Anonymous wrote:OP here. PP, how do you know exactly my child's issues are? His disability is severe enough that he can not function in a classroom without support. When he was 3, 4, and 5 years old he was counseled out of three preschools. He was outright rejected by one. Even with medication this school has now has determined he needs an IEP with an aide (for about two hours a day).

I absolutely resent that you said "for only having ADHD (which warrants a 504 plan)." We went the 504 route last year and he still struggled in social studies and science.

Btw, my child not only has ADHD but also has sensory integration challenges. There is no psychiatric diagnosis for SPD but the symptoms are there and affect his daily life and learning.

I'm sorry if your school does not help children like my child but that doesn't mean my child shouldn't receive this help. It means your school should provide it for yours.

I don't want to get into a philosophical debate. I just want to find out how to prove to the IEP team that he needs additional help for science and social studies. Pull out services may NOT be ideal for him, I admit that. But there must be something they can do, right?

Anonymous wrote:

Anonymous wrote:OP here.

IEP's are not meant for only those children who do poorly in school without it. It's also for those students whose achievement falls far below their ability. So if a child, when the playing field is leveled, can operate two or three grades above his own grade, but his achievement without support is at grade level only - then he may qualify for an IEP also.

I confirmed this with the school.

what about NT kids "whose achievement falls far below their ability" do? can they get an IEP too?

Anonymous wrote:OP here.

IEP's are not meant for only those children who do poorly in school without it. It's also for those students whose achievement falls far below their ability. So if a child, when the playing field is leveled, can operate two or three grades above his own grade, but his achievement without support is at grade level only - then he may qualify for an IEP also.

I confirmed this with the school.

Anonymous wrote:As a teacher, though, I honestly am not that worried if a child can't recite the major contributions of ancient Chinese culture by 2nd grade. She'll be exposed to the topic again in 5th grade, and even then if she doesn't fully absorb those concepts it won't hurt her in life. But if she can't read, if she hates to write, if she lacks an understanding of computation or measurement, it will cripple her ability to learn in math, science, social studies, and language arts for years to come. That's why I'm encouraging you not to stress too much about 2's in FCPS.

Anonymous wrote:Wow. You sound like a piece of work. You take one sentence from the handbook and go straight to an"implication" that it's "unacceptable" AND demand a change in his IEP. I feel sorry for your kid and his teachers.

Anonymous wrote:^ +1

All this stressing about a 2 in third grade social studies and science!?! I feel sorry for any kid who has a parent like this, NT or SN.

Anonymous wrote:

Anonymous wrote:Science and social studies get short shrift in elementary school for good reason...it is far more important that the child have solid foundational SKILLS in math, reading, an writing.

Yes, there are SOL tests in these subjects in 3-6, but schools understandably spend less time on these subjects. For practical and political purposes, they don't count toward a school's AYP under NCLB. As a teacher, though, I honestly am not that worried if a child can't recite the major contributions of ancient Chinese culture by 2nd grade. She'll be exposed to the topic again in 5th grade, and even then if she doesn't fully absorb those concepts it won't hurt her in life. But if she can't read, if she hates to write, if she lacks an understanding of computation or measurement, it will cripple her ability to learn in math, science, social studies, and language arts for years to come. That's why I'm encouraging you not to stress too much about 2's in FCPS.

Additionally, just take a look at the Virginia standards of learning in those subjects for K-6. Some of the standards are so random, so nonsensical, so esoteric, it just doesn't make practical sense to stress about it.

If your son is a good reader, you can help him immensely by finding high-interest historical fiction that can complement what he is learning in Virginia Studies in 4th grade and American Studies in 6th. You can dine great nonfiction to spark an interest in science.

It is sad that political pressures have forced good teachers to gear instruction toward so much surface knowledge in these topics, which kids gmhave to regurgitate through standardized multiple choice tests, rather than using the elementary years to spark an interest and encourage creativity in these areas.

Finally, please remember that a 2 in FCPS is not a grade; it's a measure of mastery. It means your kid sometimes demonstrates mastery of the concepts. That's not bad. Wheel the focus in building success and confidence in math an reading, and do some light reinforcement of science and social studies at home. If he never gets beyond a 3 in those subjects, it is *totally* ok. If he's got math and reading skills, he can succeed in those subjects when it will really matter--middle and high school.

OP here. The FCPS Grading Handbook states that if a student gets a '2' or '1' in any subject, it warrants possibly reteaching the subject and retesting the student. The implication is that it is unacceptable. If social studies and science is that dispensable in 3rd grade, then they ought not to teach it at all. They teach it and it is hoped and expected that children will learn. My child is a very good student but not in these subjects. His IEP should have something to help him with these subjects.