The lady from Compliance (at the State Dept. of Spec. Ed) told me that even with 504 plans they should do an eval, unless it's something that's not academic (like the kid has a food allergy)...how would they know what to put in a 504 unless they see how the child is functioning? Be specific in your concerns....for instance, is he having trouble getting the work done? Is he the slowest in the class, is he counted wrong or graded for things that he couldn't do because he was too slow? Say specifically how he is being affected and what you are noticing. In terms of an IEP, our state allows for gaps between achievement and ability, I think it's around 1.5 or 1.75 standard deviations. So when DD was given the woodcock johnson certain parts of the writing section were in the 90's which is a big enough gap that maybe she could qualify for an IEP (not sure yet). So even though her writing is "average" it's not what they would expect given her IQ. DS's IEP did not require any actual academic scores...but he qualifies mostly for things like speech, OT, adapted phy ed because of the DCD...he does get help with writing though even though his writing achievement scores were all over the 80th percentile. I think it was because he just wasn't doing much in class. I have an article on how school systems should handle 2e children. I gave it to our special ed director. I will look for it later.
