When to get 504

[Anonymous]

My daughter was diagnosed with ADHD in 1st grade last year. We did the full neuropsych testing with stixrud and their report identified ADHD and low processing speed (24%). In all other tested areas, she scored well (80th percentile and above) and they didn’t identify any learning, reading or math disabilities. The report encouraged us to seek a 504, but the school put many recommendations into place without the 504 for 1st grade (e.g. seating near the teacher, a wiggle cushion, etc.). Many of the other recommendations in the report didn’t seem to apply to 1st grade—e.g. double time on tests, extra time for homework, etc.

Should we seek a 504 for 2nd grade? If so, can someone explain the process for DCPS? Do we just email the special ed coordinator? Is there anything in particular we should request beyond that’s in the stixrud report?

Thanks!

[Anonymous]

You email the head of special education at your school and let them know you had DD privately evaluated. You would like to set up a 504 with the recommended Accommodations including x,y and z for their ADHD diagnosis.

They might take the report at face value, might want to their own testing too or they might say there is no academic need. The response will depend on the team at your school.

FYI, this will need to be a living document because their needs will change as they go through school.

[Anonymous]

Op here. Thanks for this. We did email the report to the head of special ed during 1st grade and she told us that we don’t need a 504 because our daughter wasn’t behind and the teacher would make all of the relevant accommodations. Should I now write back and say that we want a 504 plan even if our kid isn’t behind academically?

Also, I’m not sure what to write into the 504 for a second grader. What’s been most effective/impeotant in a 504 plan for your early elementary adhd kids. Much is what’s in the stixrud report seems like it was copy and pasted from reports aimed at older kids (e.g. more time on tests and extra accommodations for homework wasn’t important in 1st grade, when there were no tests beside the standardized ones and there was no homework). I’d love to know what’s been most helpful in a typical second grade classroom.

[Anonymous]

A good teacher in elementary can make many accommodations possible.

Here are some ideas https://www.additudemag.com/iep-accommodations-what-works-for-us/amp/

For my child at that age, the important ones were: allowed to take a break as requested, seating in the from of the classroom, taking big tests in small group (outside the classroom), access to headphones and fidgets.

Does the child need these accommodations to function in the classroom? If that is the case and the school said no, I would write an email giving examples of why these accommodations are needed. If they say no again, make sure it is in writing. Keep track of incidents at school that were escalated because she didn’t have these accommodations.

I am not familiar with DC schools, do they have a parent liaison person to help or give ideas (some parents like PSL others don’t)? I am not sure how you would escalate the request if the school keeps saying no. Good Luck.

[Anonymous]

It may be different in DCPS, but in MCPS, 504 plans are managed by the school counselor. And to get a 504 plan there has to be an adverse academic impact. If there isn't, your child won't qualify for a 504 yet.

[Anonymous]

DS was diagnosed in 3rd grade. We started executive functioning coaching in 4th grade. He's now going into 6th and we finally have a new, not-yet-implemented 504. No meds yet.

He also had low processing speed (23) in his recent neuropsych and was between 75 and 99+ percentile on the other WISC-V areas.

He's been in mostly gifted programming in a public school, and only at the end of 5th grade started becoming aware that his classmates are able to do more and do it more quickly. We were fortunate to have some amazing teachers who scaffolded him. One teacher in particular advocated for him, and was able to share all the informal accommodations that she'd provided over 2+ years, most of which were listed in the 504.

I don't regret waiting this long. It's now, with five academics with grades, and so much greater organizational demands, that he will likely need these more formal accommodations.

[Anonymous]

A 504 DOES NOT require adverse academic impact. That is the bar for an IEP. For a 504, “the determination of whether a student has a physical or mental impairment that substantially limits a major life activity”
Is the question.

The “major life activities” include (but are not solely limited to): caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. This list is not exhaustive. Other functions can be major life activities for purposes of Section 504. In the Amendments Act (see FAQ 1), Congress provided additional examples of general activities that are major life activities, including eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, and communicating.

At younger ages, many of the 504 accommodations commonly recommended are seen as moot, like extra time (when things are not generally timed at that age). But even if a teacher is doing something like preferential seating, extra reminders, promoting for attention…. Those are not things everyone needs, so if it’s just your child it would behoove you to get them on paper so that next years teacher, or if you move, etc….knows what works for your child. As they get older you will absolutely need these accommodations documented or teachers don’t HAVE to provide them. They can just say no and then you have no repercussions.