The Envelope...Part 2

Well, I did it.  I opened up the envelope and read the report. 

It was titled "Early Childhood Special Education Reevaluation"

I actually made it through the whole thing without a problem...the first time.  Then I went over it again, but it wasn't so easy the second time.  I took my time actually trying to process through what it said and understand it.  I think it was quite accurate in describing the Jordan I know and love and yet I was astounded at the actual test results.  That's when the tears started to flow and I kept re-reading parts of the report and test results.

The Brigance Diagnostic Inventory of Early Development, Second Edition (IED-II) is a standardized test that is used for children from birth to 7.  She was only evaluated in cognition, language and motor skills.  Her results are broken down into several subcategories, but the summary totals are as follows:
Total Motor:
     Quotient (with a mean of 100) = 56
      Percentile (same age kids score at/below) = <.1
      Age-Equivalent = 2 years, 5 months
Total Language:
     Quotient (with a mean of 100) = <57
      Percentile (same age kids score at/below) = <.2
     Age-Equivalent = 2 years, 1 month
Total Cognitive/Academic:
     Quotient (with a mean of 100) = <57
      Percentile (same age kids score at/below) = <.2
     Age-Equivalent = 2 years, 3 months

The Preschool Language Scale - 4 (PLS-4) measures a young child's receptive and expressive communication ability.  Average scores fall between 85-115.  Her results were:
Auditory Comprehension:
     Standard Score = 61
     Age Equivalent = 2 years, 3 months
Expressive Communication:
     Standard Score = 67
     Age Equivalent = 1 year, 11 months
Total Language Score:
     Standard Score = 60
     Age Equivalent = 2 years, 0 months

I was extremely confused by these answers but the more I studied them the more I realized what they actually said.  Basically, Jordan is performing at around 2 years old.  In a comparison with other kids her age, less than 1% score lower than her.  Her overall testing scores her in the area of mild mental retardation.  WHAT?!?!?!?!?

I refuse to believe these scores are an accurate representation of Jordan!!!

The actual written portion describes the Jordan I see everyday.  It describes things I know that she can do and the personality I know.  I believe that there are many more things that she can do beyond what was described but due to her "personality," she didn't complete many of the tests.  Some of the phrases that describe that are, "Jordan's lack of attention to task negatively hindered her ability to complete tasks.  She was cooperative, but easily distracted.  Jordan would enjoy playing with the toys and not respond to the examiner's directions.", "Jordan showed frustration during several of the tasks.  When attempting to turn pages one at a time, in a book, she stood up, walked away from the book and screamed.  Jordan often would flop backwards onto the floor or get up and remove herself from the testing area when tasks became challenging for her.", "When she becomes frustrated or perceives a task to be difficult, Jordan will often call out "momma" or flop down and refuse to participate." and "Jordan prefers to direct her session and shows limited cooperation with tasks that she does not choose." 

These are my everyday challenges with Jordan.

This is the Jordan that not everyone else sees.

These are the things that make me unsure what is the best thing for her. 

Again, they are recommending that we place her in the Early Childhood Special Education classroom.  They feel that "she would benefit from the daily practice to improve her communication, fine and gross motor skills throughout the preschool setting" because she "seems to benefit from imitating others in terms of follow through and trying new activities."  However, they add that she "requires visual and verbal support and multiple repetitions to improve skills that are being taught" and that "it is very important that Jordan be given verbal information with extra time to process the information and to execute the command."

Once again, I don't like that the school feels that putting her in the class would benefit her because she would "imitate others."  I understand that she requires extra time and additional support, but last year when I requested a one-on-one para pro they told me there wasn't funding available for that.  How is Jordan supposed to get that support in a class with 12 kids and 1 teacher and 1 assistant? 

Derrick and I have been leaning toward allowing her to be in the class 2 days a week with a one-on-one, medically trained professional administering her g-tube feedings and a one-on-one para pro assisting her during class "snack-time."  I now feel that they are going to push having her in class 5 days a week and I know that she needs more attention than she will receive without additional support in the classroom.

So now the craziness begins.  We are scheduled for Jordan's IEP on Tuesday morning.  That gives us the weekend to come up with what we consider to be an acceptable plan for Jordan for next year.  We plan to cover everything from how long she can be on the bus to how much one-on-one speech we want her to receive.  I guess it's a good thing we are driving up to Traverse City tomorrow...long car rides are great for conversation...well, at least as long as a movie is playing for the kids!!!