Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Op, when you say she doesn't qualify for anything because her grades are good, are you just assuming that or have you actually requested and received an iep evaluation and she has been found not qualifying?

I really think you'll both be better off if you stop worrying about what will and won't count for her grades and start figuring out how to get her the help she will need to be successful without all sorts of alternate plans and hoops and programs

Last year her gifted teacher (yes, she is in gifted, her test scores were 98%, go figure) requested an eligibility meeting at the school. It was never put on the schedule. When I asked the principal, he said they weren't going to schedule the meeting because her grades are too high. I should also mention, she reads above grade level (on her own, not through any help on my part) so I really don't think she would qualify for an individualized instructional program, however her spelling is horrid.

You should be requesting the screening meeting with the local screening committee. Once you submit the form, they are required to hold the meeting within X number of days. At the meeting, they will decide if they are going to pursue evaluations or accommodations, but they can not fail to have the meeting. These are the rules in FCPS and also in Montgomery County.

When there is reason to suspect that a student has a disability and is in need of special
education and related services, a referral should be made to the local screening
committee. Referrals can be made in written, electronic or oral form by parents or staff,
the Virginia Department of Education, any other state agency or other individuals
regarding children who are residents of the locality or who attend a private school within
Fairfax County. Each FCPS school should have a designated staff member responsible
for receiving referrals to the local screening committee.

The local screening committee must meet within 10 days of receipt of the referral.
Parents must be provided Notice of Local Screening Committee Meeting (SS/SE-83)
early enough to ensure that they will have an opportunity to participate and in the
parents’ native language or primary mode of communication, unless it is clearly not
feasible to do so. Should the parents be unavailable to attend within the 10 day
6
timeline, the local screening committee must convene, make a determination regarding
evaluation for special education, and provide parents documentation of the decision.

http://www.fcps.edu/dss/seps/dueprocess-eligibility/procedures.pdf

Anonymous wrote:

Anonymous wrote:Op, when you say she doesn't qualify for anything because her grades are good, are you just assuming that or have you actually requested and received an iep evaluation and she has been found not qualifying?

I really think you'll both be better off if you stop worrying about what will and won't count for her grades and start figuring out how to get her the help she will need to be successful without all sorts of alternate plans and hoops and programs

Last year her gifted teacher (yes, she is in gifted, her test scores were 98%, go figure) requested an eligibility meeting at the school. It was never put on the schedule. When I asked the principal, he said they weren't going to schedule the meeting because her grades are too high. I should also mention, she reads above grade level (on her own, not through any help on my part) so I really don't think she would qualify for an individualized instructional program, however her spelling is horrid.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a 4th grader with learning differences and a 504 plan, and I definitely pick and chose what we work on outside of school. The teachers don't care about the 504 and have no interest in accommodating us with alternative or less homework (or even accommodating in the classroom), so I just figure it out myself and blow them off when they send home notes about homework not getting done. I could care less what they think since they care less about how my DC learns.

A 504 plan will never get you alternative or less homework anywhere - you absolutely need an IEP for that.

504 = accommodations (seating, breaks, assistive technology)

IEP = individualized or specialized instruction or modified curriculum

What about a reduction in work? could that be covered under a 504 or does that fall under an IEP?

Anonymous wrote:On the question of telling the school your child will not be completing all the the homework (different from OPs Q), we have done this a number of times throughout ES. Arlington publishes clear guidelines on minutes of homework per day (like 10 minutes in 1st grade, 20 minutes in 2nd grade etc). I don't track it super closely but occasionally DD or DS would have an assignment that they really weren't getting and was taking way longer than the guideline so I'd just tell them to stop and write a note to the teacher that he/she spent X minutes working on this and needs further help from the teacher. I figure the point of homework is to make sure the child can do the thing they learned in class independently. If they can't, the teacher needs to know that and provide further instruction.

Anonymous wrote:Perhaps you should home school?

Anonymous wrote:To answer your question, yes. I did it. My DD with ADHD in 5th was making good grades (and was actually being treated for her ADHD) but home work was a freaking nightmare. I told the teacher, look, this is a nightmare and I'm not ruining every afternoon to get this work done when she's making good grades. Lo and behold! The teacher agreed. Stop treating the teacher as an enemy. And get your kid some treatment.