Son qualified for IEP... 1 day before high school graduation

[Masta]

my 17yr son has had IEP's in the past for Central Auditory Processing Disorder (CAPD) (received speech services dealing with background noise etc). He wore an fm unit in jr high. He has been tested 3 times (at 10yr, 14yr and 17.8yrs) for Central Auditory Processing Disorder (CAPD), this year he finally tested as having no problems with it. My sons younger brother has adhd, my son says he has issues with concentrating. He was on adderall over a year ago, then went off it due to mental health and hormonal issues. It turns out my son has a thyroid problem (hypothyroidism) which could contribute to the brain fog issue.

My son has always below grade average mostly in Reading Comp, but he never qualified for any services based on the school calculations. The school psychiatric suggested my son stay in a regular classroom placement with supportive services (they were never outlined in any IEP). I fought with the IEP team during previous IEP meetings but i didnt get anywhere. i ask for accommodations only to be knocked down by the principal. He said my son would always struggle and he didn't qualify for services.

This past year my son took the A.C.T test and also took an Accuplacer test at the local university. he scored very low in English. so i asked the high school one month before graduation if my son could get a full evaluation based on the low testing score on he got on ACT and the accuplacer test.

The full evaluation was completed and we had an IEP meeting one day before graduation. its turns out my son does qualify for an IEP based on him being eligible for Special Education for Reading Comprehension. I was given recommendations to take to the university. I feel if my son would have received some additional help in the area of reading comprehension years ago maybe he wouldn't be classified learning disabled in that area now. My son now has to take 1yr of English at the University that he will not get any credit for (English 890 and 990 class) and a Math (990 class). The 1yr of English and ½ yr of math we have to pay for, (he doesnt qualify for any grants or interest free loans) because he has a learning disability that was not picked up over the past 6yrs at the school even with extensive testing performed.

My question is…. Is there any possible way the school district could be responsible financially for my sons University no credit classes etc.. when they knew full well yrs ago he was struggling and never offered him services. And.... Is it normal for a school to find a child with a learning disability at my sons age? I feel (but have no proof) they didn't classify him all these yrs because they didn't want to place him in sped.

The school tested him with the WIAT-II in April 2010. his reading comprehension is at a 6:9 grade level (he just finished 12th grade). His cognitive processing speed is also below average and his IQ is 100. I don't know how my son graduated to be honest with you. It shows you how messed up the education system is. During the IEP meeting we had a week ago… the District person who attended along with everyone else said my son has worked extra hard to compensate with the learning disability he has.

My son is 17.9mths old and has just graduated high school 12th grade.

Full Scale IQ: 100 Average
Verbal Comprehension: 98 Average
Perceptual Reasoning: 111 High Average
Working Memory: 97 Average
Processing Speed 89 Low Average

WIAT –II test scores 2010
Reading
Reading Comp: Age Equiv: 12:4 Grade Equiv 6:9
Word Reading: tested age and grade appropriate

Oral Language
Listening Comprehension: Age Equiv: 13:8 Grade Equiv 8:2
Oral Expression: Age Equiv: 9:4 Grade Equiv: 4:8

Written Language
Tested age and grade appropriate

Mathematics
Numerical Operations: Age Equiv 15:0 Grade Equiv 10:4
Math Reasoning: Age Equiv 13:4 Grade Equiv 8:2

Back in 2006 my son took the OWLS test he was 15yrs 8mths old
The test shows back then he had problems

Listening comprehension age equiv: 10:10
Oral expression age equiv: 13:0


The School psychiatric did a Woodcock Johnson III back in Sept 06 my son was in 9th grade. He fell below grade equivalent in most areas. (he didn't qualify for any services based on these test scores)

GE-= grade equivalent

Broad reading GE 6.5 & 25th percentile
Broad Math: GE 12.9
Basic reading: GE 13.2
Reading Comp: GE 6.0 & 23rd percentile
Math Cal Skills: GE 13
Math Reasoning: GE 11.5

GIA GE: 6.6
Verbal thinking GE: 6.9
Thinking ability GE : 7.8
Cog Efficiency GE: 6.9
Phonemic Memory GE: 12.9
Working memory GE: 3.9
Verbal Comp GE: 6.9
Visual Auditory Learning GE: 7.8
Spatial Relations GE: 8.6
Sound Blending GE : 13.0
Concept Formation GE: 4.0
Visual Matching GE: 9.1
Numbers reversed GE: 3.8
Incomplete Words GE: 8.2
Auditory Working memory GE: 4.0


So his 2006 Reading Comp GE was 6.0, and his Reading Comp GE in 2010 is 6.9, he went up .9 in Reading Comp in 4yrs of school? how could they not qualify him then but can now? and how is the school district they liable for this?

My signature is old the child that I'm referring to is my 2nd oldest difficult child 15/m with Central Auditory Processing Disorder (CAPD).

 

[vja4Him]

I'm so sorry to hear your story .... I've heard so many stories like yours. I've worked in education for many years and have seen too many students fall through the cracks. It's stories like yours that get me so irate.

My youngest boy has needed help for many years, and he will be starting 8th grade in August. I'm putting my foot down this time and plan on doing everything I can to push forward and get all the assistance that we can. Only two more days for our meeting ....

my 17yr son has had IEP's in the past for Central Auditory Processing Disorder (CAPD) (received speech services dealing with background noise etc). He wore an fm unit in jr high. He has been tested 3 times (at 10yr, 14yr and 17.8yrs) for Central Auditory Processing Disorder (CAPD), this year he finally tested as having no problems with it. My sons younger brother has adhd, my son says he has issues with concentrating. He was on adderall over a year ago, then went off it due to mental health and hormonal issues. It turns out my son has a thyroid problem (hypothyroidism) which could contribute to the brain fog issue.

My son has always below grade average mostly in Reading Comp, but he never qualified for any services based on the school calculations. The school psychiatric suggested my son stay in a regular classroom placement with supportive services (they were never outlined in any IEP). I fought with the IEP team during previous IEP meetings but i didnt get anywhere. i ask for accommodations only to be knocked down by the principal. He said my son would always struggle and he didn't qualify for services.

This past year my son took the A.C.T test and also took an Accuplacer test at the local university. he scored very low in English. so i asked the high school one month before graduation if my son could get a full evaluation based on the low testing score on he got on ACT and the accuplacer test.

The full evaluation was completed and we had an IEP meeting one day before graduation. its turns out my son does qualify for an IEP based on him being eligible for Special Education for Reading Comprehension. I was given recommendations to take to the university. I feel if my son would have received some additional help in the area of reading comprehension years ago maybe he wouldn't be classified learning disabled in that area now. My son now has to take 1yr of English at the University that he will not get any credit for (English 890 and 990 class) and a Math (990 class). The 1yr of English and ½ yr of math we have to pay for, (he doesnt qualify for any grants or interest free loans) because he has a learning disability that was not picked up over the past 6yrs at the school even with extensive testing performed.

My question is…. Is there any possible way the school district could be responsible financially for my sons University no credit classes etc.. when they knew full well yrs ago he was struggling and never offered him services. And.... Is it normal for a school to find a child with a learning disability at my sons age? I feel (but have no proof) they didn't classify him all these yrs because they didn't want to place him in sped.

The school tested him with the WIAT-II in April 2010. his reading comprehension is at a 6:9 grade level (he just finished 12th grade). His cognitive processing speed is also below average and his IQ is 100. I don't know how my son graduated to be honest with you. It shows you how messed up the education system is. During the IEP meeting we had a week ago… the District person who attended along with everyone else said my son has worked extra hard to compensate with the learning disability he has.

My son is 17.9mths old and has just graduated high school 12th grade.

Full Scale IQ: 100 Average
Verbal Comprehension: 98 Average
Perceptual Reasoning: 111 High Average
Working Memory: 97 Average
Processing Speed 89 Low Average

WIAT –II test scores 2010
Reading
Reading Comp: Age Equiv: 12:4 Grade Equiv 6:9
Word Reading: tested age and grade appropriate

Oral Language
Listening Comprehension: Age Equiv: 13:8 Grade Equiv 8:2
Oral Expression: Age Equiv: 9:4 Grade Equiv: 4:8

Written Language
Tested age and grade appropriate

Mathematics
Numerical Operations: Age Equiv 15:0 Grade Equiv 10:4
Math Reasoning: Age Equiv 13:4 Grade Equiv 8:2

Back in 2006 my son took the OWLS test he was 15yrs 8mths old
The test shows back then he had problems

Listening comprehension age equiv: 10:10
Oral expression age equiv: 13:0


The School psychiatric did a Woodcock Johnson III back in Sept 06 my son was in 9th grade. He fell below grade equivalent in most areas. (he didn't qualify for any services based on these test scores)

GE-= grade equivalent

Broad reading GE 6.5 & 25th percentile
Broad Math: GE 12.9
Basic reading: GE 13.2
Reading Comp: GE 6.0 & 23rd percentile
Math Cal Skills: GE 13
Math Reasoning: GE 11.5

GIA GE: 6.6
Verbal thinking GE: 6.9
Thinking ability GE : 7.8
Cog Efficiency GE: 6.9
Phonemic Memory GE: 12.9
Working memory GE: 3.9
Verbal Comp GE: 6.9
Visual Auditory Learning GE: 7.8
Spatial Relations GE: 8.6
Sound Blending GE : 13.0
Concept Formation GE: 4.0
Visual Matching GE: 9.1
Numbers reversed GE: 3.8
Incomplete Words GE: 8.2
Auditory Working memory GE: 4.0


So his 2006 Reading Comp GE was 6.0, and his Reading Comp GE in 2010 is 6.9, he went up .9 in Reading Comp in 4yrs of school? how could they not qualify him then but can now? and how is the school district they liable for this?

My signature is old the child that I'm referring to is my 2nd oldest difficult child 15/m with Central Auditory Processing Disorder (CAPD).

 

[JJJ]

I'm sorry they took so long to identify that your son needed help. Did you accept graduation? Generally, once graduation is accepted, the school district has no further liability to the student. Based on qualifying for special education, you could have refused graduation with his class and had him graduated "based on IEP goals" which could have given him 3+ more years of high school services.
Please check the paperwork from your last meeting and see if it addresses graduation. Let us know what it says exactly and we may be able to give more specific advice.

Sadly, 6.9 reading level is not uncommon for high school graduates - with and without learning differences.

 

[Masta]

My son participated in the graduation ceremony but has not accepted his actual diploma yet because they printed it up wrong.

As for the IEP paperwork:

It states he has a specific learning disability: reading comp

He doesnt need braille instruction, special communication or tech devices, he does not have special language needs and doesn't need behavioral strategies.

Measurabe goals
1. son will progress towards his annual goals, will be measures using work samples.
2. sons progress will be reported to his parents using progress reports.
3. sons progress will be reported as often as progress for children without disabilities.

Annual goal: son will complete a self evaluation, as implemented by the parents, without any current achievement, with 100% target achievement.

Services Plus Adaption Support
Transition services: other location (meaning university)
Program modifications, supports for school personnel and/or supplementary aids in his regular education programs:
Procedure change: reading test aloud
Setting adaptation: minimized distractions
Response adaptation: use of a calculator
Scheduling: extended response time

Below is says this IEP document is verification of release of special education services for my son.

Next page has all the accommodations
Read out aloud in English: for lang arts, math, science, dwa, reading, writing, math and iowa
Questions read aloud in English: or lang arts, math, science, dwa, reading, writing, math
Calc devices for math and science
Reduce distractions in all clases
Extended time for all classes

Except for special education classes noted above the services section of this IEP the student will participate in regular class regular PE, extra curricular classes and non academic classes to the same extent as children without disabilities.

Transition Plan
Transition plan is required beginning not later than the first IEP to be in affect when the student is 16yr of age, or younger of determined appropriate by the IEP team.
Son plans on to pursue an arts degree at XXX university.

Based on the transition assessment result IEP contains measurebale goals/objectives in one or more of the following areas:
They have training, post secondary education, employment, independent living skill and adult living skills marked all N/A

Graduation and Diplomas in Utah
Graduating with a high school diploma or reaching age 22 terminates special education services.
Students who complete graduation requirements, as determined by the IEP team and either pass all the sections of the UBSCT (my son did pass the UBSCT) attempt the UBSCT three times or participate in the UAA earn a high school diploma.
Student who do not pass all sections of the UBSCT must participate in the UBSCT remediation consistent with the school district or school policies and opportunities in order to earn a high school diploma. (effective 2007)
Student who do no meet graduation requirements may be awarded a cert of completion in accordance with school district or school policy.

My child does not meet ESY

I don't know what wording I should be looking for in this IEP paperwork.

 

[svengandhi]

If he completed graduation requirements, then they are not responsible for his education any more.

I assume he will be attending community college to take the remedial courses?

I have another question and PLEASE don't take this the wrong way. Have you and your son given any thought to his not going to college now but instead going in for a trade or a civil service position? In my state, the office for the disabled helps post-HS people with training, costs, etc. My son's friend is a very sweet kid with pretty severe Learning Disability (LD)'s. He tried CC with my son. He failed the remedial reading class twice even though my son (who has a typical Aspie over the top reading comprehension) really tried to help him. The friend is now attending subsidized classes to become a vet tech - he loves animals. My son, despite his ginormous IQ and reading ability, has gone to CC for 4 semesters and has earned 15 credits. I am on the verge of cutting him off but he's not a bad kid, just Aspie and not into anything else.

Good luck.

 

[JJJ]

It does sound like you accepted graduation. At this point, it does not look like the school district has any remaining liability.

Your only option would have been to have the IEP written to reflect "child will graduate based on IEP goals and not just credits" and then ensured that there were always goals that were not reached until just before he turns 22.

Hopefully, the college can help with his reading skills. Do they have an assessment test he has to pass in order to pass the class or it is just doing the coursework?

 

[Masta]

i called the school districts special education mentor specialist (she represented the SD at the IEP meeting). she told me legally my son has graduated because he met the grad requirements..... she didnt think it would be right send him back to high school.. it would affect him socially, emotionally since he went thru the graduation ceremony. if i wanted to hold him back then i should have said so in the meeting (it would have been nice if they explained his testing to me beforehand and gave me this option at the IEP)

she suggested that i set up a meeting with the school district superintendent (ive met with him before to ask for a Indep. evaluation on my 3rd kid and he is an jerk!) if i set the meeting up with the SD superintendant, she suggested i to ask what options we have since my son passed the State requirements, participated in the graduation ceremony (but hasnt received his diploma yet). she also said in the USA most adults function at a 6th grade reading level, newspapers are written on that level, she did say college level text books are beyond my sons capability.. she said by no means is she disregarding my sons disability but there is not much they can do for him . he passed the state test. she suggested i call my Utah Vocational Rehab. i called them, no-one was in the office.

I tried to call the university (use to be a state college), the accessibility director was not in.

Svengandhi: As for my son not going to college and maybe going into a civil service position or trade. Right now I don't know what to do, my sons only interest is in Art. I will look into the vocational rehab. I definitely do not want to set my son up for failure by sending him to university if he cant manage. If the university tells me they have remedial classes at his level that might be an option.

JJJ: I don't know if they have an assessment test in order to pass the classes at the university, I will ask the accessibility services director next week.

 

[Sheila]

Hi Masta. It's been a long time.

Sad situation....

I doubt there's anything that can be done unless you're willing to spend money on an attorney.

I have to stay on top of something similar with-my difficult child. I keep insisting that he be "college ready" when he graduates.

If kids need remedial classes in college, it should be at the expense of the school district in my opinion, but that's not how it works.