Grades don't matter or at least they shouldn't. My oldest DS has a gifted IQ and makes mostly A's, a couple of times straight A's, but has also received a C. He does have a disablity. He is diagnosed with ADHD and ED for mood disorder, OCD, anxiety. He has Aspergers characteristics, but does not meet criteria for AS dx. Anyway, even with good to great grades he has an IEP. His disablility as the NY teacher wrote negatively impacts his education. School should be very easy for him given his IQ and other test scores, but it isn't. (The school's formal testing also showed a major scatter.) He has very poor organization, has trouble focusing in class, trouble with handwriting, etc. His IEP has few goals, primarily related to organization and MANY accomodations.
When I asked for a child study, I expected a 504 plan, but after all of the evaluations were complete the team decided that an IEP was most appropriate. I was shocked, actually.
Since your daughter has been tested by the school, it seems that you have jumped through these hoops already... write a letter to the principal or classroom teacher referring your child for special education services. (There isn't a limit on how often you can do this; although I would be reasonable.) They must accept your referral. As you have probably already been through this a team comprised of a school administrator, the reg. ed. teacher, a special ed. teacher (perhaps others we had the county tester and psychologist attend) and you, your husband and anyone else you want to bring that has direct knowledge of your child will decide if an evaluation is necessary. Bring your outside evals. for this part and it will be hard for them to justify a denial. You have a voice in this decision. There will be a meeting then (often the first concludes and the next begins) to determine what type of testing should be performed. Then you wait for the evals. I can't remember off the top of my head, but the school has a certain number of school days to conduct the evals. (something like 30 or 45). Then you all meet again and discuss if the evaluations show a need for sp. ed. services. If denied, explain you want to consider a 504 because she has a documented disabilty (keep those outside evals and dx.). List the accomodations you think are needed and be prepared to explain why.
Don't let the school out of the formalities. When my son was in 1st grade, I didn't know how to properly go through the channels and was blown off. That written letter is key. Keep on them and if it is really needed and seems that it is, it will be easier for them to agree with you on the 504 (at least) than put up with asking about it all the time. ALWAYS be nice, though.
Our state sp.ed. department NEVER answers email. Frustrating.
Be sure to throw out there that you don't believe your child is getting a FREE appropriate public education because you believe she NEEDS to attend Sylvan to succeed in school. Always use the word need and not want. Never say you want the best for your child only what is appropriate and needed.
You can get good information from
www.wrightslaw.com and/or
www.reedmartin.com.
