I talked more with Phoebe's principal after school today, and she had two things to say about testing Phoebe. First of all she said that even with the dyslexic label, she wouldn't qualify for services until she was two grade levels behind. She's juuuuuuuust hanging below grade level on reading, and can DO the grade level math, but struggles with needing to do it quickly (for example, she has been working on one math packet here this afternoon for over an hour).

The other piece of information that was interesting, and beneficial to hear, was that her eyes would likely qualify her as "disabled" in the same way that the dyslexic label would, and would qualify her for the same services far more quickly. Therefore as soon as we get a report from the ophthalmologist, in January, she should be set for the additional services she needs, which was my big concern about the lack of testing.

Laura Macias:

Hi Amanda,
Thanks for your support of the San Antonio Precise Plan and our intention to hold to the guidelines which do not include a Home Depot like store.

Technically 2 things about usage of the site for a badly needed school at San Antonio:
1. The Precise Plan may not allow for a school but if there is community support that could be changed.
2. The district does not own 7 acres or any for that matter at the shopping center. Such a tactic would necessitate finding a very generous donor amongst the various property owners. That is a major obstacle but I am willing to support such efforts.

Tom Means:

Amanda,

Thanks for the email. The
Site is not zoned for a school and it is unlikely the owner would agree to this. I am not sure a school would fit in at this site.

Still waiting on the others, but I'm sure it is obvious which reply I like better. :-)

Edited to note that Tom Means was the one vote in the study session still in favor of the Home Depot.

I had the meeting this morning with Phoebe's teachers (this year and last year), principal, resource specialist and school psychologist. Phil had to stay home with the kids.

We started talking about Phoebe's strengths. We've acknowledged that she's bright, an active participant, and can understand major concepts.

Then we talked about our concerns. She's not reading at grade level, she's often unfocused, will avoid doing work, works slowly, has trouble with her handwriting, has trouble following directions, and we know she's flipping numbers and letters.

Background info includes a strong family history of learning disabilities, she has one lazy eye (amblyopia, micro-strabismus), and one eye that was scarred by forceps at birth, she has allergies and a history of six months of seizures after her MMR, and she struggles to understand directions. The major consensus was, as we had already figured, that her eyes were the biggest obstacle.

Strategies already in place to help her succeed include small groups reading and a reading tutor, giving her extra time to complete assignments, letting her write in a journal at home to express her imagination (this one is new), eye exercises/patching (we need to do these more, though!), having her read aloud and to herself, dad reading to her every night, and in class they separate difficult words by syllables - which we will carry over to do at home as well.

Consensus now is that she IS a strong student, and can do a VERY good job, but needs constant monitoring and attention, and occasionally help understanding directions (which we noticed that she does when she reads them out loud more than when she just reads them to herself - plea for attention, or just change in method of processing?).

That leads to what our questions are:

• Are her reading skills a developmental issue?
• Is her inability to follow directions by choice, or a true interpretive problem, or a combination of the two?
• Is the lack of focus due to the difficulty with reading/processing?
• How much of a role do the issues with her eyes play in her progress?

Current plan of action is:

• we'll have the meeting with the ophthalmologist, and probably revisit the optometrist sooner rather than at the one year point
• we'll start keeping a notebook for her to see what she's completing for motivation and goal setting
• we'll utilize tools for learning that help kids who are dyslexic and dysgraphic
• we'll continue to reinforce her strengths, and help her understand her weaknesses
• we're going to work on a way to create a sound bubble so that she's not distracted by her sisters - white noise or "soundproof" headphones
• talk about the positives and strengths from her day as part of a ritual, bedtime perhaps

Follow up will be done with her teacher and the principal, and we can reconvene the group as needed. There will be no testing at this time, which at this point I'm okay with. These strategies seem strong, and we'll see if they work. I will be prepared, though, to ask for it if they don't. In the end, we're proceeding as if we DID find that she is dyslexic and dysgraphic, and we're trying to use all the tools we can to find what works. I was worried that they were going to start out minimally, and ramp it up if that didn't work, but we're starting out with as many tools as we can, and then will tease out what DOES work, and weed out what doesn't. That feels pretty good to me.