That wasn't so bad.

The SLP reported on progress and Cait had made partial progress on all 3 of those objectives. She was going to keep those and add a couple more. Well the teacher chimes in that Cait does all those things in the classroom. The SLP wanted to change the progress report from partial progress (0-50%) to met and suddenly we were going from 5 language objectives to 0. Well I didn't even have to object, the district rep had a serious problem with that and wouldn't allow them to change the progress report without further data. Personally, the teacher hasn't seen a problem with Cait all year and likes to make sure that we all know it. I am not going to accept that these objectives were met simply on her annecdotal data. Especially if she cannot do these things in a small group environment, I don't think she is doing them naturally.

That was the only down point. The district rep agreed to more testing and even thought it a good idea to do a total new set of tests and an early triennial meeting as the school year starts. Even offered neuro-psyche through the district.

We will be changing schools to our neighborhood school. The schedule works out better with the rest of the family. Cait school was the only one in the district staying on a multi-track year round schedule. By switching schools all the kids will have the same schedule and we can support friendships she makes in school with neighborhood kids and work on social skills.

The meeting isn't finished. We have to reconvene to finish and approve objectives. Plus the SLP has to gather more data about Cait's progress and write new SLP goals.

Renee