Public school and IEP....?

[Seeking Squirrels]

I'm going to enroll my 8yo in ps this week. We've just decided that right now that would be best for our family. She has SPD, GAD, ADHD, and an expressive language disorder that the psychologist thinks is selective mutism from the anxiety. She is very immature and her speech measures very immature, but she *can* speak well and measures high for vocab and comprehension. She can express well when it's on her own. But the anxiety seems to be causing her to lose those abilities to a great degree when there is any expectation to the speech. Such as questions with a right/wrong answer, narration, story telling when given a topic....

 

So my question is....when I go in to enroll her, do I speak with the receptionist about these things and ask for an IEP? Or do I meet with her teacher and discuss these things and ask for an IEP? Or do I wait it out and see how she does and if the teacher sees a need for an IEP? Do we even *need* an IEP? 

 

I'm not sure what accommodations I would even be looking for. I mostly want the teacher to understand where DD is coming from and not assume she doesn't know the material when she can't answer. Especially entering 3rd from homeschooling and some teachers/schools can be biased and assume I've failed her entirely. I am hoping we can work out a less stressful testing situation. Honestly the biggest help for DD would be if she is allowed to bring her bear to school with her, even if he has to stay in her pack. Her anxiety sky-rockets if she doesn't have him with her and not having it is her top reason for not wanting to go to PS. And maybe allowed to go out in the hall or something to run or do a few jumping jacks or *something* if her engine gets too high during seat work. 

 

School starts the 24th, back to school evening is the 22nd. I'm going in to enroll her Monday. 

 

 

[Arcadia]

For my area, my friend submitted the request to the special education director in the school district office with documentation once a student identification number is issued. For the student ID, we get it within three days after registering with the assigned school admin. My local schools has a admin person designated for school registration. My friend's child is allow to run and use fitgets and has other accommodations for his ADHD. The IEP process takes quite awhile. Accommodations are definitely allowed for state testing here.

[PeterPan]

The IEP process takes some time, and the school *may* be really helpful right away or *may* say they want to observe her for a grading period.  You have the legal right to make a formal written request for evals by the ps saying that you have diagnoses of xxx and feel she needs an IEP to access her education.  The things you're talking about should qualify her for services and an IEP, yes.  It would be lovely if your school provides them.  I would encourage you NOT to wait for THEM to initiate that process.  Use the law to the full extent you can to get that process going now.  If you wait, then THEY decide when that timeline starts.  If you write that letter and give it to them Monday, then YOU started the timeline.  It's 120 days (max) per the law, so waiting 6 weeks and watching effectively means they don't get an IEP until spring.  That's the normal course.  So by making that request now, you're getting a jump and getting stuff going.  Don't be shy about telling what really happens.  If you want the help, you're going to have to tell what really happens.

 

NOLO has a really good book on the IEP process.  You might see if your library has a digital copy so you can borrow it and read before Monday.

 

PS.  Good luck with your change!  It sounds like something you've been thinking about for a while.  :)

Edited August 14, 2016 by OhElizabeth

[displace]

We're starting public school. We met with the counselor to request a 504 (step down from IEP). I also write letters to the teachers explaining DS diagnoses. Idk if the teachers personally thought the letters would be helpful or not or if it was the right thing to do. Especially with a teddy bear or easy classroom accommodations, I'd inform the teachers somehow, as they may. allow that from day one if they are aware.

 

I've never read the NOLO guide, but wrightslaw online is a great website for research.

Edited August 14, 2016 by displace

[Seeking Squirrels]

My library didn't have that book, unfortunately. I will go check the bookstore today. My state has a parent site for help with these things and I found a pdf on help with the IEP process so I am going to look over that today, too. I might have to give them the letter at parent night rather than tomorrow, though. Not sure if I can pull it together that fast! But I can try. 

 

I'm really hoping the bear can be a simple allowance. One of the 3rd grade teachers has a note on her page about toys only being allowed out at recess and otherwise need to be in bags, so if they all have similar rules then it won't even be an issue. 

 

DD doesn't even know yet. We were out of state visiting family and then on the road for two days, just getting back yesterday evening. We didn't want to tell her on the trip or on the road, so today is the day. :/ 

[Lecka]

Apart from anything else you decide; I would try to meet with the teacher sometime during the first week of school and share with her about your daughter and things that work.

 

You might do this plus a letter with things that work.

 

If you know if things that work -- by all means tell the teacher.

 

It doesn't mean the teacher does that exact thing, but it gives an idea.

 

If some common thing backfires, I would want that in a letter to the teacher on back to school night or earlier.

 

Personally I might try to meet with the principal before school started, but I can see that being overkill. But why hot hear from the horse's mouth? And it is a thing people do.

[Lecka]

At my kids' school the bear would be a non-issue. It is allowed for kids to have things like that kept in backpacks.

 

But you would need to check for field trips.

 

Also -- would she go to lunch, recess, etc with the bear in the classroom.

Edited August 14, 2016 by Lecka

[Lecka]

Also, check the bathroom. Will your daughter be anxious in it?

 

It is a common thing for anxious kids.

 

They might have a bathroom by the office that does not have automatic hand driers etc.

 

Our school does but a lot of parents don't fine out until their child has already been upset by the loud industrial hand driers that most of the bathrooms have.

[Seeking Squirrels]

She does okay with the loud dryers or toilets, but she is going to be anxious about how close a bathroom is and if she'll be allowed to go whenever she needs. She uses the restroom frequently and if she gets anxious it gets more frequent. It can get to every 5-10 minutes when it's bad. 

[Lecka]

I would expect to find out their bathroom policies at back-to-school night.

[kbutton]

I strongly recommend this book as well: https://www.amazon.com/dp/B00E81DHTS/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1

 

It's about the people side of things with IEP meetings. It has legal things too, but it's about "managing" the people and process so that you don't inadvertently close doors or let others close doors without realizing it. It's so easy to agree to something that takes away choices before realizing that's what the school is doing. 

[Seeking Squirrels]

That one my library has :) Picking it up tomorrow. Thank you for the recommendation.

 

 

[PeterPan]

Let us know how it goes!  Don't be afraid to be assertive.  All the letter has to say is you've had private diagnoses and would like the school to do evals to determine if she qualifies for an IEP.  Sign, date, copy, deliver.  That starts the legal timeline.  You'll be glad you did.

[Alessandra]

The IEP process takes some time, and the school *may* be really helpful right away or *may* say they want to observe her for a grading period. You have the legal right to make a formal written request for evals by the ps saying that you have diagnoses of xxx and feel she needs an IEP to access her education. The things you're talking about should qualify her for services and an IEP, yes. It would be lovely if your school provides them. I would encourage you NOT to wait for THEM to initiate that process. Use the law to the full extent you can to get that process going now. If you wait, then THEY decide when that timeline starts. If you write that letter and give it to them Monday, then YOU started the timeline. It's 120 days (max) per the law, so waiting 6 weeks and watching effectively means they don't get an IEP until spring. That's the normal course. So by making that request now, you're getting a jump and getting stuff going. Don't be shy about telling what really happens. If you want the help, you're going to have to tell what really happens.

 

NOLO has a really good book on the IEP process. You might see if your library has a digital copy so you can borrow it and read before Monday.

 

PS. Good luck with your change! It sounds like something you've been thinking about for a while. :)

Excellent advice from Elizabeth (as usual). I would also second the Nolo book. The IEP process gives you a legal right to accommodations and modifications. The school may have some special services that could really help your dd, but many of these would typically be accessed through an IEP. Given that you are under time pressure, you might want to consider hiring an advocate -- advocates are different from attorneys in that they will speak up for you, but not necessarily in a confrontational way. A local special needs or autism group might have some names for you. (Autism groups tend to be well organized and have lots of info -- they will help those not on the spectrum too.) or, if you know anyone IRL who could go with you meetings, that would help too.

 

The IEP process can take time. I would write today to ask for an evaluation. You can find sample letters online. Yours does not have to be perfect, just dated and sent today, lol.

 

Most schools would accommodate about the bear. Just be aware that if the bear leaves the backpack to go to class, it could set your dd apart. Something to consider.

 

Does your dd truly have selective mutism? Does she speak to non family members at all? I know people who say the best thing they have ever done is attend an annual conference for families with selective mutism. Travel costs can be high, but immense benefits. With proper help, kids can go from selective mutism to talking.

[PeterPan]

There is such a thing as a paid advocate who knows the law but isn't a lawyer.  I know we've talked about this 20 times over, but with that list the question it begs is ASD.  Whether it eventually goes there or not, you have a very complex list of SN.  Because it's complex, bringing in an advocate could be VERY wise.  I had ONE MISTAKE, one thing I signed early on, that has cost me an astonishing amount.  There were multiple layers where it should have been caught and wasn't.  I'm just saying, the cost of an advocate is NOTHING compared to the cost of doing all these interventions privately if you FAIL to get her qualified through the school.  

 

This is NOT a run of the mill, small, tiny situation you're bringing them.  It's complex, and you are NOT likely to get as much service as you could/should/would if you were to bring in an advocate.  And if you fail to bring in an advocate, you're likely to leave significant amounts of reasonable services that they ought to be doing just completely on the table.  Around here that advocate had a flat case fee of $850.  At the time it seemed like a ton of money.  Now, with the amount I failed to make happen, that's peanuts.  Peanuts.  

 

When I started, I tried to play nice.  I didn't know where this was going, and the school knew.  They had all the cards and they KNEW how this process builds.  First I realize and want this, then I realize and want that.  Eventually that list gets longer and longer, till I have a list that is VERY expensive.  Our state has a strong disability scholarship, but there's a way to fight for even MORE funding.  THEY knew that, and I didn't.  So because I didn't know that and didn't have an advocate, I didn't know why they were positioning themselves the way they were, hedging.  I sort of naively thought they had his best interests in mind.  They didn't and they DON'T.  They're thinking about their dollars and their budget.  When you bring in a complex case, they KNOW how expensive this could get.

Edited August 15, 2016 by OhElizabeth

[Alessandra]

There is such a thing as a paid advocate who knows the law but isn't a lawyer. I know we've talked about this 20 times over, but with that list the question it begs is ASD. Whether it eventually goes there or not, you have a very complex list of SN. Because it's complex, bringing in an advocate could be VERY wise. I had ONE MISTAKE, one thing I signed early on, that has cost me an astonishing amount. There were multiple layers where it should have been caught and wasn't. I'm just saying, the cost of an advocate is NOTHING compared to the cost of doing all these interventions privately if you FAIL to get her qualified through the school.

 

This is NOT a run of the mill, small, tiny situation you're bringing them. It's complex, and you are NOT likely to get as much service as you could/should/would if you were to bring in an advocate. And if you fail to bring in an advocate, you're likely to leave significant amounts of reasonable services that they ought to be doing just completely on the table. Around here that advocate had a flat case fee of $850. At the time it seemed like a ton of money. Now, with the amount I failed to make happen, that's peanuts. Peanuts.

 

When I started, I tried to play nice. I didn't know where this was going, and the school knew. They had all the cards and they KNEW how this process builds. First I realize and want this, then I realize and want that. Eventually that list gets longer and longer, till I have a list that is VERY expensive. Our state has a strong disability scholarship, but there's a way to fight for even MORE funding. THEY knew that, and I didn't. So because I didn't know that and didn't have an advocate, I didn't know why they were positioning themselves the way they were, hedging. I sort of naively thought they had his best interests in mind. They didn't and they DON'T. They're thinking about their dollars and their budget. When you bring in a complex case, they KNOW how expensive this could get.

I used an advocate for many years. The one I found was recommended by friends, but I later found her name in many local news articles about special Ed. She is one of the go-to people for quotes. Mentioning that, because local news may be one way to find someone, if you have no IRL sources.

 

My advocate was persistent, not confrontational. The schools listened to her, because they knew her to be reasonable. This may sound odd, but one help was that she helped me understand what was a reasonable request and what was not. That made our position stronger.

 

Another benefit of an advocates is that you have someone to go to for advice between IEP meetings. Also, advocates tend to know what is happening in other districts. Btw, my advocate is a licensed social worker, but other credentials are possible. The only reason I no longer use an advocate is that we have had two extraordinary case managers who have gone above and beyond in every way.

 

With my advocate, the first step was bringing kid to her office for talk with me and evaluation by advocate (even if other evals had been done already). Then reviewing goals, preparing for school meetings. Btw, I am a polished speaker EXCEPT when advocating for myself or my family In high stakes situations. Sometimes I just cannot believe the stupid things I say, lol. In an IEP meeting, the stakes are high and parents usually have less experience than school personnel. Advocates help!

 

ETA

 

Like Elizabeth, I did not have an advocate at first. It was a disservice for my kids.

Edited August 15, 2016 by Alessandra