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As many of you know, Cam has been struggling in school. After receiving a diagnosis of ADHD this summer, and watching his grades continue to decline, I decided it might be time to consider the evils of medication. Cam has been taking Concerta for just over two months, 27mg, and there has been little noticeable change.
I've felt extreme pressure from the school to have Cam evaluated for special education services. Now, if you're anything like me, hearing "special education" conjures up images of the slow kids riding the short bus. Unfortunately, that is no longer the case. Any time a kid pops up who is out of the "norm" - who thinks a little differently - who stands out as being not like the majority - who isn't performing up to standards - public schools must attack the child because we know public schools are infallible. Cam is a prime example of this "new" special education student.
To understand what I'm talking about, you need to have a little background. Part of Cam's ADHD evaluation (conducted by an independent pediatric psychologist) included an IQ test. Cam's full scale IQ is 131 - he's not a slow kid riding the short bus. But here is the rub ... when given the Wechsler Individual Achievement Test - Second Edition (a.k.a. WIAT-II ... the most used test in public schools for identifying learning disabilities by comparing predicted achievement to actual achievement), Cam had statistically significant (and sometimes severe discrepancies) between predicted achievement and actual achievement, BUT his actual achievement results were all within the "normal" range.
So even though his written expression score was 32 points below his predicted achievement, his score of 99 is acceptable because it's within the "normal" range. I don't know about the rest of you, but I see nothing acceptable about that at all - absolutely nothing. Not all of his scores showed that type of discrepancy, and some (mathematics calculation and mathematics reasoning) showed no discrepancy at all, yet Cam "qualified" for special education services. Of course, none of his "goals" are geared specifically towards increasing his actual achievement scores. Why? Because his achievement scores are within the "normal" range. And around and around we go ...
Today was the first day of his "modified" class schedule. The "team" (where the parent is little more than the water boy) felt Cam needed to be in "supported" classrooms. In my school district, those are the classes where there is a special ed teacher, in addition to the regular ed teacher. These classes are supposed to be a mixture of regular ed and special ed kids, but after hearing Cam's report today, I'm thinking I was misinformed.
No, I don't believe my 12-year old's perception is accurate 100% of the time, but when he tells me that in his 1st period class the aid basically did his work for him, and that his second period class is full of all of the "trouble makers" and the teacher spent more time correcting kids than teaching (and this is math - his strongest subject), my ears perk up a bit. What have I agreed to? What mess have I put Cam into? How on earth are these changes helping him perform at the level he should be performing at?
This typifies my frustration with the public school system. I cannot get Cam the resources he needs (all that I want is someone to help him out at the end of the day with organizational skills) without having him in special ed. And the definition of "least restrictive environment," at least in this district, seems to be anywhere but in the regular classroom. Something tells me this is the beginning of a very ugly battle.
As many of you know, Cam has been struggling in school. After receiving a diagnosis of ADHD this summer, and watching his grades continue to decline, I decided it might be time to consider the evils of medication. Cam has been taking Concerta for just over two months, 27mg, and there has been little noticeable change.I've felt extreme pressure from the school to have Cam evaluated for special education services. Now, if you're anything like me, hearing "special education" conjures up images of the slow kids riding the short bus. Unfortunately, that is no longer the case. Any time a kid pops up who is out of the "norm" - who thinks a little differently - who stands out as being not like the majority - who isn't performing up to standards - public schools must attack the child because we know public schools are infallible. Cam is a prime example of this "new" special education student.
To understand what I'm talking about, you need to have a little background. Part of Cam's ADHD evaluation (conducted by an independent pediatric psychologist) included an IQ test. Cam's full scale IQ is 131 - he's not a slow kid riding the short bus. But here is the rub ... when given the Wechsler Individual Achievement Test - Second Edition (a.k.a. WIAT-II ... the most used test in public schools for identifying learning disabilities by comparing predicted achievement to actual achievement), Cam had statistically significant (and sometimes severe discrepancies) between predicted achievement and actual achievement, BUT his actual achievement results were all within the "normal" range.
So even though his written expression score was 32 points below his predicted achievement, his score of 99 is acceptable because it's within the "normal" range. I don't know about the rest of you, but I see nothing acceptable about that at all - absolutely nothing. Not all of his scores showed that type of discrepancy, and some (mathematics calculation and mathematics reasoning) showed no discrepancy at all, yet Cam "qualified" for special education services. Of course, none of his "goals" are geared specifically towards increasing his actual achievement scores. Why? Because his achievement scores are within the "normal" range. And around and around we go ...
Today was the first day of his "modified" class schedule. The "team" (where the parent is little more than the water boy) felt Cam needed to be in "supported" classrooms. In my school district, those are the classes where there is a special ed teacher, in addition to the regular ed teacher. These classes are supposed to be a mixture of regular ed and special ed kids, but after hearing Cam's report today, I'm thinking I was misinformed.No, I don't believe my 12-year old's perception is accurate 100% of the time, but when he tells me that in his 1st period class the aid basically did his work for him, and that his second period class is full of all of the "trouble makers" and the teacher spent more time correcting kids than teaching (and this is math - his strongest subject), my ears perk up a bit. What have I agreed to? What mess have I put Cam into? How on earth are these changes helping him perform at the level he should be performing at?
This typifies my frustration with the public school system. I cannot get Cam the resources he needs (all that I want is someone to help him out at the end of the day with organizational skills) without having him in special ed. And the definition of "least restrictive environment," at least in this district, seems to be anywhere but in the regular classroom. Something tells me this is the beginning of a very ugly battle.
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36 comments:
I hope you win the battle. They try to sweep as many kids as they can under the rug.
Time to find a good lawyer. A lawyer who can communicate with the school in a language the school district will understand. Good luck Dana!
You need a special education advocate and possibly an attorney. The gap is scores should be enough for assistance and he doesn't need remedial help. He needs accomodations.
Yes you are in for a battle. What does Cam's doctor think of all this?
Ugh- every child left behind...lol.
It is such a difficult thing for your family to go through. I admit that I don't know much about this subject. But I am going to throw out a little food for thought...
If the public school system is failing Cam, can you look in to a private school or specialized program for kids with his issues? Sure, it will probably be expensive, but what is that compared to your son's future? If the public school can't assist him, maybe you can get a stipend toward a school that can.
Whoever said to get a lawyer above is correct. You are great advocate for Cam, but it might be time to call in a professional.
You are far more intelligent than I am, and maybe I have no idea what I'm talking about, but...
when my youngest son was diagnosed with ADHD with Oppositional Disorder, he went on medication. Yea, it helped his behavior, not his grades. He was tested and his IQ level was that of a person two years older than him, but he couldn't learn. I took him to a few different specialists and was told "there is no reason why he can't learn". Really???? I took him Sylvan Learning Center, and let me tell you, in three months they had that boy up to his grade level. Unfortunately, it was so expensive I had to stop once he reached his level, but it seems that kick started his learning ability and he did great through high school after that. A's and B's and I took him off the medication.
Yes, I know what works for one person doesn't work for the next, but I can't say enough good things about Sylvan (except for the price).
Corky, there is this new push for expanding gifted programs and helping those with significant learning disabilities, but the "average" kids and the "different" kids just fall through the cracks.
Doomed, I've got to do a little research. I understand there are attorneys who specialize in this type of advocacy.
dlk24, is that you Donna? If it is, email me - please. I need your expertise!
ASM, Cam's doctor warned me that I was going to be in for a long haul with this school district. He's a great resource, but not very optimistic.
Jennybean, let me tell you, although I think the premise of NCLB was a good one, the practice has done far more harm than good.
Karen, you know, I've gotten a bit stuck in the "educate my child" mode. I need to explore other options because my head is hurting from beating it against the wall.
I don't really know much about these type of legal drugs, wish you luck though ,,,,,
Laters
Nicey
Daughter1 has organizational issues. She was referred to the area ADD specialist. He determined she could have ADD because her standardized test scores were too high.
Daughter2 has organizational issues. She was referred to the area ADD specialist. I laughed and wasn't about to spend a dime on the quack. A month later she was bumped up a grade.
In Georgia we have an EIP (education intervention plan) that gets written for anyone out side the norms (up or down).
EIP defines what services the school will provide. The parents have a lot of input into this process (or we did). This EIP follows the child through their K-12 experience.
I think it is interesting that his "problem" remained hidden in grade school, but in middle school (where the teachers have less time and don't know the students as well) is where it appeared.
I would raise hell is someone did my child's school work. I would raise hell (maybe after a week) if there solution was doing more damage than good. High IQ means he needs and can handle more intellectual stimulation not less. His AD/HD may be an issue because he isn't getting enough challenge so he isn't paying attention.
Keep fighting for him, I know you will. Don't let the educator take the easy way out.
Obviously I'm no expert on any of this, but it actually sounds to me that they are looking in the opposite direction of what really needs to be done. It sounds more like Cam is just bored with the very mundane tasks of school that he already knows and loses focus. Then, he preforms badly on the exams because he hasn't paid attention to the details.
Instead of "special needs" he might be more likely to need advanced curriculum. You know, something more interesting and challenging.
Marlo Payne Thurman
720-887-8407
Call her immediately. She will advocate for Cam after you send her his testing results.
Better yet, call Marlo on her cell since she's traveling to Omaha right now to talk with Omaha school districts, do a public presentation, and consult with parents here.
720-384-7027
My son is on a very low dose of Vyvanse. It's not enough to zombie him out, but it is just enough to help him concentrate through school. You have to try different drugs for ADHD because they don't all work the same on everyone. I haven't heard one negative comment about Vyvanse not working.
My kids are in first and second grade. The first grader reads on a 4th grade level while the 2nd grader comprehends on an 8.6 grade level. During their IEP meetings I was told they can't do advance classes because their math scores were normal. It's all or nothing. I think the schools should be able to challenge on individual subject levels such as math, science, and literature.
Looks like you're getting lots of good advice. He's one lucky boy to have you on his side.
I'm not seeing my comments lately. I'm coming around and typing, but it's not showin' up. Makes me wonder what I'm doin' wrong!?
I have one bit of advice for you here Dana:
Stick to your guns.
Each and every time a teacher is able to pawn off some more difficult student, they get more lax.
I refused to let them put a "troublemaker" stamp on my son, and since the THREE conferences and bitch sessions I had to have with his teachers and principal, my son has now gotten better than a 3.2 GPA, and is excelling in his classes.
Don't let them sell Cam short. Make them TEACH. Don't let them sit on their collective asses, and try to run things like instructions from a book. They went to school to TEACH, now make them use their knowledge to teach your son.
Difficult battle, that's for sure. We're gearing up for our next IEP.
There is a huge misconception about Special Ed. Having worked in it for 12 years, and now having a child in special ed, I've seen it over and over. People equate special ed with decreased intelligence. It's hard for them to wrap their brain around the fact that a brilliant person can be learning disabled.
Good luck, love.
ADD/ADHD treatment is a huge debate. My personal stance is not to tag it as disorder A or disorder B but just...a dopamine deficiency. That's the root of it. And if the brain isn't producing enough dopamine, medication (the proper one) will help. If your insulin levels were wonky, you'd likely be on meds for THAT, right?
I see them to be the same.
When kids are put on it, because they're still "growing" and changing, many times they can eventually go off of it because it pokes and prods the receptors and pathways into being all that they can be, and changing. In adults its more of "can't teach the old receptors new tricks" because you're done growing. Of course, because you can't measure dopamine through bloodwork, this is all so very hard to talk about in black/white medical terms.
I've seen kids, the bad kind sent to juvenile group detention homes, on Concerta and they did very well. But mental health drugs are so very finicky because everybody's brain chemistry is different. You can't tell if the dopamine deficiency is the fault of the receptors or the pathways, and sometimes one of the other 2 chems is a bit out of whack too. 9 times out of 10, it's gonna take 2/3/4 tries to get just the right med, and then to fine tune it. Kicker is that because he's still growing, what works now could not work in a year.
But it's worth it. Once the brain is working better on a medical level, it then becomes easier to do behavior therapy. When a child is accustomed to being a certain way, thinking a certain way, feeling a certain way, it takes some extra help to realize they're NOT that way anymore. I might be on my way to having a more balanced brain chemistry but I've put up so many Macguyvered coping mechanisms that breaking into "normalcy" can be hard.
Sylvan is expensive but I've also heard such good things about the place. It might be worth it to look into an alternative way to afford it for those not rollin in the dough, and really, who the heck is these days.
Teachers are the only group of people with 4-6+ years of college, who need a union, have tenure, work 9 months out of a year and make more money than most... But they do know their jobs, and have to deal with kids with all sorts of backgrounds. I told you before how great my kid's school system was when I went through similar issues.. you can continue to fight, deny, or bitch- but you have to change something if you want change. I hope you hear what I'm trying to say...
isn't there an alternative school somewhere that recognizes that normmal is a wide swath and that in order to "support" kids we have to have some common sense and be flexible and and and and! Where they LIKE kids? This is all too bad...
Oh Dana, I totally feel your pain. I have a child on the opposite end, but the circumstances sound so similar. My oldest was tested and labeled "accelerated." She was put into a special class one day a week, taken away from her friends, singled out. It was all very awkward for her. I then found out she was spending that time in the office filing for the school secretary. Way to address her needs! Ugh. Public school consistently fails at doing anything but the middle ground and they suck at that as well some times. It's very frustrating as a parent. Good luck to you.
My oldest two are both ADHD...one on Concerta 36 and the other on Concerta 27. Luckily we caught it early enough with the 1st grader because by the time the older one got to this point in 1st grade she was labeled a problem child and we were visiting the school several times a week. After her being moved to the BD (Behaviour Disorder) school with a teacher that could deal with a smart student with un-diagnosed ADHD, we pulled her and taught her for two years at home. The school listened quite well. There were others with similar problems and the school changed their ways two later when we felt my eldest had learned some control and matured a little bit. Both of them literally boince off the walls when the meds wear off around 6 or 7pm (it only lasts 12 hours), but they survive through school with little problems anymore. She's in 6th now. 2+ years with few problems.
You have to fight for what you believe is right for your child. Make sure Cam is not starting to hate or dread going to school. That was one of the final straws on pulling my daughter. That and the fact the BD teacher was teaching that LA was the capitol of California in her 45 minutes of teaching the morning my wife went and class watched.
In regards to the meds. My eldest was on Concerta 18, then Concerta 27 for 3 months each with no effect. When she moved to Concerta 36 it really took effect. We can easily tell the days she 'forgets' her meds...generally on weekends. Same for my boy. His dose is Concerta 27. Occasioanly when we run out of his and there are some Concerta 36 left, they do nothing for him.
I am kind of confused....he is not in this new class all day is he? If he needs help in LA/Reading, then he should only be pulled out for that class...but from what you describe he is in what I know as an inclusion class. I have taught one of those and the HS level. It was a mixed class; however, about 1/3 of my students were identified and had modifications for the individual student. I think studies show that the best solution is to have a multi-level ability class....check into it. Unfortunately each school is different, every district has their own policies, as does every state.....and the curriculum should be the same for all in that grade...just different methods of teaching the material to meet the needs of the classroom.....
unfortunately, you have to be your own child's advocate...I know it is frustrating. I don't know what to tell you about the meds...It does bother me to see so many children being prescribed drugs that have yet to be thoroughly studied on the developing brain and body....yet, for some kids, they are a miracle workers.....Mom knows best!!! Keep that in mind!
Another thing...yes, inclusion classes can be a dumping ground for behavior problems that no one else wants to deal with...as a teacher I was frustrated with 15 year olds with learning disabilities that were really trying to do their best and having to deal with 18 year olds that fucked around and were still in the 10th grade because were always being kicked out of school, in and out of suspension, screwing around and not getting their work done, etc....but believe me you can do something about it....I found it curious that students with disabilities whose parents were doctors, business people, or had certain amount in status in community, were in regular classes, even honors classes and still having their modifications met....
Oh Dana....*hugs* and stay strong, you have been a wonderful voice for your son and I know you can win whatever battle you need to for him.
xo
That doesn't sound right at all! It sounds like the school is just saving their own ass and sticking your son where he doesn't belong as an "easy" solution. Fight this, girl. Follow your gut.
Bina, actually, a tutor is something I am considering. Although Sylvan is likely out of my budget, I was given the name of a private tutor who I may be using soon.
Nicey, thank you!
Fate, I am frustrated with a school system that requires a special ed designator to give basic organizational help.
Jay, his exam scores are quite good - he absorbs the information well - he just doesn't do well with classwork and homework, not because he can't, but because he finds it a "silly" task because he already knows the information. The challenge is in getting his disciplined enough that he does things he doesn't want (or need) to do because it is what is required.
Cyndi, thanks for Marlo's number!
Jen, I think looking at individual strengths, rather than lumping it in an all or nothing classification, works better for MOST kids!
RLL, this parenting thing is highly overrated sometimes *wink*
Jorm, I don't want to badmouth teachers here as it is the limitations of the SYSTEM that I am frustrated with. Generally, I think most teachers really are doing what they are supposed to be doing.
Biscuit, I don't mind if the adults are misinformed, but there is a HUGE stigma at the student level and my concern is the feedback Cam gets from the kids - especially in the social confines of middle school.
Lilly, I am hoping that - with proper brain chemistry - Cam can learn the skills he needs to go off the meds.
Buff, I agree - I'm not going to change the public school system. I'll need to learn to work within the legal confines of it, or move into the private sector.
Lee, I'm doing some research now into private schools to see if I can find a good fit for him.
Saucy, I think any time a child is singled out and held to a "different" standard, it is difficult for them.
UzzyB, fortunately, we ended up with an OHI "label" rather than a "BD" label. One of the unfortunate issues in all of this is that children are given a label that dictates expectations from teachers and school staff. I really don't want that for Cam.
Breve, he is in "supported" classes for all of his core curriculum (English, Social Studies, Math, Science and Literature). I was told yesterday that none of these classes has more than 1/3 of the kids on IEP's and that none of those kids have BD eligibility. I think what I find most disturbing about these classes is that, in a school with less than 5% minority population, 3 of the 5 "supported" classes have a 50% minority population. Interesting ...
Vixen, sometimes I just get extremely tired of fighting ...
Tink, it's definitely one of my concerns!
Thank goodness Cam has such a wonderful mom who is willing to go to battle for him.
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