email to 504 coordinator and other stuff - 06/10/15 12:52 PM
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.
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.