update: progress on better placement

Avatar for betz67
iVillage Member
Registered: 03-26-2003
update: progress on better placement
2
Wed, 01-09-2008 - 6:13pm

I spoke w/ Weston's resource teacher/IEP chair today. She's been working hard on the 5 point scale, and will have a meeting w/ all of his teachers tomorrow to explain and train them to use it correctly. She will pull him on Friday morning to go over it again, then they will start to use it Friday. She knows that it will take awhile for the teachers and Weston to see results-- he'll not like the teachers having a tool to get him to do work, he's gotten used to stimming when he's stressed, his teachers get anxious that he's shutting down and don't make him work. So, this will stress him a little because he will be asked to get to work, they will ask him why he isn't working or what number he's on, then they will point to his solutions (the things on his 5 point scale he can do to get himself back to a 1). They will get a little push back from him because he'll have to actually get some work done or go see his resource teacher or guidance counselor who will make him get some work done. It's such a fine line between no stress=no work, enough stress to get him to work and too much stress=meltdown. The resource teacher knows how to read him-- the other teachers don't, but the 5 point scale is supposed to help the other teachers learn to read him and help him learn to regulate himself so he knows when he's able to work and when he's truly melting down (cause he doesn't even know).

The language arts class has been a difficult thing from day one. The resource teacher has been observing Weston in all his classes the last week, she said she now thinks she has some pretty good ideas why he's melting in the Language arts class (besides all the sensory issues)-- the 2 days the resource teacher sat in that class the whole 90 mins she said that the teacher had WAY too many transitions. She said a couple of times that they only worked on something for 10 min. then they were on to something else. She didn't even think the teacher was aware that she was doing this-- but after the 3rd transition in 40 min, Weston was wigged out! So, our 1st solution is to see if the teacher can change her lesson plans to make lots fewer transitions and give Weston (and other students)plenty of time to wrap their minds around the current subject before moving on. The next solution is to pull Weston for part of the class period when they're doing independent work into the resource room where he can cocoon in a blanket and beanbag chair to do his work. The last is to have a schedule where the resource assistant or the resource teacher is in the LA classroom with Weston for the whole class or at least the last 60 min to help him w/ transitions, organization and redirection. The LA teacher and the resource teachers will get together and try the last 2 options to see which works better or what combination of the 2 works best. They want to know what works well before March when we have the meeting w/ the next middleschool so they can perfect the IEP and have a good handle on what needs to happen next year-- can you believe it?! oh and they will hand pick his teaching team loaded heavily w/ male teachers who are structured and love things Weston loves and have everything in place before school starts next year so we don't have the same whole semester learning curve we've had this year. (I can just imagine the conversation-- well does he like football and the Green Bay Packers? good, Does he like maps and the civil war? great, Does he know about legos and star wars? perfect, we'll keep him on the team)

I really hope this is what happens-- it all sounds good, but sometimes implementation is a hard thing in this district! I do think this resource teacher is the best thing we've had happen so far, she's been wonderful!

Betsy

iVillage Member
Registered: 11-12-2007
Wed, 01-09-2008 - 8:56pm

Wow, Weston's resource teacher sounds like a dream. This is a very good start for next year, and I hope the implementation of this plan goes really smoothly. Good luck!

I have my first IEP meeting (eligibility meeting) for Justin tomorrow. I am a bit nervous, but I think I researched a lot, so I feel prepared. I am just anxious that after two independent diagnoses of PDD-NOS, the school district may want to drag their heels, wanting to do their own assessment before agreeing to have Justin receive additional services and classroom modifications.

-- Innie

Lilypie 6th to 18th Ticker

Lilypie 3rd Birthday Ticker
Lilypie 6th to 18th Ticker Lilypie 3rd Birthday Ticker
iVillage Member
Registered: 03-27-2003
Wed, 01-09-2008 - 9:41pm

Wow.