DCPS fight for accommodations

[Anonymous]

So I posted last year… we moved from CA last May. I have one kid with adhd (just finished 2nd grade) and one kid with anxiety, gifted and slow processing speed (just finished 4th grade). 2nd grader had a 504, 4th grader did not they refused. I had assessments in CA recommending accommodations (we were coming from private school) which included breaks and additional testing time.

What can I do for 5th grade to get my older child some sort of accommodations. Do I need to hire someone to attend the meeting with me? I did ask that we have a follow-up from their original meeting with me last September. They basically said she didn’t meet any of the criteria. Even though she is a mess when she gets home every day.. She screams and cries over all the issues of the day, the fact she is yelled at by kids and teacher in the classroom (she is hyper sensitive so she perceives frustrated tones as yelling); is unable to finish her math work in the class before kids are yelling out answers, in the cope testing she ran out of time to finish some of the math testing - she is gifted but her processing speed is in the 30% so everything takes her a LONG time. During quiet time she would pace and get chastised by classmates - pacing is one of her coping mechanisms for keeping calm.

Thanks for any guidance!

[Anonymous]

How much is she reporting and how much has been documented like the pacing? She comes home and says she paces or you have an email or a report that states that?

The school is looking at scoring in the 30th percentile as average since around 1/3 of kids are scoring lower.

What are her grades? You need some documentation not just your child is reporting because schools just push back and say they don't see it if it isn't documented by the teacher. Did you speak to her teacher in person or do you have any emails?

Unfortunately, if you are at a higher performing school so many of the students are taking math enrichment classes outside of school because there isn't a gifted program like AAP in DCPS. So not finishing a math assessment or not having time to finish before kids call out is often just that some kids are really advanced in math.

[Anonymous]

30% percentile in processing speed isn’t a disability.

[Anonymous]

You had "assessments" in CA. Who did them? If not board certified, get a full workup.

[Anonymous]

Did you request accommodations in writing, have the meeting and were declined in writing? What does the document say, specifically, about why she was declined.

[Anonymous]

Yes. Line up an advocate. Laura Solomon has a lot of experience working with DCPS.

[Anonymous]

Anonymous wrote:You had "assessments" in CA. Who did them? If not board certified, get a full workup.

Both had full neuropsychological evaluations which is how I know my older child’s fsiq and processing speed. I’m confused by this question…, why are assuming I didn’t already have this done?

[Anonymous]

Anonymous wrote:Did you request accommodations in writing, have the meeting and were declined in writing? What does the document say, specifically, about why she was declined.

Yes. I provided them the report from the neuropsychologist evaluation AND their private school accommodation plans. I had the meeting via zoom where we went thru a checklist (teachers, school reps) and she didn’t meet any of their qualifications according to the teachers who had had her for two weeks in the class 🙄

[Anonymous]

That sounds like a tough situation for you and your daughter, especially coming in at the end of the school year. But you don't get formal accommodations just because you think your child should have them. Hiring an advocate can help you better understand your rights given what your child's diagnoses are/aren't and what you are able to request from the school and on what timeline. You might also consider taking her to see a doctor for support with her anxiety, if you haven't already? And hopefully things are better in the new school year and in a new class.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Did you request accommodations in writing, have the meeting and were declined in writing? What does the document say, specifically, about why she was declined.

Yes. I provided them the report from the neuropsychologist evaluation AND their private school accommodation plans. I had the meeting via zoom where we went thru a checklist (teachers, school reps) and she didn’t meet any of their qualifications according to the teachers who had had her for two weeks in the class 🙄

it’s not actually that hard to get an IEP or 504 in DCPS. A below average processing speed subscore doesn’t really meet any of the criteria.

[Anonymous]

Not sure if 30th percentile qualifies as slow. But I don’t think low processing speed alone is even considered a disability so it would be incredibly difficult or impossible to get a 504 or IEP. You need an actual disability not just difficulties in school. Anxiety might qualify.

[Anonymous]

I remember your post from last year.
Anxiety can get either a 504 OR an IEP under OHI.
I would assume that her scores for timed math assessments do not match her abilities. This is data that you might want to start with.

I have had success sending a letter of parent concerns. There are 2 models we used and maybe you can use similar.
Sample 1: We also have some parent concerns that we want to discuss with the team as we update the IEP:
Situation: Joe does not like to bring attention to himself when he needs support associated with his learning needs.
Example – when given computer-based math assessment and could not read the questions, guessed as opposed to asking for support.
Request – Add a self-advocacy goal

Situation: As recorded in his report cards, Joe continues to be performing below grade level in math. In Joe’s recent assessment, academic achievement section indicates that he should be able to perform at a higher level. There appears to be a need, possibly associated with working memory, that is limiting his fluency and ability to perform at grade level.
Request – Develop a math goal considering working memory [or other area that the team has insight into]

Sample 2:
I have written an email starting with a general situation of my child (9YO who just completed 4th grade)
Then had headers Strengths / Concerns / Observations

When you frame this out in writing it is less emotional and more factual. In my experience, the team felt they needed to address the items I took to the meeting and could not just dismiss my observations

[Anonymous]

Anonymous wrote:I remember your post from last year.
Anxiety can get either a 504 OR an IEP under OHI.
I would assume that her scores for timed math assessments do not match her abilities. This is data that you might want to start with.

I have had success sending a letter of parent concerns. There are 2 models we used and maybe you can use similar.
Sample 1: We also have some parent concerns that we want to discuss with the team as we update the IEP:
Situation: Joe does not like to bring attention to himself when he needs support associated with his learning needs.
Example – when given computer-based math assessment and could not read the questions, guessed as opposed to asking for support.
Request – Add a self-advocacy goal

Situation: As recorded in his report cards, Joe continues to be performing below grade level in math. In Joe’s recent assessment, academic achievement section indicates that he should be able to perform at a higher level. There appears to be a need, possibly associated with working memory, that is limiting his fluency and ability to perform at grade level.
Request – Develop a math goal considering working memory [or other area that the team has insight into]

Sample 2:
I have written an email starting with a general situation of my child (9YO who just completed 4th grade)
Then had headers Strengths / Concerns / Observations

When you frame this out in writing it is less emotional and more factual. In my experience, the team felt they needed to address the items I took to the meeting and could not just dismiss my observations

Forgot to add - send this before the meeting so they are not blindsided and have the opportunity to integrate your thoughts into the conversation.

[Anonymous]

Anonymous wrote:That sounds like a tough situation for you and your daughter, especially coming in at the end of the school year. But you don't get formal accommodations just because you think your child should have them. Hiring an advocate can help you better understand your rights given what your child's diagnoses are/aren't and what you are able to request from the school and on what timeline. You might also consider taking her to see a doctor for support with her anxiety, if you haven't already? And hopefully things are better in the new school year and in a new class.

She see's a development ped in a psych practice every 3 months who handles anxiety meds management and sees a weekly therapist who helps her coping skills/exec function.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I remember your post from last year.
Anxiety can get either a 504 OR an IEP under OHI.
I would assume that her scores for timed math assessments do not match her abilities. This is data that you might want to start with.

I have had success sending a letter of parent concerns. There are 2 models we used and maybe you can use similar.
Sample 1: We also have some parent concerns that we want to discuss with the team as we update the IEP:
Situation: Joe does not like to bring attention to himself when he needs support associated with his learning needs.
Example – when given computer-based math assessment and could not read the questions, guessed as opposed to asking for support.
Request – Add a self-advocacy goal

Situation: As recorded in his report cards, Joe continues to be performing below grade level in math. In Joe’s recent assessment, academic achievement section indicates that he should be able to perform at a higher level. There appears to be a need, possibly associated with working memory, that is limiting his fluency and ability to perform at grade level.
Request – Develop a math goal considering working memory [or other area that the team has insight into]

thank you! I appreciate your helpful response

Sample 2:
I have written an email starting with a general situation of my child (9YO who just completed 4th grade)
Then had headers Strengths / Concerns / Observations

When you frame this out in writing it is less emotional and more factual. In my experience, the team felt they needed to address the items I took to the meeting and could not just dismiss my observations

Forgot to add - send this before the meeting so they are not blindsided and have the opportunity to integrate your thoughts into the conversation.