IEP reconvene mid year

[LC25]

My son is in kindergarten and entered the school year with a private diagnosis of a severe phonological speech and language disorder. In the fall, I had him evaluated through the school. As a result, he was given and IEP with 5x30 push-in services for reading and 2x30 C-grid services for speech.

 

As the year has progressed, it has become clear that he has motor planning weaknesses. I pursued a private evaluation, which confirmed an additional diagnosis of motor planning difficulties and an expressive language delay.

 

I want to reconvene and go over these results because he isn’t making significant progress. Although he has made some since the beginning of the year when he was first evaluated. His gains have been very slow. 
I believe he would benefit from pull-out support with a reading specialist. If they aren’t willing to provide that, I’d at least like to explore the possibility of C-grid reading support. Additionally, I’d like to increase his speech services given the severity of his speech disorders. Research shows that these types of speech disorders are strong indicators of future reading difficulties, and I want to ensure he receives more intensive intervention now with his speech and literacy. I just read a study that said that it takes 4x as long in 4th grade to remediate a reading disability than it does in K. Which means intensive intervention needs to start now. I can already feel a bit of resistance when mentioning these possibilities. 

 

His reconvene is this week. Do you think I’ll face pushback on these requests? If so, do you have any suggestions for key talking points?

[Carolyn Rowlett]

What is the eligibility category in the IEP (or categories)?  You mention both a diagnosis of a speech and language disorder and a reading disability.  Although there could be some overlap of the types of services used for each, I think it's important to distinguish between the two.  If his reading struggles are the result of his severe phonological speech and language disorder and not a specific learning disability (reading disability), the approach could be different and the teacher would need different training and skill sets for each.  I don't know all the facts, but it appears that he might need additional minutes with a speech language pathologist rather than a reading specialist to address his specific disorder.  I would suggest requesting an IEE (Independent Educational Evaluation) from the school, which would be at no cost to you.  An outside provider would probably be able to delve into the complexity of these issues better than the school district and would provide recommendations for both treatment/services and accommodations.  You are entitled to request an IEE when disagree with or feel the school evaluation is not sufficient.  The school district must agree to this or else take you to a due process hearing to prove an IEE is not necessary.  This is very inconvenient for school districts, so they usually just agree to the IEE.

And you're definitely on to something in wanting to request pull-out services.  If he is not making significant progress according to the progress monitoring reports, something needs to change.

[Lisa Lightner]

Oh, you’re definitely going to face pushback. Schools don’t typically jump at the chance to provide more services unless you make a strong case for why they’re necessary. But you’re already on the right track because you have data—private evaluations, research, and your child’s lack of significant progress.

Here’s how I’d approach it:

1. Frame It as a Data-Driven Discussion

• They may say he’s making progress, but if it’s not enough to close the gap, that’s a problem.
• Use their own data (progress reports, IEP goals, assessments) to show that he’s moving too slowly.
• If the school doesn’t have solid data, push for a new assessment to measure his progress objectively.

2. Emphasize IDEA’s Requirement for FAPE

• Under IDEA, your son is entitled to a Free Appropriate Public Education (FAPE). “Appropriate” means effective, not just some progress over time.
• If push-in isn’t working well enough, he needs a different approach—like pull-out reading support.

3. Leverage Research on Early Intervention

• That stat you found? Gold. Schools love data, so use it.
• Emphasize that early, intensive intervention is more effective and cost-efficient than waiting until later grades.
• If they resist more speech therapy, remind them that speech and reading skills are directly connected—a delay in one impacts the other.

4. Anticipate the Common Pushback & Have Responses Ready

• “He’s making progress with what we have in place.”
  • “Yes, but it’s not enough to close the gap. What’s the plan if he continues at this rate?”
• “We don’t do pull-out for reading at this level.”
  • “I understand that may not be the standard model, but IDEA requires services to be individualized. His needs justify a different approach.”
• “We don’t have staffing for more speech services.”
  • “Then we need to discuss compensatory services or alternative ways to meet his needs.”

5. Make a Clear, Written Request

• If you haven’t already, submit a written request before the meeting outlining what you’re asking for and why. That way, they can’t claim surprise or say, “We need time to consider this.”

Would love to hear how it goes—keep us posted! And if they really dig in their heels, we might need to talk about next steps.

[JSD24]

I wouldn't want a child with an IEP who gets special ed services (5x30 push-in services for reading) to also get general ed Tier services with a reading specialist.  It doesn't make sense.  If he's making progress and is on track to meet IEP goals after a year of these IEP services, the school isn't going to see a need for more services - either gen ed or special ed.

IMO, the focus should be on how and when the gap will close if he continues at his current rate of progress.  When will he catch up if he stays on the current trajectory?

Isn't motor planning an OT or PT sort of thing?  If they agree, I can see asking to add therapy to the mix.