I have mentioned my son's private placement a few times here, pointing out the good and the bad. Now, I am concerned because it seems my son is having somewhat of a behavior regression but also an academic regression. Some of the players involved think I should be happy that my son is in a private school. But I'm not totally satisfied, and I could use your thoughts on this.
Some history first. My son started this school in January. It is a private-run school that contracts with the public school systems to educate children referred there. The focus is social and emotional/behavioral. There are children there with ADHD, bipolar, Asperger's and PDD. I am guessing that most of the children have an ED or other health impaired IEP coding as opposed to an Autism coding. My son's class is the "gateway" class there, where most children of a certain age are placed when they first start there. The main focus there is on behavior modification. IF the children are unsafe, the first method of behavior control is physical restraint.
My son, while very intelligent, has behavior problems. He is better behaved at home than at school or aftercare. His behavior is better at school, especially since they came up with alternatives to physical restraint at my request (the restraints make him act out even more). He is still acting out a bit on the school bus, even with the harness (he can get out of it and has on one occasion). He currently attends a Tae Kwon Do aftercare that works for him so far.
His previous school was a public school EI program -- a level program for ED children. He does not have an ED coding on his IEP, but the school system sees behavior problems as emotional problems and seeks to have children who continually act out placed in EI programs. My son spent much of his time in the time-out room, where he picked up a couple of curse words. The school nurse called several times after some other kid hit him on his head or pushed him down. He had to be taught 1:1 and had an aide dedicated to him (in a class of 7 kids), but he was doing work at second grade level by the time he was transferred out (he's in first grade). I wanted those academics to continue, and I requested at an IEP meeting that he be taught at at least a second grade level. But the other team members disagreed. They (and my advocate) thought "at current instructional level" would cover it. Well, it hasn't.
At his current school, his teacher insists my son is at beginning second grade level for reading and first grade level for math. She had tried to say my son didn't learn how to count or tell time, and he did those things in kindergarten as well as first grade. I proved her wrong by bringing in samples of his work at the IEP meeting last month (I work with him at home with some workbooks). I asked at least twice for more challenging work for him when I saw the homework, which included worksheets asking him to trace letters and numbers (this could be practice, as he has OT for fine motor skills and handwriting improvement). Some more challenging homework is coming home, and he does okay with it. But I'm noticing that some very simple skills he used to do easily are now a struggle. Today, it was homework disaster, and I had to punish him before he would do the work right. The subtraction worksheet took him over an hour. It hasn't been that bad before. Then I had to point out 3-4 times that he missed answering three problems (I actually pointed to the problems), and he didn't get it. I was angry, but I also was scared. What is going on?!
His psychiatrist recommended that he go back on the Risperdal. After the homework struggle today, I have to agree, and I gave it to him.
Here's my dilemma. My son appears nearly as immature as he was last year at this time, although his behavior at school and aftercare has improved. He now seems to be losing some academic skills. He claims he gets no math work in school. He doesn't like the school, but not for significant reasons. His behavior at home has improved somewhat, and he does very well overall at the store. But he gets off task so much easier now, and his attention to detail in his work is suffering. He'll miss things and make simple mistakes. Something is not quite right here.
I'm still waiting on my request for an IEP meeting on the bus issue. His last evaluation (a private one, which found only ADHD basically, plus reading comprehension and math weaknesses, and the school has jumped on this) was in October 2005. He was diagnosed with PDD-NOS in November 2006. Should I get another evaluation for him now or wait until next school year. His psychiatrist suggested that since he has been at this school less than 6 months, it could be a "getting to know you" phase and too early to judge. I don't think he needs anything more restrictive, just somewhere appropriate. I've emailed my son's advocate. So here comes another bill that I cannot afford.
Any thoughts will be much appreciated! Sorry this is so long.
What does his academic testing say? He needs to be up to grade level standards. Getting full testing in core areas will give you his Present Levels of Performance. That is where an IEP team needs to START. If he hasn't made progress THIS year, they MUST increase the frequency, intensity or type of intervention. His current school actually sounds like a GOOD placement, but his IEP sounds inadequate. Also, he NEEDS a really good Behavior Intervention Plan. A good BIP can ONLY be created after a current Functional Behavioral Assessment is done by a qualified individual. This school, since it deals with kids with dx's that usually bring along with them some kind of behavioral issue, should KNOW how to put together an FBA and a BIP. Is there a whole-school point system? Perhaps he needs an indivdual system, too. Clearly, he's had a hard years since his placement was changed mid-year. I don't think 4 months in a new school is enough time to determine that the SCHOOL is not working, but it's plenty of time to see that the current supports/services are not adequate. Next year's IEP will be based on evaluations (subjective and objective) that are done now. Get ALL of his areas of need tested. Don't ask for specific tests but tell them the NEED and ask them what sort of test can be used to help determine his present level of performance in this area. There are academic tests, behavioral tests, language tests, social inventories, etc. If you are going to get outside testing, I don't think you need any further diagnosis. What you need is a COMPLETE neuropsychological battery done. If your insurance will pay for this, I'd make an appointment to get it done NOW. Show the neuopsyche your child's CURRENT IEP. That will help him decide how to proceed. It's AMAZING what a little outside evaluating can do. You can always ask for an IEE, but that could take awhile to get. If you can get the neuropsychological testing now, do it. Also, ASK FOR AN FBA at school.The school district is required to evaluate his academic progress. Ask for standardized reading testing, spelling testing, math testing. This will give you his CURRENT levels. That way, you will be able to gauge his progress for next year. Interventions on an IEP are based on Present Levels of Performance, so an accurate score for those areas is important. Once the school test (and IQ test is not necessary and IQ is the least of most kids' problems), you can ask for an IEE to get a second opinion. Under IDEA 2004, parents can request and get a research-based, peer-reviewed reading program that addresses their child's particular issues. So finding OUT what those particular issues are is critical.
If your child is having difficulty academically because of behaviors, he still needs a BIP. Pursue than angle, too.
Thanks for your reply.
His previous testing, in late 2005, found him basically to be above average intelligence (with issues like processing speed hampering higher scoring). Reading comprehension and math were issues. His school also tested him right after the private test (they were unaware we were testing him privately), and he was superior intelligence there, with some of the same issues but fewer problems with the testing.
My son had a BIP from kindergarten through March of this year. The school felt that the interventions there were sufficient, so no BIP was needed anymore. I agree, since at school his behavior has improved. However, as the school system liaison was saying, perhaps a BIP is needed for transportation, or for the transition to transportation from home and from school as well as the bus ride. Also, I can see another private eval. being done, but I just cannot afford it right now. What I can do is, in order to use insurance, get on the evaluation waiting list at Children's Hospital or another facility that is nearby. I should probably wait and see how he progresses academically at the current school for the rest of this year and the first couple of months of second grade before I get him tested again. That way, he may be in better shape to "be available" for testing without giving an evaluator a hard time.
In the meantime, I'll discuss my current concerns with the school, work with him at home on more advanced work so he is not losing too much of what he learned before, and discuss the homework. I can't understand why he insists he is not getting math instruction at school.