Gifted Issues Discussion homepage Forums Twice Exceptional email to 504 coordinator and other stuff

I just wrote the district 504 coordinator an email. I'm copying most of it here. I think she is still working for another couple of weeks. I am trying to lay the groundwork, what do you think of this email?

I don’t know if you’ll remember us—your help was invaluable in the early spring when X was having a lot of trouble in the X program. His 504 was updated and some of the accommodations really saved the day (he managed to get through the year).

The struggles he was having brought a lot of concerns into light. We knew about the organizational/executive function issues, of course, but some of his other “stuff” made me decide I needed more info. He had a neuropsychological evaluation with X on May 12 where she did a new IQ test and also an autism assessment (ADOS). I don’t have the results yet but have realized there is a lot more going on than *just* ADHD. I’m hoping the testing will be helpful.

He had an OT evaluation for fine motor and sensory issues. The 504 also requested a “motor planning” evaluation and I don’t know if that was done. I don’t know enough about testing to understand. He had a VMI test and performed “above average” on everything, but the sensory profile was pretty bad—showed “definite difference” in almost every category. However, from my understanding, the three core teachers conferred and filled out just one survey so their answers were kind of a conglomerate, and I don’t know how useful that is.

Regardless of the results of the testing, it’s clear he needs more from his 504. I would prefer he have an educational evaluation to see if there are any learning disabilities (especially around language), but so far I haven’t been able to achieve that because he tests well (no discrepancy). I guess there is a possibility with the neuropsych report there may be a way to get ed eval but will have to wait and see.

I am having him evaluated through X Speech/Language program this summer and they indicate they will look at pragmatic language as a part of this—his ability to note social cues and express himself appropriately is definitely a deficit area, despite having a very high verbal composite score on his IQ testing.

Having said all of that, I am hoping you can advise me and help me figure out what to do about X.

Some questions:

I think he needs a Functional Behavior Assessment but I guess that can only be done via IEP?

To my understanding, he can have a “Behavior Plan” through the 504? I think he needs this. His behavior is not crazy out of control but because of his social skills issue, he rubs the teachers the wrong way and it ends up being a struggle to communicate. Most of the teachers were really good about communicating with me but there was one who became very frustrated with X and responded to him inappropriately (yelling at him in class about all the zeros in the gradebook and how he was going to fail and not be allowed to continue in the X program). This was very traumatic and I think if we had a behavior plan it would be helpful. I want to be clear that I understand why X is frustrating—and there were several medication problems this year, he performed incredibly better once we got that under control. But I don’t want him to be hurt again because people don’t know what to do.

He currently has two extra days to complete missing assignments. I don’t know if there is a limit to how many days are allowed via 504 but it would be very helpful if we could have more (to include a weekend). I am to check the gradebook but it is not typically up to date.


The 504 coordinator is a very helpful advocate and very responsive--so I think if she is working, I will hear from her soon. Do you have any advice for me in re: that conversation?

Also: is there a specific test to look for "motor planning?" Was that covered by VMI? If not, who (what profession) diagnoses motor planning issues?

I am having phone conversation with the advocate on Friday. I sent his 504 and told her what the "major issues" appear to be. Anything to add to that?

Thanking you in advance.

Keep in mind that there are so many different categories for IEP eligibility, with emotional/behavioral being one of them. I think there is also an Autism category. If the disability is impacting his performance at school and he needs services that a 504 cannot provide (like interventions for organizational skills, or social skills), then he should be able to qualify for an IEP. You might want to wait with this letter until you have your neuropsych report with a diagnosis. In terms of learning disability, which learning disability are you concerned about and what "testing" has been done that doesn't show a discrepancy? For instance, my concern was written expression, but the school never tests written expression. We didn't see a discrepancy until the Woodcock Johnson achievement was done, and the TOWL-4 showed even more of a discrepancy because it included more open-ended writing. So I wouldn't say that tests show no discrepancy unless you know that for sure. I would also be very careful what you put in writing because if you have to escalate this to a legal level, they will dredge up literally everything. You need to find a balance between firm and nice. If you are too nice, they can come back and say "Well, it wasn't clear from this email that she was asking for a school evaluation and she acted like she was happy with a 504."

Also I am not sure if there is a test for "motor planning". DS always had the BOT2 which tests specific skills, and then the school did the Test of Gross Motor Development which is the same. I'm not sure how a test would pick up "planning". I think someone just used the wrong terminology.

Motor planning would be included in the BOT2, though the VMI requires some motor planning to execute, so it could be considered a first round on assessing motor planning. The Rey Complex Figure (RCFT) is also a useful tool for examining fine-motor/visual-organization/planning, which would overlap with motor planning.

I may not fully understand it, but the two times I requested an SPED eval it was denied based on "record review." I think that means because he had good grades and scores really high on state testing, they didn't see an educational impact.

I also didn't know anything about what the letter requesting the eval was supposed to look like, and that may have played a part.

Yes it is expressive language I am concerned about. I don't really have the lingo down but the way he writes, talks, and social communication--all areas of concern for me.

I think it's hard to get an IEP in my district. And I don't think I can "start the clock" until school is back in session. The 504 is reviewed every year, very early, so I'm thinking at least we can get something more comprehensive.

So maybe doing well on VMI was a kind of r/o on motor planning? Are the BOT2 and RCFT tools administered by school psychologist? I don't understand motor-planning, exactly, although can see how it relates to EF, etc. Since his teachers described him as clumsy (per sensory profile narrative), I thought maybe that's what they meant. I think that could have been re: his having so much trouble with his binder and backpack, manipulating them. Slowly.

schools are required to locate and evaluate all children who are suspected or known to have disabilities even if they are receiving passing grades. Just because a child has passing grades/test scores does not mean there isn't an educational impact. Here is one article about "child find"...I think that you should research this as much as you can and start sending links or copies of articles to your district. Our district made the same argument--they claimed that they didn't need to assess DD for math, for instance, because her computerized testing scores are so high (98th percentile or above on every test). I was concerned about fluency and how her EF issues imnpact fluency. After arguing and going back and forth they finally agreed to test her for fluency and it was something like 50th percentile. (When we repeated it later, it was more like 25th percentile off her stimulant medication).When the neuropsych saw the fluency score he said he was surprised they didn't do a full math cluster because of the poor fluency and the discrepancy. Even though she is doing fine in math in terms of scores/grades, the disability still impacts her math, in that she is excessively slow. She needs modifications/accommodations like using a calculator, in the 504 or IEP. See what I mean? If they didn't assess that area, there would be no way for them to know that. Techinically even writing a 504 should involve some sort of eval...not as comprehensive as an IEP, but they should be evaluating anyway if they suspect a disability is having an impact on school performance. we had a 504 written for ADHD and slow processing speed but the accommodations were based on practically no information, since they hardly did anything to evaluate for the 504.

http://www.wrightslaw.com/info/child.find.mandate.htm

Are these two separate individuals: The district 504 coordinator who you describe as a helpful advocate, and to whom you have drafted this e-mail... and the advocate with whom you are meeting on Friday?

It seems to be a helpful strategy, if you are working with an outside advocate, to have the outside advocate help manage your communications with the school... so that you do not end up working at crossed purposes.

Yes, two different individuals. The agency advocate stated they will not "do the work" re: communication with the school but would help me learn to do it.

I see your point about crossed-purposes. The agency advocate asked me what my goals are for DS and when I thought about it, they are A) to have a better understanding of what we need to work on, specifically and B) to have written guidelines for the teachers that are specific, in terms of how assignments and behavior issues are accommodated. I thought by going ahead and talking to district advocate (and mentioning still wanting ed eval) it might put us at the top of her list when it's time for 504 review in the fall. This district 504 coordinator has been extraordinarily helpful with two other friends' extraordinarily 2E kids (three children in all). She really seems to *get it.*

I don't think the neuropsych report will reflect anything as far as learning challenges (but I don't know, for sure--I guess it seems like everyone knowledgeable here knows a lot about what IQ scores might indicate). I think we will just have clarification on dx and a WISC-V report, and recommendations.

I understand how it is supposed to work, but have come to the conclusion:

I can't emotionally/physically/mentally handle a battle. I would like the evaluation, as much as anything, so that I have a better handle on what is going on with DS. I see the value of IEP goals and supports. At least at this point--his major issues are with his EF and social skills and those are things for which I'm willing to pursue outside services. *When* he does his work, he does okay--and now I know how to keep an eye out for trouble.

There are some extra weirdnesses bc of the nature of this program and how it's categorized in the district (it's called a "choice" program--there are a few of them--and some differences in which rules apply), so that's a thing I need to research more. I also need to find out if a child with 504 v. IEP would be able to access any school-based services at all, particularly help with organization. Next year there is a mandatory study hall period so I'm wondering if he could go to a resource room for help without an IEP. I need to know more about what is/what is not possible without IEP.

I think that it's important when advocating to keep three things in mind:

1) Know what your overall goal is, as well as the immediate goal that you're attempting to fulfill with a written request.

2) Be brief, straightforward and clear with written communications.

3) When there is a back history (explanation of diagnosis etc) that might by helpful to reiterate with the person you are writing, structure email by stating the question you are asking up front, keep it brief, and include any extra details that they might need to have in a "ps" section.

4) Don't try to be polite by saying things like "I think" or "I'd like". Be positive in what you are asking for, and request it, don't suggest it.

Re this specific letter, you've done a great job of writing down many things that you wish you knew or could get from the school. I don't think it's the right time to send the letter and I don't think the 504 coordinator will have all of your answers. My suggestion is:

1) Wait and talk to your advocate. Your advocate will help you get a firm picture of what you are seeking from the school (IEP eligibility eval, appeal of previous IEP eligibility eval, or 504 update), and give you advice on how to make the request.

2) The 504 coordinator (typically) is not a diagnostician, so he/she is not going to be the person who can best answer a question about things like how do you test for motor planning. You can learn a bit about what motor planning is by googling dyspraxia (developmental coordination disorder). There may be other disorders that are impacted by motor planning too, I just mentioned DCD because it is a diagnosis specifically surrounding motor planning, so info on it includes info on motor planning. You might also try just googling motor planning. Does your ds need further testing for motor planning? I would wait and see what the neuropsych recommends. My dyspraxic ds was diagnosed by his neuropsych. He had further OT testing, but the OT testing was primarily to determine that his issue was motor planning, not actual motor ability/strength, hence his OT testing varied from average to above average. AEH explained tests that are typically administered to assess motor planning - in our case, our neuropsych eval included the Beery VMI and Ray Complex Figure test, and a follow-up eval with our OT included the BOT2. Depending on what the neuropsych saw when he/she evaluated your ds he/she may have included these additional tests (as well as others) and he/she will most likely make a referral to the appropriate additional therapists for evals as he/she feels necessary.

Gotta run and not quite finished - I'll be back

Best wishes,

polarbear

You may very well be able to handle more than you think you can. Talking to the advocate will (I suspect) help alleviate some of your mental weariness, and working with an advocate will help tremendously with making the efforts you put into this worthwhile as opposed to spinning wheels while going nowhere. (I'm not saying that's what you've been doing, but I'm guessing it might *feel* like that much of the time and that adds to feeling worn down and not up for a "battle").


You actually most likely already have this (in the neuropsych eval), you just haven't seen the report yet or had a chance to talk to the neuropsych post-eval to understand what he/she saw and concluded.


I'd again, not try to think through what you're going to have to do privately vs through the school and what type of services you see value in vs don't see value in until you've seen the neuropsych report.


My ds was in a "choice" program when he was diagnosed in early elementary. The choice programs in our district went through a phase where they said (publicly, documented, accessible by all) that the school district policy allowed those programs to *not* enroll children who qualified for them if the children required IEP services, with the alleged reason being that it was too difficult/expensive to deliver those services in any way other than through the neighborhood schools. I was fairly certain at the time (still am) that that policy is not exactly legal, and it disappeared within 2 years of being put in place. You should ask your advocate to explain to you what your child's rights are in the program he's in - it's not something that I suspect you'll need to do much research into, I suspect your advocate will know the answer to that question.


These are the types of questions your advocate can answer for you - and once you know the answers, you determine what you will request from the school, and then you'll be able to compose your letter.

polarbear