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Post by healthy11 on Mar 30, 2015 20:21:09 GMT -5
Was the formal request for evaluation signed by the father, such that the process is officially underway? If so, then yes, the Assistant Principal should be made aware. (Is it possible the administrators are already aware, and maybe that's why the boy wasn't given the superintendent's suspension?) I'm not a lawyer, and I'm not sure if New York has other guidelines, but if the boy already had an IEP, then I believe the school would have to hold a Manifestation Determination hearing before suspending him: definitions.uslegal.com/m/manifestation-determination/
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Post by teacherabc on Mar 30, 2015 20:35:49 GMT -5
I believe that he was not given the superintendent's suspension because he has never been in trouble. The only administrator that knows, I believe, is my direct one, who is not the one dealing with the whole issue. They don't talk much. But I can ask.
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Post by bros on Mar 30, 2015 22:18:35 GMT -5
I didn't want to call the parent tonight because I am sure that he is needing to deal with his son. I did send him an email suggesting that he do that. Dad is coming in tomorrow to speak to the Assistant Principal about this. I will try and see if I can speak to him then. I doubt that the AP who is dealing with this knows that the child is being evaluated. Do you think I should clue her in? Yes. Shoot the AP an email saying that the child is being evaluated.
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Post by teacherabc on Mar 31, 2015 5:19:50 GMT -5
I emailed her that I wanted to talk to her. I will tell her in person.
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Post by teacherabc on Mar 31, 2015 19:39:57 GMT -5
So, the little knife that he had was a keychain replica of a cartoon character prop. Dad sent me a picture of it and it is on a keychain. He said that he brought it to school, not to use it, but to show to his friends. If so, perhaps it was more stupid than anything. In any case, he is suspended for five days and then the dad has to come in to speak to the Principal.
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Post by teacherabc on Mar 31, 2015 21:42:11 GMT -5
Apparently, the object is a collector's item based off a Naruto cartoon and smoke bombs are also something used in the cartoon...the kid watches too much Naruto...
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Post by bros on Mar 31, 2015 22:29:38 GMT -5
I honestly doubt immaturity would cause a student to do what that student did. It definitely sounds like an emotional disability is in play.
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Post by teacherabc on Apr 1, 2015 5:37:45 GMT -5
I wasn't saying that it did. HP is also heavily into Naruto; he knows all about the smoke bombs. He never would have set off the smoke bombs. However, I think that bringing in the replica may not be the biggest sign of the emotional problems. He may have thought of it as something to show off to his friends. HP probably would have done something like that and so might a lot of other kids, not thinking about how it could possibly be used--and not been caught because their bags wouldn't have been searched and they would have showed it off at lunch or after school, not attracting attention. Most kids, immature or not, wouldn't have taken what they see in the cartoon (i.e. smoke bombs) and said to themselves: gee, that looks fun, let's see what happens if I do it at school.
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Post by eoffg on Apr 1, 2015 9:15:29 GMT -5
That's a relief to hear about the small knife, which I must say really concerned me. But his lack of reflective thinking and ability to recognize consequences? Rather raises a question about damage to his pre-frontal cortex?
Where his behaviours reflect a deeper brain dysfunction?
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Post by teacherabc on Apr 1, 2015 22:14:02 GMT -5
There is a whole lot of stuff going on. Yes: lack of reflective thinking. Whether is is inability to recognize consequences or not caring about consequences isn't clear to me. He is failing a whole lot of classes as well. Last semester, before he came on my radar, he did the same exact thing: got himself in the hole really badly. Because either he pulled it together so spectacularly for the last marking period (to the extent that be brought his grade up from failing to almost passing to a point where teachers gave him the opportunity to pass, even if it meant handing stuff in late because he was close and everyone knew he understood and knew the material) or teachers bent over backwards because they knew he had the brainpower to do it, he ended up passing most classes. This pattern is starting again, with one exception. He is doing well in English-my theory is that instead of rolling over grades from first marking period, she starts over and averages at the end. He has a fresh start, and saw high grades and continued. However, what I see in all this is a lack of motivation to even achieve for grades (at least except for English because he sees it high from the get go). Most kids, even if they are behind, at least profess to want to pass where, for the most part, he seems to have a latter lack of caring. Along with this, a lack of caring in general. He lacks emotion. He lacks empathy. Does even worse on assignments where he has to must up empathy. Pretty soon we are doing an essay about human rights--not looking forward to it. But most kids care about the grades and passing the tests because they know that there will be consequences if they don't (no college, no graduation, etc.). He doesn't seem to care OR he doesn't connect it--as dad says, he often thinks he knows everything and feels he will get by regardless. Add to this, repression of feelings stemming from a custody battle where dad got custody and his psychological issues weren't dealt with then and he effectively lost mom, with whom he won't communicate with...and yes, he is counseling now...
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Post by kewpie on Apr 2, 2015 10:39:26 GMT -5
I would definitely clue in the AP unless there is some sort of HIPPA violation. If there is evidence thaT you or other school staff knew he was having issues or suspected some sort of disability that could qualify him for an IEP, the suspension may be a violation.
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Post by teacherabc on Apr 2, 2015 21:07:33 GMT -5
I did, but she didn't think it was relevant. This wasn't a superintendent's suspension but a principal's suspension. He has two more days after break.
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Post by teacherabc on Apr 21, 2015 21:17:13 GMT -5
So, this boy is not through with his suspension. He is finally in the process of being evaluated for an IEP, having gotten in under the wire for being able to complete the process for this school year, which is good, because he will need extra time for the Global Regents exam because it requires writing and that is what he struggles with the most besides having a lack of empathy...which will make it difficult for him to do his next class essay in Global on human rights.
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Post by healthy11 on Apr 21, 2015 21:20:59 GMT -5
I'm glad he's being evaluated, but why isn't he through with his suspension yet?
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Post by teacherabc on Apr 21, 2015 21:41:26 GMT -5
My mistake--the not isn't supposed to be there. He finished two days after we got back from break. He did more work in the Save room than in class. With that, he is only passing English and History decently, mostly because we haven't had an essay lately. However, that is about to change. He is barely passing Spanish (and he is fluent). He is failing every other class and has a 0 in math, which is supposed to be his strong suit.
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Post by teacherabc on Apr 28, 2015 17:17:10 GMT -5
Quite literally, his father and I are trying to figure out what work he is (or it seems is not doing). He was in Saturday school last Saturday for English; there is absolutely NOTHING that he has handed in since then or done on line. So, we have no idea what he was doing there, unless he was just surfing the net or playing games. He gave his father work that he had ostensibly done, which the dad scanned and sent to me; it was work he had gotten back and had gotten credit for. He was working on something for global in a room, with a SPED teacher--he went back to the subject area teacher's room afterward He was supposed to have handed in the completed graphic organizer that he is to use to write the essay tomorrow--nothing in the basket. His mentor (someone in school) wants to meet with me on Thursday. The boy is presently being evaluated and will be tested in May. He is seeing a therapist and a psychiatrist...no clue.
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Post by healthy11 on Apr 28, 2015 17:42:02 GMT -5
Isn't Saturday school supervised? Shouldn't the teacher who was there be able to tell you what he was doing? I hope the boy's father has a way to talk with, or at least get messages to, his son's therapist and psychiatrist, to inform them about what's been happening at school.
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Post by teacherabc on Apr 28, 2015 17:49:39 GMT -5
I was only really able to check today and confirm that nothing was done. I will ask the teacher who was on duty. If she was busy with other kids, who knows, because it isn't like he will ask for help or do anything to attract attention. I know dad is in touch with the therapist. However, dad seems inconsistent, perhaps because he doesn't know what to do.
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Post by teacherabc on Apr 28, 2015 22:28:14 GMT -5
The teacher said he refused help and appeared to be working. Spoke to dad who appears to be overwhelmed, which I understand. He says he has been in touch with the therapist and will call the therapist tomorrow. He said that the psychiatrist has diagnosed him as having ADD (not ADHD). I told him he should get a report from the doctor.
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Post by teacherabc on Apr 30, 2015 5:39:38 GMT -5
Can someone tell me what "personality testing" is? I spoke to the therapist. She asked if the school does that when they are evaluating for services. I believe not (I think we just do IQ and reasoning testing) but am putting her in touch with the school psychologist. However, I am curious what it is used for and what the psychiatrist is looking for.
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Post by healthy11 on Apr 30, 2015 8:08:56 GMT -5
I've heard of things like the Myers-Briggs personality test, but nothing as part of a K-12 public school eval, so I've started a separate post with a new title, to try and see if other people can elaborate on the topic.
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Post by bros on Apr 30, 2015 11:11:50 GMT -5
A personality test would never be part of a psycho-educational evaluation - it has no impact on the education of a student.
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Post by empeg1 on Apr 30, 2015 20:04:33 GMT -5
The therapist does not understand that testing in the school district must be educationally related and based on the issue of eligibility for special education (or not). The therapist, btw, can do personality testing.
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Post by michellea on May 1, 2015 10:24:18 GMT -5
I think one could make the case that personality tests such as the Meyers Briggs could be used to help a student with transition planning and self advocacy. I would make the case that it helps one to understand their own profile and preferences. But as far as using it to determine eligibility - I cannot see a connection at all.
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Post by teacherabc on May 3, 2015 10:24:36 GMT -5
I have to find out what happened. Meanwhile, an essay was due yesterday, and he did not finish it in time. He came to Saturday school and appeared to be totally distracted. Last night he emailed me what he had--was missing a whole body paragraph. Since other things needed to be fixed, I told him to take until today and to that paragraph. At 9:15, he emails me, desperate. He says he can't do the last paragraph; that he tried to look at the last speech (the one I told him to use) and he couldn't get the information from it, that he wasn't good enough to do it. So this air of cocky arrogance he sometimes has is a total facade. I told him that his analysis skills are strong; he can do it. Then he gets two thirds of the way through and says again that he can't do it--can't do the last part. That is the part where he needs to find the emotional appeal in the speech and of course he has trouble with this part (what everyone else finds easy)--he cannot connect to his (or others' emotions). Sometimes I want to strangle this kid; other times, I just want to hug him.
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Post by teacherabc on May 3, 2015 19:36:45 GMT -5
He did the paragraph and submitted the paper, with everything it is supposed to have...proud of the kid. I told dad to give him a hug, which he said he would, even though he doesn't like them.
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Post by healthy11 on May 4, 2015 7:29:58 GMT -5
Not many teens like hugs from parents (boyfriends/girlfriends are obviously different) ~ does the dad have any idea what his son might enjoy as a special treat?
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Post by eoffg on May 4, 2015 11:42:22 GMT -5
It makes me wonder if his mother ever showed him any affection and emotion as a baby and a child? Where this relationship with our mother is fundamental to establishing feelings of affection and empathy. The importance of this and the consequences, has been well recognized in children that were babies in 'uncaring orphanages'? Where they never experienced shared affection and empathy.
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Post by teacherabc on May 5, 2015 18:19:02 GMT -5
There is a trip that we are taking with the whole freshmen class. We are taking sophomores who went on the trip last year along as chaperones. We are making a point of not taking as chaperones not all the perfect kids with stellar grades; ones that are not badly behaved in a group but who can benefit from having some but not too much responsibility. I asked him to be the chaperone for my group and am waiting for his decision. I want him to know that we can all make mistakes but we are more than that.
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Post by healthy11 on May 5, 2015 20:45:45 GMT -5
It sounds like a wonderful plan; I hope he responds favorably, both to your offer and in the way he acts on the trip.
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