I think DD needs an IEP -- help me understand the process

[Anonymous]

OK, we had our parent-teacher conference today for our second grader. This is the second time we'd met with the teacher since the year started. She started to go over her grades with us, telling us that DD is smart but that her grades don't reflect that. She says she isn't in panic mode yet, but that she is really struggling in math (which we knew). She's also a bit behind in reading, but it is slowly getting better.

We work with her every day on homework. She's a wonderful, kind, helpful kid, no behavioral issues in school (other than the usual 8-year-old sassiness at home). Follows directions, etc.

Toward the end of the conference, I asked whether the teacher thought it would be beneficial to have testing done to see whether there might be a learning disability. She said she'd keep working with her, but that we may want to go ahead and ask for an EMT (??) meeting. She left if up to us. I also asked this question of her first grade teacher. Teacher wanted to wait it out, and DH just thought she needed more practice and a confidence boost. I think this teacher has actually rooted out some of her bigger issues. We are thankful to her for that.

Please tell me what the IEP process is like. What do I need to know before going in? What can I do/should I do to prepare? How long does it take, and if she is approved for one, what happens after that? I feel so lost in this, but we want to advocate for her the best we can and get her any supports she needs. She's already behind, and I don't want her falling further back...

[Anonymous]

Also, how long does an IEP last? If you get one in second grade, does that mean you'll have it throughout elementary school? And how do you explain this to your kid?

[Anonymous]

It usually takes a good part of the school year between the testing and IEP process. I'd ask for an educational evaluation for math and reading and in the meanwhile try getting a private evaluation to see whats going on.

[Anonymous]

I’m a special ed teacher. First I would want to know what interventions your teacher has tried with your daughter. Usually the process starts with teachers meeting for an intervention plan for students who are behind where they provide targeted interventions (know. As tier 2 or tier 3 depending on the intervention provided). The teacher has to show they’ve tried using interventions prior to moving forward with testing. What has been done to help your daughter close the deficits she is demonstrating?
The special education process is long- you can also refer her for testing yourself but it’s a months long process. If you request a student study meeting now and authorize testing it’s likely you will not meet to determine eligibility until around late February or early March and then the IEP
Is developed 30 days after that. Once your daughter is found eligibile that eligibility stays with her for 3 years unless the school
Request to retest earlier because she is working on grade level without need for support (which you’d have to authorize). Every 3 years students are retested to determine continued eligibility for services.
But first, what is being done st school to try and bring your daughter up to grade level?

[Anonymous]

With the school:
You formally request an assessment.
Within 30 days, iep team (includes you), teacher, psychologist, sp Ed teacher, meets to see if there may be a need that impacts education. If so, they then proceed to an evaluation. Iep team meets again within 30 days to go over the report and see if iep is needed and start hashing out supports.

Before or concurrently you can also test privately. Those results may or may not bolster the case you make regarding what help your child needs.

[Anonymous]

Forgot to add that you meet at least yearly to redo the iep plan to look at where she is, and establish new goals.

[Anonymous]

OP here. The teacher also told us we could pursue independent testing, but that it is expensive and most of the time, finds the same issues that the school does.

I know a little about this from friends, who have paid to have outside evals. I am tempted to do this; DH is not yet on board.

For reference, her teacher is a 20-year vet. She's seen a lot of kids and probably been part of many IEPs/504s.

[Anonymous]

I learned quite a bit about the IEP process from Wrightslaw.com. From requesting testing to making sure the IEP goals are specific and appropriate.

[Anonymous]

We got testing done in October/November. I emailed the Principal right before Christmas break. We completed the IEP in May. We were not in a rush but I'm not sure how much faster they could have gone.

[Anonymous]

We have always paid for outside evaluations and they are much better. Start the IEP process and do the private testing. Some insurances will cover it but it is money well spent if you can afford it.

[Anonymous]

Anonymous wrote:OP here. The teacher also told us we could pursue independent testing, but that it is expensive and most of the time, finds the same issues that the school does.
I know a little about this from friends, who have paid to have outside evals. I am tempted to do this; DH is not yet on board.
For reference, her teacher is a 20-year vet. She's seen a lot of kids and probably been part of many IEPs/504s.

Just because your child is not doing well in school right now does not mean she has a disability. She could just be slow to catch on at particular skills. Math is something that tends to "click" for some kids like walking and for some it comes later. She could also just not be that great at academic things. I think it can only help to get educational testing done but I wouldn't seek out a diagnosis to blame for her struggles as she is very young and there don't seem to be other red flags.

[Anonymous]

If you don't want a full neuropsych test something that might be helpful is an IQ test an a few educational achievement tests to see if there is a gap and if so what might be the cause or deficit. Is it slow processing, a memory issue or an LD?

[Anonymous]

My 2nd grader has a 504 based on her anxiety. That was a much less intensive process - i.e. - there wasn't an evaluation required (or suggested). We basically codified the measures her teacher had put in place - extra time with directions, preferential seating, visual cues, etc.

I'd want to know specifically what they are doing right now to help your daughter. If the teacher is a 20 year veteran I would think she described what she's seeing based on her experience.

[Anonymous]

From what you described I doubt you will get an IEP. IEP require multiple delays that affect the ability to learn and not only behind in few topics and it doesn't look that there are behavioral issues. But if I were you I will do independent evaluation. Many times my kid teachers didn't agree on certain services or evaluation. But when I got indepent evalution, they had to evaluate themselves and then agreed with the evaluation I brought. I got both OT services and speech therapy for my kid by doing that.

[Anonymous]

Op here. The teacher mentioned getting an EMT together with us to discuss issues. Is that different from an IEP or a precursor to getting one? She has tried various interventions, she's in an after school club to help and we've worked with her at home. She is basically failing math, so something is not clicking for her and she needs help.