Question about IEP for ADD son in High School

[Lives4Disney]

Hi, I just want to say I am so grateful to you all & I have learned so much on this board about IEPs and other parents' stuggles. I feel very lucky to have found the DIS (as I love WDW, too!! )


I have a 15 1/2 yr old son that is a freshman in HS this year. It is a new school district.

This kid has above average IQ scores but is basically failing everything. Out of 411 kids in his class, he was ranked 395! We have requested he be reevaluated (He hasn't been since 1st grade) and we are hoping for more help from the school. We have been paying $350/month for several months now for private tutoring and it kind of helps, but he no longer wants to do this and is really getting a noncooperative attitude about tutoring so we have stopped for the time being. We need to school to pull their weight.



My question is.....WHAT kind of useful accomodations and help is available?? What's out there??? Anything creative that is acceptable?? Anybody have a highschooler with ADD and found something that works???


Basically his current 504 plan accomodations are kind of lame (I say that because they are the same as always and have never worked!!): preferential seating, weekly home communications with grades, ability to turn late work in for full credit, books at home, he uses an assignment book (not well, though). That's about it - same as it has always been.

I need more ideas for helping this kid. He has so much potential, but I know the dropout rate for kids with ADD is super high and I am worried about him as he HATES school. Well, he hates classes- at least he has found his niche and some good, nice friends and has become fairly popular!

What else is available to kids in high school with ADD?? Any ideas out there?? I just feel so aggravated, but some of the fight in me is just dead tired worn out.

THANKS for any & all ideas,

Lives4Disney

 

[Anne MN]

i think that the school district has 10 days (can't remember right now) to get back to you once you put in the request in writing.
I would start with the principal- get that person to give you the reasons for not responding to the written request. if that person does not get back to you. move up the chain.
In our old district it was like pulling teeth to get someone to respond to questions. what I had to do is call the superendtendent of the school dist. leave a message- this is in regards to joe blow at abc school and why has my writtin request for a re eval not been answered in a timley manner. you would be amazed at how quick you get a call back. if I was e-mailing a teacher or the principal or head of special ed (last dist the guy was a complete jerk) i would copy the super. I know that the amount of time they have is in one of the laws- either state or in IDEA or something.
I just got up (i work 3rd shift) had to take DD to dr- she has strep again. did not get back home till 1 pm- it is going to be a looong night

 

[mom2kyleegrace]

You mentioned IEP then you mentioned 504 plan. Which does he have? I'm a special education teacher in AL. Here that's 2 TOTALLY different things. Depending on which you are talking about maybe I can help!?!?!

 

[Lives4Disney]

i think that the school district has 10 days (can't remember right now) to get back to you once you put in the request in writing.
I would start with the principal- get that person to give you the reasons for not responding to the written request. if that person does not get back to you. move up the chain.
In our old district it was like pulling teeth to get someone to respond to questions. what I had to do is call the superendtendent of the school dist. leave a message- this is in regards to joe blow at abc school and why has my writtin request for a re eval not been answered in a timley manner. you would be amazed at how quick you get a call back. if I was e-mailing a teacher or the principal or head of special ed (last dist the guy was a complete jerk) i would copy the super. I know that the amount of time they have is in one of the laws- either state or in IDEA or something.
I just got up (i work 3rd shift) had to take DD to dr- she has strep again. did not get back home till 1 pm- it is going to be a looong night

anne, thanks for the reply. Hope your daughter feels better quick.

I know you're right. 10 days. The thing is, he passed the buck with no response to us. The guidance dept is handling it and it is moving forward - we think. I know they have 60 days to let us know their conclusions of the eval. I am just miffed that the jerk didn't have the courtesy to respond as we have had so many issues with his teachers over the past 6 months and we have emails to prove how uncooperative they are. Actually noncompliant to his 504 plan. It is just how the place is run, I am seeing.

Any ideas for accomodations if we can get him on an IEP vs lame 504???

Thanks,

Lives4Disney

 

[Lives4Disney]

You mentioned IEP then you mentioned 504 plan. Which does he have? I'm a special education teacher in AL. Here that's 2 TOTALLY different things. Depending on which you are talking about maybe I can help!?!?!

Karen, he has been on a weak 504 plan since 1st grade. It was fine in grade school as the teachers were mostly awesome and so helpful. The knew my son and really appreciated who he is and he was learning.

In Jr. high, we had a bad time. Tried meds and spend quite a while experimenting to see what might work. Nothing did. It was a nightmare 3 years, actually.

He is still on that same, lame 504 plan with the simple accomodations I mentioned. We have begun the process of an evaluation as I honestly am afraid he has not learned a whole lot in jr. high and is very behind. I do not think he is performing at grade level and definitely not to his ability or the ability he has w/out the ADD interfering.

I would appreciate any help! I am really hoping with this eval he can get an IEP and maybe MORE help??? Assuming with an IEP more help does become available? The teachers do not get it that the 504 plan is a legal contract. Many do not seem to have even read it, or been made aware he has issues until I do my weekly contact and it appears from the stupid things they write back to me that they are clueless about ADD and my son's 504 plan. I thought the school got money to TRAIN teachers to deal with ADD and other issues and also to learn about 504s and IEPs. Maybe I am wrong on that as it seems these people really know less than I do.

Thanks for reading this!!!

Lives4Disney

 

[Anne MN]

DD use to be on a 504 in our old district. they were not following the plan. I ended up filing a complaint. that kicked things into high gear in regards to getting re evaled and on an IEP. if you have proof that they are violating the plan and keep doing it and can not be resolved. you can PM me and i can give you the info if you want to persue that avenue. I will not be able to get back to you till tomorrow I have to go to work.

 

[Purrrrfecta]

This is a very difficult subject for me to deal with for two reasons: For one, I am a teacher who teaches children who are inattentive, and because I also suffer from ADD. You now when I was younger I explained my brain as having a million things and ideas going through it at one time and not knowing which ones to think about first. It is still that way, but not as severe.

Your son is old enough at this time to realize his limitations. He is aware of what he can do and what he can't. He has to try to make his life as simple as possible for now. This means making his life a routine to which there is very little deviation. He needs to have a check list of everything the has to daily, Because he might lose it it needs to be attached to something he will not lose. ie, his packpack something around his neck he can keep inside his shirt...... I tend to lose my planner often so I know it is easy to keep a small attached to you so you will always know what you are supposed to be doing.

There are a list of other things I can think of, but I am sure you have too.

I doubt he will get an IEP because he will probably not qualify. Unless you can prove that his disability is causing him to fail in ONE subject they will not even budge. It seems that it is getting harder and harder for children to qualify for an iep. It is a shame really, and there is such a long process that children are often overlooked who really do need to have an IEP - With that being said, Psychologists are reluctant to allow children to qualify for special services unless their disability is showing them to have an academic strength in one area and a weakness in another.

Hope this helps.

 

[Ambassador]

We would suggest you seek the help of an advocate. There are professionals that work for families to try to get all that they need. Our school PTA has a Special Ed committee, and a powerful Special Ed Services group. Such organizations can provide you names of advocates.

We have found a program of OT for sensory issues, and a strict behavioral system of rewards and consequences has worked well so far. We also benefitted from a private program called Dynamic Listening System.

Our team consists of the school's psychologist, OT and aide; our private OT and psychiatrist. We have maintained good communication with teachers and school administators. We need to adjust our current IEP, and a PPT will be scheduled soon. In our initial meetings we attended by ourselves, but now we will bring all our best advocates to the table.

 

[Schmeck]

Accountability and responsibility are garbage? I think you really didn't mean it to sound like that.

What your son needs is a daily checklist to be done by each teacher, to be sent home each day with your son, for you to see. It could include boxes checked off for ontime/tardy, homework turned in, etc. But your son would have to be held to getting it to each teacher, and getting it home safely to you.

At the high school level, it is very difficult for the teachers to respond to every parent every day, as they are teaching so many classes, have so many students, etc. The fact that they have time to answer daily emails at your school amazes me, as the teachers at our school have about 20 minutes in the morning, tops, to check their messages. Then they have one prep period to catch up. They can't access their email from home either.

If your son has the extra set of textbooks at home, and can hand work in late for full credit, then they are accomodating some of his needs. That he is late to class - what does he say he is doing between classes? Can he leave one class 3 minutes early to get to the next class on time?

At 15 1/2, I don't think having a 'buddy' trying to get him to class on time is going to help matters. I agree with the school that it would overstep another student's rights to make him responsible for your son. If a friend of his wants to do it, OK, but the school can't assign a kid to do it.

It sounds like you're really asking for some type of 1:1 aide for your son. Someone to follow him around and hound him into doing his work correctly, etc. That would certainly help his grades, but he still needs to learn the skills himself to be successful on his own. A lot of that has to come from you. You need to set up a system for him that will help him get done what needs to get done. Send him to school with a list of your priorites for him for that day. Tell him to check the things off as they get done. If he doesn't then let him know there are consequences, etc.

I know it's not that cut and dry - it seems like it's always a constant battle between the parents and the schools about what is best for a student. At 15 1/2 your son really does need to take some responsibilty for dealing with his disability, and you are the perfect person to help him succeed!

 

[Lives4Disney]

Accountability and responsibility are garbage? I think you really didn't mean it to sound like that.

What your son needs is a daily checklist to be done by each teacher, to be sent home each day with your son, for you to see. It could include boxes checked off for ontime/tardy, homework turned in, etc. But your son would have to be held to getting it to each teacher, and getting it home safely to you.

At the high school level, it is very difficult for the teachers to respond to every parent every day, as they are teaching so many classes, have so many students, etc. The fact that they have time to answer daily emails at your school amazes me, as the teachers at our school have about 20 minutes in the morning, tops, to check their messages. Then they have one prep period to catch up. They can't access their email from home either.

If your son has the extra set of textbooks at home, and can hand work in late for full credit, then they are accomodating some of his needs. That he is late to class - what does he say he is doing between classes? Can he leave one class 3 minutes early to get to the next class on time?

At 15 1/2, I don't think having a 'buddy' trying to get him to class on time is going to help matters. I agree with the school that it would overstep another student's rights to make him responsible for your son. If a friend of his wants to do it, OK, but the school can't assign a kid to do it.

It sounds like you're really asking for some type of 1:1 aide for your son. Someone to follow him around and hound him into doing his work correctly, etc. That would certainly help his grades, but he still needs to learn the skills himself to be successful on his own. A lot of that has to come from you. You need to set up a system for him that will help him get done what needs to get done. Send him to school with a list of your priorites for him for that day. Tell him to check the things off as they get done. If he doesn't then let him know there are consequences, etc.

I know it's not that cut and dry - it seems like it's always a constant battle between the parents and the schools about what is best for a student. At 15 1/2 your son really does need to take some responsibilty for dealing with his disability, and you are the perfect person to help him succeed!

Schmeck, I am coming from a place of extreme frustration both with my son and his school. My comment about responsibilty/acctbilty being garbage.... Well, I think the school uses that jargon a lot as an excuse to get it off of themselves. How about the teachers being responsible and accountable for the 504 plan? There are limits to what a kid with severe ADD can/should be accountable for. I get the feeling that you work for a school.

Schmeck kind of said everything I have heard and tried before, but we have done these things for years (8) and it does not work. My son suffers a lot of consequences (there's the accountablity) but all that suffering and unhappiness do not bring any improvements at all.

My son loses EVERYTHING - not just schoolwork. He is a disorganized, forgetful mess. We spend many hours helping him, to no success. Things do not make it between home/school.

I don't want to go into our personal life and struggle with him anymore than I already have, so just leave it to say over the past 8 1/2 years we have done all Schmeck suggested with no success.

I just put this out there to see if there are any other ideas somewhere between an aide and giving him full responsiblity for himself. There must be other parents of kids with ADD struggling in HS. Even though they are accomodating some of his needs (Schmeck is right about that - although we had to FIGHT to get those books for home and it took until Nov for us to have them) he is still failing school. That's why I am wondering what else they can do at the school. We work our butts off at home and can't be with him from 7 - 3 daily. We have exhausted our own selves working with him at home and paying for the tutoring to take some of it off of us.

Thanks for the idea of the advocate! I will look into it.

If anybody has any ideas for accomodations, I would love to hear them. I am just asking if anybody out there has been in my situation with a kid with ADD struggling in HS and found help.

Lives4Disney

 

[Schmeck]

Do you pick up your son from school every day? If so, could it be arranged that he meets you at his locker, or somewhere in the school each day to make sure that he gets the stuff home that needs to get home, and the stuff that needs to get to the teachers has gotten there? Is there a 'learning center' style classroom that he could use the resources/staff from to help get the stuff in/out that needs to be done?

The high school I work at has three different levels of learning centers. Your son would fit into one of them (not knowing him personally, I'd not be able to say which level, but he'd be in the range of one of them!) and would get staff to assist him. It wouldn't be on the 1:1 level, but would be a place where he could take his exams, work on long term projects, and the teachers/staff in these special classrooms would be in contact with the classroom teachers.

It doesn't guarantee that the student will get the work done, the student still has to take responsibility to bring the work to the classroom, get it handed in, etc, but it does get them more focussed (sp?). The students are required to have an IEP for this, though.

 

[Lives4Disney]

Schmeck - I sure had a feeling you work at a school. Those things you mentioned have never worked for us, but they seem to be the standard accomodations offered by schools. I am sure there are better out there that I don't know of. Now, I find out the school offers free tutoring (probably have to have an IEP for it, too) after we have spent thousands of dollars on outside tutoring. This is the kind of help we need - the stuff that REALLY helps, but they just don't offer. They keep it quiet and a parent has to find out by word of mouth from another.

Thanks for replying It sounds like your school has a creative solution. I am just not sure.....our HS doesn't seem that progressive at all. Honestly half the battle is getting teachers to even acknowledge there is a 504 plan & that he is not doing these things (ADD symptoms) on purpose. We got his report card and actually it was better than the last. He is REALLY trying. It is a stress on the whole family getting this kid thru school. I wish the teachers appreciated his effort. The nicest thing is that most of them wrote how polite, well mannered and respectful he is. They have to know he wouldn't be driving us all nuts on purpose!! I have a visually impaired daughter that has an IEP and they give her the world at her school. They just do so much for her & my husband and I are immensely grateful and have no worries about her education. I just don't think it is fair to leave the kid with ADD in the dust because often ADD symptoms make a person appear like he is lazy or not trying vs a disability that is more clear cut.

I will find out from the head of sp services if they do have some kind of system like you describe. It may help!

Most of our problems with him also have to do with his awful organizational issues, I think. A normal person that spends hours doing homework would sure want to make sure he gets credit for it, right? My son just doesn't even have the motivation or whatever to turn it in - even though it has taken him two to three times as long to complete the work! (Sometimes with lots of parental help and reteaching!!!) He loses things between home/school. He doesn't know about tests/quizzes/projects as he forgets to even note them in his assignment book or writes wrong info. He loses things between home/school.

Anybody with a kid in HS struggling with ADD found a good solution???


Lives4Disney

 

[samano]

Lives4Disney,
I hear your frustration loud and clear and wish sincerely that I had some helpful suggestion to offer. My DD is in 4th grade and recently identified as ADD also (with testing done out of my own pocket from the sheer frustration of waiting for the school district to draaaaagggg through their process of having her evaluated!!!) The way your son is described as polite, mannerful and respectful are all the things said about my daughter too. The fact she is not disruptive and bouncing all over the class causes her true issues to fly under the radar. The disorganization, carrying completed homework around for days forgetting to turn it in, not knowing about tests/quizzes/projects, also describe my daughter to a tee. I had a lump in my throat when you described your son still struggling with these things in HS.
I still had to jump up and down to get her IEP meeting even after handing them them my own private diagnosis. So, here we are nearing the end of the 3rd quarter and her IEP was just put into place last week. I am preparing to do battle at the end of this school year when the promotion/retention decision will be made. I hear what you are saying about services and programs not being offered to you, and having to figure a lot of this out on your own. All this, while trying to maintain a positive attitude for your child. As a parent, we see the big picture.....how the sum of all things at home and school relate to self-confidence, attitude, education, hopes and dreams for the future. Trying to get others to see it from all the angles we do is enough make anyone crazy!
Sorry to go and on without any helpful advice or information....but I just wanted to show you some support from an 'I-feel-your-pain-and-frustration' standpoint!!!

 

[Schmeck]

A lot of school districts will not accept an "outside diagnosis" of learning disabilities - I know ours doesn't.

Another thing our school system does - the homework hotline, so you can call and get a recording of the night's assignment. This is at the middle school (5-8). The high school has some stuff online from some teachers, but not all teachers have the time to do it daily.

I hope you get a solution to your son's school situation soon! I haven't been able to spend much time in our learning centers this quarter, or I'd ask the teachers there for some more ideas.

One thing I've noticed, though, is that if the student gets learning center help, the student most likely isn't in the more challenging levels of classes - he/she has been moved down a level or so. If your son is above average in intelligence, be careful that they don't 'dumb down' his course load on him because of his learning disability!

 

[Cubana2004]

As someone who can't keep track of herself, her appts. and her things i completely understand your concerns about your son. That said, my solution has been using to do lists and computers to keep me organized. My outlook calendar can't be lost and because i'm on the computer every day anyways and the calendar always opens on startup its an automatic reminder. Same thing for MS Money and paying my bills and so on.

E-mailing assignments to teachers as they're completed were possible also helps insure things arrive where they're supposed to.

 

[Lives4Disney]

Samano - your post got to me. SO TRUE. You said it perfectly.

I wish you and your daughter the best of luck. I wish I could give you some help, but this has been a struggle for our whole family - mostly since 6th grade. Once he hit jr. high his problems seemed to multiply. TRY TRY TRY and get your daughter the help she needs before she enters jr. high. I wish so much that we would have entered jr. high more prepared. The grade school my son went to was wonderful and the teachers were so kind and appreciative of who he is as a person. They took care of him and made sure he was learning. We were all so shocked when 6th grade came and it was a big difference in the level of caring and getting to know the kids.

I have a 4th grade daughter (the visually impaired one) and she has an IEP and they just go above and beyond. I know the school can do it - give the help kids need - it is just finding what works for kids with ADD that is so hard. I really hope everything works out for your little girl. THANKS so much for posting. It does help to know I am not alone.

Cubana - I LOVE the computer ideas. My son is awesome at anything computer, mechanical, eletronic......THAT is his expertise! I would love it if he could do his homework on computer and email it. That would basically solve a whole lot of problems!!!

Schmeck thanks for your ideas & knowledge.

Lives4Disney

 

[SithBladeborn]

I am a senior at Moundsview High Shcool and I have an IEP for Asperger's Syndrome. From what I have seen is available is anything that the student is willing to do from having assignments written down in the planner then signed by the teacher. To having the teacher email you or the person in charge of your child's IEP.

It was quite a struggle for me to get through the years without an IEP untill 9th grade when everything fell apart for me

 

[simpilotswife]

L4D, you don't indicate if your son is on medication.

If he isn't then he should be. While I understand that parents are reluctant to medicate their children, I don't understand their reluctance to help their children feel good about themselves. They have studied this for over 20 years and THE most single effective treatment for ADD is medication (in combination with behavioral therapy).

If he IS on medication then you need to consult with your doctor about whether another medication may be more effective.

That being said, it might too late to help him. I sit as a parent member in many IEP meetings and honestly getting help in the middle of high school is just too little too late for unmedicated kids with ADD.

Getting him on meds (or regulating his meds) is the first step and getting him into a self-contained or inclusionary program is the second step. Don't listen to that blather that he has to go to resource room first. Explain that because the school district did not ensure that his 504 plan was 1) adequate and 2) being followed they are now responsible for catching him up. If they won't classify him and put him into a self-contained classroom then request a hearing. The lack of 504 compliance should assure an easy victory.

 

[Lives4Disney]

L4D, you don't indicate if your son is on medication.

If he isn't then he should be. While I understand that parents are reluctant to medicate their children, I don't understand their reluctance to help their children feel good about themselves. They have studied this for over 20 years and THE most single effective treatment for ADD is medication (in combination with behavioral therapy).

If he IS on medication then you need to consult with your doctor about whether another medication may be more effective.

That being said, it might too late to help him. I sit as a parent member in many IEP meetings and honestly getting help in the middle of high school is just too little too late for unmedicated kids with ADD.

Getting him on meds (or regulating his meds) is the first step and getting him into a self-contained or inclusionary program is the second step. Don't listen to that blather that he has to go to resource room first. Explain that because the school district did not ensure that his 504 plan was 1) adequate and 2) being followed they are now responsible for catching him up. If they won't classify him and put him into a self-contained classroom then request a hearing. The lack of 504 compliance should assure an easy victory.

Oh boy, you've touched on a sensitive subject with me. My son started meds in 3rd grade. He was on them until 7th when I decided enough is enough. During those years (8 yrs old to 13) we tried too many different meds in different doses to count all prescribed by psychiatrists, not pediatricians. NOTHING worked. Not only did they not work, they altered his personality horribly, appetite, sleep, he got terrible and uncomfortable physical side effects......He actually wound up in a psyche ward of a hospital due to AWFUL side effects that were making him suicidal. I do not think medication is the cure all for ADD in any way shape or form. My son had the most horrendous side effects and I feel guilt to this day that I let doctors basically EXPERIMENT on him for 5 years and let the school push me around into keeping up this experimentation as they wanted a quick and easy fix. I would caution all parents to be VERY CAREFUL of medicating their kids. Yes, it can be a great thing for many, but if your kids are on meds and you sense anything is not right, get medical attention, somebody to listen. Do what you feel is right. Don't be pushed around by the schools or the doctors. I still think the drugs he was prescribed have lasting effects on his memory.

Those years were nothing short of a NIGHTMARE for us. I could go on into gory detail about what he suffered and we along with him, but it is too personal and will drudge up a lot of bad feelings.


Yes, we could win a court case based on the noncompliance of the 504 plan. I have been advised on this, but it still won't help my son get thru HS. I do not think it's too late to get help. He is a smart kid and I won't just give up on him.

Lives4Disney

 

[kdtwiss]

I agree meds are not a cookie cutter answer

I just wanted to let you know I just began looking into something for my son who is only 7, but clearly on a path leading to exactly where your son is. He gets all 100s on his tests, but can NOT finish his work, stay on task at all. We just visited a place that sounds teriffic, called the DORE Center For Acheivement. I could not explain the process and do it justice, but the science behind it seems solid to me. They work with kids to kind of retrain the brain to make more and better connections so the child (or adult) can function better. They claim to have a 93% success rate - and offer a money back guarantee. It is pricey - about 4,500, but there is an option to pay some down and $200 a month, which is less than you current,y are paying for tutoring. There are not many centers and I do not know where you live, but since you only need to go to the center for an initial eval then every six weeks, it would be doable if you were willing to travel.
Again - just starting to look into this, but I REALLY like what they do. It seems solid and sensible.They work on the PROBLEM, not the symptoms. I can only hope someday they may be able to use this type of program for people with autism, as I have a feeling it could help. Good luck to you,l there is nothing that we want more than for our children to have a happy fullfilling life, it is so hard to see them struggle!!