Carolyn Rowlett

I'm seen (and drafted) many of these accommodations. It depends somewhat on what you are wanting because you can ask for fill-in-the-blank notes where the student just writes in key words so he/she doesn't look different from the rest of the class taking notes AND it helps them pay attention to the material being presented. But here is my suggested wording for a "generic" provision of notes: Student will be provided with notes from all material presented by teachers whether originally given in written form (i.e., on a white board) or verbally (i.e., during a lecture). Another accommodation you could ask for would be allowing the student to tape record class lectures.

Just to clarify, you are currently in a private pre-school and it is this same private pre-school that says there are no openings in an inclusive classroom for the next school year? If they are saying this to all students who are asking for a place in the inclusive classroom, I'm not sure there is anything you can do about that given it's a private school. But this is SO not my area of expertise, so if anyone else has ideas, please share.

Your first step would be to request an evaluation (in writing - email is fine). Ask that all areas be evaluated in which you and teachers - reach out to them, as well - have concerns. I would suggest communication skills/speech, social/emotional, general intelligence, adaptive behavior, and academic. You will receive a consent form with a checklist. If something isn't checked that you think should be evaluated, ask for it to be checked. School districts have 60 days from receiving the consent form (so turn this is quickly) to put an IEP in place, IF found eligible. It's 60 SCHOOL days, so it might be a little after the start of the next school year before it's implemented. I would include in my request for an evaluation the reasons why you are asking for one - attach outside evaluations showing all her diagnoses, as well as specific instances that have occurred at school. What the school is looking for is proof that the disabilities are affecting her access to the general curriculum. For instance, if she's not paying attention in class due to her ADHD, that means she is not learning. If she is not found eligible by the school district's evaluation, request an Independent Educational Evaluation (IEE). This is a third party provider that evaluates your child at no cost to you. The school has to honor this request or else take you to court (so 99% of the time they agree to the IEE). Once that is complete, request another eligibility meeting to go over the new evaluation and hopefully determine eligibility. There are many steps after eligibility is determined, so keep us posted on where you are in the process and what information you need. In the meantime, I would suggest going to your state department of education's website and looking for anything you can find regarding the process for special education. They might even have agencies listed that can assist you free of charge.

Have you gone to the state department of education's website? There must be a state plan for special education or parents' guide or FAQ's or something. If you can't find anything, maybe that's the question you ask - just to be pointed in the right direction so that you can understand the process better.

I'm sorry the school district is being so difficult. Make sure to get all their refusals in a PWN. Another thought is to ask for a facilitated IEP meeting. See if your state provides those. Part of the state facilitator's job is to make sure all parties participate. If nothing works, you could file a state complaint setting forth the school district's lack of compliance in allowing meaningful parent participation. See if there if a state plan or policy on the state department of education's website that you could quote.

The first thing you need to do right away is send a parent concerns email. Send it to the entire team that is listed for attendance at the second meeting (it's not necessarily a bad thing that the deputy director of spec ed is coming - he/she might know the law better and keep the "IEP Facilitator" in line so you can speak, people might not leave the meeting, etc.). I don't know in what category your son was found eligible, but make a list of all the concerns you have for him in the educational environment, including behavioral, academic, social, etc. It's best to base this on data, so look at the evaluation the school did to come up with ideas, but you can list whatever you feel is appropriate. If you disagree with the school's evaluation (for instance, it says he is at grade level for reading and you don't think he is), ask for an Independent Educational Evaluation in all areas you disagree with in the school's eval. (They will ask, but you don't have to give them a reason for why you disagree.) If there are some areas that the school did not cover in their evaluation that you think they should have, request additional testing. Think about how long you think the second meeting will take. Then reply to the Notice of Meeting (and add all attendees if they are not on the distribution list for the notice you received) and state that you request a time frame of _____ and confirmation that all participants can stay for the entire meeting and if not, to reply with a time they need to leave (if it's the OT person and OT has already been discussed, for example, you can agree to their leaving the meeting early). You might consider recording the meeting (which also keeps people "in line" and gives you documentation that you weren't allowed to fully participate). This depends on how "nuclear" you want to go with the school, because this will be off-putting to them. Make sure to look up your state's laws on recording (if it's a one party state, you don't need their permission to record). But also look at their district policy on recording - some districts do prohibit it in a policy. If you decide to record, you could either state that in your reply to the Notice of Meeting or "surprise" them at the meeting. (Some state laws and school district policies require so many advance days notice if you plan to record the meeting.) It's good that you received the second draft prior to the second meeting (I would have suggested asking for that if you hadn't). I would ask for a Prior Written Notice (PWN) on everything they refused you in the first meeting. If they reply that the second meeting is continuation of the first meeting and so all will be reflected on the PWN following the second meeting, that's fine. Just make sure you get that in an email reply and not a phone call (for documentation purposes). At the meeting, ask that your parent concerns email be copied and pasted and put into the IEP document under "Present Levels." They may refuse. If they do, ask right then that this refusal be noted on the PWN. Have your parent concerns list printed out and with you so you can check off each item as it's discussed. If an item isn't discussed, bring it up. Take your time to be sure - don't let them rush you through the meeting or the double-checking of your list. You have the right to do this. After every item they refuse, ask it to be put on the PWN. Since it sounds like in your state the IEP will go into effect after 10 days with no signature required, make sure that you receive a PWN after the meeting that lists ALL the things the school district refused to do. If it doesn't, request another PWN that does. Do EVERYTHING in writing. And you are absolutely correct - the team should be COLLABORATING on the IEP document. You as a parent, specifically, have a right under federal law (the IDEA) to have "meaningful participation." Don't let them take that away from you.

Here is what I would do: 1) Send an email to the classroom teacher asking for an estimate of how often your son elopes on a weekly basis. (Exact dates would be nice, but doubtful she kept track of this.) Also ask who she speaks to in the office when she calls them. 2) Email "the office" (whoever that might be and copy the principal) asking if they have any documentation of times the office has been called regarding your son's elopement. 3) Email the 504 coordinator and ask for a meeting. (Getting a 504 in place will be quicker than getting an IEP and through it you should be able to put some safety measures in place.) 4) Email the special education teacher and copy the principal asking for an IEP evaluation. If you do not receive a response, send again and copy the director of Special Education. 5) Put everything in writing, but it sounds like you are already doing this. If someone from the district calls you to discuss the elopement episodes, take good notes with dates and times and then send a follow-up email listing out what you were told (and anything else you discussed that is relevant - what will be done in the short-term, etc.) and that if this is an incorrect summary of the phone call to please respond with clarification.

If she's "failing every class" because she can't keep up with the reading (regardless of what grade level she reads at) due to her disability, the school HAS to put in accommodations to help her access the general curriculum. Period. It doesn't even have to say in the accommodation what it's for. So they don't HAVE to put anything in the IEP about reading. If she can't access the general education due to her disability and the school doesn't provide accommodations to help her access it, it's discrimination. Throw that word around and maybe it will get their attention. You may need to request an IEE that shows the academic impact of her ADHD (how her inability to focus on reading affects her education).

Regardless of the answer, I would request an evaluation as soon as possible to start the clock ticking. I would call DESE about the timing if student transfers (assuming she transfers in state).

At the very least they need to provide accommodations for her disabilities. Does she need a graduated start due to her disabilities? Does she need transportation other than the regular school bus? Does she need a person with whom she has established a relationship to meet her at the door? Walk her to her first class? I would request an FBA. How can the school make the argument that they have no responsibility unless they know WHY the student is having school avoidance? Also, once the "why's" are determined, then and only then can a decision be made as to what can be included in an IEP (and maybe a BIP) to help. If they refuse any of this, they are withholding FAPE due to her disabilities. No, it is absolutely not acceptable for the school district to expect families to sign an incomplete/draft IEP at the conclusion of a meeting in which they have agreed needs to be continued on another date. First, make sure your state even requires a signature on an IEP. Second, a draft should never be signed. Third, the only thing parents have to sign at a meeting is the attendance sheet and releases for any guests they have invited to the meeting. Anything else should have a 10 day time frame (check your state law). Avoid this in the future by insisting that the school district provide the parents with a draft of the IEP 5 days before the meeting (you could negotiate down to 3, which is acceptable). If they don't, say you'll have to reschedule the meeting so that the parents can time to review the draft and that this is necessary for them to be able to participate meaningfully (IDEA requirement) at the meeting.

Just because she CAN read at grade level, doesn't mean she IS reading in an efficient way to keep up with the curriculum. She may not need specialized instruction in reading, but it sounds like she does need goals on staying focused, as well as accommodations to help with her "attention challenges" (is there a diagnosis of ADHD?). For instance, would having someone read the material to her help her stay focused? Would test-to-speech or audio textbooks help? Focus on the attention disability and not the reading per se. Then develop goals and accommodations around that.

Sometimes it is difficult to get the school district to be specific about services other than "for behavior" or "for specialized instruction in reading" and the minutes. But the goals and measurement of progress on the goals absolutely cannot be vague. The goals must be specific and measurable. They should include direction of behavior (increase, decrease, or maintain), area of need (reading, writing, social skills, etc.), and level of attainment (reading level, without prompts, etc.). If you don't know what the goal is or how it will be determined as met, it is worthless. You should not let anyone "shut you down" in an IEP meeting. As a parent, you have a right to "meaningful participation" under the Individuals with Disabilities Education Act (IDEA), so point that out to anyone who doesn't let you finish speaking. As far as identifying triggers, if that is the main goal for the school psychologist, then that goal should be specifically mentioned. I have copied and pasted Lisa's suggestions for self-regulation IEP goals below. Perhaps something similar to number 7 would work for this student? And you absolutely should have a goal(s) to help her from leaving class. Some of the ones listed below might work for that, as well. If the school psychologist wants to have year-long goals, that's fine. But you need to have a specific way the goals are measured and determined as met. Then once met, the goals should be dropped - even if it's midway through the school year. If the school psychologist just keeps meeting with her because she likes spending time with her, that is not putting the student in the least restrictive environment - also a requirement under the IDEA. She should only be pulled from the general education setting when it is necessary to meet her needs and provide specialized instruction. I'm not an expert on FBA's or FBP's, but the one-time situation you refer to seems more appropriate for notation on the FBA rather than the actual plan. Finally, when the school district won't do something you ask for such as remove an item from the behavioral plan or wants to put something in the IEP you don't agree with, make sure you get that on a Prior Written Notice from them. Asking for that might help them to change their mind. Also, I don't know what state you are in, but you might have the option to write on the IEP signature page what you don't agree with (call your state department of education and ask about options in this situation). You should also follow up all IEP meetings with a detailed email of what occurred, especially the items in disagreement. Self-Regulation IEP Goals The student will demonstrate appropriate skills in identifying emotions, behaviors, and triggers. Demonstrate appropriate skills in responding to various emotions and situations. The student demonstrates skills that they know when or how to ask for help in regulating their emotions. Describe personal student strengths accurately and how to effectively use those to self regulate Explain the kind of strategies needed for a situation. (set the stage for weekly situations) Communicate/Identify strategies or compensation skills that work best for him/her in self-regulatory situations Explain and communicate one or two environmental needs that may trigger inappropriate regulation responses Identify specific environmental modifications and tell why they are needed to help with self-regulation Can demonstrate skills that they can communicate how and when to ask for help to prevent an unfortunate situation List possible antecedents to their own behaviors (“I get upset when…..”) and list possible acceptable alternatives to their negative behavior. In the classroom environment, ______ will utilize positive self-talk and coping strategies to handle stressful situations or work demands in which he/she manifests anxious or withdrawn behavior (i.e. putting head down, saying he/she can’t do something), demonstrating by engaging in the 30-minute activity or situation in a calm and positive manner with one prompt on 2/3 occasions. In counseling sessions, _______ will accurately identify feelings and appropriate coping strategies when presented with real or imagined situations with 80% accuracy on 4 out of 5 trials. When _____ becomes upset, frustrated, or angry, he will use a self-regulation/coping strategy (movement break, deep breathing, quiet space break, deep pressure/heavy work activity, etc.) to avoid engaging in unexpected behavior, with one reminder, on 4 out of 5 opportunities, as measured by observations and documentation. __________ will improve his self-regulation skills as demonstrated through utilizing a tool (e.g. inner coach, sensory support, calming break) to aid in regulating to an expected emotional state (e.g. green zone – which is when we feel calm, happy, content, and focused) with one adult reminder on 8 out of 10 instances in a small group setting, as measured over two week period ______ will improve insight on regulation as demonstrated by identifying the instances where he/she could have benefited from utilizing a tool to aid in regulation and determine what tool would have been beneficial for each instance with 80% accuracy. When presented with a problem (non-preferred task, frustrating situation, criticism/correction), ______ will accurately determine the size of the problem (big problem, little problem) and determine the appropriate emotional response (take a break, talk with the teacher, take a deep breath, replace frustration with good thoughts, etc.) and return to the task at hand in 4 out of 5 trials as measured by teacher charted data. When given a frustrating situation (i.e. undesired task, demand, and/or undesired peer behavior), with one prompt ________ will utilize coping strategies (i.e. take a break, deep breaths, etc.) and return to and remain on task for a minimum of 10 (use baseline number + improvement) minutes with an average of 95% over 8 consecutive school weeks, across all classroom environments. When presented with a situation known by ______ to be anxiety or frustration-producing for him (i.e. non-preferred task, an unexpected obstacle such as ______, tasks perceived as too difficult, unfamiliar adult, and non-preferred adult), he will independently demonstrate an appropriate emotional response through finding a solution to his problem or using a strategy to regulate back to an expected emotional state (take a break, talk with the teacher, etc.) and return to the task at hand within 2 minutes, for an average of 80% of instances both throughout all environments and within each environment.

Wow. There is a lot to unpack here. Before getting into specific questions, what do you mean by "we suddenly have our daughter's IEP tomorrow"? Did the school district not give you the required days' notice (should be at least 7 days or longer if your specific state requires it)? If so, that's their problem, not yours. You are entitled to the required days' notice. If that puts them out of compliance, so be it. They're also out of compliance when they don't provide you with sufficient notice. 1. As for goals, I'm going to assume she has a reading disability and if so, I think accommodations are more what you need than goals (at least for what you're asking about in this question). First, make sure she has the accommodation of text-to-speech at school and at home so she doesn't have to read so much. Second, ask for shortened assignments once mastery is shown. Third, due to her disability, she should only be required to do 1.5 times the amount of homework that her peers are required to do (so if reading takes her a long time, her assignments need to be shortened). All three of these are accommodations. And all three are required due to her disability, otherwise it's discrimination (sometimes that word gets their attention). 2. IEP's are Individual Education Program. They are not a one-size-fits-all. It doesn't matter what your school has decided to do with respect to other students. If your daughter needs Tier 3 (I would argue she needs more if she's in the 7th percentile), then that is what she should get. Data is what drives the goals - not the school's decision to mainstream. Look at the data for baselines to see what goals should be set. What concepts in math does she understand and what does she still need to work on? If the school's data isn't good, then ask for an Independent Educational Evaluation at no cost to you. Also, I wouldn't want her in the math lab at all. You are correct - they will be going over concepts she doesn't understand (and won't be able to understand as long as she's at the 7th percentile), so it will be a waste of time. She should be getting specialized instruction during that time. 3. Again, IEP's cannot be written to match what the school is doing for other students. HER data has to show she can be mainstreamed - not just because it is now the school's "policy." (Speaking of which, I would ask for their written policy on this - I'm guessing it doesn't exist.) As far as holding an IEP meeting when you can't attend, this is totally contrary to the IDEA, as well as (I assume) your state's rules and regs. The parent is an integral part of an IEP team and the school district has to make an effort to schedule a meeting at a time the parent can attend. As to amending the IEP document, they don't have to hold a meeting, but they do have to inform you in a Prior Written Notice. Finally, as far as destroying the original IEP, that is a violation of so many laws I don't know where to begin. Action items for you: 1. Do a FERPA request for all your son's school records. That way you either get the original IEP document or have proof that they don't have it. 2. File a state complaint regarding the fact that the school district did not notify you of the change to the original IEP document. 3. File a state complaint regarding your daughter's IEP process (even if you are going to a private school - this will help other parents who follow you) for both the meeting notice failures and failure to include you in the meeting. 4. Ask for an Independent Educational Evaluation for your daughter's math levels if they refuse to provide her with specialized instruction (a math lab is NOT specialized instruction). 5. Look for an advocate in your state to assist you. What the school district is doing is wrong, and an advocate might get that turned around. You could call your state department of education and ask them for suggestions on agencies that provide this service.

With respect to the IQ test (and all other testing/evaluation areas), it is not a matter of "declining" as much as it is not consenting. So when you receive the consent form for areas to be evaluated, make them uncheck that box before you sign. However, I don't know all the issues, disabilities, etc., in your child's situation. Sometimes IQ tests are warranted in order to receive the services for which you are asking. As for standardized tests, I don't have a lot of experience in that area in terms of having a student removed from such testing, but I do think it would require an IEP meeting, as there is a specific area in the IEP document which pertains to state and district assessments and where removal from this testing would have to be documented. Also, you would need very good reasons since many standardized tests are required by the state in which you live.

Absolutely get something added to the 504. He is not turning in his work because of his disability, so the school needs to provide an accommodation for that. A very simple one would be that the classroom teacher must do a "check-in" each morning to see if he has any assignments to turn in. If they have an aide in the classroom, that task could be assigned to him/her. In any event, is doesn't matter that the teacher doesn't want to change the way she manages her class. That's the whole point of an accommodation - a change/support put in place to help the student with a disability. She doesn't really get a choice.

I would send a parent concerns email prior to the IEP meeting. I believe Lisa has posts and/or forms for this on her website, but basically it sets out the concerns you want addressed at the meeting. They should also copy and paste these concerns into the IEP document under the Parent Concerns section. Here is what I would suggest (don't include the additional suggestions I put in italics - those are follow up items for you). You are obviously free to change to your own wording and/or make the tone nicer (or meaner :)). 1. I would like to change my daughter's primary eligibility category back to SLD. (This will be hard to get and as you implied, is probably not a sword you want to fall on if she's receiving services for her SLD. However, I would ask at the meeting for the reasons and data that they are relying on to change the eligibility category - specifically, why they think the anxiety and executive function disabilities affect her more than her SLD. If she has more goals for the SLD than for the OHI, there's your argument. I would also ask that their refusal - assuming they do refuse - to change the eligibility category be provided in a Prior Written Notice. The only other things you can do to change this is request an Independent Educational Evaluation and/or file due process. My opinion would be that due process is too drastic for this particular issue.) 2. I would like the accommodation/SDI regarding note-taking to read as follows: "Do not require note-taking and provide notes from all learning sources including but not limited to the board, teacher lecture/instruction, and video presentations." This is because requiring someone with dyslexia to take notes restricts the disabled individual's access to the general education curriculum because of the effort that has to go into note-taking. The student misses information that is presented while she is concentrating on the task of note-taking. She is unable to do both - take notes and absorb all the information being present; as a result, her access to the general curriculum is restricted. I am asking that this barrier to her education be removed by providing complete teacher notes from all classes. (If you do not get this, ask for them to provide their refusal in a PWN.) 3. The parent concern listed in number 2 should alleviate this concern, but I insist that the special education minutes listed in my daughter's IEP not be used to assist her with finishing her notes from classes. This is a failure to follow the terms of the IEP document and if it continues, I will ask for compensatory time to make up for this loss of special education minutes. (Again, if refused, ask for it in a PWN.) 4. With respect to the SDI that provides for "opportunities to practice and gain skills...," I would like that removed due to lack of specificity as to what skills are to be practiced and because this is more appropriate for the area of transition. (Again, PWN.)

It is my understanding (and this is not legal advice) that a diagnosis alone is not enough for an IEP. It must be determined that the child has a covered disability (autism, anxiety, and ADHD are covered disabilities), BUT it also must be shown that the disability is severe enough to require special education services. So if your child's disabilities are impacting her access to the general education curriculum, then the IEP should stay in place. If the school's 3 year re-evaluation does not show this and you believe this is incorrect, ask for an Independent Educational Evaluation (IEE) at no cost to you. (Because the school district could terminate the IEP if their data shows special education services are unwarranted. They must hold a meeting to explain their testing results to you.) Your child's therapist could also write a report (or come to an IEP meeting) stating that her disabilities require special education services to access her educational environment. You could also speak with her teachers to see if there are any examples of her disabilities affecting her in the classroom setting, unless the school has already done so.

This is a change in placement under the IEP. The parents are entitled to request a meeting. Unfortunately, the IDEA allows amendments to IEP documents without holding a meeting if both the school district and the parent agree. And in this case, I'm guessing the document the parent signed gave her agreement to the amendment. However, if she regrets that decision, she can still request a meeting and ask if a sufficient "individualized inquiry" was done to make sure her son is in the least restrictive environment (required under the IDEA). I don't know what is in the BIP, but have all supplementary aids, services, and supports been explored to avoid the home placement? If the school will not budge on its decision, then yes, it has to provide instruction in the home, including both general education and special education instruction. This time a meeting should definitely be requested so that the team can figure out the logistics of accomplishing this. Until then the student should NOT be switched to half days because FAPE is unable to be provided.

It's not clear from your post what disability your child has, so I will assume it is a specific learning disability such as dyslexia or dysgraphia that makes note-taking difficult to impossible. You need to make sure the team understands that the reason for this accommodation (in my state, this would be considered an accommodation rather than SDI) is that note-taking restricts her access to the general education curriculum because she is exerting so much effort taking notes (from whatever source - the board or a lecture or a video) that she misses information that is presented while she is concentrating on her note-taking. She is unable to do both - take notes and absorb all the information being present; therefore, her access to the general curriculum is restricted. When a disability is the cause of a restriction, the school must remove the barrier; i.e., give her the notes and not require note-taking. If the 1:1 instruction instruction time with reading and writing teachers is special education time, it is completely unacceptable for this time to be used to help her finish her notes. I assume the IEP states specific instruction that is supposed to take place during these minutes. It cannot be used for any other reason. If it is, track the minutes and ask for compensatory time. Additionally, she should not have to finish the notes - she should be provided a copy. Finally, the teacher's excuse that he doesn't have a complete copy of notes to give her is ridiculous. Make sure the words "when applicable" are removed so that the teacher doesn't have any wiggle room. Below is how I would word the accommodation/SDI: "Do not require note-taking and provide notes from all learning sources including but not limited to the board, teacher lecture/instruction, and video presentations." As for the second SDI, I would completely take that out unless some real specifics can be stated as to what "skills" she is practicing and gaining. It is unlikely she will need a "note-taking" skill, as most colleges and universities allow recording of lectures. Also, it's not a "skill" she needs to practice, especially if it causes her to miss out on information. If she has dyslexia and /or dysgraphia, she may never attain that skill because the struggle is related to a disability. It would be like having a child in a wheelchair practice walking when he can't.

That is great news, Charlotte Ann! Thanks so much for the update!

You can definitely have social/emotional goals and no academic goals, as long as you can show the social/emotional disability is impacting access to the general curriculum. Think about what social/emotional goals you think he needs. For instance, does he need a goal for self-advocacy when he's feeling overwhelmed? Does he need a goal for recognizing the need to take a break on his own without prompting from teacher? Does he need a goal for staying on task while doing assignments in class? Be prepared with specifics. Ask his general education teachers what issues they are having and prepare arguments that the issues are related to his ADHD and need goals. If the school evaluation comes back showing he doesn't need any social/emotional goals, don't forget you can ask for an Independent Educational Evaluation (IEE) at no cost to you. If meeting regularly with the school psychologist is enough and there is no need for any goals, that could be addressed in a 504 Plan.

My area of "expertise" is not Down syndrome, so hopefully others will chime in with recommendations specific to that disability. But from a general standpoint... Since her triennial is coming up, that means the school will be doing a re-evaluation. That should be done in all areas of suspected disability, so make sure you sign a consent for cognitive/general intelligence (an IQ test may have been done previously, but you need to make sure she has a NONVERBAL IQ test done due to her language limitations and to get a more realistic idea of her cognitive capabilities ), communication skills (both speech and language), academics, and any other area with which you are concerned (social skills?). I would also request a phonological awareness test, which a lot of states require now, but usually only for lower elementary grades. This would help to show where instruction in reading needs to start. Regardless of the results of the school's evaluation, afterwards I would request an Independent Educational Evaluation (IEE). This would be paid at school/public expense. You will need to state that you disagree with the school's evaluation, but you do not have to give them reasons. The reason I say to ask for an IEE is because school evaluations don't come with recommendations. An IEE would (hopefully) speak to whether or not your daughter is capable of learning to read AND would hopefully offer recommendations on instruction, etc.

As for your first question, it would depend somewhat on what the 504 language is. Does it specifically say "tests and quizzes?" Or does it say "assessments?" Even if it says "assessments," an argument can be made that this includes quizzes. It would also depend on the language in the neuropsych testing. Does it limit the recommendation based on length of test/quiz? Doubtful - her anxiety probably doesn't go away just because the assessment is shorter. My suggestion would be to reach out to the 504 coordinator and tell her about the situation. Not pointing fingers at or criticizing the teacher (yet) - just asking his/her opinion on the matter and what could be done. The hope would be that he/she would reach out to the teacher and clarify/rectify the situation. Also, the 504 Plan may need to be amended to specifically add quizzes. If the school district is reluctant to do that, then you may need to reach out to the neuropsychologist and ask that he/she made an addition/clarification to the report that additional time pertains to all assessments regardless of length of time/questions. As for your second question, I'm not that familiar with the SAT so maybe others will chime in. But if I were you, I would try to talk to a person in SAT administration that deals with accommodation requests (or if this is difficult/impossible, use the "contact us" on their website). Ask if there is a cutoff for the amount of extended time allowed. If so and there are no exceptions, 150% is probably the best you're going to get. If there is some wiggle room, ask what documentation would be needed to get her 200%.

Megan, check your state law/policy on the timeframe in which the school district must file for due process when denying an IEE (or just call the state department of education). It is usually very vague language like "without unnecessary delay," but at least it's something to make sure it doesn't drag on forever.

It sounds strange to me. I would definitely ask for the "research" to which they (specifically the person who drafted the report) are referring. If you can produce just as much research stating the opposite, ask them to remove that sentence as an inconclusive statement/opinion.