What about RTI? The assistant principal mentioned this specifically. Will the teachers try specific strategies in the classroom and if that doesn't work we'll discuss 504/IEP?
You need to differentiate when you're talking with the school between skills that can be remediated and abilities that must be accommodated.
polarbear
polarbear, that is a nice concise statement of the difference between accommodations and modifications/interventions. I wish more teachers understood it.
NikiHarp, the AP probably referenced RTI because, if you are in an RTI-requiring state, s/he's had it drilled in that you have to try RTI for at least 8 weeks on everything before beginning the 504/IEP process. But, of course, if one thinks about it logically (and I'm constantly being chaffed at work about this crazy need I have to do so), we would never use the RTI process on a sensory impaired (visual/hearing) student before taking them through the 504/IEP process, because their disabilities are clearly documented, and not open to remediation. So, obviously, the RTI-first mantra is not universally-applicable, and you will have to draw a clear analogy regarding the nature of the disability.
