She can still benefit from Orton Gillingham instruction. Even adults can, whether this is Wilson or Barton or other programs.

She will need to just pick up from a higher level within the program. In the end, she needs to be a competent reader. There are also things they can with her to increase fluency.

Hopefully, you are also asking for a full set of accomodations and also access to audio books.

When was the last time your child had a comprehensive evaluation? Did you have a private evaluation?

The evaluation should have detailed what your child's disabilities are and what services he/she needs. If you did not have a private evaluation, I would highly suggest doing so then providing private supplementary support based on what the private evaluation suggests is needed.

The reality is that your child is in 9th grade. In less than 4 years, your child will no longer be MCPS's responsibility. They don't care if your child is successful and prepared for life beyond school. Even with the best IEP's, high school staff does a piss poor job providing any services. Special needs kids are disposable in the MCPS bureaucracy.

future10 wrote:Schools are not required to use a specific program or to provide 1:1 instruction.

MCPS language for refusing your request for anything beyond what they would offer in a group setting. They could offer it but they won't because they "are not required".

What should drive services are the needs of the child. Sometimes those needs are outside of what MCPS has available. In those circumstances, a public school system should consider paying for private services, especially in a situation the child is not progressing with what they are providing. However, MCPS will most definitely litigate because they rather fight children and parents rather that provide a free appropriate public education.

Anonymous wrote:I plan to meet with the team in two weeks. Daughter in 9th grade with writing LD/ADHD. Her most recent map-r/mapM scores along with state testing are significantly below the benchmark for her grade. In addition, her work also shows minimal growth since inception of IEP two years ago. I want to know if there are evidence based instructional modalities I can ask for going forward? I have read about Orton Gillingham for younger children but want to know what could work in a high school student with these learning differences. There are accommodations in place but no real "instructional 1:1" teaching modality. This is an MCPS high school. Any input is appreciated.

If she is willing to try, get her a tutor. Find one she likes. There are O-G and writing tutors. I know it sucks in terms of cost, but she'll make way better progress. It'll also be less frustrating for everyone to have another adult helping her out.

Comprehension/decoding are issues.

So, Map-R and Map-M are low. What percentile? How are her grades otherwise? Any other objective measures? FYI, the MAP tests are very difficult for someone with ADD/ADHD. They are on the computer and are tedious. Also, ADHA can significantly impact reading comprehension. Is comprehension the issue or decoding?

Schools are not required to use a specific program or to provide 1:1 instruction.

PP is right. Goals for writing should be in her IEP and then the team needs to talk about what instruction will be provided to meet them. The fact that she has not made progress should make this easier (but prob not easy).

I'd get an advocate with MCPS experience to help you - they may know what resources can be tapped.

Her IEP goals should be clear and measurable. If she is not reaching her goals this should be addressed.

I plan to meet with the team in two weeks. Daughter in 9th grade with writing LD/ADHD. Her most recent map-r/mapM scores along with state testing are significantly below the benchmark for her grade. In addition, her work also shows minimal growth since inception of IEP two years ago. I want to know if there are evidence based instructional modalities I can ask for going forward? I have read about Orton Gillingham for younger children but want to know what could work in a high school student with these learning differences. There are accommodations in place but no real "instructional 1:1" teaching modality. This is an MCPS high school. Any input is appreciated.