The long and winding road to educating David

A short time ago, a friend asked if I wouldn't mind speaking with her sister, who had a child with a different learning style and was about to embark upon the long, difficult journey of trying to get the New York City Department of Education to educate her son. I was happy to and in the end, sent her some helpful hints which I compiled from my "Useful Numbers" and "Tracking Document" (which currently was 14 pages in length) to both help her learn what to expect and what she needed to do in the coming months to get Ruben what he needed.

Not two weeks after, I ran into a mom from David's former school, who asked if I could prep her and share with her what I'd experienced to help her daughter secure a spot in a school that better suited her needs.

I am in no way an expert or a professional. I am just a mom who set out on a quest to get her son educated in a way that worked for him. I had no clue what an IEP was. Or how to get an IAP. Or how to ensure that David received the "free and appropriate education" that he was promised, that was his right. But little by little, I learned. I'm happy to share it with you and hope that it helps.


Helpful Hints

I hope you find the information below helpful. I pieced it together from various tracking documents I’ve kept during our long, hard battle with the Department of Education to educate our dyslexic son David.

IAPs:
Jeanine Pollack, independent IAP/neuropsychologyst, Neuropsychological Arts, 26 Court Street, Bklyn, NY 11201, 718-237-2333, ext 11, a private evaluation is done over two full days and she writes a detailed (ours was 27 pages) report. Janine is great, very gentle, personable and capable.

The NYU Child Study Center, 212-263-6622, also does evaluations, shorter waiting time. http://www.aboutourkids.org/

Attorneys:Neal Rosenberg, 9 Murray Street, Suite 4W, NY 10007. 212-732-9450, one of the top 2 attorneys whose offices solely handle disputes against the Dept of Education. (The other is Regina Skyler, who specializes in autism) Neal gives a free consultation. After you sign with him, a certain amount is due and you have to keep suing the Dept of Ed each year. The team in Neal's office works together, they're all very capable, very accessible and supportive, real pros.

Schools:
The 4 schools that are Bd of Ed funded (they take $$ directly from Bd of Ed):
Churchill (E 29th, NYC)
Lowell (Queens)
Community School (Teaneck, NJ)
Gateway (W 61st St, NYC)

Open houses at various schools start as early as October for the following year. When you file admissions application there’s an application fee, usually between $50 and $100. You also need to provide copies of various school reports. I would contact a school at any time of the year, though, as people move out of state, change jobs, school status changes and openings can occur.

I’ve visited two of the above during open houses in early 2007. They are:

Churchill School, 301 East 29th Street, 212-722-0610, http://www.churchillschool.com/
I loved Churchill. We sent in an application but they said David didn't meet their profile. They said he has the skills but couldn't access them. (But isn't that exactly the type a child this sort of school would benefit?) Anyway, it has a big, beautiful campus, each floor was color-coded so students wouldn’t get lost (people who reverse numbers and letters often have a hard time figuring out what floor they’re on…2, 3, 5…all look the same.) Churchill goes from grade K-12.

The Gateway School, 211 West 61st Street, 6th floor New York, New York 10023 , 212-777-5966
http://www.gatewayschool.org/
Gateway was the first school I looked at and I didn’t like it. (However, I looked at it when it was located on Second Avenue, between 14th & 15th Street, so things could have changed since then.) In retrospect, I think I was shell-shocked that my child wasn't "normal" and might actually need a place like this. Maybe I was a bit judgmental and wasn't looking at the school with an open mind. Or maybe it was the icky parents at the open house who were most impressed with the school because of the beautiful renovation! I just wanted to find a place that would teach my kid to read. A good deal of the students seemed to have sensory issues; they called an assembly so we could see the student population, which wasn’t very ethnically diverse.

Private Schools:The Sterling School, 299 Pacific Street, Brooklyn NY 11201, 718-625-3502, http://www.sterlingschool.com/
Ruth Arberman started the school seven years ago for dyslexic son who’s now in 11th grade. She also teaches there and runs the whole shebang. The staff is Orton Gillingham-trained in multisensory educational tactics, a very successful reading program for kids with dyslexia and other language-based learning disabilities. The first time I called, Ruth spoke to me for an hour or more. She's a dynamo, full of information, extremely knowledgeable and very willing to help anyone who has a child with LD's. The school is tiny, in the ground floor of a brownstone, with less than 30 students. David was accepted here but we decided to go with a larger school with more on-site amenities (like OT, a gym). It was a difficult decision because Ruth is such an incredible woman.

And finally, David's school:
The Mary McDowell Center for Learning, 20 Bergen Street (lower elementary), 135 Summit Street (middle school), 23 Sidney Place (upper school), Brooklyn, NY, 11201, 718-625-3939- main number, Susan Krim, admissions. http://marymcdowell.org/
An independent Friends school for children with learning disabilities, has a little more than 200 students total in grades pre-k to 10 (they are adding a grade a year in high school, so in 2013 they will have 12 grades), the staff is very supportive, understanding and caring, and really wants your child to succeed. At parent-teacher conferences, the focus is on what your child does right, not what they do wrong. They follow the Quaker tenets of acceptance, community and fellowship, and also practice group moments of silence. It truly feels like family.

Important tip:
Keep a written record/tracking document with dates of meetings, what was discussed, what changes were implemented, etc., just in case you have to sue the Dept of Ed in the future. It’s more ammunition for you since they are shoddy with their record-keeping and the burden of proof rests with them, not you. In other words, they have to prove that they are providing your child with a “free and appropriate education” (their catch phrase).

Also, when a change is implemented by the Dept of Ed/your child's current school, it must be in place for 30 days to determine whether or not the new tactic is working. But hold them to the time frame (they easily lose track and often things fall between the cracks). If you’re not happy with the results, tell them so and ask for something else to be implemented.

Hang tough and be a persistent. It’s a long, hard road but well worth it in the end. Good luck!

Tuesday, April 5, 2011

Up to Speed

When I started this blog, I intended it to mainly be an information source for other parents of LD kids rather than a blow-by-blow description of our daily lives. But I cringe when I realized that I hadn't made an entry since last July. Here's my shot at a quick incapsulation of our lives since the summer. We traveled to Alaska the first two weeks of August, upholding David's request to visit a different national park every vacation. It was an incredible educational experience between the expansive parks, wildlife and incredible salmon fishing where David landed several whoppers and caught our lunch/dinner. His transition to middle school at the newly-renamed Mary McDowell Friends School went well, with a few bumps in the road in the beginning. There was a lot more homework (at least in the beginning) which he dragged out and made even longer. Things seem to have evened out. He's had two good parent-teacher conferences since then but still manages to be a master procrastinator, just like his dad. David seems to like having more responsibility and we are determined not to remind him a dozen times about his homework, leaving it to him to get it done. As per MMFS, we don't check it but he seems to do okay, has only had a few "re-do's" and even a few "check plusses." Our CES meeting with the DOE in the beginning of March went well, we think, though the psychologist seemed a bit testy with David's teacher, who kept reminding her that just because a child with LDs is in a better setting doesn't mean that the LD goes away completely. His reading and math have greatly improved but are still below grade level. We'll see when we get the IEP in the mail. And we recently heard that the DOE settled with us before going to impartial hearing, for a bit more than last year, which is great because the tuition went up, as it does every year. But I can't imagine David being in a public school setting because those programs are sorely lacking. In September, I visited the Brooklyn School for Global Studies where they found a spot for David, sending me this letter at the end of June, when there was no time to view the school. So I had to write a letter, as I do every year, explaining that I would be happy to look at the placement school...in September when school is in session. Of course, it was abysmal, on so many levels. I'm sure they will send an "appropriate placement" for next year which will be grossly inadequate. We recently had a checkup with David's behavioral specialist (the one who prescribes the meds) and she was very impressed at how much he has progressed, even over the past year. He scored higher on tests she administered and his curve has been even greater since he first started coming to her 3 years ago. Dr. V talked about some of her patients in 12:1:1 programs in public schools, how they have issues with bullies and how terrible the classes are. And how lucky we are to have a space in MMFS. I am thankful for this every day. As a person, David continues to develop into his own unique self. Still very into video games and role playing games. He has a great sense of humor and enjoys looking at funny vids online, especially involving animals. Some days he says he wants to be a zoologist, others a video game maker, others a psychologist. He doesn't seem to want to get rid of his toys, though he barely plays with them--just the dragons, weapons, and action figures. I know someday soon, he'll want to get rid of the kid stuff. Something I both look forward to and dread. He even took the train to school alone a few times. I worked him up from walking there while we took the same train to taking the train himself (after walking him to the station) when the bus was really late. Next year, I think we'll transition him into commuting himself. It's only 5 stops and about 4 blocks, a walk he knows well. My, how he has grown...

David ready to take the train alone to school for the first time in September 2011. No more "short bus."

Thursday, July 8, 2010

Reading in Bed

Last night, David and I were reading in bed. A sight I never, ever thought I'd see. Well, we'd also gotten an air conditioner in the trailer upstate, another sight I never thought I'd see, but we relented to the horrible heat wave and put one in our living room/kitchen. So David and I were camping out on the uncomfortable sofabed. I glanced over at him, above my book and there he was, reading a "Smokey the Bear" comic book he'd gotten many years earlier on a trip to New Mexico. He smiled at me and gleefully said, "Let's read our chapter books," and picked up Bunnicula (which is on his summer reading homework) while I reached for "The Girl with the Dragon Tattoo." It was a great moment. One I never thought I'd see pre-Mary McDowell.

So, never lose hope...

Saturday, July 3, 2010

Weird Al as Teacher

I never thought I'd be grateful to "Weird Al" Yankovic, but I am. David went though a faze of being fascinated by his videos and sought them out on YouTube. First it was "Yoda" to the tune of The Kinks' "Lola," and so on.

This might not be a big deal to you but to me it was astounding. David had to figure out how to spell, was reading, practicing his keyboarding (fine motor skills), and so on. He was memorizing the lyrics and sharing them with others, including his teachers, who let the class watch these videos during "pack up time" at the end of the school day.

So, don't underestimate the power of video. Even Weird Al can be a teacher.

"Stevie just didn't get the right life."

We just spent the weekend with David's older cousin who has ADD and other issues. Stevie made his way through the public school system with an IEP, wasted years in the Resource Room which did little good, and was socially promoted. At 21, he is struggling to graduate from a two-year program in four years and counting. Stevie is despressed, awkward socially, terribly immature and understandably, without a girlfriend. But we love him dearly. He's the older brother David never had.

Driving home from dropping Stevie off at the bus station (a big deal traveling alone--his mom thought he would get lost, his dad thought he would get cornholed in a Port Authority bathroom), David and I had the following conversation after I sad Stevie could be a bit silly:

David: Do you mean another word?
Me: Like stupid? I would never call another person stupid. Do you think Stevie's stupid?
David: I just think Stevie didn't get the right life. He didn't go to a school that knew how to teach him the right way.

There was Stevie's life in a nutshell from a 10-year-old with dyslexia and ADHD. I went on to tell David that he had a knack for seeing this clearly and for describing them plainly, for understanding people other sometimes didn't. "Thank you," he told me.

The moral of this story. Fight, fight, fight to get your child what they need, to get them in a school that's right for them. Yes, it might cost more than $40,000 a year. You might have to fight tooth and nail with the DOE each year to get partially reimbursed and hire a lawyer besides. But it's worth it. If we ever are forced to have an impartial hearing with the DOE (which I pray we don't!), I will gladly tell them Stevie's story.

I'm glad David got the right life.

Monday, May 10, 2010

The Teacher

I couldn't believe it a few days ago when I overheard David trying to explain impulsivity to an adult cousin who also has ADD. "You do stuff before you think," he said, exasperated, as the fellow kept messing up on a video game. Then David proceeded to do his best to set the guy straight. Later, at dinner, F pretty much told me that he was floored. At 21 years old no one, not a teacher in the resource room in grammar school or a psychologist, had put it to him quite like that. In a way he could understand and was dead on. I felt great about David but also sad for F because if his single mom could have afforded a place like MMCL rather than keep him in the public school system (she had no choice and was struggling to get by as it was) he wouldn't have had many of the issues he faced now--taking 4+ years to get out of a 2 year college program, social challenges, etc.

A few days earlier David told me that when he got older, he might want to teach at MMCL. "I think I can help kids with learning disabilities," he said. But he was talking about gym, not teaching statistics. Be that as it may, it's a good start.

Tuesday, May 4, 2010

Big Boy Alert

One of the highlights of my day, no matter how long and hectic, has been settling down to read aloud to David every night. Early on, it was just me who did the reading but then we graduated to him reading the protagonist's part of whatever book we happened to be reading. Sometimes he was Little Bear, others Percy Jackson or Fireheart from the "Warriors" series. He would barter for extra time, snuggling beneath the covers on my bed as we read to each other.

Gradually, I noticed that he made less mistakes, that he read with more inflection. We graduated to chapter books then longer chapter books. I was amazed at the progress he'd made the last year alone.

Then last night, David got very serious and asked me to promise that my feelings wouldn't be hurt. I braced myself, silently knowing what was coming. "I'm reading a lot better now..." he began, trying to let me down easy. (I hoped he would break up with his first girlfriend with that much care...) "But you think you're old enough to read on your own at night," I finished for him. We talked about it a little more, me explaining that although I loved our nighttime reads, I also know that he's growing up and I have to learn to accept that even though it might be hard.

But David promised not to leave me in the lurch. "Not right away," he promised. "I can't leave you hanging in the middle of a book." So, we will finish the 2nd installment of The Warriors and he will continue on his own.

A triumph in one way but a little sad in another.

Saturday, April 17, 2010

Hermit Crab = Happiness

Who would have thought that a little $3.88 hermit crab with make David so happy. He's been campaigning for a pet for some time now, and finally Peter and I gave in. We travel a lot, split our time between here and upstate, and the pet needed to be something portable, durable and yet would teach David the responsibilities of caring for and feeding another living creature.

He came home from school yesterday on a mission, once again, stating his pet case, this time pushing for a hermit crab. Peter and I looked at each other and smiled, then laid down some rules. He'd have to buy it (and the cage, etc) with his own money, care for it, feed it, etc. As soon as Peter left for work, David and I walked down to 5th Avenue to Petland Discounts. David picked Stripes himself, chose the cage and the other stuff. He peeled the money out of his wallet and was walking on air on the way home.

Who would have thought a pet would also get him reading! Not only did he Google hermit crabs and find out what they eat on Ask.com but he also wisely purchased a book about hermit crabs from the pet store. Then sat down to read it, amazing me with the things he remembered. He's already talking about getting another one and a bigger cage. I've gotten him to wait a week to see how he fares with Stripes.

Stripes, by the way, is one weird looking crab. His shell looks like a bored pet store employee painted it with bright colors. David says we have to get another larger shell for when Stripes grows out of his current one. Also was on a mission to get a mister and learned how to use (well, tried, lefty challenged that he is) to use a potato peeler to give Stripes carrot bits, cut a grape in half and is dreaming up other snacks for his new pet. His first non vegetable pet. His other pet was a Venus fly trap who died from neglect. Hopefully Stripes will fare better.

Why do I see a puppy in our future?!