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[quote=Anonymous][quote=Anonymous][quote=Anonymous]Thanks all, OP here. Really appreciate the insight, especially the parent who posted above with all of the helpful questions. We received the PWN document today that summarized the meeting. I am just so distraught that they found my DS (3rd grade) ineligible. The principal wasn’t part of the meeting, but the AP was. We provided a 23-page report from the psychologist outlining his dyslexia and ADHD and she described how these challenges are making all aspects of learning so difficult for him. FYI we’re in MCPS.

They said that they would not move forward with an IEP because “his educational data showed that he can access the curriculum” and they do not see that his disability is impacting him in the classroom. He hasn’t even BEEN in the classroom due to distance learning last year. His grades have been fine (which doesn’t say much in K and 1st…) and he is “average” on his MAP tests. But the psychologist conducted a battery of 24 tests that showed he is scoring below his grade level and he has dyslexia and dysgraphia. They also based it on his teacher report from the first 9 days of school (?!?)

We’re at a loss. Not sure if we should appeal, hire a lawyer, work with an advocate… I don’t want to burn bridges because we really like our school but I feel so disheartened. My son is one of those kids who will just fly invisibly under the radar because he is just getting by. We are not in a position to send him to a private school for dyslexia.

[/quote]

Hi, I'm the parent that posted with the questions.  I'm glad you found them helpful.  I would like to ask a couple more questions.

Did you tape the meeting?

Did you get a copy of each teacher report prior to the meeting with the 5 day materials?  If not with the 5 day materials, did you get copies at the meeting? Also was a teacher report filled out from each teacher (reading, math, arts, music, pe, etc.)

What was his MAP score? The team said it was "average".  How does this look in the context of previous MAP scores?  Is he making progress from year to year?  You can find MAP reports in the documents section of ParentVue.

What other "educational data" did they rely on besides the MAP?  Did the teacher assess him for his "reading level"?  (MCPS used to use Fountas-Pinell benchmarking to assess reading.  The classroom teacher has a text to give the child and marks certain "errors" to compute reading level.  The problem is that this is really subjective and is just based on accuracy and comprehension and doesn't include the other components of reading - rate and fluency.  If your psychologist did Woodcock Johnson or WIAT reading achievement testing, that is more meaningful.)

You say, "his grades have been fine" -- are you saying this because the team said it?  When you or the team say it, are you looking at his overall quarterly grades or have you accessed StudentVue through ParentVue or directly with his ID?  Does his individual grade book show any ups and downs in grades, despite a "good" overall grade?

Did the psychologist actually use grade level equivalencies on the testing?  If so, that's good; not all psychologists do this.

Do you mind if I ask what MCPS HS cluster you're in?  (If you don't feel comfortable answering this because it feels too private, I understand.)[/quote]

Thanks, I’ve tried to answer the questions as best as I can:

- Yes we received the teacher report in advance. He’s in 3rd grade so he only has one teacher - his specials teachers didn’t fill anything out. But the teacher report was it not from 9 days of instruction. And she noted during meeting that they haven’t really done many writing assignments yet. She did not assess reading level.
- I did not tape the meeting. It was virtual, didn’t realize I could or should.
- MAP score from recently was 185/300. 46th%. MAP scores have gone up very slightly over time but went down a little last year.
- In K and 1st they don’t use letter grades so yes he got Ps for Proficient. But what does that even show or demonstrate at that age?!? Last year in 2nd was distance learning and he did get As and Bs but honestly he was able to “get by” through homework even though it was an everyday battle with everything reading and writing related. Plus I don’t see how that yer of learning can count as much. We were helping him along because he was so miserable. Especially now that we know he has ADHD.
- They used teacher report, MAP, precious grades and the private psychologist assessment in the evaluation.
- Were in Magruder cluster.
- Psychologist did WIAT, Wechsler, CASL, OWLs and many, many others. 24 tests to total. Yes she used grade level equivalence and chronological age. The report was 23 pages and outlined all aspects of his dyslexia and ADHD diagnoses. Explained how every aspect of learning is difficult for him. His spelling, phonics, written comprehension. Said it was imperative he get an IEP. 
- PWN says he is ineligible because of his educational data. And because they’re not seeing impact of his disability in the classroom. But he hasn’t even BEEN in the classroom for awhile due to Covid. 
- I thought the report would be what we needed. I feel like he’s one of those kids that will just go unnoticed under the radar because he can do “ok” but he struggles so much behind the scenes.
- curious if it’s even worth appealing this since the “grades” and “teacher report” from 9 days of school doesn’t show major challenges. I’m really disheartened and upset.
- They are giving him a 504 to help address the ADHD.
- we must have had a combined meeting because it was the first meeting we had with IEP team and it was the eligibility meeting. [/quote]

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