BEHAVIORAL CHALLENGES:

What’s important is that we search for
solutions together,
in a compassionate manner, and keep
rising to the challenge before us.

As a ParentsCAN advocate, I first met six year old “Angel” on the playground at a Napa elementary school.  He was grinning, bright-eyed and slightly breathless from exertion.  Seeing his grandmother, he thought it was time to go home, although it was only mid morning.  Instead, we were there to attend his IEP.

As each IEP participant spoke in turn, I was struck by the investment the school had in Angel.  The family had moved during the school year, but the school he had been attending wanted to do what was best for Angel, not wash its hands of this child who is functioning significantly behind grade level.  Placement and transportation options for Angel were explored in depth, as was the timing of any changes that might be made.  The teacher who would instruct Angel if he transferred there had also come to engage in the discussion.

That day, we postponed the placement decision to give Angel’s grandmother time to go and observe the potential classroom, and turned our attention instead to what had been working for Angel.  The progress he had made during the year was reported with great encouragement.
For Angel, a child with high energy, a formal behavior plan with an environment that is very structured at a level he can understand, has enabled him to focus and learn.  At recess, Angel was on the “short leash” program, in which students report in to the yard duty teacher and state that they are ready to play.  They are reminded of the expectations. This sets the tone and parameters for the student.  At the end of recess, the kids on the program again check in and report that they followed the rules; this provides positive reinforcement.  District Counselor Larry Gordon stated that Angel was in the process of learning to use words rather than fists in his reactions.

Another tactic that impressed me at the school was Angel’s teacher’s practice of giving immediate feedback and inquiring into behaviors that occur, and then moving forward.  I observed this again when Angel came back after a suspension.  The principal explained that while the school does not have to do this, it checks in with the student upon his or her return, holding a brief meeting, and then dispenses with the matter.

What’s important is that we search for solutions together, in a compassionate manner, and keep rising to the challenge before us.

Our goal is for Luke to grow into a productive
and happy person.  With the help of everyone,
 we know this will be achieved.

            Our grandson “Luke” came to live with us in the summer of 2003 when he was having difficulty at home.  By 2005, matters had deteriorated at Luke’s school to the point that school staff felt his behavior was not acceptable, and thy felt that he needed alternative placement.  he was on the wrong medication and his medical condition was not correctly diagnosed.

            By addressing the problems as a team together with Napa County Children’s Services we were able to turn the situation around within a span of about two months. 
            Luke’s school was instrumental in recognizing that Luke needed a more thorough clinical diagnosis and treatment.  A behavior specialist with the school district provided a functional assessment with considerations for a behavior intervention plan.  Luke is on the correct medication now and is being helped by a psychologist.

            We are thankful to Luke’s teacher, our county social worker, and our Family Advocate from ParentsCAN, whose support at Luke’s school meetings meant a lot to us.  The ParentsCAN Christmas party was wonderful for our family.