Advocate for 504/IEP?

[Anonymous]

Any recommendations for someone who helps you figure our the resources available for my child? He has ADHD and is now is newly diagnosed as on the spectrum but high functioning and at grade level academically.

Thank you so much. I posted in special needs as well.

[Anonymous]

Rich Weinfeld. DD is a 2e student so MCPS only looked at straight As. He was fantastic at getting MCPS to acquiese to basic civil rights and 504 accommodations. You’ll definitely get a lot more traction in the SN board. Expect a lot of criticism in this MCPS—“adhd is not that bad, just take a Ritalin” etc. Parenting a child with disabilities is lonely and parents and teachers judge a lot. If it’s a visible disability they get it, but neurotypical differences are invisible yet very impairing. Good luck. Know there are other students like your child and parents seeking help.

[Anonymous]

Special ed teacher here. I don't know where the PP is at, but at my school, if you have the documentation from your doctor that your child has any medical condition (ADHD, Autism, Anxiety, etc.) we give you a 504 plan. We know how much it benefits these kids to have those accommodations. We will discuss if they need an IEP. And for the record, I've had kids with "straight A's" be given an IEP because we evaluate them and see the need for specialized instruction (not always academically, usually behaviorally). And while we ask if a kid's on medication (so we can help monitor the effectiveness or be on the lookout for side-effects), I've never recommended it. I'm not a doctor, that's not under my purview.

[Anonymous]

Anonymous wrote:Special ed teacher here. I don't know where the PP is at, but at my school, if you have the documentation from your doctor that your child has any medical condition (ADHD, Autism, Anxiety, etc.) we give you a 504 plan. We know how much it benefits these kids to have those accommodations. We will discuss if they need an IEP. And for the record, I've had kids with "straight A's" be given an IEP because we evaluate them and see the need for specialized instruction (not always academically, usually behaviorally). And while we ask if a kid's on medication (so we can help monitor the effectiveness or be on the lookout for side-effects), I've never recommended it. I'm not a doctor, that's not under my purview.

I wish this was the case in all schools. My elementary in Bethesda has denied a 504 despite a private evaluation documenting ADHD and slow processing. It is as if their role is to conserve resources rather than do what is best for the child.

[Anonymous]

Anonymous wrote:Special ed teacher here. I don't know where the PP is at, but at my school, if you have the documentation from your doctor that your child has any medical condition (ADHD, Autism, Anxiety, etc.) we give you a 504 plan. We know how much it benefits these kids to have those accommodations. We will discuss if they need an IEP. And for the record, I've had kids with "straight A's" be given an IEP because we evaluate them and see the need for specialized instruction (not always academically, usually behaviorally). And while we ask if a kid's on medication (so we can help monitor the effectiveness or be on the lookout for side-effects), I've never recommended it. I'm not a doctor, that's not under my purview.

Technically, you cannot ask if a child is medicated. Parents certainly can and should notify the school team so that the teachers can monitor effectiveness etc. However, medication is off-limits unless the parents choose to discuss it. Also, medication may not be considered in determining whether a child is eligible for a 504 or IEP.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Special ed teacher here. I don't know where the PP is at, but at my school, if you have the documentation from your doctor that your child has any medical condition (ADHD, Autism, Anxiety, etc.) we give you a 504 plan. We know how much it benefits these kids to have those accommodations. We will discuss if they need an IEP. And for the record, I've had kids with "straight A's" be given an IEP because we evaluate them and see the need for specialized instruction (not always academically, usually behaviorally). And while we ask if a kid's on medication (so we can help monitor the effectiveness or be on the lookout for side-effects), I've never recommended it. I'm not a doctor, that's not under my purview.

Technically, you cannot ask if a child is medicated. Parents certainly can and should notify the school team so that the teachers can monitor effectiveness etc. However, medication is off-limits unless the parents choose to discuss it. Also, medication may not be considered in determining whether a child is eligible for a 504 or IEP.

Yet it is always asked

[Anonymous]

We were quite happy with Diana Savit in Bethesda.

Having an attorney on the case seemed to change the demeanor during the initial IEP discussions from fairly hostile to rather accommodating. Once we got that IEP, we never needed to bring her back in an active capacity but still got occasional advice from her.

Good luck.

[Anonymous]

Anonymous wrote:We were quite happy with Diana Savit in Bethesda.

Having an attorney on the case seemed to change the demeanor during the initial IEP discussions from fairly hostile to rather accommodating. Once we got that IEP, we never needed to bring her back in an active capacity but still got occasional advice from her.

Good luck.

This is good advice. Go in with the big guns. Win.

[Anonymous]

We used Lori Marquis http://www.kaplanmarquis.com/

What a difference it made bringing in a professional!

[Anonymous]

Anonymous wrote:

Anonymous wrote:Special ed teacher here. I don't know where the PP is at, but at my school, if you have the documentation from your doctor that your child has any medical condition (ADHD, Autism, Anxiety, etc.) we give you a 504 plan. We know how much it benefits these kids to have those accommodations. We will discuss if they need an IEP. And for the record, I've had kids with "straight A's" be given an IEP because we evaluate them and see the need for specialized instruction (not always academically, usually behaviorally). And while we ask if a kid's on medication (so we can help monitor the effectiveness or be on the lookout for side-effects), I've never recommended it. I'm not a doctor, that's not under my purview.

Technically, you cannot ask if a child is medicated. Parents certainly can and should notify the school team so that the teachers can monitor effectiveness etc. However, medication is off-limits unless the parents choose to discuss it. Also, medication may not be considered in determining whether a child is eligible for a 504 or IEP.

Correct, yes, sorry, I should have specified we don't outright ask "Hey, is your child on meds?". We ask "Have you spoken with your doctor about possible treatment options such as therapy, medication, exercise?" And that leads to the parent telling us they have/have not decided on medication. Because I've had students who participate in a variety of treatment plans, many of which don't included medication. It's definitely not needed for all kids.

[Anonymous]

Anonymous wrote:We were quite happy with Diana Savit in Bethesda.

Having an attorney on the case seemed to change the demeanor during the initial IEP discussions from fairly hostile to rather accommodating. Once we got that IEP, we never needed to bring her back in an active capacity but still got occasional advice from her.

Good luck.

How did you choose your attorney PP?

[Anonymous]

Anonymous wrote:

Anonymous wrote:We were quite happy with Diana Savit in Bethesda.

Having an attorney on the case seemed to change the demeanor during the initial IEP discussions from fairly hostile to rather accommodating. Once we got that IEP, we never needed to bring her back in an active capacity but still got occasional advice from her.

Good luck.

How did you choose your attorney PP?

Referrals from friends.

[Anonymous]

Anonymous wrote:Special ed teacher here. I don't know where the PP is at, but at my school, if you have the documentation from your doctor that your child has any medical condition (ADHD, Autism, Anxiety, etc.) we give you a 504 plan. We know how much it benefits these kids to have those accommodations. We will discuss if they need an IEP. And for the record, I've had kids with "straight A's" be given an IEP because we evaluate them and see the need for specialized instruction (not always academically, usually behaviorally). And while we ask if a kid's on medication (so we can help monitor the effectiveness or be on the lookout for side-effects), I've never recommended it. I'm not a doctor, that's not under my purview.

I'm the PP. Families like me are very thankful for teachers and SPED teachers like you, but it is sadly not universal. I agree the poster below about her experience in Bethesda. But it's not strictly a MCPS issues, ADHD (this is my DDs disability -- so I can't comment on other diagnoses) is misunderstood by many educators. For the OP, it looks like there are some great resources below. We consulted but never formally retained an attorney. Rich was a blessing to our family and was successful in getting health room to administer medication. I even consulted the central Compliance office. They were on DDs side but it was ultimately a personnel issue. The Asst Principal who did not understand ADHD was moved to a different school, but in her defense, she finally came around after about 18 mos fully recognizing how impairing ADHD can be. My best advice is to work with CHADD early and often. I've attending two of their conferences over the last 8 yrs and many parent support groups.

For the SPED teacher, one example I will give you is that when trying to get 504s enforced in 1st grade, the teacher at the 504 meeting (who was young, perhaps more in the know with current research and training) stated that accommodations were not a problem because they were "best practices" for all students. Over the last many years, each teacher and school counselor -- it's been bumpy. Some are great, some are not poor -- just uniformed. Again, it's an invisible disability. ADHD is more heritable than height. DH has ADHD but is successful because he found an occupation to play to his creativity. But he suffered tremendously in school. It's not as bad for our DD, but it is life draining parenting ADHD. The perks are here and there they surprise you with some fantastical creative genius that would not have been possible for their gift. ADHD kids and adults are square pegs that do not fit in round holes, but they certainly are not boring.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Special ed teacher here. I don't know where the PP is at, but at my school, if you have the documentation from your doctor that your child has any medical condition (ADHD, Autism, Anxiety, etc.) we give you a 504 plan. We know how much it benefits these kids to have those accommodations. We will discuss if they need an IEP. And for the record, I've had kids with "straight A's" be given an IEP because we evaluate them and see the need for specialized instruction (not always academically, usually behaviorally). And while we ask if a kid's on medication (so we can help monitor the effectiveness or be on the lookout for side-effects), I've never recommended it. I'm not a doctor, that's not under my purview.

I'm the PP. Families like me are very thankful for teachers and SPED teachers like you, but it is sadly not universal. I agree the poster below about her experience in Bethesda. But it's not strictly a MCPS issues, ADHD (this is my DDs disability -- so I can't comment on other diagnoses) is misunderstood by many educators. For the OP, it looks like there are some great resources below. We consulted but never formally retained an attorney. Rich was a blessing to our family and was successful in getting health room to administer medication. I even consulted the central Compliance office. They were on DDs side but it was ultimately a personnel issue. The Asst Principal who did not understand ADHD was moved to a different school, but in her defense, she finally came around after about 18 mos fully recognizing how impairing ADHD can be. My best advice is to work with CHADD early and often. I've attending two of their conferences over the last 8 yrs and many parent support groups.

For the SPED teacher, one example I will give you is that when trying to get 504s enforced in 1st grade, the teacher at the 504 meeting (who was young, perhaps more in the know with current research and training) stated that accommodations were not a problem because they were "best practices" for all students. Over the last many years, each teacher and school counselor -- it's been bumpy. Some are great, some are not poor -- just uniformed. Again, it's an invisible disability. ADHD is more heritable than height. DH has ADHD but is successful because he found an occupation to play to his creativity. But he suffered tremendously in school. It's not as bad for our DD, but it is life draining parenting ADHD. The perks are here and there they surprise you with some fantastical creative genius that would not have been possible for their gift. ADHD kids and adults are square pegs that do not fit in round holes, but they certainly are not boring.

So well written. Thank you!-Signed another parent of children and a DH with ADHD

[Anonymous]

Word of advice when the school points to passing grades in Synergy/Parentvue or report cards saying that the child is making progress - GO INTO YOUR CHILD’S CANVAS ACCOUNT AND SUBMIT TO THE SCHOOL TEAM THE INFORMATION IN CANVAS.

MCPS has two grade books. For a child with ADHD, the two grade books can almost look like two different children. Synergy/Parentvue grade book leaves off information such as how many assignments are turned in late. Synergy/Parentvue can lag weeks behind Canvas so missing assignments might not show up till the report card grades are due.Then there are the 50% for work not done that makes it appear that a child attempted an assignment when the assignment was just missed. The more damaging practice in MCPS to cover up problems is when failing grades in Canvas are converted to full credit in Synergy/Parentvue or blanket exemptions to pass a child along.

The grade inflation in Synergy/Parentvue makes it seem like a child is successful when Canvas shows a child that is really struggling. For past Canvas data - last year or first semester, send an email to your Principal who will stall but will need to produce within 45 days. You then should ask for another IEP meeting to review the data from Canvas.