Moving to a less restrictive environment

[Anonymous]

My DS is in a self-contained program (MCPS- 9th grade) and we are thinking that he is ready to return to mainstream for next school year. He is frustrated with the behaviors in his classes and really wants this switch (he is only in for behaviors and has no academic goals or needs). We received his quarterly progress notes and he continues to show that he’s meeting his goals (and he’s definitely exceeding his parent’s expectations!) Still, as parents, we are a touch concerned to leave the comfort of the program but also don’t want to hold him back.

So with this in mind, I have a few questions.
1) Who makes the decision that a child is ready to return to mainstream? (CIEP made the placement)
2) What criteria needs to be met to show a child is ready? Do they do testing or just observations?
3) Do you have any advice?

Thank you.

[Anonymous]

Anonymous wrote:My DS is in a self-contained program (MCPS- 9th grade) and we are thinking that he is ready to return to mainstream for next school year. He is frustrated with the behaviors in his classes and really wants this switch (he is only in for behaviors and has no academic goals or needs). We received his quarterly progress notes and he continues to show that he’s meeting his goals (and he’s definitely exceeding his parent’s expectations!) Still, as parents, we are a touch concerned to leave the comfort of the program but also don’t want to hold him back.

So with this in mind, I have a few questions.
1) Who makes the decision that a child is ready to return to mainstream? (CIEP made the placement)
2) What criteria needs to be met to show a child is ready? Do they do testing or just observations?
3) Do you have any advice?

Thank you.

I do not know MCPS - but for DCPS they would start transitioning mid year if it was warranted. Can you child take 1 class this semester outside of the self-contained classroom?

[Anonymous]

Anonymous wrote:

Anonymous wrote:My DS is in a self-contained program (MCPS- 9th grade) and we are thinking that he is ready to return to mainstream for next school year. He is frustrated with the behaviors in his classes and really wants this switch (he is only in for behaviors and has no academic goals or needs). We received his quarterly progress notes and he continues to show that he’s meeting his goals (and he’s definitely exceeding his parent’s expectations!) Still, as parents, we are a touch concerned to leave the comfort of the program but also don’t want to hold him back.

So with this in mind, I have a few questions.
1) Who makes the decision that a child is ready to return to mainstream? (CIEP made the placement)
2) What criteria needs to be met to show a child is ready? Do they do testing or just observations?
3) Do you have any advice?

Thank you.

I do not know MCPS - but for DCPS they would start transitioning mid year if it was warranted. Can you child take 1 class this semester outside of the self-contained classroom?

Thank you- he is taking 3 mainstream classes this semester. But he’s insistent that he gets out of the actual program for all classes next semester. He really dislikes it (though us parents like it!). It’s a pretty strange situation as his IEP is all for behavior, but he hasn’t had a behavioral issue since prior to Covid- so 3 years. He was out of the classroom and in virtual schooling and returned to school this year without any behaviors. Covid really changed him! Though obviously CIEP didn’t know that so they did their best to place him in an appropriate program.

[Anonymous]

I would convene an IEP meeting now to discuss what benchmarks need to be met to move him fully into a mainstream class. He's entitled to be in the least restrictive environment.

[Anonymous]

IME, which was cut short by Covid, the team worked to gradually move back to the mainstream class, much as yours is doing. The real issue is whether the move you are seeking would result in a change of schools. I think that’s a bigger concern. If it’s the same school, they can transition in such a way so as to not lose the spot, such as by having check ins. If it’s a different school, you have no fail safes and lack of success could be a disaster.

[Anonymous]

OP - I think your son has a team which is working in his best interests, and you should really listen to them on the transition steps and why they are put in place. It seems like though DS does not recognize it that the extra supports in place within the specialized program have been able to teach him the skills he needs. I would ask what supports might be put in place for him within the school setting if he does move completely into the mainstream? And you and DH need to get advice on what supports you might have in place for him?

a- If he is on medication, does he have regular check-ins with a psychiatrist? Would this person be able to give input as to how his mental health is going?

b- Even if he does not have one, should the precaution be taken of getting him set up with a therapist with experience in his particular area of behavioral needs and adjustment as high school is a rough environment and the other teens will know he is coming out of a behavior program and could easily start in on him? A therapist could also be viewed as a positive investment to act as a pre-emptive "release valve" that could help DS balance unknown frustrations and pressures in and out of school. A therapist could be viewed as a resource for you in terms of other services DS might need for whatever reason.

c- Does part of his transition plan involve choosing an in-school elective of his own choice or an activity that he would like to participate in such as a club, sport, service group in some way to get to know other students and build a network?

d- Does DS have peer friends within the broader school setting, or would he be more or less on his own? Be sure you get a sense of how his lunch time goes? What are his feelings about being in the mainstream 9th grade classes? Will he have "a label" to deal with again because teens are teens and obviously know the various programs in the school building.


You and DH need to remain a part of the adult team that is looking at both the academic, behavioral, social and emotional aspects of what will make your DS continue on the pathway in a positive way in school and in the broader community?