Originally Posted by SiaSL
make a time line of behaviors observed at home (and any feedback from the school about behavior issues) when his supports were dropped, decide with your advocate what the ideal assessment plan would be to show the anxiety becomes a problem when his accommodations are lessened

Well, I did this part. Which I think makes them nervous because it has a side effect of showing that they have been violating the IEP.

The other parts I am not sure how to go about ...Guess I have to work on that now. I have been so focused on and tied up with keeping his writing accommodations and making sure they actually give him the accommodations, I didn't worry about the other stuff. Honestly, that is all we really need from the IEP - DS simply needs his writing accommodations ... the rest is really neither here nor there usually...