APS WL IEP for ADHD Inattentive

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:After a hard year at Hamm, with tons of lost and late homework, last minute projects, and an exploding backpack and bedroom of papers we finally had DD evaluated for ADHD and she was diagnosed with mild inattentive ADHD and some difficulty with visual processing.

We didn’t get much hands on support from Hamm but we didn’t have an IEP; the PT conferences were student lead, so we didn’t seem to gain much insight into what goes into the classroom, but DD is at the highest level in math and has all As and Bs despite the disorder.

We are still at the submitting paperwork step with APS and they seem a bit backlogged with the end of the school year. What sort of individualized supports should we expect from WL while DD is there? Our counselor says there should be weekly executive function coaching meetings where they go through her planner and help her schedule, and some accommodations like having a seat near the front (though in high school I assumed kids pick their own seats right?).

What else would we be able to request for this diagnoses?

We were kind of hoping to get into HBW since it’s a smaller school and her counselor would have a smaller cohort even though they would also have teaching duties.

DH thinks we should go private and is pushing OConnell (we are Catholic so this is not unreasonable).

Can anyone help me bolster my case to DH that WL will provide a strong foundation and IEP implementation for getting DD to develop her skills and ready for college?

My son just graduated from WL, and I work at a FCPS high school about the same size as WL. I have never heard of students having weekly executive function coaching meetings. When would this happen during the school day? It’s possible she could go into a class like Strategies for Success which is a separate class that does give students extra time to complete work and get organized, but if she wants to pursue the IB diploma, I’m not sure it would fit in her schedule. As for seating, some teachers assign seats and others let kids pick their own seats. If the IEP says priority seating, we’ll give them priority seating. Lots of students also have extra time to complete assignments. I definitely think WL will provide the required IEP/504 supports, but I do not think there is any way they will be able to have weekly individual meetings with your daughter unless it’s part of a class. Case managers are swamped and class sizes are huge. Good luck with whatever you decide.

I thought most students at a study hour, like Phoenix Hour at DHMS, in high school isn’t there a block like that? Also block scheduling is very long, why not break off the second half of one of those when teacher has assigned classwork to be done independently?

There is a General’s Period, but as far as I know the teacher who your child gets is random. They also are not expected to work with students.

As for block scheduling, I’m not quite sure what you mean by break off the second half? What do you want to happen at that time? It is very rare that even in a 90 minute block, there is just 45 minutes of independent work time. Even with that, the teacher is still monitoring the class and doing other things.

I’m not sure you quite get the challenges of a high school classroom. Often they are 30-32 students and the teacher needs to work with all of them. That’s why a Strategies for Success class might make more sense - it’s a specific class to work on study skills and get work done.

However, you mentioned WL being wonderful because of the “tracking” in one of your posts above so maybe that sort of class won’t work for you as it would probably be comprised of kids who aren’t necessarily on the AP/IB track.

It sounds to me like a smaller school environment might be more what you’re looking for.

So strategies for success will be mostly non AP/IB students. What do most Gifted ADHD (“twice exceptional”) students do for support? DD is a strong student, very bright, but organization and distraction are becoming impediments, so were hoping school could provide supports to scaffold her success? If the Strategies for Success is geared towards a GenEd audience, I’m not sure it will be a good match to her needs? Am I understanding you correct?

Oh of course your DD is too good for the actual resources provided. Of course!!

[Anonymous]

Anonymous wrote:

Anonymous wrote:Did they approve her for an IEP? Or are you still at the evaluation stage?

We are just putting together the paperwork

I honestly thought an IEP was automatic with ADHD, But I just have been thinking of 504.

So we won’t get any coaching with a 504? Is that just additional test time?

Nothing is automatic, not the 504 and certainly not an IEP.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:After a hard year at Hamm, with tons of lost and late homework, last minute projects, and an exploding backpack and bedroom of papers we finally had DD evaluated for ADHD and she was diagnosed with mild inattentive ADHD and some difficulty with visual processing.

We didn’t get much hands on support from Hamm but we didn’t have an IEP; the PT conferences were student lead, so we didn’t seem to gain much insight into what goes into the classroom, but DD is at the highest level in math and has all As and Bs despite the disorder.

We are still at the submitting paperwork step with APS and they seem a bit backlogged with the end of the school year. What sort of individualized supports should we expect from WL while DD is there? Our counselor says there should be weekly executive function coaching meetings where they go through her planner and help her schedule, and some accommodations like having a seat near the front (though in high school I assumed kids pick their own seats right?).

What else would we be able to request for this diagnoses?

We were kind of hoping to get into HBW since it’s a smaller school and her counselor would have a smaller cohort even though they would also have teaching duties.

DH thinks we should go private and is pushing OConnell (we are Catholic so this is not unreasonable).

Can anyone help me bolster my case to DH that WL will provide a strong foundation and IEP implementation for getting DD to develop her skills and ready for college?

My son just graduated from WL, and I work at a FCPS high school about the same size as WL. I have never heard of students having weekly executive function coaching meetings. When would this happen during the school day? It’s possible she could go into a class like Strategies for Success which is a separate class that does give students extra time to complete work and get organized, but if she wants to pursue the IB diploma, I’m not sure it would fit in her schedule. As for seating, some teachers assign seats and others let kids pick their own seats. If the IEP says priority seating, we’ll give them priority seating. Lots of students also have extra time to complete assignments. I definitely think WL will provide the required IEP/504 supports, but I do not think there is any way they will be able to have weekly individual meetings with your daughter unless it’s part of a class. Case managers are swamped and class sizes are huge. Good luck with whatever you decide.

I thought most students at a study hour, like Phoenix Hour at DHMS, in high school isn’t there a block like that? Also block scheduling is very long, why not break off the second half of one of those when teacher has assigned classwork to be done independently?

There is a General’s Period, but as far as I know the teacher who your child gets is random. They also are not expected to work with students.

As for block scheduling, I’m not quite sure what you mean by break off the second half? What do you want to happen at that time? It is very rare that even in a 90 minute block, there is just 45 minutes of independent work time. Even with that, the teacher is still monitoring the class and doing other things.

I’m not sure you quite get the challenges of a high school classroom. Often they are 30-32 students and the teacher needs to work with all of them. That’s why a Strategies for Success class might make more sense - it’s a specific class to work on study skills and get work done.

However, you mentioned WL being wonderful because of the “tracking” in one of your posts above so maybe that sort of class won’t work for you as it would probably be comprised of kids who aren’t necessarily on the AP/IB track.

It sounds to me like a smaller school environment might be more what you’re looking for.

So strategies for success will be mostly non AP/IB students. What do most Gifted ADHD (“twice exceptional”) students do for support? DD is a strong student, very bright, but organization and distraction are becoming impediments, so were hoping school could provide supports to scaffold her success? If the Strategies for Success is geared towards a GenEd audience, I’m not sure it will be a good match to her needs? Am I understanding you correct?

It sounds like you don't want your kid to be with the non AP/IB kids, so I don't know what to tell you. This isn't going to land well with the school if they offer this class.

[Anonymous]

My child graduated from WL they had an IEP since K, pretty high needs. To gibe you an idea, on medication there was still difficulty remembering steps to long math problems, although routinely practiced since elementary school. My child's self esteem was incredibly low and he suffered bullying and academic trauma from the lack of support provided by WL. He is basically illiterate and never wants to look at Math. The school was barely in compliance for his IEP. APS does the BARE minimum even with the most needy students. Most teachers and counselors only care about the AP/IB students.

Take your child to a private school, perhaps WL will provide services to your child if your child advocates for herself. Even if you get an IEP/ 504 (and you won't) they will barely comply with it. Every teacher is too burdened with their caseload. Your child will be placed in a cohort with high needs kids and pulled away from already established relationships.

If your childs main issue is organization, that requires consistency at home, the school can support. Get a checklist, have consequences for not cleaning up, turning items in and organizing their book bag. All assignments and notes in WL are on Canvas and turned in on Canvas so that really helps.

On another note, I do know some students that were 2E that were successful at WL but they were ED, not ADHD. Remember, the people who implement the 504 or IEP are overworked and many times out of compliance.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:After a hard year at Hamm, with tons of lost and late homework, last minute projects, and an exploding backpack and bedroom of papers we finally had DD evaluated for ADHD and she was diagnosed with mild inattentive ADHD and some difficulty with visual processing.

We didn’t get much hands on support from Hamm but we didn’t have an IEP; the PT conferences were student lead, so we didn’t seem to gain much insight into what goes into the classroom, but DD is at the highest level in math and has all As and Bs despite the disorder.

We are still at the submitting paperwork step with APS and they seem a bit backlogged with the end of the school year. What sort of individualized supports should we expect from WL while DD is there? Our counselor says there should be weekly executive function coaching meetings where they go through her planner and help her schedule, and some accommodations like having a seat near the front (though in high school I assumed kids pick their own seats right?).

What else would we be able to request for this diagnoses?

We were kind of hoping to get into HBW since it’s a smaller school and her counselor would have a smaller cohort even though they would also have teaching duties.

DH thinks we should go private and is pushing OConnell (we are Catholic so this is not unreasonable).

Can anyone help me bolster my case to DH that WL will provide a strong foundation and IEP implementation for getting DD to develop her skills and ready for college?

My son just graduated from WL, and I work at a FCPS high school about the same size as WL. I have never heard of students having weekly executive function coaching meetings. When would this happen during the school day? It’s possible she could go into a class like Strategies for Success which is a separate class that does give students extra time to complete work and get organized, but if she wants to pursue the IB diploma, I’m not sure it would fit in her schedule. As for seating, some teachers assign seats and others let kids pick their own seats. If the IEP says priority seating, we’ll give them priority seating. Lots of students also have extra time to complete assignments. I definitely think WL will provide the required IEP/504 supports, but I do not think there is any way they will be able to have weekly individual meetings with your daughter unless it’s part of a class. Case managers are swamped and class sizes are huge. Good luck with whatever you decide.

I thought most students at a study hour, like Phoenix Hour at DHMS, in high school isn’t there a block like that? Also block scheduling is very long, why not break off the second half of one of those when teacher has assigned classwork to be done independently?

There is a General’s Period, but as far as I know the teacher who your child gets is random. They also are not expected to work with students.

As for block scheduling, I’m not quite sure what you mean by break off the second half? What do you want to happen at that time? It is very rare that even in a 90 minute block, there is just 45 minutes of independent work time. Even with that, the teacher is still monitoring the class and doing other things.

I’m not sure you quite get the challenges of a high school classroom. Often they are 30-32 students and the teacher needs to work with all of them. That’s why a Strategies for Success class might make more sense - it’s a specific class to work on study skills and get work done.

However, you mentioned WL being wonderful because of the “tracking” in one of your posts above so maybe that sort of class won’t work for you as it would probably be comprised of kids who aren’t necessarily on the AP/IB track.

It sounds to me like a smaller school environment might be more what you’re looking for.

So strategies for success will be mostly non AP/IB students. What do most Gifted ADHD (“twice exceptional”) students do for support? DD is a strong student, very bright, but organization and distraction are becoming impediments, so were hoping school could provide supports to scaffold her success? If the Strategies for Success is geared towards a GenEd audience, I’m not sure it will be a good match to her needs? Am I understanding you correct?

It sounds like you don't want your kid to be with the non AP/IB kids, so I don't know what to tell you. This isn't going to land well with the school if they offer this class.

The skills and scale needed for a gened class and an IB class are quite different.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:After a hard year at Hamm, with tons of lost and late homework, last minute projects, and an exploding backpack and bedroom of papers we finally had DD evaluated for ADHD and she was diagnosed with mild inattentive ADHD and some difficulty with visual processing.

We didn’t get much hands on support from Hamm but we didn’t have an IEP; the PT conferences were student lead, so we didn’t seem to gain much insight into what goes into the classroom, but DD is at the highest level in math and has all As and Bs despite the disorder.

We are still at the submitting paperwork step with APS and they seem a bit backlogged with the end of the school year. What sort of individualized supports should we expect from WL while DD is there? Our counselor says there should be weekly executive function coaching meetings where they go through her planner and help her schedule, and some accommodations like having a seat near the front (though in high school I assumed kids pick their own seats right?).

What else would we be able to request for this diagnoses?

We were kind of hoping to get into HBW since it’s a smaller school and her counselor would have a smaller cohort even though they would also have teaching duties.

DH thinks we should go private and is pushing OConnell (we are Catholic so this is not unreasonable).

Can anyone help me bolster my case to DH that WL will provide a strong foundation and IEP implementation for getting DD to develop her skills and ready for college?

My son just graduated from WL, and I work at a FCPS high school about the same size as WL. I have never heard of students having weekly executive function coaching meetings. When would this happen during the school day? It’s possible she could go into a class like Strategies for Success which is a separate class that does give students extra time to complete work and get organized, but if she wants to pursue the IB diploma, I’m not sure it would fit in her schedule. As for seating, some teachers assign seats and others let kids pick their own seats. If the IEP says priority seating, we’ll give them priority seating. Lots of students also have extra time to complete assignments. I definitely think WL will provide the required IEP/504 supports, but I do not think there is any way they will be able to have weekly individual meetings with your daughter unless it’s part of a class. Case managers are swamped and class sizes are huge. Good luck with whatever you decide.

I thought most students at a study hour, like Phoenix Hour at DHMS, in high school isn’t there a block like that? Also block scheduling is very long, why not break off the second half of one of those when teacher has assigned classwork to be done independently?

There is a General’s Period, but as far as I know the teacher who your child gets is random. They also are not expected to work with students.

As for block scheduling, I’m not quite sure what you mean by break off the second half? What do you want to happen at that time? It is very rare that even in a 90 minute block, there is just 45 minutes of independent work time. Even with that, the teacher is still monitoring the class and doing other things.

I’m not sure you quite get the challenges of a high school classroom. Often they are 30-32 students and the teacher needs to work with all of them. That’s why a Strategies for Success class might make more sense - it’s a specific class to work on study skills and get work done.

However, you mentioned WL being wonderful because of the “tracking” in one of your posts above so maybe that sort of class won’t work for you as it would probably be comprised of kids who aren’t necessarily on the AP/IB track.

It sounds to me like a smaller school environment might be more what you’re looking for.

So strategies for success will be mostly non AP/IB students. What do most Gifted ADHD (“twice exceptional”) students do for support? DD is a strong student, very bright, but organization and distraction are becoming impediments, so were hoping school could provide supports to scaffold her success? If the Strategies for Success is geared towards a GenEd audience, I’m not sure it will be a good match to her needs? Am I understanding you correct?

It sounds like you don't want your kid to be with the non AP/IB kids, so I don't know what to tell you. This isn't going to land well with the school if they offer this class.

The skills and scale needed for a gened class and an IB class are quite different.

Oh boy. I don't know what to tell you. Your expectations are totally out of line with what's available and what you're entitled to in a public school.

[Anonymous]

Anonymous wrote:My child graduated from WL they had an IEP since K, pretty high needs. To gibe you an idea, on medication there was still difficulty remembering steps to long math problems, although routinely practiced since elementary school. My child's self esteem was incredibly low and he suffered bullying and academic trauma from the lack of support provided by WL. He is basically illiterate and never wants to look at Math. The school was barely in compliance for his IEP. APS does the BARE minimum even with the most needy students. Most teachers and counselors only care about the AP/IB students.

Take your child to a private school, perhaps WL will provide services to your child if your child advocates for herself. Even if you get an IEP/ 504 (and you won't) they will barely comply with it. Every teacher is too burdened with their caseload. Your child will be placed in a cohort with high needs kids and pulled away from already established relationships.

If your childs main issue is organization, that requires consistency at home, the school can support. Get a checklist, have consequences for not cleaning up, turning items in and organizing their book bag. All assignments and notes in WL are on Canvas and turned in on Canvas so that really helps.

On another note, I do know some students that were 2E that were successful at WL but they were ED, not ADHD. Remember, the people who implement the 504 or IEP are overworked and many times out of compliance.

What is ED?

[Anonymous]

DD seems very bright, and by your description could probably get into the top prep schools like Sidwell, NCS, GDS, etc., if that’s what you desired. Moreover, many students have mild ADHD and succeed in large public schools like W-L with the most advanced and/or work intensive course load.

In generations past, before ADHD, these smart students just had to work a little harder or differently at whatever school—public, private, New England boarding school, etc. There was little if any bespoke, school-based support.

[Anonymous]

IEP bs 504:
IEP must have an educational impact requiring services to provide access to the curriculum. Services are teaching something differently than the general group gets to access the curriculum. A’s and B’s mean they are accessing the curriculum just fine.

504: needs accommodations, but not specialized instruction, to access or because of the disability impact on an activity of daily living. Does your child have a diagnosis already? Diagnosis is required for 504. Example are extra time, small group, flexible seating, copy of notes, etc. but the activities of daily living are more broad so easier to qualify.

Value wise, I’d hire an executive function coach or enroll at kinder or study pro for their homework club service before paying O’Connell tuition. Is your kid on meds? Are they already diagnosed?

The evaluation process for an IEP is a few months from start to finish. Neither an IEP or 504 can address somewhat isn’t actually happening now. They aren’t meant to prevent something that may or may not occur in the future.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:She has all A’s and B’s, so it’s hard to prove an educational impact that substantially limits a major life activity.

The definition of a disability is:
Have a physical or mental impairment that substantially limits one or more major life activities; or
Have a record of such an impairment; or
Be regarded as having such an impairment.

I would go to Catholic school where there are more textbooks, workbooks, and clearer firm deadlines.

You have to prove life impact, not educational impact.

Regardless you won’t get what you want OP, go catholic.

Really? I keep hearing public school is best for ADHD, with coaching and accommodations— private schools quietly counsel out high need students like DD, right?

I’ve heard the same, and it’s really discouraged us from even considering other options, like O’Connell.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:She has all A’s and B’s, so it’s hard to prove an educational impact that substantially limits a major life activity.

The definition of a disability is:
Have a physical or mental impairment that substantially limits one or more major life activities; or
Have a record of such an impairment; or
Be regarded as having such an impairment.

I would go to Catholic school where there are more textbooks, workbooks, and clearer firm deadlines.

You have to prove life impact, not educational impact.

Regardless you won’t get what you want OP, go catholic.

Really? I keep hearing public school is best for ADHD, with coaching and accommodations— private schools quietly counsel out high need students like DD, right?

I’ve heard the same, and it’s really discouraged us from even considering other options, like O’Connell.

I mean, you sort of need to understand if your child is actually “high needs.” From OP’s description her child is not.

[Anonymous]

Anonymous wrote:IEP bs 504:
IEP must have an educational impact requiring services to provide access to the curriculum. Services are teaching something differently than the general group gets to access the curriculum. A’s and B’s mean they are accessing the curriculum just fine.

504: needs accommodations, but not specialized instruction, to access or because of the disability impact on an activity of daily living. Does your child have a diagnosis already? Diagnosis is required for 504. Example are extra time, small group, flexible seating, copy of notes, etc. but the activities of daily living are more broad so easier to qualify.

Value wise, I’d hire an executive function coach or enroll at kinder or study pro for their homework club service before paying O’Connell tuition. Is your kid on meds? Are they already diagnosed?

The evaluation process for an IEP is a few months from start to finish. Neither an IEP or 504 can address somewhat isn’t actually happening now. They aren’t meant to prevent something that may or may not occur in the future.

Agree with a Study Pro. They are great and cheaper than private school.

OP, SO MANY KIDS have issues similar to your child and many have 504s. There is no way each of these students will have individual coaching within the school day - especially if they’re doing well academicallyz.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Did they approve her for an IEP? Or are you still at the evaluation stage?

We are just putting together the paperwork

I honestly thought an IEP was automatic with ADHD, But I just have been thinking of 504.

So we won’t get any coaching with a 504? Is that just additional test time?

Oh OP you have a lonnnnng way to go. I have a kid with a genuinely needed IEP since age 4 and nothing is automatic. Nothing. And even if you manage to get an IEP (which seems doubtful) the supports are not going to do what you think they are going to do.

This is a parenting issue - you need to learn how to work with your DD on organization and not expect the school too. because they will not, and her issues are by definition mild. You have a child objectively doing fine who you want to learn more skills. Great. But you need to take the lead.

APS will do the bare minimum (my ADHD kid only has a504). Get a private exec coach to help. This one has been good.

https://www.lifesolvedcoaching.com/students