Anonymous wrote:

Anonymous wrote: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

Forgot to add - send this before the meeting so they are not blindsided and have the opportunity to integrate your thoughts into the conversation.

Anonymous wrote:That sounds like a tough situation for you and your daughter, especially coming in at the end of the school year. But you don't get formal accommodations just because you think your child should have them. Hiring an advocate can help you better understand your rights given what your child's diagnoses are/aren't and what you are able to request from the school and on what timeline. You might also consider taking her to see a doctor for support with her anxiety, if you haven't already? And hopefully things are better in the new school year and in a new class.

Anonymous wrote: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]

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

Anonymous wrote:

Anonymous wrote:Did you request accommodations in writing, have the meeting and were declined in writing? What does the document say, specifically, about why she was declined.

Yes. I provided them the report from the neuropsychologist evaluation AND their private school accommodation plans. I had the meeting via zoom where we went thru a checklist (teachers, school reps) and she didn’t meet any of their qualifications according to the teachers who had had her for two weeks in the class 🙄

Anonymous wrote:Did you request accommodations in writing, have the meeting and were declined in writing? What does the document say, specifically, about why she was declined.

Anonymous wrote:You had "assessments" in CA. Who did them? If not board certified, get a full workup.