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[quote=Anonymous][quote=Anonymous]To clarify the poster above and what I think many others reference and debate about, a child can be "on grade level" in academics (like reading, writing, math); however, they can be "below grade level" in social emotional skills or behaviors.

Students can qualify for an IEP for social emotional skills or behaviors, even if they do not need academic goals (like reading, writing, or math needs)- if their social emotional skills are "not on grade level" or "not developmentally appropriate" and adversely impacting them at school.

I think when professionals say a student is "on grade level," they mean "on grade level" in academics or "developmentally appropriate" in all areas of development- academically and social emotionally.

I think many here argue about semantics. [/quote]

I am the PP you are "clarifying", and you are not "clarifying" me.  I am saying that a kid can get an IEP or a 504 plan and a school is obligated by Child Find to assess the child *even if* the child is in on or above grade level classes and is getting "good grades" (like all As or Bs) even where their academics an their social/emotional skills seem on grade level.  School officials often like to cite "good grades" or "on/above grade level" as reasons to deny an assessment or 504 or IEP plan.  This is *legally incorrect* and not compliant with the legal test for assessment or IEP/504 plan.

There are broadly speaking at least 3 groups of kids who can qualify for assessment or plan without having bad grades or being below grade level -- high IQ kids where "average" scores or performance is still wildly discrepant from IQ (a 99% IQ with a 50% reading comprehension is actually indicative of a problem and should be assessed), kids who have narrow deficits (like a kid with ADHD who has dysgraphia, and because writing is not a big part of grades in school a kid can often have good grades while bombing all writing assignments), or a kid who is doing fine academically but who has an issue that is affecting them socially/emotionally/organizationally (think ASD, depression, anxiety, or ADHD).  It is this last category that I think the PP is referring to.  She is saying, accurately, that that category of student can still get an IEP (if the disorder is having an adverse impact on education - which doesn't have to be academic performance - and they need special instruction, which could be social/emotional/organizational special instruction) or a 504 (if the disorder has a significant impact on activities of daily living and they could benefit from accommodations).

This is not just "arguing about semantics," as in some small difference in meaning; it's quite significant to the parents and students involved. [/quote]

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