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).