Anonymous wrote:As I recall, you start the process by asking the school counselor and principal for an IEP conference. At that conference, they and the special education staff will discuss the assessments necessary. MCPS does pay for assessments; however, it has limited resources to pay for assessments out of its budget. You will get in line for them to pay for the assessment and they will not provide services until it is done and determined that an IEP or 504 is appropriate.

It was suggested to us to pay for the assessment out of pocket to get it done and so that MCPS could move forward with the IEP/504. Sadly, they are expensive and families at Title 1 schools may not have the resources.

This is not how it works. To start the process you talk to the principal or counselor and let them know you believe your child has a disability that impacts their ability to engage in the curriculum. A meeting will be set to discuss whether an evaluation and if yes what type. MCPS will then perform the evaluation. Another meeting will be set to review the results. Then finally if it is agreed your child needs accommodations and/or services, a meeting will be set to develop a plan.

If you want an ADHD evaluation you can get it quickly through your pediatrician.

Anonymous wrote:As I recall, you start the process by asking the school counselor and principal for an IEP conference. At that conference, they and the special education staff will discuss the assessments necessary. MCPS does pay for assessments; however, it has limited resources to pay for assessments out of its budget. You will get in line for them to pay for the assessment and they will not provide services until it is done and determined that an IEP or 504 is appropriate.

It was suggested to us to pay for the assessment out of pocket to get it done and so that MCPS could move forward with the IEP/504. Sadly, they are expensive and families at Title 1 schools may not have the resources.

Inaccurate info

Anonymous wrote:

Anonymous wrote:Also forgot to mention that it is my impression that MCPS teachers are never allowed to suggest a diagnosis. I am grateful to my son's first grade teacher who suggested we ask for an evaluation.

We can suggest an evaluation. We cannot suggest a diagnosis because we are not trained to do so.

Whenever a parent asks me if their child seems to have an issue, I suggest discussing their concerns with a pediatrician. Doesn’t matter if it’s ADHD or social anxiety. I also direct them to speak with the counselor. Our grade’s counselor this year is beyond useless. So happy we teachers get a two year break from her, but sorry for the kids who are stuck.

I got impression even suggesting an evaluation is frowned on. I have so many things with my ADHD kid that I wish I had done differently. My kid was only saved by one teacher who let me know in coded language that I need to ask for an evaluation.

Anonymous wrote:Does MCPS screen kids for ADHD? Not sure where to start. Do we get a diagnosis from an outside psychologist first? Any guidance would be so helpful. Thank you. At a loss on what to do.

No. They don’t even educate your children.

Child Find is for both preschool aged kids and kids up to age 21 enrolled in a private/parochial school. This is in MD.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Does MCPS screen kids for ADHD? Not sure where to start. Do we get a diagnosis from an outside psychologist first? Any guidance would be so helpful. Thank you. At a loss on what to do.

If you request screening, your child will be screened. It is called Child Find.

I believe Child Find is for preschool age. See my post of 12/20/2023 18:24 as someone that has gone through this process. My kid was in first grade at the time.

My child went through Child Find as a high school student.

Anonymous wrote:Also forgot to mention that it is my impression that MCPS teachers are never allowed to suggest a diagnosis. I am grateful to my son's first grade teacher who suggested we ask for an evaluation.

We can suggest an evaluation. We cannot suggest a diagnosis because we are not trained to do so.

Whenever a parent asks me if their child seems to have an issue, I suggest discussing their concerns with a pediatrician. Doesn’t matter if it’s ADHD or social anxiety. I also direct them to speak with the counselor. Our grade’s counselor this year is beyond useless. So happy we teachers get a two year break from her, but sorry for the kids who are stuck.

Anonymous wrote:

Anonymous wrote:Does MCPS screen kids for ADHD? Not sure where to start. Do we get a diagnosis from an outside psychologist first? Any guidance would be so helpful. Thank you. At a loss on what to do.

If you request screening, your child will be screened. It is called Child Find.

I believe Child Find is for preschool age. See my post of 12/20/2023 18:24 as someone that has gone through this process. My kid was in first grade at the time.

Anonymous wrote:Does MCPS screen kids for ADHD? Not sure where to start. Do we get a diagnosis from an outside psychologist first? Any guidance would be so helpful. Thank you. At a loss on what to do.

If you request screening, your child will be screened. It is called Child Find.

As I recall, you start the process by asking the school counselor and principal for an IEP conference. At that conference, they and the special education staff will discuss the assessments necessary. MCPS does pay for assessments; however, it has limited resources to pay for assessments out of its budget. You will get in line for them to pay for the assessment and they will not provide services until it is done and determined that an IEP or 504 is appropriate.

It was suggested to us to pay for the assessment out of pocket to get it done and so that MCPS could move forward with the IEP/504. Sadly, they are expensive and families at Title 1 schools may not have the resources.

Anonymous wrote: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.

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.

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.

Anonymous wrote:

Anonymous wrote:Also forgot to mention that it is my impression that MCPS teachers are never allowed to suggest a diagnosis. I am grateful to my son's first grade teacher who suggested we ask for an evaluation.

Correct, but the good ones know how to send secret signals - coded language about immaturity, focus issues, disorganized, fidgety, etc. It is SO dumb that we are supposed to recognize teachers as experts in, for example, second grade kids yet Central won’t let them answer a question like “is he within normal expectations for a second grade boy?”

MCPS will screen if it’s clear that the kid can’t access the curriculum. If the kid is on grade level, they won’t test - no matter how much stress the kid is under and causing others like teachers, classmates, parents, and no matter if it’s clear that he should be doing better than simply meeting standards.

FWIW, the bold is illegal -- violation of IDEA, which clearly states that a student can be a student with disability even if on grade level and receiving good grades. Under the Child Find obligation in IDEA, the school has, at minimum, an obligation to assess a student when request to do so in writing in a letter/email that identifies a 1) suspected disorder 2) adverse impact on education (which doesn't have to be grades) and 3) necessitates special instruction. (Or alternatively, you can ask for a 504, in which case, you are saying your kid only needs accommodations, not special instruction.

Schools or education professionals cannot give a medical diagnosis such as ADHD or autism. It is illegal and school professionals are not qualified to give any medical diagnosis. Teachers can share with you what traits, strengths, or difficulties they notice at school. You need to see a medical provider (pediatrician, developmental pediatrician, psychologist) to get the medical diagnosis. The medical provider can have the school staff fill out surveys or rating scales for teacher input. Your insurance should cover. If not, advocate for better insurance coverage. Your healthcare provider can also discuss medical management, including medication to treat ADHD. If you think ADHD is negatively impacting your child at school, I hope you consider fully treating with medication.

Then Request a local screening committee meeting. The team will determine 1) is intervention needed 2) are accommodations or a 504 needed 3) is special education testing needed to determine if there is an educational disability requiring services or 4) no concerns at school.

Some students with ADHD require accommodations, some require special education services, some require nothing.

Anonymous wrote:There are many more cases at the wealthy school where I teach than at the title 1 school I used to be at. I think it's because more affluent families can afford to get a private diagnosis.

More affluent families are less tolerant of any differences that may give a kid a disadvantage. You even read it on this board about medicating kids so they can get As.