Oh yeah, that's why...

Some days I wonder if we're doing the right thing homeschooling the boys. Are we doing enough of the right things? Not too many of the wrong things? Most days I wonder what in the hell are we doing?

But then I stumble on some "Behavior warnings" that Bubba received in his final month of public school. It reminds me how clueless the school staff was regarding his disability and how unmotivated they were to help him be successful in the regular school environment. And then I remember he has been off of all medications for almost a year. Not that it has been easy, and not that medication won't be revisited. But it was a break we could do because we could control his environment rather than try to control him. Sort of.

I still feel lost though, and I'm not sure that feeling goes away? Anyone?

Failing Zakhqurey Price

Dear Readers,

Chances are you don’t know who Zakhqurey Price is or why it matters to you that this 11 year old boy was charged with a felony. And most likely, if you did see his name fly by as you scanned Facebook while drinking your morning coffee, the words “autism” “injured teacher” and “felony” alluded to a story that was disconcerting but not applicable enough to your own life to garner any further investigation. Besides, a lost virtual cow needed you now. If Zakhqurey Price was real news--important news--you’d catch it on your favorite newsmedia outlet, right?

Wrong. Although barraged by information and leads, larger media has yet to tackle Zakhqurey’s troubling story. This isn’t surprising since abusing children with disabilities is tolerated and justified by the general public. If you don’t believe me, peruse the online comments of the relatively few local and national stories dealing with the abuse of students with disabilities. If you need more evidence, take a look at the recently introduced federal legislation that is aimed at protecting school children from being involuntarily locked in rooms and restricted from moving. Yes, as evident by hundreds of stories of the misuse and abuse of seclusion rooms and restraint procedures in our public schools, we need a federal law to keep public schools from locking children with disabilities up in padded rooms, strapping them down in chairs, and pinning them onto the ground until they are no longer able to breathe.

I know where your mind is going now, at least if you are the general public. It’s the same place that will quietly beckon you once you read Zakhqurey’s story: These kids are dangerous. These practices are needed to keep everyone safe. Teachers shouldn’t have to put up with these kids. It’s a sad situation all around, but these kids aren’t my problem. And with these beliefs also come the less obvious but no less common opinions: Children with disabilities don’t belong in public schools. They aren’t capable of learning. These kids are a drain on the system.

Wrong again. Unfortunately children with disabilities, children like Zakhqurey Price, are all too often not given a chance to achieve their potential. They are instead intentionally set up to fail. These children are denied evaluations and refused adequate services, support, and accommodations. And when these children reach crisis after repeated systemic failure, unsafe methods such as seclusion and restraint are used as a first line intervention rather than as a last resort. As what happened in Zakhqurey’s case, these methods often escalate already distraught situations as children respond out of desperation, fear, and confusion. And finally, the “fight or flight” reactions of these frightened children then “justify” the schools’ responses of dangerous physical interventions in the name of treatment and/or safety. This perpetual cycle of failure and abuse at a minimum leaves children traumatized but also leads to injury, arrest, or death.

Unfortunately, Zakhqurey Price’s story does not end with the abuse of seclusion and restraint methods, but continues with unrelenting systemic failure and abuse. So what happens now? Will you tend to your virtual farm or will you instead pay attention to Zakhqurey Price, realizing that his story is happening everyday in our own backyards? We could stop this abuse from happening especially if we just took the time to notice it.

Ange Hemmer

Been Busy: Advocating Against Abuse of Restraint and Seclusion

I haven't been writing much over the months, but I have been rather busy over here.

Bubba and I went to Washington DC this past week to attend a press conference on newly introduced legislation on the issue of seclusion and restraint. While it was my second trip to DC this year, it was Bubba's first that he can remember (we also visited as a family when he was almost 2).

My favorite part of the trip was when Bubba met Congressmen Miller:

Congressman Miller: Can I introduce myself to you?

Bubba, not looking up: Nooope!

Me: Secret forehead slap

I have been advocating on the issue of misuse of seclusion and restraint for years, as it personally affected our family. While my children are now safe (we homeschool), many MANY are not. Much of the public believes that child abuse is not tolerated in public schools, and that violators could be prosecuted. THIS IS NOT TRUE. Currently there is NO LEGAL recourse if your child is placed in a seclusion room or restrained. In many states, including Missouri, corporal punishment is allowed and Child Protective Services does not have authority to investigate. You'd think common sense would prevail, but unfortunately, children--especially those with disabilities--are being mistreated and abused everyday in our schools. I encourage you to look into the situation.

Chicago Public Schools Should be a Wake-Up Call To Missourians

**Crossposted**

National media has been exposing alleged abuses in Chicago Public Schools. Most people are unaware that corporal punishment of school children is still allowed by law in Missouri. Missouri lawmakers should abolish corporal punishment in schools and also address the abuse of restraint and seclusion in all schools.

House Bill 96, which is making its way through the Missouri House right now DOES NEITHER. Currently The Safe Schools Act allows corporal punishment. HB 96 would also add "use of force" but neither will be defined or regulated. Your help is urgently needed to push for real reform for the safety of children attending school.

Consider contacting the Missouri House Special Standing Committee on Children and Families :
http://house.mo.gov/content.aspx?info=/bills091/commit/com488.htm and Elementary and Secondary Education Committee: http://house.mo.gov/content.aspx?info=/bills091/commit/com455.htm

And the Missouri Senate Education Committee: http://www.senate.mo.gov/09info/comm/educ.htm and the Joint Committee on Education: http://www.senate.mo.gov/09info/comm/statutory/jced.htm

*****

Copy and paste URL:
http://www.wbbm780.com/Report--Abuse-Found-At-Chicago-Public-Schools/3823032

End the Abuse

I, along with thousands of other parents, persons with disabilities, and advocates, am trying to ban the use of seclusion rooms and abuse of restraints in our public schools.

Please take a look at Zach's story: http://nomoseclusion.blogspot.com/2009/01/zachs-story.html There is a video. It is kind of small, but I can't upload it properly to youtube right now because it's giving me trouble for using a particular song. There are also some areas that are difficult to read, but I will be working on those as well.

Most importantly, show your support and pledge to stop this here: http://autism.change.org/ actions/view/end_the_use_of_ aversives_restraints_and_ seclusion

Please note, this is not an issue only affecting those with autism, but all individuals with disabilities.

Talk to your legislators, talk to the media, share this and let people know that this is going on. Share your story anyway you can.

Please e-mail me if you have a personal story. And if you have a child with a disability in the school system now--even if you don't think it is possible for them to be restrained or secluded--consider sending a letter to try and prevent this from happening to your child (http://aprais.tash.org/parents.htm).

Thanks,
Ange

nomoseclusion.blogspot.com
nomoseclusion@gmail.com

NDRN Seclusion and Restrain National Report

Cross posted

Share this with your local media outlets and government officials!

Read the national report regarding restraint and seclusion, released on January 13, 2009, here.

News article here.

*****************

URLS for copy and paste:

http://s3.amazonaws.com/propublica/assets/docs/NDRN_schools_report.pdf

http://www.propublica.org/article/report-on-lack-of-regs-for-restraint-of-disabled-children-090113#7222

Boy hangs self in seclusion room

My son was placed in a seclusion room several times in kindergarten. These rooms are still used heavily in our school district, and they are being used for behavior modification and "punishment" much more so than the rationalized use of "imminent danger."

And please don't jump to the conclusion that "this boy must have had serious issues to take his own life." You would "have issues" too if you were put in a prison-cell like room for hours at a time. And like these parents, we were lead to believe this room would only be used in an emergency and that "time out" was nothing more than some time to cool down.

Please pray for this family and all of the children, adults, and families going through seclusion room experiences.

************************************************************************
[Cross posted at http://nomoseclusion.blogspot.com/]

Children forced into cell-like school seclusion rooms
http://www.cnn.com/2008/US/12/17/seclusion.rooms/index.html#cnnSTCVideo (Click on the link and then click on the word video under the title of the article to see the interview with Jonathan's parents)

The story
A few weeks before 13-year-old Jonathan King killed himself, he told his parents that his teachers had put him in "time-out."

"We thought that meant go sit in the corner and be quiet for a few minutes," Tina King said, tears washing her face as she remembered the child she called "our baby ... a good kid."

But time-out in the boy's north Georgia special education school was spent in something akin to a prison cell -- a concrete room latched from the outside, its tiny window obscured by a piece of paper. Read the full story here.

Teacher Gifts

Between both boys and their various bus drivers, paraprofessionals, teachers, and therapists, I have the need for potentially 40+ "teacher gifts." Since I believe that, yes, even the bus driver has a powerful influence over my children, I want each person to know that he or she matters to my children's lives.

Since I have not won the lottery, this year seems to not lean towards being a "baking year", and matter of factly half of the people responsible for at least one of my children have not taken their responsibility sincerely, I have decided to take the boys' art work and adorn it with a poem I just wrote, but seems unfinished.

Maybe it will come to me. Or maybe I will let the recipients finish it for themselves.

Perception

inside I am everything
that you
do not see

I am everything
you do not know
that you want me to be, inside
I can give you
what you do not know
you need

I am breathing, beating, bursting
inside
what you're afraid
to believe

if you look
inside
and choose to see
me


--AH, 2008

** Edited: I changed the title (and keep messing with the last verse), but maybe it is too strong of a word. I wanted this to feel as it is coming from a child's voice as this is what I hear in my heart when Bubba struggles with understanding his emotions and other people's reactions.

What to fight for

Last night, as I tucked in Bubba and Moose, I was already emotionally and physically exhausted. Aunt Piggy and Uncle Guitar Man were in town for a few days, and we had done our annual hike earlier in the day. We pulled the boys out of school and enjoyed each others company in a crisp, cold, relatively beautiful local park.

And then Aunt Piggy and Uncle Guitar Man left us. And I cried. Now they are back home, across the country. And I miss them.

In any case, I talked to Bubba as he tossed and turned. He coughed, and then perked up slightly, "Mom, if I am sick, do I have to go to school?" I firmly told him yes, trying to hide that my heart was hurting and my gut was screaming. Bubba can't express exactly what is going on at school; all he can tell me is that he is "angry." And the only thing I could think of while I kissed him goodnight was something I commented on another blog. Another mom is struggling and learning in the special education system, and I told her, "[He] is telling you something...it might be difficult, but keep listening."

I know that this is true for Bubba. He is telling me something, and I should listen to him, believe in him. Funny how sometimes your own advice hits you when you need it.

So today, I met with the boys' Regional Center coordinator to update their yearly plans. As we discussed Bubba's school situation and the fact that Moosie will be starting kindergarten next year, she reminded me of our options...lawyers, advocates, changing schools by private placement or even moving. It was clear she believed we had enough data, information, and cause to fight for the appropriate education for Bubba.

But all I could tell her is that I know what we could do, but I am so tired. So bitter. So exposed. I have fought for years, repeating argument and proof every year. I have been forced to question myself, my son, my beliefs, my perspective time and time again. But here we are, with little improvement, much regression, and a family in crisis.

But as I listen to her and those in my family who are worried about my sanity if we keep Bubba in school, but just as much if not more if I homeschool him... I struggle with what is not the right choice, but the best choice for Bubba and for me and for Hubby and for Moose.

I don't think I want to homeschool just because Bubba's in crisis at school. But what we have been going through year after year has definitely brought the idea front and center. But I don't want to homeschool him for selfish reasons (i.e., to not have to deal with the system and to be involved in his learning). I want both boys to have successful, love-filled lives and provide them the tools to enjoy where they are now and get them where they want to go later.

I suppose I know what to fight for. Or more precisely, who to fight for. I guess what's lacking is enough self-confidence. If I only believed in myself as much as I believe in my boys. I know I will get there. But it's difficult when you go against the grain, especially here in a traditional community. (I still get comments about how I nursed Mooser until he was in his third year!)

And in case you are wondering. I really miss Aunt Piggy. I think 2009 will bring a visit to Oregon. Maybe a homeschool field trip even. *smile*

Being Set Up to Fail

I requested an IEP meeting awhile go, knowing that we may very well decide to pull Bubba out of school. After jumping through hoops and rescheduling the meeting so that the people we want to be there are, in fact, there, we were told that this was just going to be a team meeting to discuss progress. Well yes, let's discuss progress--like the lack of progress and my son being set up to fail.





This is a sample of the work he is bringing home. It is clear he is attempting the work, but also clear that he is being pushed past his level without school giving him a chance to master anything. And yes, on most assignments, he is doing them with the aid of a paraprofessional or teacher, and still struggling.

Obviously his IEP needs to be revisited if most of his assignments are graded as a "1" on a scale of "1-4." But yet, the school is confused why he acts up (avoidance behaviors).

Sigh.

Fundamental Difference

As I have been preparing my "homeschool proposal" I have been doubting myself. One moment I am strong in my convictions, the next I am wondering if Bubba would be better off in school if I just fought harder.

Am I giving up? Did they just beat me down? I couldn't help but wonder. But then in a moment of clarity, I remembered my initial reason to homeschool and why it has been in the back of my mind since kindergarten--the school and I do not see eye to eye on a very fundamental belief.

Bubba's school believes he needs to be compliant in order to become a successful learner. I believe Bubba needs the opportunity to be a successful learner in order to understand the purpose of compliance. In other words, I believe in "accomodate and modify" on one end while remediating on the other--he'll have different points of success, but success just the same. The school appears to believe that Bubba learning how to sit still and keep his mouth shut (at whatever cost, such as picking his fingers until they are bloody nubs) is the most important lesson for him to learn.

Keeping Track

More for me, I am posting another "book report" we did in August following a book, video, hands-on, interest approach. If you haven't guessed, we are considering pulling Bubba out of school and homeschooling him. I am in the research and planning phase right now. Hubby requested a proposal to make sure I thoroughly think this through, and so we can make a decision as a family. Bubba is all for it, and I have been very frank about the differences. We followed a general homeschool approach (well, the way I would like to do it!) during cycle break so that he understood (and we got an idea of) what it would be like.

Learning

We didn't just learn about telling time over cycle break, but we also learned about such things as amphibians and the life cycle of a frog, we learned about momentum, and we learned about bubbles.

I capitalized on this learning by sending in "book reports" to Bubba's school, such as the one below. (He told me what he wanted to say and I typed it.) Of course the actual learning did not occur with the book report, but our multi-modality approach (videos, hands on, books, etc.) at home seems to be helping make things "stick." It also helps that we are learning things that he is interested in. Notice by the pictures that Mooser is learning too. *smile*

The Time is Right

I am so freaking excited.

First off, I am extremely frustrated with Bubba's school in general. Besides that, as he gets older, it is clearer than ever their "special education" focus is more on "good behavior" (compliance along with quietly sitting still) and less on what the heck he is actually learning.

He is in third grade and struggling in all academic areas. Telling time is one skill that he has not mastered, and it is no longer being addressed in the classroom. The students are, however, supposed to be using a planner. Of course Bubba has no interest in the planner, because it means nothing to him except copying text from a screen. But early in the year we had to work on his behavior to "comply" with filling out the planner...

So anyhow, that doesn't sound exciting...so why am I giddy? Because over cycle break, with no stress from school, we learned things in a different way. We talked about time, made clocks, played with clocks, watched videos on time, sang songs about time, and did a few worksheets on time for visuals of counting by 5s when looking at a clock face (think how confusing that is to a kid when the numbers say 1-2-3-4-etc.).

Today (he is back to school this week), a "telling-time" song came on PBS, and Bubba got excited. Mom! Telling time! Telling time! He then correctly told the time when the song indicated to do so. He then looked at the clock on our wall and asked What time is it? I said, Well, the little hand is right after the 3... and Bubba exclaimed...WAIT! I can do this! He then counted by 5s and said It's 3:25! It's 3:25!

What was really cool was how excited he was to be learning something, that he wanted to try it himself, that he didn't get frustrated, and that he was successful and confident. What is really sad is that's exactly what is missing from his general school experience.

Project Management

I thought that when I quit my full time job two years ago, my project management skills would leave me, my meeting skills (what little I had) would leave me, my problem solving capabilities would leave me, my planning skills would leave me, my letter writing skills would vanish - POOF. Actually, thanks to having to manage IEPs, therapies, doctor appointments, and volunteering to help other parents do the same, the only things that seemed to have left me are the ability to have any control over anything, the ability to maintain a functional household, and my sanity - POOF!

My dad had foot surgery yesterday. Minor, but I still worry that he had something stuck in his foot and he is diabetic. "Diabetic" and "foot surgery," words that make me shudder when used in the same sentence. So I cut grass for dad on Saturday, did some car swapping/returning last night. Accomplished nothing at my own house really. Well nothing that hasn't already been undone.

I have an IEP meeting for Moosie today (yes, another one). So I bought cookies. They are fresh baked cookies, so that's better than nothing. Right!?!?!

We have an unscheduled IEP meeting on Friday for Bubba, thanks to a crisis(that I tried to warn them about thank-you-very-much). No cookies at that meeting. I have no sugar to offer at all.

**********************************************************

This is an example of the letters/e-mails I write. I learned years ago from Reed Martin to "build our case" (I tried to link to his site. Is it gone?) and then again from Wrightslaw to "prepare for disaster." It's a tiring way to live, but I document, document, and document some more. And although it frustrates the hell out of me, I've always been glad when the time comes (and it always does come) that I have the documentation.

[Principal],

In discussion with [Bubba], [teacher] (email), and [school counselor] (telephone), I believe the behaviors reported to us (hands-on) to be impulsive and a manifestation of [Bubba]'s disability. As discussed in his IEP meeting on XXXX XX, 2008 (also see included email "[Bubba]: IEP" dated XXXX XX, 2008), [Bubba] has a documented history of impulsive, aggressive, and/or socially inappropriate behaviors especially in times of transition and/or less structured settings. He also cycles and is inconsistent in his reactions and impulsive behaviors. This is why we were extremely frustrated with [the school]'s decision to remove [Bubba]'s behavior intervention plan from his IEP (only school staff agreed with the removal) in XXXX 2008.

[School counselor] contacted me today and stated her concern that [Bubba] appeared to be regressing over the past few weeks (I interpreted this to be in behavior and social appropriateness), that he did not appear to understand his behaviors or why he was doing them (manifestation of his disability), and that the social relationship with his peers in his regular classroom was in a poor state (what we typically see in the community setting).

I reiterated to [school counselor] about his impulsivity issues, how this behavior is what we typically see at home, and also that I had notified the teachers of reducing his medication (See email "medication/picking" dated XXXX XX, 2008; in the IEP meeting it was stated there was no positive benefit seen at school and we were only seeing negative side effects at home). I also mentioned that I was out of town a few days this week, and had alerted the teacher of this, but did not think it would effect [Bubba]. I had also mentioned to [teacher] this morning that last month was a very difficult month at home (a lot of self-aggression as well as property destruction), but we saw much improvement this month so far (at home).

In light of this turn of events, [Hubby] and I would like to reconvene [Bubba]'s IEP team, especially if suspension is imminent, as suggested in the behavior report sent home on XXXX XX, 2008. As his parents, we are concerned about these behaviors and the safety of all students involved. However, we do not want him to be suspended (in school or out of school), but would rather he receive the support he needs to prevent the behaviors from occurring and to allow [Bubba] to be successful. We are not surprised by these behaviors, and our desire continues to be to proactively support him rather than only reactively punish him. We firmly believe in discipline and consequences, but are very concerned that [the school] is setting [Bubba] up for failure (suspension) similar to what happened in Kindergarten (seclusion room) by not providing the support necessary. We are willing to meet any time to brainstorm interventions and put them in place as needed to help [Bubba] curb these hands-on behaviors and to avoid the possibility of suspension or removal from the regular classroom environment. We are also open to working with the team to determine the best dosage/type of medication to benefit [Bubba] at home and at school; however, we need detailed information to make these decisions in the best interest of everyone.

Please let us know your thoughts on these issues and how you think we should proceed. It hasn't taken a long time for [Bubba] to spiral downward in the past once a similar chain of events occurred.

Thank you for your time. I will return the signed behavior report on Monday.

Sincerely,
[ange]

To Be or Not to Be...

Yes, Bubba. Dear dear Bubba. Bubba who lost his behavior intervention plan because he, according to school staff, no longer has "behaviors that impede his learning" has been *GASP!* having trouble keeping his impulsive little hands to himself this week.

So we received a call from the principal and a nice behavior report, parts of which follow.

Bubba "put his hands around the neck of another student while in lunch line. When asked why he did that [Bubba] responded with "I don't know".

And the principal states: "I spoke to [Bubba] yesterday, May 13, 2008, regarding keeping his hands to himself. Since he did it again today, he will lose recess tomorrow, May 15, 2008. Further incidents could result in in-school or out-of-school suspension."

Seriously, WTF? I couldn't ask for better documentation. I have my follow up IEP e-mail outlining why I didn't agree with the school's decision to remove Bubba's BIP, I have my unsigned written notice stating that they are removing his BIP with my note at the bottom stating my disagreement and referring to my follow-up e-mail. Now less than a month later I have official school documentation stating possible suspension because of behaviors that are a manifestation of his disability (impulsivity, lack of social skills). And since he has been "spoken to" he should just be able to turn that impulsive behavior right around. And I also have an e-mail from the resource teacher stating that she believes the action was impulsive.

I've also found out second hand from another kid in the class that Bubba was licking another kid's coat (while the kid was wearing it). That's a new one for us.

Ironically, all of this happened while I was out of town attending a Wrightslaw seminar. (Hubby said I can't go out of town again. Ever.) All I can do is shake my head and write my response to the report I have to sign.

Update: I just got a call from the school counselor. Apparently Bubba pushed a chair into a kid's chest. Shit. Shit. Shit. She has been meeting with him. She's concerned that he doesn't understand why he is doing this. Really? And this is "not [Bubba]." Um yes it is, sometimes it is, you just wouldn't listen to us (and unfortunately forgot the past).

Oh, Bubba. What are we going to do to help them get this?

Movement

In less than a week, I have gone from a meeting with a senator to spending 2 hours on the phone with an administrator at our state protection and advocacy center to a plan of action and the possibility of meeting with someone important at our state department of education whom I can't seem to find in any of the organization charts.
E-mails have been sent to various lists, and stories about the misuse/overuse of seclusion and restraint are starting to filter in from other families around the state. No turning back now.

Soon

I just finished a time consuming work project and took another one yesterday, so I leave you with two quick updates that I hope to expand on soon.

The boys loved their Amtrak ride across Missouri. I can't say I recommend it since we spent 6 hours on a train two days in a row... but to them it was like riding the coolest amusement park ride in the world. So it was worth it. That one time.

Today we went to a Disability Rights rally at the State capitol. The boys weren't very interested, but I tried to explain what "rights" are, what "equality" is, and that we were at the place that makes "laws." I caught our district senator in between session and committee meetings. He listened to me for over 20 minutes regarding the use of seclusion rooms in our state. (Report linked to here is for California. No such investigation has happened in Missouri.) He was visually shocked that these rooms existed. Not sure if Bubba's constant questioning about "swords and guns" (he had just seen these items in the museum) assisted the cause... but Bubba and Moose did get to hit the gavel in the (empty) Senate Chamber room (after an initial fear and being assured that no public speaking was involved!).

What a difference

What a difference a day (and a clean house) makes.

It's amazing, my children being children doesn't piss me off, and I can now laugh at these pictures, which were not funny at the time.

This is Bubba doing his homework. He had read for 10 minutes earlier, but it was time for his favorite part (NOT) of writing one sentence about the book. Apparently he needed special homework clothes, which is where the headband and spiderman shirt come in. He had to change before doing his writing.


This is him asking me which sentence he should write. I can ask him questions about what he read and he does pretty well, but if he has to write his answer, that's a little more difficult. So he has taken to copying a sentence for his "one sentence." Fine with me. Homework is nothing but "compliance" in our house anyhow. I hate homework. It sucks.


This is Moosie showing me his homework (because he has to be doing everything Bubba is doing).


This is Moosie 'walking' his homework in a bag full of other crap he had collected that night. He walked it around and around and around the table. Not so funny when it was totally distracting his brother and prolonging homework hell. And yes, that is Hubby in the background, as helpful as ever, scratching his man bags and causing more distraction. Just kidding. He's rarely home during homework time (or anytime before 9PM thanks to his job), but I was SO happy he was home last night. For the most part.


And do you see my clean shiny floor? Only took me an hour to scrape all of the crap Moosie had decoupaged to the ceramic last week.

Noncommittal

I am so disappointed in our state department of education. I was told today that unless there was a court case, there would be no "written policy" for use of a seclusion room, and that it was up to the district to come up with a policy of use. They don't have to come up with a policy, they just should. I was told that the only thing a school has to comply with is the building code policy, such as what type of doors can be used. However, our department of mental health has a policy for the use of time outs and restraints, with statements such as:

Each department mental retardation facility and regional center shall have written
policies for the use of restraints and time out procedures, which may prescribe more
but not less stringent requirement for their use than those provided in this DOR.
Facility policies are subject to review by central office.

Of course the statement I kept getting from our department of education: "Not that I'm aware of."

I don't even know where to begin as far as looking into various laws.

It just seems wrong that a school can have every other policy on discipline, from detention to expulsion, but not one about putting kids in a padded cell? I read them all, and nothing.

Behavioral Expectations
Firearms and Weapons in school
Random Drug Testing
Student Participation in Secret Organization and Gangs
Detention
Suspension
Expulsion
Enrollment or Return Following Suspension and/or Expulsion
Student Discipline Hearings
Discipline of Students with Disabilities
Reporting of Violent Behavior

And I'm not even going to get into what he told me about the education department's "view" on outside consultants observing a student in the classroom.

OK, maybe a little...

I explained how we are getting Notice of Action refused documents stating that is "district practice" not to allow outside consultants to observe special education students at the request of their parents. Not a written policy mind you, but a "district practice." And there are as many stories as to why this practice suddenly exists as there are exceptions to the practice.

The state guy told me they feel the school would need permission from every parent in the classroom. Oh. Come. On. There are people that aren't school employees in that school every fricking minute of the stinking day. If you send your kids to public school--gasp--people are going to see them and know they--bigger gasp--go to school there. They might even---wait.....for.....it--hear their names! Because, well, people notice things.

But does that matter to an observer who has permission to specifically take data on a specific child? No. Nor does it matter to Mrs. Volunteer who told Mrs. Busybody that little Johnny Sometimesbehavesbadly threatened sweet Dottie Dogood with a pencil (even though little Johnny was just giving her the pencil, but that didn't stop Mrs. Busybody from telling Mr. Wasn'tlooking and Johnny subsequently getting thrown in the seclusion room for bad behavior).

And don't play the safety issue either. If a licensed, trained consultant has a background check and observes a child with parental and school permission at a scheduled time, and is not even interacting with the children, they are way less of a risk than your average volunteer.

Why should I have to go to Due Process to prove this when it is so so obvious as to why it is not a written policy? I'm telling everyone I know to invoke their right to an independent evaluation. Dang it.

Whew. I am fired up. Needed to get it out now. Deep breath. And... break!