Reply to DCPS fight for accommodations

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[quote=Anonymous][quote=Anonymous][quote=Anonymous]I remember your post from last year.  
Anxiety can get either a 504 OR an IEP under OHI.  
I would assume that her scores for timed math assessments do not match her abilities.  This is data that you might want to start with.

I have had success sending a letter of parent concerns.  There are 2 models we used and maybe you can use similar.  
Sample 1: We also have some parent concerns that we want to discuss with the team as we update the IEP:
Situation:  Joe does not like to bring attention to himself when he needs support associated with his learning needs.  
Example – when given computer-based math assessment and could not read the questions, guessed as opposed to asking for support.
Request – Add a self-advocacy goal

Situation: As recorded in his report cards, Joe continues to be performing below grade level in math.  In Joe’s recent assessment, academic achievement section indicates that he should be able to perform at a higher level.  There appears to be a need, possibly associated with working memory, that is limiting his fluency and ability to perform at grade level.
Request – Develop a math goal considering working memory [or other area that the team has insight into]

thank you! I appreciate your helpful response

Sample 2:
I have written an email starting with a general situation of my child (9YO who just completed 4th grade)
Then had headers Strengths / Concerns / Observations

When you frame this out in writing it is less emotional and more factual.  In my experience, the team felt they needed to address the items I took to the meeting and could not just dismiss my observations[/quote]
Forgot to add - send this before the meeting so they are not blindsided and have the opportunity to integrate your thoughts into the conversation.  
 [/quote][/quote]

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