Tutoring 'not' a SPED service?

Brenda,

I answered your question below before I read this. But I will explain that after school tutoring at school is generally offered by regular ed. If a child is in special ed., then his resource time is supposed to be where he gets remediation. But as I explained below, your son’s school has not done their job, and you may have a good chance of taking them to due process to get a private LD school placement. After school tutoring will not bring your son up enough to graduate from high school. He needs some intensive appropriate intervention immediately if he is to learn to read. You cannot graduate form high school with a second grade reading level and it is clear they do not know how to teach him. I hope we can connect you with some help.

Janis

Hi again Janis,

When I requested that the IEP team find a more suitable program for Anthony they, as you know, told me his placement was appropriate. I told them that they have to do SOMETHING, but they stated that the school didn’t have a tutoring program other than for the 1st grade, and it was made clear that the only reason it was in place was because it was free, and ran by a volunteer. They did however, (because they’re sooooo kind and helpful, choke) offer him after school peer tutoring. I almost laughed and told them that that was not adequate, that he needed “intensive instruction” because jeez if peer tutoring was all it took, he’d be reading at grade level……cuz I “tutor” him every single day…..it’s not the same and they know it. They acted put out that I would not accept such a generous offer. (Dear Lord!)
At that point I asked them if their campus couldn’t/wouldn’t find a program for him, would the SD help us fund tutoring from Sylvan. They lost it and said “We’re not the ones to be asking THAT” shortly after that the meeting ended. I explained to them that something had to be done NOW. I had him tested at Sylvan and had the Director of Sylvan there at the table with his test results. They didn’t care. And I did look for a Linda-mood Bell program, but there isn’t a center that’s closer than 3 hours from me. Sylvan seemed to be my only other choice…..again, I had to do something.

Anyway so when I think about it….I’m sure that is what the Dir of SPED was refering to. The outside tutoring from another agency. Still though, if it’s needed for a child to benefit from SPED, especially a child so far behind because of the schools neglect, I don’t understand why they wouldn’t at least HELP fund it.

As for legally making them pay? I’ve thought about that too, but it’s been so hard getting THIS far…..and that is “nowhere”…..they would make it impossible for me. But I swear, if they don’t do “something meaningful” for him I will take it as far as it can be taken…….I don’t know how, but I’ll cause so many waves for them they’ll hate me forever. I know that sounds vendictive, and maybe it is…….but they owe my son an education that he can rely on to “live” and they’re treating it like a big joke…..Anthony being the butt of that joke and it makes me so angry I could spit.

Okay, okay….I should go try to sleep now. My eyes burn soooo bad and my head feels about to explode.

Thanx again :)

Brenda

Brenda,

I don’t think Sylvan will be able to give him what he needs. Really, I think you need to be looking at private LD school at this point. Let me try and get some others to come and help us.

Janis

Brenda,

I am in a different state, but I was also told that the tutoring cannot be done as part of IEP (by school- including a director of special ed in my district), however…

I was lucky enough that some parent advocate gave me a contact to a lawyer that works for the state department of education (she is actually present as a state representative during mediations- this is a step before due processing) and she had told be (I am quoting)- “Everything is possible” meaning- there are no rules as to how the services that are needed for a child are delivered. So when the director told me it cannot be done I ask- in writing- to get this decision in writing from her- which I never did- she told me this is a placement issue and needs to be decided during PPT meeting and put in IEP. During that meeting we finally requested a private school placement for reasons below.

Private tutoring is hard to get since- I was told by LDA advocate- the teachers do have contracts and hiring somebody outside of a school system is hard. Nevertheless, we got 25 hours 1:1 in a summer- as an extended school year services and finally we pushed for a private school placement since we were told it would be easier to get than private tutoring - which actually was our first choice…

We did get however 25 hours of 1:1 tutoring during summer (we did not ask for more due to busy summer anyhow-, but you may ask for 30 if you can fit such number into your son schedule) as an extended school year option and this was really good experience for my son- this is a good time to ask for such option- if you have a tutor whom you trust can do a good job….

I would agree with Janis that at this point you better off asking for a private school placement- REMEMBER HE IS OLD ENOUGH THAT YOU MAY EVEN CONSIDER BOARDING SCHOOLS- it would give your son such a relief since he will be challenged appropriately and will start seeing that he can make progress and learn that it would be a much more efficient way than trying to follow regular curriculum and being tutored after hours…

Ewa

It depends on the county. I am going to start tutoring this summer for two students that are extremely low in reading. My county does this as part of their ESY program but usually for MR students.

Find the Internation Dyslexia Society in your area. They will recommend a Orton Gillingham tutor. (They actually prefer to be called Language Therapist). Sometimes, you can find someone to come to your home, although it is expensive. If your job has a Medical Saving Account, Dyslexia tutoring is an allowable expense.

My son has been in language therapy for about 8 months. He is 14 years old. I have been waiting for the school to teach him since Kindergarten. It just wasn’t happening. He has made great strides since beginning therapy. This is the first year that he is on the “b” honor roll.

Rhonda

Gosh everyone….thank you so much for your replies! I have to sit here for a while and read and re-read…..then absorb all this information. I will be doing that for the rest of the weekend. I’ll be looking into all the links you guys gave and try to sort it all out so that I can make some sense of it.

I guess my #1 problem at this point is knowing the correct tests to ask for so that they can pinpoint Anthony’s LD and thus know how to address it. Like I said before, he’s been tested and they’re relying on those scores to qualify him for SPED services. I understand that, but what I’m beginning to wonder is if there aren’t some specific tests that haven’t been given yet that would help to detect exactly what needs to be done.

Also….right behind problem # 1 is getting them to hear me. I could bring in a folder full of articles and argue their opinions, but I don’t know if I can verbally make a decent case. Does that even make sense?

I’ll be spending the weekend reading and researching all your information. I’ll be camping out on the board, as usual, :) doing my best to organize it all so that I can present my side so that it makes sense to them (IEP team).

I’m sure I’ll have a thousand questions and I’ll write them down before posting them so that I make sense when asking…….saving you all from my long winded posts. :)

Again….thank you all SO much!

Brenda

Brenda,

They have probably given the right tests. We could probably look at his reading subtest scores and tell you where his problems likely lie. (I would differ with John a bit on how we could diagnose the reading disorder). The school just does not know about effective reading methods and they may not even be able to interpret their own test results. Even if you were to convince them of this at the meeting (which is very unlikely), the time it would take for them to get someone trained and then give him the individualized instruction that he needs would still make it unlikely that he’d ever get the help he needs. My opinion is, forget the school, except to force them into paying for the outside LD school or intensive tutoring. For that you will have to have an advocate or lawyer.

Janis

Janis,

I’m beginning to think the same thing. I was sitting here thinking that by the time, if I’m even lucky enough, to get them to agree…train and implament anything that one, he’ll no longer be in their school and two….he’ll lose all that time that should actually be spent “teaching” him.

My question tho is if they are going to stand behind their point, which is that he’s made progress, although only 5 months, it’s still progress…..how do I argue that? Unless I’m able to get him help on my own and he proves them wrong by making progress that the school hasn’t been able to help him make….I have nothing to fight with. I guess though that’s where the legal help comes in, huh?

They continue to say that even though he hasn’t made the progress I would like to have seen, that many children don’t even make FIVE months in one year….so therefore, the program works and they’re doing their job. So I guess I’m to feel luck?? Hmmmmm.

I think you may be right though…..in the meantime I will continue to send him to Sylvan (something is better than nothing) and continue to work with him at home and try to find something that might help us here at home gain some lost ground.

You know….they sent home (his former speech therapist) 100 site words in flash card form for him to study. He doesn’t have to study them….he reads them off perfectly. And this is what I’m talking about….they give him things that he already knows and call it “teaching.” He reads them, knows them and understands what the words mean…..though he is slower when he reads in paragraph form (kind of reads words like they’re in a list rather that in a paragraph…which is why he’s not understanding the content).

I don’t know….I’m babbling again …… B.

Brenda,

What you are telling me about the 5 months progress being okay is EXACTLY what that case is about from the Wrightslaw site. The school was writing an IEP that said the girl would make 4 months progress in a year’s time. Her parents put her in a private LD school and later won the case where the school system would have to pay for the private school. LD kids who have normal intelligence should make a year’s progress in a year’s time WITH proper instruction!!!

I would just suggest to you that instead of Sylvan, you contact the International Dylexia Association in your region and try to get him an Orton-Gillingham tutor instead. If you are spending money, please use the best resource that will give your son a chance at learning to read. Sylvan may be fine for regular kids who were mistaught at school. But your son probably is LD and needs something different than what Sylvan can provide.

You can also check the listing of Phono-Graphix tutors for California here (click on “find a tutor near you” and type in CA):

http://www.readamerica.net/page19alink.asp

At the rate the school is going, your son has about a 0% chance of graduating unless you arrrange for some serious intervention, and again, it may need to be a private LD school at this point. I am sorry to be so blunt, but it is sort of like watching someone drown and trying to throw out a life raft. Your life raft may be an advocate who can help you win the private schooling or private tutoring.
You need to get one before that meeting.

Janis

Hi Janis,

I have read about shannon (I believe her name is) on the Wrightslaw site. In fact that was one of the first things I read when I began my ‘mission’. Her case is exactly why I believe my son is being wronged. However, his IQ is a lot lower than it should be, I “think” it’s in the high 60s. I’m not quite certain what a “normal” IQ is, but I do know that his is lower than it should be. However, I still believe that his test scores could be better if they were teaching him properly. This is what I can’t make them understand….if he had proper instruction he would be capable of scoring higher….how can he know something he was never given the chance to learn? Of course he’s at the top of his class, because they’re teaching him at a 2ed grade level….not expecting anything more.

They never state (or I can’t fine) where they state how much growth he’ll make in a certain amount of time. It’s always “Anthony will do this or that with ?% accuracy or 8/10 by such and such date. Are they supposed to put how much growth they’re reaching for (in months)?? That would be interesting to know, because I know they’re not doing that. I told them that at the rate they’re teaching him, he’ll leave high school reading, if he’s lucky, at a 5/6 grade level….barely enough to read the newspaper. That didn’t make them flinch.

Can I contact the International Dylexia Association in my region to try to get him an Orton-Gillingham tutor myself? Or do I need the school to request that? I know that to even get him tested by Fresno Diagnostic Center I need the school to request it. I can’t just call and make an appointment. I will request this, but they’ll tell me it isn’t necessary. This I believe because first, they have to pay for the assesment and two because if Fresno makes the decission that he needs something other than they have, it’ll be harder for them to ignore, so I’m sure they will do what they can to avoid that all together. Too they’ll say that he’s already been tested and assest. I know I can fight that opinion, but again there is the time issue.

Of course I want to get the best for my son….which is why I’m here, to find out how to find out what that is. As far as Sylvan goes I’ll keep him in there until I get something better for him….again somethng, in my opinion, is better than nothing. To pull him out now would devistate him…..he feels like something is being done and for the first time there’s a little glimmer of hope in his eyes. I don’t want to take that from him. When I find the appropriate placement I will transfer him, (no lag time) but until then I need him to hold on to something.

Please don’t apologize for being blunt….I need that and I don’t mind it at all. Does it make me cry? yes, lol but so does everything else these days….so by all means, say it like it is. : ) I’m learning a lot from all of you….and like I said before, it’s a matter of putting it all together and figuring out where to start and how to proceed.

I agree too that I need an advocate with me at the meeting, someone who won’t cry (I can’t help crying…..just thinking about it makes me cry and I think they take advantage of my emotions) Someone who knows the facts and the law and can ask the right questions and make the right comments would be the best gift I could give my son……I will work on it endlessly to try to find someone before the meeting.

Brenda

Brenda,

Do you happen to know if your son’s IQ has decreased or changed through the years? Have they tested it more than once? IQ scores can fall if a child is not taught to read. Has his label changed over time? What is his label now? Is it learning disabled or some kind of mentally handicapped?

Janis

Hi Janis,

I would have to go through all my paperwork for previous years to find that out. Honestly, they’ve never made IQ an issue, and what I mean by that is that I can’t recall a time that they’ve actually mentioned it out loud. I know his IQ is in the 60s now because I read every word on the IEP and every word on his recent tests and evaluations. Not that I understand the test information by a long shot (I wish I did). I believe his IQ information was in an evaluation written by his teacher. Do I know if it’s dropped? No, but I’ll go through my paperwork today and check to see if it’s in anything I have.

I guess this is a question I should be asking? (note to self) :)

They have labeled him “specific learning disability.” When I asked what that meant they just repeated it and started talking about his test scores being below where it should be. Like I stated before, he had a lot of problems early on that were dealt with and corrected (if that’s the right term) through various therapies. Right now though, from what I can get from them, is that he’s labeled with “Specific Learning Disability.” (doesn’t sound very specific to me, which is why I don’t understand it) If he was labeled dyslexic or something, I feel like it might be easier to deal with……..I don’t know.

Have the most recent test scores been posted for this young man? Did I read that his IQ score was in the 60’s? I didn’t see a reply to the question about if this score has been constant or if this is a significant drop from previous IQ testing? How long has this child been receiving special education services? When did his lack of progress become a concern?

Brenda,

I am betting that his IQ score was originally higher. It is good that his label is specific learning disability. In all likelihood, his IQ was once in the average range and his achievement was low, so he was labelled LD. When a child does not learn to read, they often have lower vocabulary development and the IQ score drops over time. This is called the Matthew Effect. I’ll give you another link to read about this. It is another justification for the school to pay for his private LD school actually. (He also might have a gap in the verbal and performance parts of the test, so relaly, it would be necessary to see all the IQ subtest scores to make any judgments).

http://www.wrightslaw.com/info/test.matthew.effect.htm

Actually, he likely would be labelled dyslexic if tested privately, but that term is not used in schools. Reading disorder or specific LD in reading are the school terms.

Janis

needs tutoring. It cannot be ruled out. You might need an advocate. Remember, if you don’t think she’s getting the services she needs you don’t have to sign the IEP form.

If I am understanding you correctly, you stated that your son’s IQ is in the high 60’s. Excuse my bluntness, but this falls in the range that has traditionally been called mild mental retardation. Now, you may believe your son is really higher, however if this IQ score is a reasonable estimate, the school is within the law if he is making adequate yearly progress in relationship to this IQ. The school is not obligated or required to increase his IQ score to show improvement that surpasses his measured ability.

Now, what might indicate this estimate is not reasonable? Things to look for would be: earlier IQ score that was significantly higher (15 or more points) perhaps suggesting that something interfered with his ability to take the test this last time around. When this occurs, and it sometimes does, we prefer to use the earlier, higher IQ score. Or, large variation in verbal vs. performance IQ scores. E.G. he has a 50 verbal and an 80 performance. We would probably consider the higher score more indicative of ability, however when this is seen (I see this pattern often enough) something really is wrong with verbal abilities and this does effect learning in all areas since this is a language-dependent society. So, progress may still be closer to the verbal score in language based subjects.

I have taught several students with this low verbal/higher performance IQ. We have also provided language therapy. However, I have seen specific language scores rise, but generally the verbal IQ score stayed about the same.

While you might believe your child can do better, if the ability measure is in the 60’s and you cannot find a compelling reason to argue that he needs retesting by a private evaluator because his scores may be invalid, then you may not have a basis to get private tutoring services through your IEP. If his IQ is in the 60’s and he is making 5 months progress per year, he is making the expected progress.

If you believe that more can be done, then you may wish to find and pay for any therapies you believe will help to raise his IQ. The public schools have not yet, to my knowledge, been tasked with raising IQ scores. They have only been tasked with teaching children and demonstrating progress that is reasonable and appropriate for the child, as per the assessment data that has been collected on the child.