Question re IEP, Goals and Accommodations

[Anonymous]

Anonymous wrote:There is more than 2 standard deviations between verbal comprehension, GAI and the processing speed and working memory scores. Math requires working memory--you need to hold the process in your mind while you complete the steps. This alone is reason for the extended time in math. FYI, the high ability scores coupled with markedly discrepant working memory and processing speed is known as the Frustration Profile. The child is capable of learning and doing the material, but not at the pace required and not necessarily in the manner expected. This leads to frustration and often ultimately anxiety. Can you ask the person who did the testing for his/her opinion on extended time for math? Accommodations should be based on student need, not goals. The extended time for math isn't because he can't do math, it's because he can't do math quickly. No math goal is going to change his underlying cognitive process. If you can document that he isn't able to finish tests and quizzes on time then he needs the accommodation.

Thanks - the person who did the testing (private psychologist) documented just what you said re frustration profile in the report, and recommended extended time for everything (and yes my DC has GAD). T

The crazy part is that he already takes math tests in a quiet room with the learning specialist, and she says he regularly needs extra time to finish.

I just need to get the sped coordinator, who seems misinformed and digging her heels in, to understand that an accommodation can be global and separate from the goals.

One suggestion we got to sort of work around her position is to create a 504 that listed all accommodations he needs and say it is for all subjects in addition to the IEP. And then for college testing provide the 504 document, with the recent neuropsych report, to the ACT and college board. There is no prohibition against a student having both a 504 and an IEP, although it's unusual.

Thanks to you and all who posted. I'm grateful.

After searching for answers, doing hours and hours or therapies and fighting variations on the school iEP battles I'm frankly exhausted.

[Anonymous]

504 *and* IEP?:

http://www.wrightslaw.com/blog/does-a-child-need-an-iep-and-a-504-plan/

[Anonymous]

I am Elementary SpEd, but in my Nova district the IEP's specify specific subjects under the testing header and for each subject I can choose accommodations for my students. Just today I wrote an IEP and made accommodations for all testing (district testing) allowing for accommodations in math, reading, and writing and the student has only 1 academic goal in writing. All his other goals are behavior and OT.

[Anonymous]

Anonymous wrote:OP here. Thanks all for making me not feel crazy.

One suggestion we got was to have the school create a 504 that lists all accommodations for all subjects, and keep the IEP as it stands.

The reason we're going through this is for the College Board -- the school provided the current IEP with the evaluation and of course since IEP doesn't include any math accommodations the College Board denied that portion of the request.

no. you do not have both an iep and a 504 plan. whatever is being suggested for a 504 can go directly on an iep. who made this suggestion? Whoever did clearly has zero idea how the 504 and iep processes work.

Also, there is no reason to downgrade to a 504 - you have fewer rights/protections and no access to specialized instruction.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Yes, I have 2 kids who have extended time for everything. One has 504 plan, and one has IEP. There are no goals on a 504 plan, but yet you can get accommodations like extra time on tests and instructional items. So, that shows how false your IEP team's statement is. Please elevate by complaining to the head of special ed in writing.


BTW, my kid with an IEP has been diagnosed with a bariety if labguage issues since pre-K, yet DC is in advanced math earning As and Bs. Language has a significant impact in marthe where students have to translate instructions for test Q into "math", do word problems translating words to symbols, and explain in words their answer. All of this is language processing.

Your team is simply wrong.

BTW, is there an underlyinv weakness in processing speed shown in IQ subscores? Highly divergent verbal or perceptual subscores 1 1/2 standard deviations or more away from memory or processing subscores may be used to hustify extra time across all areas.

OP here. I think so. Here are the scores.

GAI 95th percentile (SS=125)

Verbal comprehension 98th percentile

Processing speed 16th percentile (ScS=7)

Working memory
WISC V digit span 8th percentile (SS=79); Picture Span 25th percentile

PP here. This profile should definitely qualify for extra time in all instructional and assessment tasks - that means in class work and all exams both local and statewide or national. In addition, your child should have a copy of notes and outlines accommodation. This will be very important in MS, HS and college. There is no way that someone with that processing speed can keep up with lecture/note-taking.

BTW, we are in MCPS. My DC has less divergent scores than yours. I encourage you to get in touch, in writing with the MCPS compliance office and share your story with them and ask them to guide the school to appropriate decisions. If you're not in MCPS, reach out in your county to the head of special ed. in writing. It is clear your school doesn't know what it is doing.

Also, FWIW, it's never appropriate for a school to say they cannot provide an accommodation because it's not allowed. IEPs and 504 accomodations must be constructed an an INDIVIDUALIZED basis. The individual needs of the child must be considered and appropriate accommodations constructed. Even if an accommodation is only usually given in certain circumstances, that does not mean the school can bar it for your student.

[Anonymous]

OP back again to say thanks to all who responded. It's really helpful.

For what it's worth, we're in DC in a charter school that has, until now, been a good partner. But this year they replaced the special ed director, and there's a lot more friction that there has been in the past.

[Anonymous]

OP back. Many thanks for the info, support and camaraderie here.

The school has indeed 'decided' that accommodations don't need to track back to a specific goal.

Onwards.

[Anonymous]

Thanks for the update OP! I hope that you got everything your DC needs.