*Warning: There is some school lingo and it's going to be long*
This is my fourth year teaching. I taught kindergarten for three years and moved to fourth grade this year. It was the best move and I am loving my job. As with any class, it comes with diverse kids who learn in different ways, work at different academic levels and come from different social backgrounds. It's the type of thing that keeps all teachers on their toes. As the year got underway I had three kids that I immediately had a red flag about in math. The referral process has changed by law and a lot of weekly probes, daily interventions and constant reteaching is needed. It's long, tedious and often kids are receiving an extra hour of math instruction each day. When we were finally ready to meet with one child's parents, we found out he was moving. I was heartbroken. Not only for the work that had been done but I truly believe that is one of the reasons this child struggles.
Fast forward to this month. I still have student A and student B. Student A had been recently exited from an IEP (Individual Education Plan) due to test scores but there was a concern in math. After consistent intervention and weekly probes we were ready to meet with parents. At that meeting, student A did not qualify for further testing to be put on an IEP. However, this student could qualify under "Other Health Impaired" and be placed on a math IEP. Parents would need to have their child diagnosed with either ADHD or depression (the 2 applicable in Student A's case). They said they would think about it. This child is adopted and there is biological history with some major medical issues. I found out this week that the parents did not want to take that road but still would like him to be on an IEP. He can't be on one without that! I know I have not given the full, big picture and this may even be confusing BUT this child will continue to struggle in school and I pray that he is not a high school drop-out. This was on Tuesday.
I had a meeting this morning for Student B. She is a bright, artistic girl but has struggled greatly in math. There have been major interventions and modifications in place since October. We met with parents in the past and they agreed to have her tested. Testing is not quick and took place over 90 days! In the meantime, Student B has continued to struggle and mom and I have had some intense conversations over why her daughter has struggled and one conversation was well, an argument. I found out yesterday that with the testing done, Student B didn't qualify for an IEP! I started crying. There was a moment of pride and eating crow that I pushed for this so hard and I was wrong in the end. Norm scores are 85-115 (think bell curve) and Student B got an 88. I was very anxious for this morning's meeting. Student B is diagnosed as ADHD and does take meds. At the beginning of the meeting when I was talking I almost started crying again! I got through it and the meeting went amazingly well! We agreed as a team to have Student B go on an IEP under "Other Health Impaired" (ADHD) because it adversely affects her academics. I am praising the Lord with how well that meeting went.
Finishing thoughts: Why is an IEP good? While I don't want all my students to be placed in special education, but it does give these students entitlement to receive services no matter what. That is why I am so happy in Student B's case. It is also why I am so frustrated in Student A's case. Is an IEP a bigger deal than getting glasses? Definitely. Are they both tools that will help your child be successful in school? Again, definitely. I love my class and each child that has been placed in it. I pour my heart into their education and want them to be successful and happy. Thanks for bearing with me and reading the thoughts and emotions I have sifted through this week.
