feeding you a load of hooey; annual IEP goals must be objective and measurable. "More generalized" goals reduces your ability to measure the results and hold them accountable. Objective and measurable goals do not prevent them from "getting creative" with the process.



Annual IEP goals must be objective and measurable

Why? IEP goals and objectives must be measurable so you can tell if the child is making progress! Measurable goals and objectives provide a way for you to evaluate whether the special education services that being provided are working (accountability!). 


Wrightslaw has a free e-newsletter and the topic this week is "Stress Less this IEP Season: How To Get an Appropriate Program"; you can sign up on their website with the link in the upper left corner.


Your Child's IEP: Practical & Legal Guidance for Parents


IDEA 2004: What You Need to Know About IEPs for Children with Behavior Problems


IEP and inclusion TIPS for Parents and Teachers


google search:  https://www.google.com/search?q=annual+IEP+goals+must+be+objective+and+measurable&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a

Edited by Emmeline II - 3/14/12 at 10:17am
post #24 of 25
Thread Starter 

Okay, maybe "generalized" was a bad term.  They're measureable, they mentioned that amongst themselves a couple of times during the meeting (.i.e., "How are we going to measure that?"), but broad enough that they have some leeway.  I don't have my notes with me but IIRC one of them is be able to work in a group, or something with group work.  It's not specifying classroom groups or large groups like lunchtime (apparently a problem area).  I'll go over them again when I get the written plan before I sign anything.

post #25 of 25

Just throwing this out there -- have you considered supportive psychotherapy?  When my dd was having meltdowns and fighting a lot (at home, not at school), since it is covered under insurance, I brought her in for a couple of sessions where she could talk about what was bothering her. We found a child psychologist that was able to help her express her frustrations w/her little sister and at school.  The effect, even of just a couple of sessions, was immense.  And my daughter has a very good life w/o obvious stressors -- just normal "little sister annoying" and some interpersonal conflicts at school.  Like you would say, what could possibly be wrong in her life that would cause her to stress out?  Well -- this therapy did help her find and express what was bothering her...


Just a suggestion in case there are issues that it would be best to have a neutral, trained adult to speak with .... that are contributing to his behavior.

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