First, if you live in Virgina you can keep the IEP by not signing your consent to terminate the IEP. If you are in another state you can still impove your chances of keeping the IEP. First they need to to a re-evaluation before terminating services. If you do not agree with the test results you can ask for an independent educational evaluation or an IEE at the school's expense. If he is having a tough time ,my thought is his independent test results will be different from the ones you receive from his school. It is truly a time of budget cuts.

Quote

Basically, the only difference in a 504 plan and an IEP is that accomodations laid out in a 504 plan are expected to be enforced and carried out by a regular classroom teacher. Accomodations should only be placed on an IEP if the child requires assistance that must be carried out by someone other than the regular classroom teacher, for example, a special education teacher. Because ADHD is a medical condition and not a "learning disorder" it more appropriately fits the 504 plan, which is a collaboration between edcuators, the child, parents and the child's healthcare team, without requiring formal standardized psychological evaluations that are necessary for implementation of an IEP. As for your child's teachers not enforcing his accomodations, whether on an IEP or 504 plan, that is totally unacceptable and the school district can be fined and placed under sanctions for not complying with these plans. Children with ADHD fall under the federal laws: Section 504 of the Rehabilitation Act of 1973 and Individuals with Disabilities Education Act (IDEA) under the category of "Other". Schools can lose federal funding if not upholding these federal laws. Speaking from experience in dealing with my child's school in regards to not upholding his accomodations: do your research, start by looking at your school district and states guidelines online in regards to protecting students with special healthcare needs while at school, then go to your child's school officials to try and reach a resolution. If you are not satisfied with the results there, then go to the school board within your district and ask to speak with whoever handles 504 and IEP plans for your district. Let them know you are aware of your child's rights and feel they have not done what is outlined in his accomodations and that you expect them to be upheld. If you still get the run around, contact your state board of education--they will have a liason to act on your behalf to ensure the school is doing its part in appropriately upholding the accomodations your child is entitled to under federal law and guidelines.

Quote

My son has an IEP. He is in a mainstream class, but does also have an IA (Instructional Assistant) that helps him in his class, as needed. We recently had his re-evaluation meeting and it was recommended by the school to bump up the amount of time he is eligible for assistance (we went from 5 hours per week to 10 hours) since 4th grade will require more from him. One thing I found is that you need to have meetings with ALL teachers involved. That way you are all on the same page and they all know what is expected of them. That helps eliminate some inconsistencies.

Quote

My son has had a 504 since Kindergarten, and it has been wonderful for him. Because he has to be taught by a teacher with special credentials, he tends to get the better, more seasoned teachers. When other kids were forced to hand-write their homework, he was allowed to type his. He gets extra time on tests, which is a huge help with test anxiety. He gets extra time to turn in homework, and that's the only provision I disagree with because I think it perpetuates the time-management problem. My preference would be that the teacher breaks the project into chunks that are due daily, with the end product being due at the same time as the others.

My daughter, with just the IEP hasn't fared quite as well. She gets "any ol' teacher" and no provisions other than being seated near the teacher. I still meet with the teachers & school administrator but I can't see how the IEP has helped her much.

Just my $.02 -- good luck!

Quote

First, if you have an IEP - KEEP IT! Usually an IEP means schools/districts by law HAVE to follow items included. And you can ask for just about anything! Keep it real though. A 504 is "if they can accommodate" they will, if they don't want to or claim to be unable to, then that's it, they don't. You're IEP is better. It also can and is supposed to, contain "life transition" items, to help prepare your child for college and life after high school. Any district that is trying to change you out of an IEP is trying to cut their losses, their costs, and see how fast they can get rid of your kid! My opinion, sorry, but that's the way I see it. Anyway, get reviewing and searching there are items online that can give you suggestions on what to ask for for your child. (Look with search words ADHD; FBA - Fundamental Behavior Assessments; Leave No Child Behind; Buffalo University has a ton of material online for the downloading; and keep going from those points linking through some of these sites to others). Including Resoure Rooms (places where there are few children, quiet areas, LD Special Ed teachers to help, tutors, etc.) that these people rarely tell you about; you can have your child get extended test time-have the instructions read outloud and have your child questioned to make sure they understand the instructions, seating in classes, and (even though we don't like it) having an IEP also allows your child to pass a class with a lower grade in some states (sometimes old world European history is not of interest, but making something is) so that your child can move on with his peers; ask for Transition items to help your child with social items, college prep items, etc.

Don't give in to District people when they request these things! As I have been told by a teacher in the family that has been on the other side (she actually advocated with parents to help her students and their parents navigate thru the sytem--most of her kids were ADHD and troubled-LD kids). We, as parents, don't know the pull we actually have because of the way the people from the Districts treat us. My family member was appalled at the way the committee treated me, her, and any items regarding my child. They acted as if it was actually coming out of their own coat pocket to pay for what was requested.

Too many school districts talk the talk, but when it comes to walking the walk, they balk because of budget constraints. Well, take those budget constraints, and let little miss princess cheerleader pay for her own cheerleading outfit and help my kid get through to graduation. I think there is more there than clothes and high & mighty attitudes to be garnered from the cost. (again, my own opinion based on what I see of the cheerleaders in my school district--stuck up and spoiled--loved because they are pretty and have talent, not their social skills or anything else). If you give up your IEP now, you may never be able to get it back! 504 does not have transition requirements, nor do districts HAVE to follow them. Read the law if you can find it. As much as a school principal likes to make you think they know more, THEY DON'T usually. And they're job is to keep costs down as well.

Quote

How'd that work out for you? I'd guess your school wanted to take him off the IEP and put him on a 504 because the IEP's, legally, have to be enforced. It sounds as if your school has not been accomplishing much with your son, and it sounds like he might need MORE from his IEP, not a 504. When you have a 504 the school doesn't even have to involve you, as a parent, and they really don't HAVE to do anything for your child. You might want to seek the help of someone in CHADD or an educational advocate - do a search on this site if you need to find more information.

Good luck to you!

Quote

My son in HS has the following on his 504 plan; The middle school wasn't so receptive to most of these issues and he failed most of his middle school classes. He is now getting A's and B's because of these modifications.

Teachers must communicate weekly via e-mail as to any missing papers or behaviors issues

I send a weekly reminder on Wednesday's and expect a reply within 48 hours or I let the 504 coordinator know and she lets me know what happened that there is no reply, sometimes the teacher is gone, etc.

Once they communicate with me, he has until the following Monday to turn in any missing work and get full credit; after that it is 5% lost points per day.

that is providing he has all the needed paperwork, instructions, etc. Even if he lost the paperwork, instructions, etc. that is still required by the teacher to get to him or he has until the following Monday. I usually let the teacher know he needs another copy, but I tell our son he has to also get a copy.

This is the main thing that has helped our son, there are other organizational skills that he is suppose to keep trying, like using an agenda, or planner, having a notebook for each class, having a homework folder. But we have found that he doesn't organize in this manner, so we let this slide.

Hope this helps

Quote

Unfortunately, I don't know what an 504 is but I do know about the IEP, my daughter has been on one since 2 years old. From what I know about IEP's is it really depends on the teachers and the school. I know in my daughters old school they had inclusion and they had the inclass support and if the in class support is good they will also get the whole class involved so the child won't feel so standout, but in her new school they don't have the in class support and she gets pulled out. I know this doesn't help much but I would say stay with the IEP especially if your school has the resources and the teachers are good.

Quote