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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][b] [/quote]

In MCPS you can't.  We were denied an IEP twice becauae we couldn't show "academic impact" since grades were all good.  504 was given easily, but impossible to get IEP.
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Not that this helps OP, but my son who has ADHD and is working above grade level does have an IEP.  We are able to show an academic impact even though his grades are excellent.  We are in MCPS.  [/quote]

PP here who was denied in MCPS--not to hijack the thread, but how did you do this?  How did you show academic impact if child is earning almost all As?  (in MS)  Would love some tips.  Thanks.  [/quote]

PP here.  I tend to be very concrete when it comes to stuff like this.  So, each IEP meeting, I list each problem I can think of along with examples (which comes from phone calls I get throughout the year, conversations with teachers, conversations with my son, my observations, etc).  Then I identify each service and support that will make things better.  I don't care one iota how the goals are written, whether he achieves them, and that sort of thing.  I hear so many parents focus on this, but to me the real issue is what are the services and accommodations.  Also, I recognize that the school is not going to meet all of his needs (for example, he had an eating disorder for years but none of us could identify an educational impact.    For some kids, it might have had an educational impact, but not my son.So, while it was severe and often overwhelming to me, it was not an IEP issue).  This has been working for seven years so far.

My son is bright, but because of the ADHD, he can be a real handful.  I would 't quite describe him as a behavior problem, but there are times . . .   And, for awhile, organization was a huge problem.  He was not bringing his work home or if he did, he couldn't find it.  So, until recently, he had goals and service hours to help him with organization and backpack management.  He actually met these goals, much to my amazement and I am totally thrilled.  As far as the behavioral stuff, well, he needs small, co-taught classes, extra time, alternative test taking, some differentiated assignments (ex., he can't work in groups, for example, because he can't focus on demand.  He can get the work done in  the allotted time, but, unlike most kids who need a block of time to plod through the work, my son needs a significant amount of time to get started and then can do an hour's worth of work in ten minutes.  This makes group work a dismal failure for both him and anyone who gets stuck with him).  There are probably more things, but it's hard to remember them.  Once they get put in place, our school is good about following them, so I get a break from thinking about it.

I hope this is somewhat helpful.  I know that my son would fail if he didn't get accommodations and supports.  I can only imagine your frustration when you know your child has needs that aren't being met.  [/quote]

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