difficult child has been in English resource (reading comprehension, written expression) for the last 2yrs 6th and 7th grade, only because i pushed for a Independent evaluation. difficult child does suffer from slight c.a.p.d auditory figure ground problems. This yr difficult child started 8th grade Aug 2007. difficult child 7th grade teacher thought difficult child was ready to move into a regular English class. So she performed the WIAT II test on him before the end of the 2006 school yr (4/16/07). Before the end of the school year he was placed in a regular English class on a trial basis. He seemed to do ok. Now he is struggling with his spelling tests. difficult child is also ADHD, has a hard time doing projects that require him to work at home. The school hasnt bothered to get a new health plan in order. They just administer his medications. Last yr difficult child received an F after school was out. School procedure is that the school notifies the parent of the F by mail. We never received any letter. We were not notified about it before the end of the school year, we were just sent out his end of yr school report early June when school was out, so therefore couldnt fix the problem. I went to the school the start of this yr. Spoke to the new Principal, he said he couldnt change difficult childs grade and the teacher wasnt willing to do so either. difficult childs F was due to him having a problem with wearing his PE uniform. difficult child has a sensory problem. . I know my difficult child is still struggling with spelling and writing. His teacher believes he is doing well. The school wants to hold an IEP meeting to get rid of his IEP based on the WIAT II test scores. I am so drained with my 18yr difficult child at the moment; I have no energy to fight with the school over difficult child 2. Can someone advise me of what I should do? Should my son still have an IEP? If so what should I address in the IEP? My main concern is English. The sensory thing is something I will work on with difficult child at home. difficult child is in 8th grade now and he cannot afford be be several grades behind in written expression. Back in 2004 He was tested 3/25/04 WISC III Full Scale IQ: 102 Age 10.3yrs old He was tested 4/16/07 WIAT II Scale Written Expression Standard Score Score: 89 (SEM = 6.000) 93% Cutoff Score: 82 Lowest Possible Score: 60 Age: 13.4yrs Looking at the test scores: Spelling Standard score: 87 Confidence Interval 95%: 80-94 Percentile: 19 Age Equivalent: 10.4 Grade Equivalent: 5.2 Other NCE: 32 Written Expression: Standard score: 89 Confidence Interval 95%: 78-100 Percentile: 23 Age Equivalent: 11.0 Grade Equivalent: 5.8 Other NCE: 35 Composite Score (Sum of Subtest Standard Scores): Standard score: 176 Composite Standard score: 86 Confidence Interval 95%: 79-93 Percentile: 18 Other NCE: 30 Supplemental Scores Written Expression Word Fluency Raw Score: 4 Quartile 0 Word Count Raw Score: 78 Quartile 3 Based on test data entered the school team can be 83% confident that the difference between the students expected and obtained achievement scores represent a severe discrepancy. In order to qualify a student, the school team should be at least 93% confident there is a severe discrepancy between the students expected achievement score and the obtained achievement score. Therefore, this student does not meet the severe discrepancy criteria for specific learning disabilities eligibility.