A couple of weeks ago, I got the dreaded phone call- it was time to redo Miles' IEP for the 2013-2014 school year. I hate this meeting. So far my experiences with these meetings have been less than positive. It's me, his teacher, the speech therapist, the occupational therapist, the adaptive PE teacher, and the principal sitting around a table. I get to listen while they tell me all of Miles' deficiencies (and hopefully some progress?). Thus far, the negatives have far outnumbered the positives. The child that is presented to me by the teacher and therapists is not the child that lives with me. Yes, he's withdrawn, quiet, anxiety riddled, but I've never believed that his deficiencies were as severe as the professionals believed. For example, last year, I learned that my child who learned to jump at 15 months was incapable of jumping. My child's language was essentially unintelligible (yes, there's a delay there, but the bigger problem was that he didn't feel connected to his teachers/therapists, so he refused to "perform for them". I dread the "updates". Today, I was hopeful, but not expecting much. I left the meeting floored. Miles has reached benchmark across the board. Each therapist commented how much progress he has made in the past few months. They commented how much they enjoy working with him. He actually doesn't qualify for services any more, but once admitted to early intervention, one stays in the program until kindergarten. Once more year! His goals for the next school year include writing his first and last name with correct letter formation, spacing, and sizing, improving his socialization skills, adding more adjectives and pronouns to his language usage, a better understanding of prepositions, and stepping forward with the left foot while throwing a ball overhand.