Need help preparing for meeting with "504 team"

I need to leave in just a few minutes so please excuse the shortness of this post–-

If the school is having an attorney, I’d bring an advocate FOR SURE. I’d also tape the meeting….make sure you inform them of the taping in advance (in writing of course!).

My LD son is also considered gifted. The EL program teachers were able to keep him out for a year because they didn’t like the idea of a gifted yet special ed student. This year, the new special ed teacher didn’t know about this “issue” and simply placed him there. The EL teachers were not happy but David is doing well and loves it! David also has problems with turning papers in…but…I was told…and remember this was from an EL teacher who hadn’t wanted him there anyway…that the IEP overrides any normal program criteria. This was confirmed by another school personel. I don’t know if a 504 will give you the same protection…run it by an advocate.

Good luck!

Consider posting your message (detailed but very clear, congratulations) on the board at schwablearning.org (then choose the connecting tab) as well. It is VERY active and you sound like you need info pronto.

Here’s hoping he gets what he needs - a gifted program with accomodations.

Good luck - let us know how it goes.

I would suggest that you do a search for Section 504 and IDEA. Go to your states Board of Education Web site and download the parents rights information. The school should have alread given it to you, but just in case. ldonline has a lot of information on this topic, you can also find information at www.wrightslaw.com www.add.org and many other places. There are little things that vary from state to state, like time lines. A 504 is not an enforcible as an IEP but that doesn’t mean that a 504 cannot be effective. Make sure you know who is in charge of overseeing the 504 plan. Go in with a list of all your concerns. When you find examples of accomodations on line, print them out and bring with you what you think may help your child. The tape recorder idea is good, and if you don’t feel comfortable with that, ask a friend to come and take notes. These meetings usually move fast and you are most likely going to feel overwhelmed by all the information they throw out at you. If you are like me, you’ll want to ask a lot why questions- so you understand where they are coming from and where their heads are at. Remember, you don’t have to sign anything that says you are in agreement with the plan until you are sure you are inagreement. In my dd’s first 504 meeting the issue was organization. I very gently reminded them about organizational issues for ADHDer’s saying, ‘Of course as professionals you already know this, but ADHDer’s will not learn organizational skills through punishment or consequences, they need to be taught the skills on a daily basis’. And everyone smiled and nodded in agreement, even the teacher that didn’t want to have to read and initial her assignment notebook everyday. Also, bring with you any examples of work or communications from the teacher that support your points. You mentioned that there is a teacher that has a problem with him not finishing work in class. Think about why he has this challenge, talk to him about it too. Is there too many distractions in the classroom (quiet work was horrible for my dd, the teacher had a partitioned area in her classroom for kids to use, my dd used in regularly). Is he needing further explaination, is he needing to take what the teacher says and rephrase it in his own mind so it’s more clearly understood? Does he simply need a longer time to think through the problems, retrieve information to complete the work? If it’s a reading exercise, does he have to reread the paragraph in order to comprehend it enough to complete the questions? My dd was allowed extended time fo tests, and other time limited work. I’d also ask the teacher, what is the purpose of finishing the work in class? What harm is there in finishing it at home? Maybe there is a good reason for this, not that I can think of one.
I’m wondering why the school needs a lawyer in attendance for this meeting. We never once experienced anything like that for my dd. But you might consider an advocate at the very least that is familiar with special ed law in your state. Good luck

Is this a public school and public school program? Currently your son does NOT have an IEP or 504? The place to start is with an evaluation, as you need a diagnosis for an IEP or 504. Yes get an advocate and quickly request an eval; if this is an invitation only gifted program with specific criteria, yes he might lose his place. If it’s an open to all public program, maybe not; gifted services are not entitlements like special ed. services.

Thanks for the posts. Here are some answers to the questions within the replies to my original post, for clarification, and a few more questions:

Yes, this is a public school.

No, the teachers haven’t given me ANY documentation on parents’ rights, IEP, IDEA or 504. NOTHING! That’s part of why I’m so frustrated. It’s as if these things don’t exist in Missouri or they’re trying to hide them from me.

Someone said the first step is getting an evaluation. What, exactly, do you mean by “evaluation”? He was diagnosed with ADHD several years ago, if that’s what you mean by evaluation.

Every teacher he has had, from first grade on, has known about his ADHD. However, not a single blessed one of them ever said to us, “Did you know there is help in the form of _______ (IEP, 504, whatever) that would really help him? Let’s see what we can do for him.” Now they’re acting surprised when I ask about them. One of them even said, “Well, we really don’t do that type of thing here.” How can they NOT do that type of thing here, considering it’s a public school?

When you say that I need to get an “advocate,” what does that mean? Who would be an advocate?

Yes, they said that an attorney that works for the school would be at the 504 team meeting to draw up the plan “because it’s a federal program.” Not sure what that means exactly, but YES they said an attorney would be there. From my experiences with attorneys (ex-husband is one), this alarmed me because I was afraid that it meant that this attorney would be there trying to screw us out of whatever services my son is entitled to.

I agree with the comment that it’s not necessary to complete all work in class. But because this program is set up for profoundly gifted kids (only 125 kids total — 6th, 7th and 8th graders — have been integrated into this high school setting), we’re always told they need to jump through all these hoops because it’s going to help them in college.

Maybe that’s another reason he is stressed, shutting down, and simply not doing some of this work. The stress of college, that is. He just turned 12 and the people in charge of this program are encouraging the kids to go ahead and take their first ACT test.

I’m a professional journalist so I’ll probably tape the meeting and take my questions along.

Does it ever end? The feeling of being on egg shells with our ADHD kids, that is. Seems like just when I think all is well and life is smooth, something else happens. For example, I find out he hasn’t done homework for several weeks. Or I get called in for a meeting like this one I just went to and end up with 3 people on my butt.

Are you looking to have the gifted program bend and accomodate your son, or are you looking for training in the skills that he is lacking(organization, follow through, etc)? It’s worth thinking about before the meeting, because your son is probably not typical of the more focused, driven gifted teens who are there. Ask what supports exist within this program for students who need support academically, behaviorally and socially…is this doable within this unique school?

[quote=”him8nc”]

“No, the teachers haven’t given me ANY documentation on parents’ rights, IEP, IDEA or 504. NOTHING! That’s part of why I’m so frustrated. It’s as if these things don’t exist in Missouri or they’re trying to hide them from me.”

They won’t just hand you a copy of these. When my dd went through the evaluation, they give me a modified copy of parents rights and a little blib of IDEA when we had the meeting to review their results. The part about Section 504 was not clear at all, if it was even included, and I had to find out about that myself. Whenwe had the 504 meeting, I received another copy of my parental rights. If you haven’t requested any formal meetings with the Child Study Team, or whatever your district call it, they won’t be giving you these.

“Someone said the first step is getting an evaluation. What, exactly, do you mean by “evaluation”? He was diagnosed with ADHD several years ago, if that’s what you mean by evaluation.”

I would first have to ask how he was diagnosed? Was it simply to determine if he had ADHD? Did it rule out LD’s? Often educational testing ends up needing to be done by the school b/c most insurances won’t cover it, and most of us parents don’t have the $1500 - $2000 (the going rate in my area) to have it done privately. Some will say that you shouldn’t trust the school, but you do have recourse if your child is clearly struggling and the school says all is fine, you can go to due process and the school can be held responsible for payment of a private evaluation.
So, when I say evaluation, I mean has other possible causes for these challenges been ruled out? Thirty to fifty % of ADHDer’s have LD’s, it is not unusual to see ADHD travel with another disorder, such as anxiety, OCD (less so), ODD, etc. The younger the child, the higher the risk that the intial diagnosis was wrong or incomplete, THIS IS MY OPINION, SO STATS ON THIS. I’ll tell you why, during these younger years the brain is still developing and changing, the symptoms or behaviors that present at that age may not be fully developed. Many of these disorders have overlapping symptoms, so it could be easier to point towards a more socially acceptable or less scary diagnosis in a younger child, only to see more discernable symptoms come out later. My daughter was good example of this, she was initally dx’d with ADHD/ODD, it was about 1 year later that depression came into the picture. Some of the signs had been there all along, but they just weren’t developed enough for a diagnosis, or even to concern her first therapist. Even at the time of diagnosis, she couldn’t be called ‘clinically’ depressed. On the Childhood Depression Inventory she was not diagnosible, BUT, it was close and at 8 she told the therapist that she did think about not being alive and that that would be better. So we treated her, the ODD symptoms were significantly reduced, and the ADHD responded better to treatment (meds and academic interventions). I believe that the ODD stemmed from this emerging depression, too bad it didn’t completely leave with the depression, but that’s another story.

“Every teacher he has had, from first grade on, has known about his ADHD. However, not a single blessed one of them ever said to us, “Did you know there is help in the form of _______ (IEP, 504, whatever) that would really help him? Let’s see what we can do for him.” Now they’re acting surprised when I ask about them. One of them even said, “Well, we really don’t do that type of thing here.” How can they NOT do that type of thing here, considering it’s a public school?”

They aren’t required to, they aren’t encouraged to. Once a teacher, or other school official recommends something, they have pretty much bound themselves, so they tread on broken glass here. My question to you, and you may have already said this, but is the classroom teacher doing anything now to help your son? Do they have any interventions in place? ADHD itself does not automatically qualify a child for resource, Section 504, or an IEP. My dd’s awesome 2nd grade teacher never mentioned a 504, but, she laid the ground work. She modified my dd work, she put in place and documented many interventions. Do I believe that the “team” ignored the need for a formal 504 or IEP for my dd, absolutely. When we had the intial 504 meeting, the woman that was in charge had to hand the meeting over to the school psychologist, she didn’t even know what a 504 was. I knew more about the schools responsibility to my dd than the woman in charge of her case. You have 2 choices here. Be angry at the school for skipping out, or Take the intiative and diligently research Section 504, accomodations, IEP’s, and IDEA. Go to your Board of Ed’s website and learn about requirements and your rights in your state. Go armed with knowledge instead of emotion. Emotion they can dismiss as “a mom being an alarmist”, knowledge they have to meet head on.

“When you say that I need to get an “advocate,” what does that mean? Who would be an advocate?”

An advocate can be a special ed law attorney, or it can be someone that is a special education advocate that makes a living helping others through the special ed maze. (When I say special ed, that includes ADHD, whether or not the child is ever considered a special ed student). There are sometimes free advocates available through your state government, you have to persue that, usually through the Protection and Advocacy Office or the Office of Civil Rights. A parent can be a very good advocate also. www.wrightslaw.com has a lot of information about advocacy, and they take more of a position that the school is in it for themselves, so it may be very helpful for you.

“Yes, they said that an attorney that works for the school would be at the 504 team meeting to draw up the plan “because it’s a federal program.” Not sure what that means exactly, but YES they said an attorney would be there. From my experiences with attorneys (ex-husband is one), this alarmed me because I was afraid that it meant that this attorney would be there trying to screw us out of whatever services my son is entitled to.”

I have never read a post, known a person, or experienced my self an attorney at a 504 meeting. I’m not sure what they mean by “it’s a federal program” Yes, there are laws that provide rights for a 504, but there is no federal money attached to Section 504, only IDEA and IEP’s. This would make me suspect. They could be trying to intimidate you, or they could be thinking that you may be bringing your own attorney. But remember, you don’t have to sign anything that states that you are in agreement with the decisions made at this meeting. Usually there are 2 times that you need to sign at these meetings, once for attendance, and once stating your agreement. HOWEVER, I remember a mom online was that was duped into signing a statement of agreement when they told her she was simply signing in for attendance. Read what you sign first.

“I agree with the comment that it’s not necessary to complete all work in class. But because this program is set up for profoundly gifted kids (only 125 kids total — 6th, 7th and 8th graders — have been integrated into this high school setting), we’re always told they need to jump through all these hoops because it’s going to help them in college.

Maybe that’s another reason he is stressed, shutting down, and simply not doing some of this work. The stress of college, that is. He just turned 12 and the people in charge of this program are encouraging the kids to go ahead and take their first ACT test. ”

You should also look up information on ADHD and giftedness. ADHD should not be ingored simply b/c a child is gifted, nor should his giftedness be set aside b/c he is ADHD. To me, elementary, middle, and high school are a time for learning. Not only learning the academic material, but for learning to build on our strengths, and compensate for our weaknesses or challenges. This is especially important for ADHDers- and while the average student will often do this without much forethought or planning, and ADHDer needs to be taught these things.

“I’m a professional journalist so I’ll probably tape the meeting and take my questions along.

Does it ever end? The feeling of being on egg shells with our ADHD kids, that is. Seems like just when I think all is well and life is smooth, something else happens. For example, I find out he hasn’t done homework for several weeks. Or I get called in for a meeting like this one I just went to and end up with 3 people on my butt.[/quote]

So far, it hasn’t for me. My goal was high school, but my dd is in 9th grade and we are still working on issues, and I’m still getting the notices, although this last midterm report was the best yet. All A’s and B’s, and 3 of her classes are honors classes. Good luck!

Roxie did such a nice job of answering your questions I have little to add!

I have two children with very different needs but each has an IEP. From what I understand the IEP is a more formal process than the 504? Anyway. none of the schools involved (two elementary and one middle) has ever had a lawyer at the meeting. Makes me wonder whats going on at your school. :lol:

My free advocate has been worth her weight in gold! But, I think I may be in the minority here.

I strongly suggest you check out schwablearning.org (spelling?). The bulletin board is great and the articles helpful. When you enter the site there are “tabs” near the top. The bulletin board is under the communication tab and the state by state list of parent advocate centers is under the resouces tab.

I am so upset that no one ever told you of the help you could get but not really surprised.

Good luck,

There is one thing that I haven’t seen addressed yet.

Did the school give you written policies for the gifted program? What are the entry criteria? Are there rules and procedures for taking a student out of the program and what are these? Is this truly a “gifted” program, based on IQ? or a “high achiever’s” program?

The magnet program my sons are in is IQ based. There is a base IQ number that has to be met as criteria (SB IV of 130). And pretty much once your are identified and enrolled in the program, nothing short of an explusion from the school can force you out. There may be circumstances where the school might suggest that because various “performance issues” it might be in a students best interest to be moved out of the program. But I believe that would be a suggestion only. Bad grades are not a reason to a placement change, because grades and achievement are part of the entrance criteria, only IQ.

My 3rd grader (in this magnet) is adhd and is having significant writing difficulties. But noone at the school is saying he doesn’t belong in the program. Quite the opposite, at the last staffing, everyone there was going on and on about there being no question this is where he belongs and that they would just have to find the things that will make it work for him.

Hope you get some answers soon.

Molly

I really should proof read better:

Bad grades are not a reason to a placement change, because grades and achievement are [u]NOT[/u] part of the entrance criteria, only IQ.

This weekend I’ve spent a lot of time searching for info online to get ready for the appointment this week.

I’ve learned that Missouri’s info about IEP and 504 are NOT easy to read, even if you’re a fairly intelligent person.

Finally found a web site about the program my son is in. It says the program is for “Students in grades six, seven, and eight who demonstrate intellectual ability at the profound range above the norm on an approved intelligence test.” Only about 125 kids are in the program.

The web site also says, “Students in the program continue to need support and direct instruction for social and emotional needs. The MYSP staff is trained in working with the social and emotional needs of gifted students. The counseling staff at Central and school district psychologists support the staff and students.”

As for special education, the site says, “_______ High School has a very strong special education department. Our students who have IEP’s continue to receive services while they attend Central. However, the MYSP program is highly accelerated and may not be appropriate for students already needing support in the regular classroom. Always, we ask parents and students in the MYSP program to contact an MYSP staff member first about their concerns or needs. Because of the unique nature of this program, we are usually in the best position to explore solutions to problems.”

Today I was looking at my son’s report card from the first semester. Straight Bs, which is great considering it’s an advanced program — and considering he did struggle in one really hard class last year, because it was a difficult subject and because the teacher was the one that yelled across the classroom to ask if he had taken his meds. After that, he really resented this teacher and I wasn’t too pleased with her either.

Anyway, back to the report card. Straight Bs. That’s great. Now he’s having such a struggle this semester and they’re calling me in to talk to me in condescending tones, shaking their heads and saying, “Not everyone was meant to be in this program.” I know it wasn’t meant for EVERYONE, but we’re not talking about everyone here. We’re talking about a very smart, creative, sensitive, advanced child who needs to be challenged and I will not stand for him to suffer or be bored or turn into a juvenile delinquent because he’s tossed out of this program.

During the meeting, one of them said to me, “Here we are, three-quarters of the way into the school year, and he’s just not getting it.”

So today it hits me — I should have said, “Here we are, three-quarters of the way into the school year, and you’re JUST NOW telling me we have a problem?”

I’m still puzzled about why they said the school’s lawyer will be there at this meeting.

As for taking an advocate, I’m taking my dad who retired two years ago after teaching for 34 years.

We’re seeing a new therapist this week and hopefully we can start to uncover some of the reasons why he’s shutting down and not getting work done and turned in. Also want to see if his meds might need to be adjusted since he’s started puberty in a big way. He’s one big zit lately.

I’ll continue to do my research, gather my thoughts and take notes to get ready for this meeting on Friday.

Right now, we’re in good shape. He’s dropped the 9th grade science class that he had 30% in, and will have a study hall type class for the rest of the year. Unfortunately, it’s with the teacher that humiliated him in front of his classmates and accused him of lying about taking his meds that day. And his social studies teacher emailed me a list of the missing assignments, which he’s already finished and has ready to turn in and pull that 50% grade on up.

Along with getting these items turned in, of coures he’ll need to stay caught up for the rest of the year. Other than that, I really don’t understand what they want from him.

Thanks for all of the details!

I am over-reaching my own knowledge in this, but my gut reaction is that you really need someone with legal expertise on disabilities and education. That will carry more force with them than anything else.

And I think I would request to reschedule the meeting until the school gives him a comprehensive standardized achievement test. That way if the achievement test can show that he is “achieving” at the levels expected for the program, then the difficulty could be inferred as a performance issue directly related to his disability. Which could be managed with some simple standard accomodations used with ADHD kids.

Hopefully someone here with more knowledge on this than I have will come along and give you more specific and perhaps better advice.

I agree it sounds like he really needs to be in this program. In the event that they do succeed in removing him, do you have any other options for him? Other gifted programs in the area?

Molly

[quote=”him8nc”]We’re getting ready to have a meeting with the “504 team” at my son’s school and I wanted to post a question here to ask everyone exactly what I should do to get ready. Are there certain questions I should ask? Should I tape the meeting? Should my son attend (it’s during the school day) or not?

I wouldn’t have a 12 year old attend. It gets in the way of getting things done and you want the freedom to speak of your son.

The program sounds wonderful. It also sounds if he needs a 504 and/or an IEP at this point to protect him. But how many of his classes is he struggling with? Latin or others as well? And is this the first year he’s had trouble? And if he’s been identified as having an IQ of 150, he should have an IEP from that alone. Gifted children get IEPs. His entrance into a gifted program - how was that done without an IEP?

If it is, he deserves more time and I’d fight hard to keep him in the program. What got him into the program in the first place? Look all over the place for written policy on this program - often there isn’t any. And if they have a lawyer at the meeting, I’d say you bring one too - bite the bullet and pay the money. NO ONE at the meeting is your child’s advocate but you and the people you bring! They are all in the service of the school district!

Point out to them - or have your lawyer point out to them - that it’s been a difficult year because of the death in your family.

Then do everything you possibly can at home to support him in this program. Sit down with him or have someone sit down with him every night to help him keep organized. What the teacher (s) really want is for him not to be disruptive in the class - is he? How badly does he want to stay in the program? I’d have that talk with him and make sure he knows what’s at stake here. Make sure very night his binder is in order and the papers that need to be handed in are all in the front of it. Type for him if he can’t type well -teachers like neat papers.

They can ‘enroll’ him in a reg. middle school program but they shouldn’t be able to put him there without your consent. Don’t give it! And don’t let them confuse the issue at hand with side matters like his shyness or ‘lack of emotion’. Was that a criteria for getting into this program? He was INVITED into the program - that they now discover he’s shy or withdrawn has nothing to do with anything.

Make them stick to the matter at hand - his on-task behavior and his grades. Then work on helping him bring up his grades by completing his work and helping him understand that if he really likes this program he’s going to have to invest himself in appearing on task and interested in the program.

Always stay nice but also stay firm. Tell them you’re putting him in therapy to help him deal with the sorrow he has over the death of his gr. grandmother and get that lawyer!

Good luck.

No, he’s never had an IEP before. Tested in first grade and his IQ was 159. Nobody ever mentioned 504 or IEP to me before, with the exception of the therapist that we used to see and she said I shouldn’t want to go that route because it would “brand him for life.” Now I’m thinking I’d rather have the HELP he needs and not worry about being branded for life. Shoot, after that Latin teacher announced his ADHD to the other kids, any branding has already been done by his peers.

As for standardized achievement tests, I know the kids in our district take them. Each year, his teachers send home print-outs that tell me he’s way above his grade level in everything he does.

This gifted program that he’s in has only been around for about 7 years. I had no idea it even existed until they sent a letter asking me to come to a meeting about it. We were in the first batch of kids to be accepted and they didn’t have to test at all to be in it. Their IQs got them in. The next meeting was for kids that had to be tested to see if they would qualify for it.

Right now he’s struggling with two classes, and we’re dropping one of them (the high school science class) so he doesn’t end up with a bad grade on his high school transcript. The accelerated middle school classes won’t appear on his high school transcript at all, but the high school classes they are integrated into will. Last semester he had art, which he loved because he’s so creative, for his high school class. I’m surprised he’s not doing well in science because he has always loved science and always done well.

No, he’s not disruptive in the classroom at all. Once he takes his meds in the morning and they kick in, he’s calm.

The idea of an attorney being there does make me nervous, especially considering the fact that I don’t have one and certainly can’t afford one. Even if I hustled right now, how in the world would I find an attorney specializing in this sort of thing? And if I did find one, I doubt if I could call them on a Monday and ask them to be at a meeting on Friday. Most professionals’ schedules don’t work that way.

Well, I’ll continue my research. I printed out a big list of possible accomodations that could be made. Most of them don’t apply to our situation because they’re for other types of disabilities, but I am finding some things in there that might help.

I really think you need a lawyer or an advocate. I understand that money is an issue. But from what I have read (I am not quite at this point in the road, but getting closer) there are agencies that can act as advocate for you, without it being expensive. And I am sure such an agency is well used to getting last minute emergency calls from parents in such situations. But you won’t know until you start calling around. I would put that on the first thing Monday morning list.

To find what agencies might be able to help you -

www.wrightslaw.org
http://www.yellowpagesforkids.com/help/states.htm

Try these websites.

If they succeed in changing his placement it will be much harder to get him back in, then it would have been to play hardball in the first place. The school is already, and they are setting all the rules.

I have always been one to try and be nice and work with the school. I always think they are the professionals and they obviously must have my child’s best interest at heart. But it doesn’t work that way. I am just starting to realize that. I am the only one who has my childs best interest and only my childs best interest as the top priority.

Molly

ACCESS II Independent Living Center
611 West Johnson
Gallatin, MO 64640
(660) 663-2423; TDD: (660) 663-2663
E-mail: [email protected]
Web: http://www.accessii.org
We provide services to disabled individuals - advocacy, IEP assistance, transportation, independent living skills training, peer support, information / referral, resource library and an equipment loan program.

Encouraging Families with Exceptional Children Together, Inc.
EFFECT, Inc.
Tracy Simmons
868 SW Raintree Dr.
Lees Summit, MO 64082
(816) 537-8103/PHONE
(816) 537-4270/FAX
E-mail: [email protected]
Web: www.efect.org
We empower families of children with disabilities by providing education, information, encouragment, support and pathways to services.

L.I.F.E. Center for Independent Living
1109 Ste. Genevieve Avenue
Farmington, MO 63640
(573) 756-4314, (800) 596-7273
TTY 760-1402
Web: www.lifecilmo.org
Provides services to disabled individuals - advocacy, IEP assistance, transportation, independent living skills training, peer support, information/referral

Missouri Protection & Advocacy Services
925 South Country Club Drive, Unit B-1
Jefferson City, MO 65109
(573) 893-3333; (800) 392-8667
E-mail: [email protected]

Special Education Parents Advocacy Link (SEPAL)
PO Box 1052 Blue Springs MO 64013
877-SEPAL77 877-727-3577 816 228-3510
E-mail: [email protected]
www.specialeducationrights.com www.specialeducationpal.homestead.com
advocates for parents dealing with public schools; preparation of state child complaints, advocacy strategies and training, attend IEP meetings; document analysis; 504 accommodation reviews

I, of course, have no personal experience with any of these agencies, but it is a place to start. I would pick one and start calling.

Molly

Thanks for the links to all of these agencies. They’re all several hours away from me, but it’s a place to start and maybe they know someone here.

You’re right — it seems like the more I learn, the more obvious it is that the schools are out to protect themselves.

We’ve spent the day looking over the paperwork the school gave us at a meeting the other night, to get the kids in this program scheduled for next year. They told us to go ahead and fill out these forms, along with enrolling him at a regular middle school so we’ll have both options. How generous of them.

As the kids progress in this program, they end up taking more high school classes. But, in order to plan out their schedules, the school officials want them to sit down and plan out not only their middle school years, but also their high school years.

I had forgotten what all this planning was like — or maybe it wasn’t so intense when I was in high school. (I graduated in 1984.) It just seems weird to sit down with my son, who just turned 12, and look at these big charts. The charts are organized by a broad umbrella (like medical, human services, communications), then they list various jobs within each category with all types of levels of education. At the bottom, they list the classes the kids should be taking if they are interested in these careers.

Just seems strange to be making decisions like this so young. But, on the other hand, I remember falling through the cracks in the system because I was of average intelligence, yet didn’t understand math at all. Guess they decided I was stupid, so the counselors never encouraged me to go to college. Here I am, in my 30s, finally went back to school and have all my credits to graduate except for (you guess it) the math class I’m still struggling with and have flunked a couple of times.

Thanks again for the help on this board. I really appreciate it. I’m sure I’ll be checking in before the big meeting. In the meantime, we’re off to try and make sense out of all of these scheduling forms.