The district we were in last year said the same thing, performing at grade level meant no possibility of IEP. We have switched districts and are finding the people much more accessible and interested seeming, but also no process towards a formal plan, either 504 or IEP, has been started.
DS is still having meltdowns once in a while in the middle of writing assignments at school (which takes his attention away from the tasks for 10 minutes here and there), and his teacher has reduced the writing requirement for him (which I believe is the same as changing the curriculum expectation). Both of those things put together make it appear to me that he is not completing grade level expectations, and I don't see how that is different from academic delay.
Is that a valid argument for IEP? That if the teacher has already altered the expectations (let him write 2 sentences not 4, use capital letters if you like while the rest of the class is expected to use lower case, let him draw a picture instead of writing about something, etc) they effectively consider him to have academic difficulty?
Or is that only evidence that an informal teacher intervention has been effective enough on it's own, if it's all going better now, and that no formal plan is needed?
apm221 has your child's teacher informally altered expectations also?
