IEP Annual - help

[Mommytina]

Hi everyone, I would appreciate anyone’s advice/suggestions, etc. My 12 year old daughter with an IEP due to her having ADHD started middle school this year. There have been numerous problems all year from her being punished and shamed for behaviors that are symptoms of ADHD (being late, not paying attention, not being prepared for class) to the fact she has failed pretty much all academic classes for both semesters, the only notes on the report card are “needs to try harder” “doesn’t pay attention” “not prepared for class”. 
 

I have communicated with the team, with individual teachers, and the special ed teacher. I’ve offered suggestions that included making sure I am aware of upcoming tests, assignments, etc. that has been a struggle even when I asked for a copy of a book that was being used in school and at home because she had lost the previous book, they didn’t respond. I even asked to get the name and author so I could get on my own but no response. When my daughter has math homework she always says she doesn’t understand, I can usually use an AI service to help so I can explain it to her but she is not grasping anything in math which has always been a challenge. 
 

I don’t want this to be too long but I have the upcoming annual, I have already suggested a functional behavior and BIP rather than continuing to punish for having ADHD. 
 

I would appreciate if I had suggestions ot ideas about what might be helpful. I also got a letter from principal letting me know my daughter was at risk for being held back. 
 

Thank you,

 

Tina

[Carolyn Rowlett]

Make sure you keep a journal with dates and specifics of the instances of punishment and shaming - date, class/teacher, what actions/inaction lead to the punishment/shaming, and what the punishment/shaming consisted of.

I would suggest doing a couple of things prior to the annal meeting.

1.  Look at her current accommodations and ask your daughter which ones are being followed (and in which classes) and which ones are not being followed (and in which classes).

2.  Look at the language of the current accommodations.  Does your daughter have to ask for them or are they automatically provided?  Does she have the self-advocacy skills to ask for them and is she?  Is there an "embarrassment" factor to any of the accommodations that could be tweaked?

3.  Does the IEP need additional accommodations?  What behavior is leading to the punishment and shaming and what accommodations could help with this behavior?  See Lisa's list of ADHD accommodations at https://adayinourshoes.com/adhd-accommodations-iep-504/ .  These are listed under accommodations for a 504 Plan, but are equally applicable to an IEP.  Go through each and see if there are any that would assist with your daughter's behavior and issues.  Also, accommodations can be written regarding teacher communication with parent of all assignments, tests, etc.

4.  Without knowing what the goals are, it's hard to critique those.  But look at the goals and see if they are addressing the deficiencies.  For instance, if she struggles to initiate a task, she needs a goal related to this struggle ("will begin a task within so many minutes/ within so many prompts, etc.").  Then, of course, for any goal there needs to be specialized instruction to reach that goal, so ask how they are advancing her towards the goal.  If she is not turning in homework timely, that can be a goal.  In the meantime, the supports/accommodations must be in place to assist her - teacher reminders that her homework is due, etc.

5.  Draft a "parent concerns" email to the IEP team.  See Lisa's explanation and examples at https://adayinourshoes.com/parent-concerns-on-the-iep-parent-letter-of-attachment/ .  Include the examples of punishment and shaming that you believe are related to her disability, include any information you receive from your daughter regarding accommodations not being followed, request the addition of any accommodations you feel are appropriate, request the tweaking or addition of any goals you think are appropriate, relay the communication issues you are having with her teachers, and state that retention would be detrimental to your daughter to retain her (you can find studies on this) when she may just need some additional support for her disability.  Inquire as to how the environmental and schedule changes has affected her and how the IEP can be amended to address this.  (My guess is, which is usually the case, that the middle school teachers are not following the IEP.)  Did the team have a "transition to middle school" meeting to address this big change in her life?  Or is it the same IEP from elementary school?  Finally,  I don't normally insist on this, but in this instance, I think I would request that all of her academic class teachers attend the meeting.  The team needs to hear what is happening in each class and how to address it.  The "at risk for being held back" is a very good reason for wanting all teachers there.  That is a drastic step and should not be considered without hearing from all teachers.

6.  Find out what the platform is in middle school for accessing assignments, test dates, and teacher notes.  See if your daughter is using this and if not, why not (may need accommodations for this).  Also make sure you have access to this so you can be aware of what is coming up for her.

7.  In an email separate from the parent concerns email, don't just suggest, but REQUEST IN WRITING assessments for behavior (including an FBA), academic (since she is struggling in math), and cognitive (because there might be some processing or memory issues going on in addition to the ADHD, which could lead to additional goals and accommodations that specifically address the cause of her struggles if more than ADHD).

 

[JSD24]

ADHD rarely travels alone.  What that means is, in most cases, there is another diagnosis.  I have 2 children who have ADHD diagnoses.  One also had autism and the other has dysgraphia.  It's fairly common to also have dyslexia or dyscalculia with ADHD.  Could your child's math weakness be a math disability?  Look at the eval the school did (you should have a copy) and see if the school assessed for a math disability.  If they didn't, I'd request the school assess for this.  Can you come up with a list of math concepts she didn't understand at school that you taught her via computer/internet instruction?  Your list is data that school instruction isn't enough and they need to do something different - or figure out why she needs this extra help.

In MS, students have a bunch of teachers.  Did all of them read the IEP?  Are they all following it?  I remember being at a parent group meeting several years ago.  One of the parents was an ADHD 'expert' and had done a professional development presentation for a school.  She thought that what she was presenting was review.  As it turns out, it wasn't.  If the teachers don't know that things like getting distracted, being late/poor time management, not paying attention, not being prepared for class/executive function issues, etc are all things that come with ADHD, teacher training on the disability might be needed.  (There will always be teachers who feel that ADHD isn't real and will refuse to accommodate.)

As far as 'trying harder' goes, students with ADHD need to be taught strategies that help with the things they struggle with.  Having a portfolio or zippered binder that hold all the supplies for her classes and then having another one for morning classes and a third for afternoon classes could help with organization (another system might work better for her too).  I'd look to see if the needs you're listing are needs that are mentioned in the school's eval report.

You DO NOT need to wait for the annual to tweak the IEP.  If the IEP isn't working - and from what you posted, it isn't - you need to call an IEP meeting & tweak the IEP.  You offering suggestions doesn't change what's in the IEP unless you word it like: I'd like to add a no meet revision to XX's IEP.  She is disorganized and often will not bring her textbook home when she needs in for homework.  Please add:  Home copy of all textbooks to the IEP.  This way, XX won't need to bring any books home and can focus on things like handouts and worksheets.  If she's forgetting worksheets, you can write:   I'd like to add a no meet revision to XX's IEP.  She is disorganized and often doesn't remember to write down when she has tests or when assignments are due.  She needs an executive function coach to check that things are written in her assignment book/planner.  Or I need this emailed to be or access to where I can find these on the school's website so I can coach her at home on completing assignments and studying for tests.  Please change the IEP so the XX can have the support she needs to be successful.  The key is to put the things she needs in the IEP.  Schools are required to follow the IEP but don't have to follow the suggestions of a mom who is watching her child fail due to lack of support (or worse) from the school.  I know that some moms of MS students will email every teacher at the beginning of the year to remind them to follow the IEP and highlight their child's needs.

I'm not sure an FBA makes sense for the issues your child has.  Refusal to be organized looks the same on an FBA as executive functioning issues due to a disability.  IMO, teacher training for every teacher your child has, might be better in the long run.