Anonymous wrote:Other than pull-out services for reading. what do we ask for? This is all new to me.

Her neuropsych eval showed:

weaknesses include phonological memory and visual memory (visual processing & visual spatial difficulties)
strengths include language and verbal memory


Thanks in advance!

To OP - how did you suspect that there was a problem ? DD is a rising 1st grader, and just like your DD has strong verbal skills but I feel something is off when it comes her processing speed, spellings and even math understanding. I just dont have a benchmark to compare it against.

Also, could you share the private evaluator you went to ?

Thanks much

in IEP - for 2nd, DS had some pull out hours & in class hours (not officially OG but described as that type of instruction, they mostly use Wilson, which is a form of OG), allowed for reader to read assignments and tests etc to him, human scribe (ie can dictate answers as needed), speech-to-text, able to use computer/ipad for writing, unlimited time for tests as needed, frequent breaks, preferential seating, ensuring info is provided to teachers across specials, and a few other things. The school/teacher he had this year was great at balancing doing things when and as needed to help him. They would only diagnose as 'specific learning disability' vs. calling it dyslexia formally. he tests off the charts on comprehension, memory, etc. (He also has dysgraphia but not formally recognized within the IEP yet).

OP, I remember being there .. so overwhelmed and wishing there was just some recipe. The truth is that you kind of put it together as you go along. Someone else's IEP needs aren't going to be the same as your DC's even if they share the same diagnosis. My DS has a severe dyslexia diagnosis, for example, but he has a really strong visual memory and his primary struggle in the school setting is with anxiety.

The administrators from your school have a lot of knowledge and they can be very helpful. It's an issue of tapping their knowledge while maintaining your DC's needs as the focus rather than school resources. The availability of resources should not be the deciding factor in whether something goes on the IEP, though sadly it many times is.

Beyond OG based instruction common accommodations and services are having tests read aloud or having access to a scribe. These are more relevant for when they reach SOL grades, though.

Anonymous wrote:you need a private tutor. My school did 30 minute daily (though it was spotty) small group OG sessions. Son made no progress till he got a tutor (twice a week) midyear in second grade. It is really expensive. He is still very behind but making progress. Schools just can't do this apparently. I feel terrible for families who don't have 200 a week to spend on tutoring. So unfair. I still worry daily whether we'll ever get there, but goodness, we'd be no where without private tutoring.

oh, and his scores on standardized tests are fantastic because the computer READS the test to him. So the school is all proud of itself saying things like "he's exceeded his growth targets" when my child still can't read at the first grade level?

Ditto here - I don't know where we would be without the outside tutoring. We spend $300 per week for tutoring 3 times per week. DS also receives in-school interventions of ~30 minutes per day (4 days per week) pullout of 1:1 reading focused intervention. The teacher who delivers those services is trained in an OG-based program but she doesn't seem to be using it much, or with fidelity. I'm not sure how helpful it is.

In addition to DS's 3 times per week of tutoring, I also work with DS two times per week using the curriculum the tutor uses and trained by her to use it. For a long time, all of it didn't seem to make any difference. Now, he has leapt forward and we are really pleased with his where he is with his reading.

But it was a slog to get here. I anticipate more tutoring and more hard work when reading gets harder.

you need a private tutor. My school did 30 minute daily (though it was spotty) small group OG sessions. Son made no progress till he got a tutor (twice a week) midyear in second grade. It is really expensive. He is still very behind but making progress. Schools just can't do this apparently. I feel terrible for families who don't have 200 a week to spend on tutoring. So unfair. I still worry daily whether we'll ever get there, but goodness, we'd be no where without private tutoring.

oh, and his scores on standardized tests are fantastic because the computer READS the test to him. So the school is all proud of itself saying things like "he's exceeded his growth targets" when my child still can't read at the first grade level?

Wilson and Barton are great Orton Gillingham programs.
If you are in Fairfax County, here is the link to the dyslexia handbook.
https://www.fcps.edu/academics/academic-overview/special-education-instruction/dyslexia-handbook

Anonymous wrote:perhaps this is the process but after the private testing, school is indicating they need to do reading test, teacher narrative, and observation before they determine if she is eligible for special education AND they have up to 65 days to do these things; however we had an IAT meeting last year. Our evaluation was so comprehensive and included all the evidence-based measures to diagnose a dyslexia. It feels very bureaucratic and we got the impression the school was bothered we obtained outside testing. It seems excessive to put her through more testing when the results from neuropsych were so comprehensive.

Has this happen to anyone? tips appreciated.

This is normal. The school has to consider your private testing, but it doesn't have to agree. Not all disabilities/deficits require special education.

Anonymous wrote:perhaps this is the process but after the private testing, school is indicating they need to do reading test, teacher narrative, and observation before they determine if she is eligible for special education AND they have up to 65 days to do these things; however we had an IAT meeting last year. Our evaluation was so comprehensive and included all the evidence-based measures to diagnose a dyslexia. It feels very bureaucratic and we got the impression the school was bothered we obtained outside testing. It seems excessive to put her through more testing when the results from neuropsych were so comprehensive.

Has this happen to anyone? tips appreciated.

Yes, that is the process. The law says that they need to establish both whether a disability exists and if/how it impacts her learning of the gen ed curriculum before the eligibility meeting.

Summer is more than 65 days long, so you'll be fine.

Anonymous wrote:perhaps this is the process but after the private testing, school is indicating they need to do reading test, teacher narrative, and observation before they determine if she is eligible for special education AND they have up to 65 days to do these things; however we had an IAT meeting last year. Our evaluation was so comprehensive and included all the evidence-based measures to diagnose a dyslexia. It feels very bureaucratic and we got the impression the school was bothered we obtained outside testing. It seems excessive to put her through more testing when the results from neuropsych were so comprehensive.

Has this happen to anyone? tips appreciated.

Our experience is that FCPS will do everything not to provide testing. They want to do their own testing and then let you know that her disabilities is not as problematic or severe as the private testing shows and therefore, she's not eligible for extra services or the minimal amount of services. We've had a very, very difficult time with FCPS.

perhaps this is the process but after the private testing, school is indicating they need to do reading test, teacher narrative, and observation before they determine if she is eligible for special education AND they have up to 65 days to do these things; however we had an IAT meeting last year. Our evaluation was so comprehensive and included all the evidence-based measures to diagnose a dyslexia. It feels very bureaucratic and we got the impression the school was bothered we obtained outside testing. It seems excessive to put her through more testing when the results from neuropsych were so comprehensive.

Has this happen to anyone? tips appreciated.

Also have a first grader with what MCPS initially called "specific learning disability in reading." We pushed to get the word Dyslexia designated on the IEP forms and got it. His test results are similar to your daughter, but he also has low processing speed. We are working with a private educational consultant to help us develop the IEP and attend the IEP meeting with us. They were recommended to us by ASDEC. I can report back later this week after our final IEP meeting to share what it will include.

Thank you. yes, I meant I should have said dyslexia and we already started with the private tutor who specializes in OT. I did not know some schools offer OT so I will ask-

Anonymous wrote:So she is dyslexic, yes? A couple of reasons it matters what you call it: first, so you can do your own reading (Overcoming Dyslexia and The Dyselxia Empowerment Plan are great books to start with) and second, because there are evidence-based programs for dyslexia that you want the school to provide, and they might not do that. You want the school to provide Orton Gillingham program. There are a few packages that are all fine.

Your daughter will likely need outside tutoring - it seems almost universally true. Also, as time goes by, look at math. Some dyslexics are tripped up in math by the reading required but also the working memory needed. That starts to appear a little later, like 3rd grade.

Forgot to say - hey, welcome! It will be okay. I'm dyslexic and am doing great, and my son is dyslexic and he's doing fine, too. There are lots of advantages to being dyslexic, and your daughter will find them. Best wishes to you all.

So she is dyslexic, yes? A couple of reasons it matters what you call it: first, so you can do your own reading (Overcoming Dyslexia and The Dyselxia Empowerment Plan are great books to start with) and second, because there are evidence-based programs for dyslexia that you want the school to provide, and they might not do that. You want the school to provide Orton Gillingham program. There are a few packages that are all fine.

Your daughter will likely need outside tutoring - it seems almost universally true. Also, as time goes by, look at math. Some dyslexics are tripped up in math by the reading required but also the working memory needed. That starts to appear a little later, like 3rd grade.

Other than pull-out services for reading. what do we ask for? This is all new to me.

Her neuropsych eval showed:

weaknesses include phonological memory and visual memory (visual processing & visual spatial difficulties)
strengths include language and verbal memory


Thanks in advance!