On Monday we had Lauren's REED (review of existing evaluation data) to discuss what kinds of evaluations will be done in the next month. (They have 30 school days from the REED to complete it and convene for the IEP).
It went really well! The only team member not there was the PT (because she was at a different building) and my husband (because he was at work). It was Lauren's teacher, her OT, speech, the school psychologist, and me. We decided to consent for cognitive testing this year. It's kind of a crapshoot whether they'll even be able to get a full scale IQ because she's only 5, but they will look at scores across the board to see where the data lands. The IEP classifications we're considering are OHI (otherwise health impairment), CI (cognitive impairment) and Speech and Language Impairment. She'll keep her speech classification as a secondary no matter what, but they're not sure if she'll pick up a CI label yet. She's currently OHI, which I'm not sure how long she can keep that in our state, but the team wasn't confident she'd qualify for a CI label yet based on upcoming testing.
The only person at the meeting that hasn't met Lauren yet was the school psychologist. And the rest of the team had such great things to say about her! Her OT said she's a hard worker who doesn't get frustrated easily, her speech teacher said she's a rock star and has a great attention span (when she feels like it). The whole meeting was extremely positive and I really felt like there were no "sides". Everybody there was on Lauren's side. I had the chance to ask questions, which was nice. The only real question I had was that if they were able to try to get a FSIQ (full scale IQ) if they would please attempt verbal and nonverbal. Lauren's a speech rockstar, but is still definitely behind her typical peers, and expressive language can affect scores. The team cautioned me that if Lauren's IQ score appears to be low, that they'll likely assume there were some struggles with cooperation and language. Lauren's doing awesome cognitively, and I'm glad her team realizes that and is already planning to take that into account when reviewing testing scores.
They asked me to review medical history for the psychologist. It makes me so sad to think about Lauren's rocky start, but I'm so thankful for how healthy she is now! Then we reviewed areas that create barriers to learning for Lauren (behavior!!!). We went over some new phrases she says a lot at school and at home, namely "I will do all of it!". She often refuses help even if she needs it, and if she's only supposed to touch one thing (like during receptive language testing) and she wants to touch all of them...well, she's going to touch all of them. She insists on turning every single page of all testing booklets herself. This will likely create a barrier to testing! I totally forgot to mention the issue of elopement/flight risk until Lauren's teacher reminded me. Duh! I explained that she's getting a service dog and reviewed with the team what specific tasks he will be trained for. The team was really excited for her and how he will help foster her independence (like not needing me to hold her/hold her hand and not having to be confined in a stroller for public outings). They asked if we planned on him accompanying her to school (we're not) and seemed open to it, which was pretty great. I figure they get one chance. If they lose her even one time we're asking for a para to handle the dog (he is trained to work in a triad team, meaning Lauren-Monte-Handler (generally a parent)). Can you imagine sending a fluffy dog to a kindergarten class and telling everyone they can't pet him? Me either.
It was a great meeting and her IEP is scheduled for April 24th. I've asked for a copy of all MET data to review prior to the meeting, which isn't what people generally do, but I'm legally allowed to do it. That way I won't be blindsided by results walking into the IEP.
As for new skills... Lauren is AMAZING!!! I'll detail some of the amazing new things she's started doing just this week.
-She wrote her name! We have her just writing "Lo", this is also in her IEP. We have a Boogie Board, which is this awesome tablet type thing that you write on and then push an erase button to make it disappear. She was using her finger and talked herself through it. "Big line, little line. Then a circle. That's me!"
- She sight read fish, dog, goat, and panda.
- She told Greg that Panda starts with P.