William brought the following papers home from school this week which have me thinking I need to request an evaluation for an IEP.
The one below wouldn't have me too worried normally except he got a whole section wrong and clearly didn't read the directions.
*He told me he was too distracted by classroom noise.*
Then the one where he didn't write an answer, he had traced all the circles and he frequently obsesses and stims on patterns. I frequently need to re-direct him during home based work for this reason.
The one below wouldn't have me too worried normally except he got a whole section wrong and clearly didn't read the directions.
*He told me he was too distracted by classroom noise.*
Then the one where he didn't write an answer, he had traced all the circles and he frequently obsesses and stims on patterns. I frequently need to re-direct him during home based work for this reason.
The paper below has me quite concerned.
When I saw it, I could not read the writing, but thankfully Dave can.
He got number 2 wrong.
The question was: "How do the pictures in the story help you understand the words."
William answered: "The pictures show what they are doing." I couldn't read it and I'd bet the teacher couldn't either. I guess she could have been looking for more detail but my guess is that is not why he got it wrong.
Question number 5 asked "Why do you think the author wrote the story."
He got it wrong but here I know the teacher couldn't read it because she wrote "what?"
His answer was "The author wrote this story because the author wants us to learn something." which is actually quite insightful for a 5 year old and a 1st grader.
At this point, I see two options (since I already met with the teacher):
--Formally request an evaluation
--Request a meeting with his teacher, the AIG teacher, the OT, and the principal (and possibly the school psychologist and/or school counselor) to address my specific concerns. I know Kristin said that the AIG teacher was helpful in advocating for her son and she might be able to show how Liam's output on paper is not equal to what he can do verbally since she sees him so much.
Thoughts?
--Formally request an evaluation
--Request a meeting with his teacher, the AIG teacher, the OT, and the principal (and possibly the school psychologist and/or school counselor) to address my specific concerns. I know Kristin said that the AIG teacher was helpful in advocating for her son and she might be able to show how Liam's output on paper is not equal to what he can do verbally since she sees him so much.
Thoughts?
4 comments:
I'd start with requesting the meeting before making a formal request for an evaluation, just as a courtesy because these are the people who will be working with him. Seeing this got me in a bit of a panic, thinking what I would do if it was Jackson. The outcome of the meeting should be the same--he clearly needs an evaluation and IEP. You know that they have appropriate supports and accommodations in place for other students? If so, he definitely needs them. You go, troublemaker! : )
I hate to be Debbie Downer, but, he is WAAAY ahead of other children his age and I very much doubt he will qualify for an IEP. The fact that he is writing all this stuff would give him zero academic goals. Tom is nowhere even close to this standard and is considered on par with his peers and thus has no academic goals. You might be able to get a 504 for accommodations, but, I don't see you getting much more than that.
Just to clarify, I was in a panic because it made me think of homeschooling, if my child needed accommodations that were not forthcoming. Please keep us posted, and good luck.
Because William was diagnosed PDD-NOS, aren't they required by law to offer services or accommodations, or does it all hang on the evaluation?
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