On Wednesday we had a meeting with the special ed team to discuss whether my son was eligible for an IEP. We got stuck on the idea of "effective progress." Is E making effective progress? He could both have AS and yet still be making effective progress.
We brought an educational advocate with us to the meeting, which was good because I am very easily distracted. By the end of the meeting, we were all frazzled beyond belief, but what the advocate kept saying is that the school staff were agreeing E has AS but they couldn't provide any examples of him showing that he does. In a way, I think she forced them into thinking about specifically what aspects of AS he shows. This was incredibly useful, I think. I mean, all kids have varying levels of behavioral stuff. No kid is perfect all the time. But when we had to sit there and think "Hey, E does X because he has AS," I think that started to make an impression.
Anyway, as we left things on Wednesday, we all agreed that we were going to get an independent behavioral observation of E by an expert in AS.
I spoke with the principal today. He did some investigating on his own, specifically with the PE teacher (E has been receiving his only "2"s in this area--2 means he is not meeting standards) and the lunchroom staff.
The end result? He said E needs an IEP and he has spoken to the team and the team agrees.
I was prepared to go to BSEA, the board of special ed appeals, if necessary and make our case there. But now it seems we don't have to. I hate to say Victory! or Win! as it suggests this was a game, and it's not, but it is a relief that we can now start the process with all the members of the team in agreement.