Reply to MCPS - Released from special Ed

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[quote=Anonymous]Back story - Our kid has been with I&T, PEP Classic and has had an IEP up to now. No evaluation in past few years and no official diagnosis (unless you consider a developmental pediatrician saying DC has autism at 2 years of age). At that point we did not believe that but accepted DC has delays. DC started out with speech and OT, did not speak until after 2 years of age, used to climb tables at that age and lined up shoes etc but had good eye contact. When DC was in preschool we noticed that simple Math was difficult and this continued through K, 1st and even now.

Covid meant no formal evaluation but this year we got the school evaluation. We were told that DC does not qualify for services anymore because DC meets the benchmarks. IQ evaluation they did shows DC at 32nd percentile and they concluded based on Wechsler(sp??) and another norm, that DC does not meet the criteria for disability services. DC is getting As in report cards but was at 55th percentile last year and 69th this last MAP test.

I understand where they are coming from when they say DC needs to learn time management and that a 504 is not possible given that DC does not qualify for disability criteria according to their assessment (Principal actually thought of that but since DC does not meet disability criteria, it cannot be provided now).

I do realize that DC cannot always depend on extra time and needs to prioritize things and this is also with life in general, not just academics and taking away the crutch now may be better than later. But I am very worried as DC will be attending MS next year.

When I spoke with DC, DC feels that having extra time would help. DC also needs to write down stuff to understand, and questions should be repeated a few times for DC to actually get it. DC has a wonderful caring teacher this year who genuinely cares about DC and helps DC when they need anything.  But we cannot be guaranteed good teachers like her all the time and that is when some formal accommodation might be helpful. She has promised to wean out DC by year end with slowly cutting the extra time DC gets now. I'm just worried what will happen in middle school though if DC does not get the time management right. DC is anxious by nature and gets stressed out if assignments are not completed.

Now my question is - is whatever the school evaluated enough? Do I need to ask for an independent assessment? My spouse happily agreed for DC's release from IEP but I know how DC struggles with simple Math. DC also takes a long time for any task at home. For example, if sibling takes 20 minutes to get ready in morning, DC takes 40 minutes. Little things like that. But based on their assessment DC's IQ is low and this is not a disability.

We have never done a neuropsych eval. Will doing any of that help? School says that if we see DC failing we can always have DC re-evaluated by school. Can this be done easily if DC is in MS?

I want to rejoice that if DC is released from IEP, that means DC is doing just fine, but I am unable to. I know of people in my school lawyering up and eventually getting services but we have never had to do that since we came through I&T. The school system has treated us fairly so far, so I am not sure what to do. Do I just accept this and move on and work with DC at home?

Also, how long does county maintain records - in case it needs to be revisited at any point?

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