schools are required to locate and evaluate all children who are suspected or known to have disabilities even if they are receiving passing grades. Just because a child has passing grades/test scores does not mean there isn't an educational impact. Here is one article about "child find"...I think that you should research this as much as you can and start sending links or copies of articles to your district. Our district made the same argument--they claimed that they didn't need to assess DD for math, for instance, because her computerized testing scores are so high (98th percentile or above on every test). I was concerned about fluency and how her EF issues imnpact fluency. After arguing and going back and forth they finally agreed to test her for fluency and it was something like 50th percentile. (When we repeated it later, it was more like 25th percentile off her stimulant medication).When the neuropsych saw the fluency score he said he was surprised they didn't do a full math cluster because of the poor fluency and the discrepancy. Even though she is doing fine in math in terms of scores/grades, the disability still impacts her math, in that she is excessively slow. She needs modifications/accommodations like using a calculator, in the 504 or IEP. See what I mean? If they didn't assess that area, there would be no way for them to know that. Techinically even writing a 504 should involve some sort of eval...not as comprehensive as an IEP, but they should be evaluating anyway if they suspect a disability is having an impact on school performance. we had a 504 written for ADHD and slow processing speed but the accommodations were based on practically no information, since they hardly did anything to evaluate for the 504.
http://www.wrightslaw.com/info/child.find.mandate.htmI understand how it is supposed to work, but have come to the conclusion:
I can't emotionally/physically/mentally handle a battle. I would like the evaluation, as much as anything, so that I have a better handle on what is going on with DS. I see the value of IEP goals and supports. At least at this point--his major issues are with his EF and social skills and those are things for which I'm willing to pursue outside services. *When* he does his work, he does okay--and now I know how to keep an eye out for trouble.
There are some extra weirdnesses bc of the nature of this program and how it's categorized in the district (it's called a "choice" program--there are a few of them--and some differences in which rules apply), so that's a thing I need to research more. I also need to find out if a child with 504 v. IEP would be able to access any school-based services at all, particularly help with organization. Next year there is a mandatory study hall period so I'm wondering if he could go to a resource room for help without an IEP. I need to know more about what is/what is not possible without IEP.
