Regret an IEP

[Anonymous]

8th grade DC has dyscalc/dysgraphia (diagnosed a year ago via private neuropsych). They started this school year with a 504 (went through IEP process and was denied). This year = major struggles with math and we requested a re-evaluation and the IEP was recently granted. In addition to math support we added some goals around writing, which are pretty attainable, as a result of the writing/ELA piece his school swapped around DCs schedule (without our consent, it was so late in the year we didn't want a change) so that they could be in a supported class (not sure that is the right word); but it is a general ed class with an extra teacher. This also impacted one of his other core classes that seems to have kids with behavioral and other challenges. If he continues to have an IEP (vs. a robust 504) is this what their future classes are going to look like?

[Anonymous]

Next year ask for the regular English class.

My kid had an IEP from K to 11th grade but was also in advanced classes in middle and high school. It's not great to be in classrooms with kids who have behavioral issues, but to be honest, that can happen at any time. My other kid without an IEP or 504 has often been in classrooms with problem kids.

You know what the solution is? Catch up as quickly as possible! In AP classes in high school, you can hear a pin drop. Even Honors are better than "regular".

Also, middle school sucks no matter what, OP. Kids aren't in control of their raging hormones.

[Anonymous]

Any kid without an IEP could be a gen ed student in a cotaught class. As a teacher, I’ve had cotaught classes with zero behavior classes and honors and AP classes with lots of behavior issues. There are no guarantees.

But there is truth to what you are saying. In my own kid’s IEP meetings, i specifically asked for her not to be in teamed classes because they often have too many behavior issues and are larger at my school.

[Anonymous]

Agree that this is a crapshoot, not an IEP issue. One of the benefits we saw with an IEP was that if a class didn't work for some reason, we were able to meet and get schedule adjustments pretty easily. I will say that unlike the PP, I loved cotaught classes for my two IEP kids despite the large size and related issues. The extra support was invaluable. But, that's just my experience.

[Anonymous]

Anonymous wrote:8th grade DC has dyscalc/dysgraphia (diagnosed a year ago via private neuropsych). They started this school year with a 504 (went through IEP process and was denied). This year = major struggles with math and we requested a re-evaluation and the IEP was recently granted. In addition to math support we added some goals around writing, which are pretty attainable, as a result of the writing/ELA piece his school swapped around DCs schedule (without our consent, it was so late in the year we didn't want a change) so that they could be in a supported class (not sure that is the right word); but it is a general ed class with an extra teacher. This also impacted one of his other core classes that seems to have kids with behavioral and other challenges. If he continues to have an IEP (vs. a robust 504) is this what their future classes are going to look like?

This sounds like the school made a change of placement ( class where support occurs) without your consent. If you agreed on a goal for extra writing support the placement should have been discussed in the IEP meeting not a unilateral decision made after the meeting. You all could and should have brain stormed a way for your child to get support without compromising too of the schedule. As a parent you are a equal member of the IEP team and these types of decisions should not be made without you in the loop. I agree with another poster this is school dynamic not the IEP itself. Please familiarize yourself with your rights, the school has to give a child what they need based on the their individualize needs and not based on adult schedule of convivence.