Going to an IEP meeting as a support person, need advice

[Tiramisu]

I've been asked to be a support person at an IEP meeting for a foster parent who has care of a child with an IEP. I don't think anything more than basic educational testing has been done, but I think his mom fought very hard for an IEP for ADHD.

 

No np testing was ever done to confirm that he is really dealing with ADHD, even though it might look like that superficially. Trials of different ADHD medication weren't very helpful. Hyperactivity improved but not attention.

 

Many of the issues in school seem to be related to social interaction and current goals are being met only half the time, if that. Would it be crazy to ask for some type of eval for ASD, especially since there are family members who seem to have HFA? He seems social but not always appropriately so. He is in middle school but seems to have no sense what is appropriate behavior in different situations or in dealing with different people. And he seems to fixate on things. What specific tests could be requested?

 

Math achievement is rather good but reading comprehension is a problem area, so much so that CPS has noted it in the testing they've done. What tests could be requested for a middle school child to rule out dyslexia?

 

I'm thinking about bringing up a developmental vision eval. I heard this district used to pay for them, but I don't know if they do anymore.

 

I've seen the index scores on recent IQ testing, but not the actual subtest scores. The index scores don't vary much and are all average, but there was a note on variability so I'm assuming that may be for the subtests which I haven't seen.

 

Thanks for any ideas!

[PeterPan]

Here's the problem.  You have to find out what the process is for IEPs in your state.  The chart will be on your dept of ed website, so search for it.  In our state you sign a consent to eval form that has ALL the areas.  You only sign that once.  If you go oh dang I should have mentioned x, they say tough crunchies.  So to get to an the ETR (evaluation team report) meeting and dispute saying you wish they had run more evals, well it's late.  At that point you're asking what her *legal* options are, because there is no persuading them on some moral/kindness grounds.  They're busy and they follow the rules.  The forms the state specifies will walk them through every step.

 

Check, but I think the parent can *disagree* with the ETR, sign stating they disagree with the ETR, and then have the school make the IEP or not as they wish.  When that process is finished (yes or no on the IEP/504), THEN she has the legal right to *dispute* the ETR.  Look in your state's laws, also found on your dept of ed website.  Disputing the ETR is not fun.  At that point you write a letter saying you dispute the results and request and independent evaluation.  The school then pays for 3rd party evals.

 

Then it gets complicated.  She didn't bring up ASD, correct?  She has no evidence on ASD to compel them to eval for ASD, correct?  So sure it's a good question and you're analyzing the situation reasonably.  But reality is they finish this ETR, she signs saying agree/disagree (which it sounds like she disagrees), and then she needs to go back with MORE EVIDENCE to compel them to re-open the ETR and go at it again with a new planning form.

 

Then it gets even more complicated, because some schools don't do a good job eval'ing autism.  By law they're supposed to, but your school may or may not.  If they have a reputation for being qualified to do a good job, then fine go that way.  If they don't, then she'd be better off getting a private eval first and using that as her evidence to open the ETR.

 

Don't know his age, but remember that as long as the grades are passable they won't give a rip.  Some places will do social skills goals even with a 504.  I don't think you're correct to assume dyslexia.  The school should have done achievement testing, so you should have scores for that.  If you suspect autism, it could just as easily be language issues due to the autism.  In that case you'd want language testing like the CELF or CASL.  They could also run pragmatics testing for the social.

 

If she has not yet signed a consent to eval, then yes you want IQ, achievement, ASD/ADHD screenings, CELF or equivalent language testing, a CTOPP, etc.  If they've already done their consent form and testing, then she's left to sign that she disagrees and dispute the process using the law.  Sorry.  :(

[kbutton]

I'm hoping that Lecka will chime in here because while what OhElizabeth is saying is true, when you're talking foster care, I don't know how long she's had this child, etc. and what can be done when "more" comes up later. Because, truly, even with a thorough evaluation, things do "come up" later. I think Lecka has some ideas for working with schools on this--how to get ongoing support as things come up. Not all school districts will nail you to the wall for not noticing things early in the process, but some will. Some will be worried that you'll sue them because they should have done better evals up front. They all take a different stance and perspective.

 

I would read this book: http://www.amazon.com/gp/product/B00E81DHTS/ref=dp-kindle-redirect?ie=UTF8&btkr=1 

 

There is the legal side of things, and there is the people side of things. You need to kind of do both. This book basically tells you how to manage the people side of things so that the school doesn't ram you through the legal steps too fast or get you to agree with them prematurely and close doors to services. 

[Tiramisu]

Thanks for your thoughts. The school has actually been very good. He had been in a private school and his testing was Three years ago. There are major issues in school so I think the school is willing to do more to evaluate. But as often happens, the behavior was Interpreted as adhd by the parent and from brief doctor visits. More testing is definitely needed to figure out what's going on. The foster parent says he can't Read withou messing up words and letters, and he is 14.

[Tiramisu]

Kbutton, I think you have something with the coming up later. One of his specialists said that regarding where he was developmentally at the time of his last eval versus now. Things that may not have been an issue at age nine might be at age 14. I'm just applying this thinking retrospectively.

[Tiramisu]

I think we had a good meeting. They were clear about the type of testing they had the capability of doing. So they can't do the type of testing an np will do but they will do an eval for the social stuff as well as Look at the language challenges. They were very open to that because teachers were there who agreed the things we brought up were things they also noticed and agree are issues that need to be addressed.

[kbutton]

I think we had a good meeting. They were clear about the type of testing they had the capability of doing. So they can't do the type of testing an np will do but they will do an eval for the social stuff as well as Look at the language challenges. They were very open to that because teachers were there who agreed the things we brought up were things they also noticed and agree are issues that need to be addressed.

 

:party: That's how it's supposed to work!!!

[Tiramisu]

I think it went well because, sad to say, they see the problems everyday and the teachers are having to work hard to deal with it. I'm sure it's exhausting for them. It would be very different if it were an IEP meeting for a homeschooled kid or even a quiet, still child who was in school but not causing problems. It could be the same underlying problem but the squeaky wheel gets the grease,