Lost at School

[shellyd67]

So I just ordered the book. Last year was the 1st year difficult child really fell thru the cracks. He had a really unorganized and overwhelmed teacher who was more interested in his true passion of acting and modeling.

husband and I have always been proactive and have a good repore with difficult child's teachers and the school district itself.

difficult child was denied an IEP based on his state testing scores and in house testing they did at the end of last year beginning of this year. We found this out on Thursday.

OH HE** TO THE NO !!! We called and emergency meeting and husband and I meet with teacher, principal, and School Pyschologist on Tuesday morning.

We have argued with the school psychiatric a few times now. I have never met her in person but she sounds about 12 and seems to read from a manual while speaking with husband or myself.

I am going to list some of difficult child's issues/difficulties and I am hoping for some advice and input I can take to the meeting with me. I have started a list of goals and responsibilities but I really could use some input.

difficult child definetly has comprehension issues ~ School says no just lazy and rushes

Misses key information ~ again school just lazy and rushes

Major issues with word definitions ~ example cold is to hot as morning is to night ~ difficult child may put cold is to plate or cup or something totally irrelavant ...

Becomes very frustrated and will write anything down just to be done

INCREDIBLY resistant to any help at home. Once his homework is done IT'S DONE !!! He doesn't give two hoots that more that half of it is wrong

difficult child is very well behaved and well liked at school. He has many friends and the staff really like him and compliment what a nice and polite kid he is. He just won an award at school last week for being respectful...

I have been told our SD is so tough to get an IEP approved.

Any thoughts or suggestions will be so appreciated. Thanks !!!

 

[InsaneCdn]

Shelly -

I like your list... and agree with your approach, but...
I've got news for you.

1) typical age for problems because school work gets harder, faster than these kids can learn to "cover"... so long-term problems start to show up if they haven't before.
2) You list the challenges from a school perspective, but... WHY? what is the "real" problem?

Statistics:
1) 50% of kids with ADHD have Developmental Coordination Disorder (DCD) (gross or fine motor skills problems that interfere with life... it may be subtle - handwriting problems are HUGE but can be taken as attitude instead)
2) something like 70% of kids with ADHD also have auditory processing disorders (anything from classical language issues, to problems hearing in the presence of background noise...)
3) a high proportion of kids with ADHD have learning disabilities.

So...
Which of those have already been definitively screened for?
If not... then I think THAT is where you need to start.

You can't fix it if you don't know where its broke.

 

[buddy]

difficult child definetly has comprehension issues ~ School says no just lazy and rushes

Misses key information ~ again school just lazy and rushes

--school psychiatric not doing her job-----just lazy and rushes!

OK, standard disclaimer here: i am not giving you individual professional advice, smile! These kinds of kids (sorry he is not a kind he is a human but you know what I mean) are the ones that we Speech Language Pathologist (SLP)'s who really love what we do want to work with the MOST! but of course unless there is a team override where all members agree, and the Speech Language Pathologist (SLP) is a huge advocate they are not likely to do that. It is just so hard to fight for these kids under state criteria. Can you get private Speech Language Pathologist (SLP) for him? Really they would do a better job of working on the underlying issues anyway...in school all goals are supposed to relate to a school skill and while (ahem, again not tooting my horn, just some of us are OLD and know the system) it is really doable to connect things if they just take the time, schools dont often do this. I am so sorry and it sounds like you have it 100% nailed. This IS what happens to kids like yours they do fall thru the cracks. I am just so sorry . Keep fighting though. Get a really well respected Speech Language Pathologist (SLP) to do a private evaluation....ask first about what tests and how much experience they have and move on if they dont get it. I hope that is available for you and that insurance would pay for it. At the very least if you have a diagnosis...do you? you can do a 504 while you fight for the IEP...sorry or do you already have that too...I forgot to look at your signature. --sorry a little frazzled here today.

Wish I could wave a magic wand and fix that for him.

 

[HaoZi]

I would think that the cold is to plate thing would show that there is a comprehension issue.

 

[JJJ]

So he had an IEP and the school told you on Thursday that it was gone??

Totally illegal, only the IEP team -- that PARENTS are a member of, has the authority to end an IEP.

 

[keista]

--school psychiatric not doing her job-----just lazy and rushes!

 

[shellyd67]

NO JJJ and IEP hasn't been set into place YET ... We are in the beginning process ... I sent a registered letter asking for an IEP for difficult child in MAY. The SD asked for more time so they could put difficult child thru a series of tests.

The SD tests show difficult child not in need .... BLAH HA HA !!

The School psychiatric agreed back in May to implement a 504 while awaiting the results but never did.

I have been doing some research and if I am not mistaken difficult child would be eligiible just based on his ADHD diagnosis ???

Gonna keep researching Wrights Law so I am on top of things.

 

[JJJ]

difficult child is eligible for a 504 just based on his diagnosis. He is not eligible for an IEP based just on diagnosis. In order to get an IEP, there must be demonstrated interference with his education (either academically or behaviorally).

 

[InsaneCdn]

Can you fight back with outside evaluations?
From someone independent who doesn't have a pre-set agenda?

 

[buddy]

You not only have the right as anyone to look for your own evaluation (but school does not have to honor any outside evaluation, they SHOULD consider it, but...) but you do have the right for an independent second opinion PAID by the district if you do not agree with the first evaluation. Read the complete version of the parent rights they were supposed to give you. It should explain. I believe this is right as I have read this stuff many times. What I am not postitve of is if this is an added safe guard MN has or if it is all over the USA (they have some things that go beyond the minimum required by federal law as many states do). Sounds like you are being an awsome advocate for your difficult child.

 

[LittleDudesMom]

I have a question. You said you asked for an IEP and they said they needed more time to do testing. Did you sign off on the testing? They are required to get your permission to test and must list the tests they will be administering. Can you tell us which tests he was given?

The reason I ask, is they could just check off the box that says academic testing which just means looking his grades and talking with his teachers. That kind of testing is the cheapest and easiest for the school, but it is not full testing for IEP qualification and rarely identifies true academic challenges.

Sharon

 

[HaoZi]

If you haven't already, get a professional advocate, too.

 

[shellyd67]

@ Sharon, I know they did some general academic testing and then he was sent off to the reading specialist for an evaluation. Alot of their mumbo jumbo BS has to do with difficult child's state testing and MAP testing scores which are both proficient.

Now, with that being said his latest state testing from 4th grade was just received a few shorts weeks ago and had no bearing on their prior testing. On the latest testing difficult child's reading scores were basic to low as compared to 4th grade proficient. This should make a difference I am hoping.

As much as I have read and researched on this site and others, I still feel like I have no clue. We do have a HS principal friend who is willing to be our advocate when the time comes.

This is an impromtu meeting that I called and do not expect them to ambush me, but we shall see ...

 

[Liahona]

The problem with getting the school district to pay for a second independent testing is those who pay the piper pick the tune.

 

[Wiped Out]

I'm glad you will have an advocate when needed. They can be very helpful in the meeting. Did they academic testing show how many years behind difficult child is in various subject areas?

Unfortunately, in the district I work, it is becoming more and more difficult to prove that a child has a learning disability. They seem to want the teachers to do all of the differentiating in their rooms with-o the services of a Special Education teacher. I've seen this happen often time in elementary and then students get to middle school and often end up with an iep. Drives me crazy!

Wishing you well at your meeting!

 

[buddy]

The problem with getting the school district to pay for a second independent testing is those who pay the piper pick the tune.

In our district, there is a list and they are well known private evaluators that you would be willing to hire outside. You make all the arrangements. But I can see that there could be some unethical folks out there.

 

[exhausted]

For an initial evaluation. and to qualify for Learning Disability (LD) services (I am assuming you believe he has learning disabilities in reading based on his comprehension and word analysis skills), they need to do a cognitive evaluation as well as an academic evaluation. Learning disabilities are identified through a "deficit model". This means, that a child with a normal cognitive funtion, is not achieving at the level he should given his ability. Sometimes, kids with ADHD have high IQ (as with our kids), and they could be performing at grade level, however, this is still below their ability. Another senario is that when a cognitive assessment (usually the Woodcock Johnson or WISC in schools), a child with a learning disability may show much disparity in their processing scores. When we see ups and downs in subtests, this is also an indication of a possible learning problem.
The state tests are not normed tests-they are criterion referenced. In our state using these is not legal. These tests have different purposes and I would not be ok with those beingt used. Criterion tests measure the group more than the individual and if the state core curriculum was mastered. Normed tests for special placements, are individually given tests designed to find issues. If these (WISC,Woodcock are the most common) have not been administered, I would seriously question this evaluation. I would ask for these to be done.
As for writing, it is a common issue with ADHD kids to struggle and they almost always show deficits in this and fine motor on the tests (cant tests these with state core testing). These are cause for services, be it resource or Occupational Therapist (OT). The longer one waits to help with these writing problems, the harder they are to fix by the way.
My son was able to get Occupational Therapist (OT) services with a 504 plan in this state. Don't know about your state.
Find out the tests and let us know. As a general rule (general-not is stone because higher scores with a higher IQ are also a problem)scores below 85 if he has an average IQ should be of concern to every one.
Is there a parent center that specializes in IEP advocacy? We have one here-free and very knowledgable about laws and testing, they will also attend meetings.

 

[LittleDudesMom]

For an initial evaluation. and to qualify for Learning Disability (LD) services (I am assuming you believe he has learning disabilities in reading based on his comprehension and word analysis skills), they need to do a cognitive evaluation as well as an academic evaluation. Learning disabilities are identified through a "deficit model". This means, that a child with a normal cognitive funtion, is not achieving at the level he should given his ability. Sometimes, kids with ADHD have high IQ (as with our kids), and they could be performing at grade level, however, this is still below their ability. Another senario is that when a cognitive assessment (usually the Woodcock Johnson or WISC in schools), a child with a learning disability may show much disparity in their processing scores. When we see ups and downs in subtests, this is also an indication of a possible learning problem.

These are the exact things you need to ask for. Normed tests are the accepted criteria for IEP qualification. You need to insist this testing is done before they make a final determination. And, as you have done in the past, put it in writing.

Sharon