IEPs, spelling, lates, absences.....

[dcmom]

Hi everyone!

 

Thankfully, my daughters (age 10 and 7) continue to do really well post pex. This is not to say, however, that they are 100%. As school has started, I am really thinking I may need to do IEPs for them. There are not many issues, but who has a chrystal ball?

 

So, firstly, my main concern is actually my dd who just started middle school. We have also moved so we are in a new district. The school seems to have a fairly strict absence, late and homework policy (like many middle schools). This scares me a bit. While I am planning to really push her to school every day (school refusal was part of the last exacerbation)- I like to have the option to pull her out if there is a lot of illness, sometimes if she has a minor uptick in symptoms and is exhausted, etc. I hate to have to get a note from the ped (meaning a trip to the germ filled office) every time. I also have liked to have the option (although she usually hates to go in late) to send her late if I feel it is needed for her health.

 

Basically- she does really well at school- but my number 1 concern is her physical and mental health- and I don't want to be stressed if I need to make a decision about keeping her home. Both the school nurse, and the guidance counselor did not seem to know if an IEP would cover absences and lates- who do I need to talk to- I guess the principal?

 

Ok- the next item. DD has always been an incredible student- school has always been too easy, no challenge. She has excelled in spelling, and even had a couple teachers make up harder lists for her (and a couple other students) than the rest of the class. When pandas hit, she continued to do well in school- and frankly, I didn't pay much attention to school work because we were dealing with so much other stuff, and the teachers said things were great. As things improved, the very end of last year, I did notice she wrote sloppily, mis spelled a ton of words, and had forgotten a lot of her multiplication tables. Her grasp of concepts (math and language), her vocabulary, her reading, etc were not affected at all. Just these (somewhat menial) skills were affected. We have been able to brush up on multiplication tables- which are pretty decent now. But- the spelling and handwriting is not great. I mean she used to be WAY advanced in that area- so now is slightly below avg (I would say).

 

SO- the new school offers honors Literacy- which she should be in. They start all new students in regular, and move them up if needed. (BTW 30% of the students are in honors, so it is not an extremely selective group). I emailed her teacher this week to see if she was considering moving dd up. She is going to call me Friday- said DD was doing great and is lovely- but that spelling is a challenge for her.

 

So- I guess this could be grounds for an IEP. It is not that I don't think spelling is important, or that we shouldn't work on it- but it is clearly an inflammation issue- which will heal (or not). To me, I don't think poor spelling (unless that is their main focus in 5th grade) because of a brain injury, should hold her back from honors (if she should be there). I also hate to see (not sure just anticipating) her penalized for poor spelling on writing assignments.

 

Help- any suggestions?

[purple66p]

My son has severe dysgraphia. You can look through his school work and see his handwriting degrade year-by-year. His teachers will allow him to type almost everything, which also has the bonus of spell-check. Maybe she could use a lap-top in class? Of course, he still has to write out math and he takes about 4x the amount of paper space!

[MomWithOCDSon]

Hi DCMom --

 

Firstly, if you Google "IEP," you'll find several web sites that will literally list the federally-protected rights granted via an IEP. Sorry, I don't have them handy, but they really are easy to find. Maybe someone else here has a link ready to share.

 

And yes, "excessive" absences are covered. Basically, having an IEP classifies your child as Special Education, and Special Education, as told me by our district's Director of Special Services, "trumps all." It trumps standard attendance requirements, grading requirements, etc.

 

And yes, it should trump spelling concerns, too. I understand that a LOT of very famous authors are horrendous spellers, so I really don't get why they would preclude your DD from the honors program based on that alone! Seems a little odd. Since our kids are guaranteed by law the best education available in the least restrictive environment possible, it seems to me a kid who's "gifted" in every respect linguistically but has a current (perhaps momentary) challenge with spelling, should not be exempted from at least being given a chance to participate in the more academically challenging cirriculum.

 

My DS13, also in middle school (8th grade) and also a "twice exceptional" kid . . . he has an IEP and he's in the school's "gifted" program, which I think must be similar to your school's "honors" program. His gifted teacher is awesome and cuts him a lot of slack with respect to HOW he performs his assignments, but he's still expected to keep up with and complete the assignments; so I have to believe she would have no problem if his spelling was sub-par.

 

His IEP permits him to type instead of handwrite (his handwriting takes a toll, especially during exacerbation, and as a result, he's become a champion typist!), it gives him extra time for assignments and tests, it gives him a case worker on site who can help him advocate for himself with his other teachers, it permits him to be tardy to class in the event he needs extra time to organize his materials or ask his teacher an extra question about homework, and it gives him an alternate activity allowance for gym (still cannot stomach going into a stinky locker room with all his classmates). All of these are on top of the basics of the IEP/Special Education federal requirements which protect him in terms of absenteeism, etc.

[NancyD]

I agree with what Nancy said. With an IEP your school can accommodate almost anything including absences, coming in late, use of a laptop or other accommodation for poor handwriting, etc. During exacerbations I had homework eliminated to avoid serious rages at home. A great website is wrightslaw.org and a great book is The Complete IEP Guide (published by Nolo).

 

Nancy

[norcalmom]

I am holding off right now on doing a 504. We got a recommendation from phychologist last year. ds is "twice exceptional" - with a very specific learning disability - pandas related. Over the summer we did ivig. DS will not do any of the recommendations that come from the 504 plan - like use an alpha smart, or get copies of other kids notes or hard copy of anything written on board (he has problems copything stuff - esspecially math, although he can do it verbally, or in his head..showing work, or very long problems that require wrting and spatial processing at same time he cannot do). Or at least he couldn't do. We are giving ivig a chance to work.

 

anxiety is something I am VERY keen on eliminating. School and grade anxiety esspecially. My son wanted to be in the excellerated math class. He qualifed (but by skin of his teeth) - but I said no. I have him buying into MY mantra that his health is #1, and I'm showing an example of this. I am in favor of almost no homework at this age to beign with, so why be in a class that is basically MORE work at the same level? Unless it is a true love and hobby and child is easily mastering and clammouring for more. I HATE that they are starting this stuff at this age.

 

He's a good student, and gets good grades. but I'm not anxious to put any more anxiety on him than is already there. I've too many friends with older kids going off to college that tell so many stories. Check out the "Race to Nowhere" documentary we live in the area it was made.

[forjpj]

I was told, and we just finalized it today, that you want a 504 as opposed to an IEP. And this part I could be remembering wrong...the 504 is a federal program, and goes with the kid no matter where they go, whereas the IEP doesn't. On my ds's 504 today we put in accommodations for being on a modified schedule (so we can come in late), while receiving home-bound instruction as needed. Basically, right now he isn't doing so well, so the plan right now is to bring him in late everyday, but if he gets better he can come in anytime.

[MomWithOCDSon]

I was told, and we just finalized it today, that you want a 504 as opposed to an IEP. And this part I could be remembering wrong...the 504 is a federal program, and goes with the kid no matter where they go, whereas the IEP doesn't. On my ds's 504 today we put in accommodations for being on a modified schedule (so we can come in late), while receiving home-bound instruction as needed. Basically, right now he isn't doing so well, so the plan right now is to bring him in late everyday, but if he gets better he can come in anytime.

IEP's are federal, also, but I'm not sure either plan (504 or IEP) is automatically "transportable" between schools, states, etc. I know some people have had trouble "moving" both types of plans from state to state. 504's are generally less cumbersome for districts to grant and maintain, however, so maybe that leads to more acceptance when a family attempts to "transport" one into a new school. Since IEP's entail actual federal funding, however, there's considerably more paperwork and documentation that has to be done to back them up, so maybe that's the real rub in terms of a school's willingness to readily adopt an IEP that was designed elsewhere.

 

From our experience (we had a 504 3rd through 6th grades and just moved to an IEP last year, 7th grade), 504's tend to be "less intensive" in terms of the breadth of accommodations. Part of the reason is that there is no direct funding on a per-kid basis for a 504, so while you get accommodations within reason, your child does not have access to "services," i.e., regular sessions with the school social worker or psychologist, a case-worker on site, or a Special Ed classification.

 

The IEP, meanwhile, can stretch the boundaries of accommodations further yet and includes what the district might otherwise consider "excessive absences" and the like. It also grants your child a case worker on site who's job it is to ensure that the accommodations are being consistently granted by all your child's teachers, to help advocate for your kid when they run into an issue with an unyeilding teacher or part of the cirriculum that trips them up, etc.

 

Again, our experience was that the 504 worked fine for our DS when he was younger, but junior high is such a different world. When last year's massive exacerbation hit, the 504 didn't protect him adequately, and because of his chronological age and the nature of school by that point in time, the typical expectations are that parents are best "unseen" and "unheard;" they want the kids to look after themselves, advocate for themselves and answer for themselves. So we weren't immediately and readily "welcomed into the loop" as we would've been in the grade school years. We sort of had to barge in, in fact. But the IEP really helped us get him back into school with no major negative repercussions.

[bronxmom2]

Hey dcmom!

my 8 yo son is also 2E and it's the same exact "menial" areas that are affected (addition, multiplication, spelling) while he gets pleasure from the more difficult things-- graphing, geometry, fractions, etc. His reading comprehension and reasoning skills are really way way way beyond normal but the act of writing (anything) is so psychologically painful to him that it makes him cry. It is really frustrating for both of us. My son had PEX and then regular IVIG, and he is doing great emotionally, I keep waiting for this to improve but so far... nothing.

 

It would have been even worse to have seen him excel in those areas, and then watch his skills erode. How frightening! I'm so sorry you've had to go through this. I have to say that I read most posts on here, trying to track people's stories, and I think I have yet to read about a kid who recovered his academic skills and/or attention span.

 

As you may recall I am homeschooling my son. I just can't imagine him in a regular school at all. At this point I've decided to let him skip the multiplication tables altogether and let him go straight to geometry. I'm lucky if I can get him to write one messy sentence but he has the reasoning powers of an adult.

 

Your school should be understanding. The typing IEP is a good one. Good luck.

[dcmom]

Thanks for the replies everyone. I have been doing a lot of thinking about this.

 

Norcal mom- thanks for your reply. It was a bit of a reality check. You are right, why would I push to have dd in honors- when we are not even a year out from pandas. I was back on that train, that if you are not excelling now- your college career is ruined- the typical well to do suburban attitude. I got off of that train when pandas hit- and have no interest in being suckered back in.

 

So- I am meeting with older dd's guidance counselor and younger dd's teacher next week. They know about pandas, but I am going to give them more info- and include academic issues. I am going to ask for help determining if any other academic areas have been affected (through teacher input).

 

I have been doing research on dysgraphia- which thankfully Dr L wrote about in my kids school letters. I had thought it only referred to handwriting, but it is a lot more than that. Spelling is included. So I plan to make sure neither child is pushed, or penalized regarding spelling and writing. We are in a healing and being happy to be in school year. If things go well, I can work on getting a program together for the summer to work on the spelling and handwriting.

 

It is a good thing, to be worrying about spelling, rather than worrying about whether they will ever be able to attend school again But, it is still hard, and a constant reminder of what pandas takes from our babies! I still have some work to do on acceptance that this even happened, it has been a hellish and non stop year and a half. But- it has changed me as a parent- and I need to remember to stick to my new priorities for my kids.

[EAMom]

Hi All,

 

Our PANDAS dd (currently 5th grade, 10 years old) also has spelling (at least 2 years behind in spelling, her 2nd grade sister spells better than she does), math memorization (multiplication/addition), and handwriting issues. The handwriting has improved with IVIG, it's not wonderful, but better. She also has particular trouble with COPYING (eg. from the board, or even a piece of paper in front of her).

 

She does okay with Math reasoning/concepts, but even this is starting (I fear) to decline as she still has a great deal of MATH ANXIETY and still doesn't know her multiplication/addition facts (and using a chart slows you down).

 

I *think* spelling (4mo. after IVIG #2) is finally starting to improve a bit. One thing we learned, is that she does better if we teach her her spelling words VERBALLY. Her auditory pathways seem to work better for spelling vs. visual (looking at the word, copying/writing it over and over). Perhaps she is a more auditory person (she LOVES listening to stories, although she is a also a VERY capable reader with excellent comprehension). Perhaps one reason the auditory method (orally repeating the spelling of a word, making a rhythm/song, having her repeat it) is better for her b/c she doesn't have to deal with the ADDITIONAL CHORE OF WRITING/COPYING?

 

In other respects she is gifted. Her IQ was measured at 142 (before big PANDAS explosion of 2nd grade, although she already had spelling problems, and likely lower grade PANDAS symptoms at that point) and 120 (3rd grade, after big explosion, in semi-remission with Azith.) She is an avid reader with excellent comprehension. In 3rd grade (when we did some vision testing) her reading fluency (speed) was at college level (she read more than 2x as fast as a regular 3rd grader, with perfect comprehension.)

 

Some things we have in her IEP:

 

1) teacher is not allowed to mark off for spelling (unless it is specifically SPELLING test). For example, if she misspells a word in a science or math test, they are not allowed to deduct points for this (even if they would for a "normal" child.) This did happen early this year, before the teacher was aware of the IEP details.

 

2) we are supposed to be able to ask for a copy of what is on the board (if requested) so dd doesn't have to COPY . So far this has not been honored (yes, we could contact a lawyer, grrr). My way around it for now, is just taking a picture of the board (assignments) at the end of the day when I pick dd up.) BTW, this is when dd's handwriting is MESSIEST...copying from a board.

 

3) she has a math multiplication chart (up to 12x12) which we've recently convinced her to use for math tests (allowed to use this chart in IEP). It helps somewhat, but she still has math issues. Grade in test without chart: C-. Grade on next test (using chart): C+. Sigh. There is also A LOT of math anxiety there.

 

4) she also has permission to type anything and use an alphasmart (or computer). They don't rec. computers (laptops) in class due to fear that they will be stolen. She has an alphasmart which she takes to school (but doesn't use as much as she should due to anxiety-doesn't want to be "different").

 

We're hoping to get her to finally learn her math facts this year (sigh). For example, I have the Schoolhouse Rock DVD...today she was willing to watch anything EXCEPT the multiplication videos. Ughh.

 

It is a good thing, to be worrying about spelling, rather than worrying about whether they will ever be able to attend school again But, it is still hard, and a constant reminder of what pandas takes from our babies!

I agree DCMom...yet after while, you just want those "little" problems (which aren't actually that little) to go away as well!

 

 

(Here is where I vent...)

Where we are (Northern CA, public school) 5th grade is a VERY challenging year. Lots of reports, tests, stress...they "really pile it on" (supposedly to prepare for 6th gr/middle school, which I've heard from other parents turns out to be MUCH easier than 5th grade). It'd be nice if dd just had the "normal 5th grade issues" instead of these lingering learning issues (which I assume are from PANDAS striking at an early age) and the stress and anxiety that go along with it. (More VENTING here.) I just wanted to bang my head against the wall, after my neighbor complained (also has a 5th grader) about how excessive the workload is for these 5th gr. kids. OH...and her dd is SO stressed out. But I laugh to myself when she says her dd doesn't study for tests (aside from the required homework assignments) and STILL gets A's in everything AND is in the advanced math class. (Ughhh, I love my neighbor, but I have NO SYMPATHY for her child's situation....you don't study, and you get straight A's, so remind me, WHY ARE YOU STRESSED?)

 

(Interesting tidbit...re spelling, not PANDAS related).

My friend has a dd who was really bad speller (pretty sure not as bad as my PANDAS dd, but bad enough where some folks were getting concerned.) It turns out spelling got a lot better with puberty (5th/6th grade).

 

I've also heard that sometimes dysgraphia gets better with puberty.

 

So...I'm still holding out hope that things will improve, one way or another!

[kimballot]

I was told, and we just finalized it today, that you want a 504 as opposed to an IEP. And this part I could be remembering wrong...the 504 is a federal program, and goes with the kid no matter where they go, whereas the IEP doesn't. On my ds's 504 today we put in accommodations for being on a modified schedule (so we can come in late), while receiving home-bound instruction as needed. Basically, right now he isn't doing so well, so the plan right now is to bring him in late everyday, but if he gets better he can come in anytime.

PJ - I think you may have this backward. 504 plans are school-wide plans and are not transportable outside of the school. IEPS are legally binding contracts that follow the child from one school to the next. If a child moves, the new district has to make every effort to follow the IEP as it is written. IEPS must be updated annually and the child must be re evaluated every 3 years.

 

IEPS have more "teeth" than 504 plans, but not every child needs or qualifies for an IEP. Also, I find that 504 plans can be amended more quickly - if (for example) your child enters an exacerbation and suddenly needs unrestricted bathroom privileges or needs to have handwriting not count toward his grade. IEPs, though, require a committee on special education meeting to be amended and that can take a few weeks sometimes.

[kimballot]

EA mom - Spelling does go with dysgraphia, but the diagnosis of "dysgraphia" is difficult to get sometimes because the kids fluctuate so some psychologists will not give dysgraphia as a static diagnosis. The fact that handwriting, and math deteriorate with exacerbations has been reported frequently and is on many "PANDAS symptom" lists... but I don't see spelling problems in any of the PANDAS symptom lists....(perhaps I am missing it). I use the lists that we have made on this forum (which have been shared with some of the non profit websites) for teachers. Perhaps Buster could include spelling in an upcoming survey and we could get that included in some semi- official PANDAS list??

[EAMom]

EA mom - Spelling does go with dysgraphia, but the diagnosis of "dysgraphia" is difficult to get sometimes because the kids fluctuate so some psychologists will not give dysgraphia as a static diagnosis. The fact that handwriting, and math deteriorate with exacerbations has been reported frequently and is on many "PANDAS symptom" lists... but I don't see spelling problems in any of the PANDAS symptom lists....(perhaps I am missing it). I use the lists that we have made on this forum (which have been shared with some of the non profit websites) for teachers. Perhaps Buster could include spelling in an upcoming survey and we could get that included in some semi- official PANDAS list??

 

Good point re survey.

 

I wonder if spelling (and even math facts) are one of those things that is more of a problem if PANDAS "hits" at a certain time in development. (Or perhaps it just varies immensely with the individual child, like many other PANDAS symptoms.)

 

I just think about how Saving Sammy was (is) such a MATH GENIUS (still is) even during the worst of his PANDAS. However, PANDAS "hit" him relatively late (11 years).

 

And...

although not PANDAS specific, there is some stuff in the literature about OCD patients having problems with visual spatial memory (which could affect spelling). Here is an example http://www.biologicalpsychiatryjournal.com/article/0006-3223%2893%2990170-I/abstract :

 

Standardized measures of hemispheric asymmetry for the beta 2 bandwidth accurately predicted group membership and were correlated both with poorer patient performance on the visual-spatial memory task and better performance on the verbal memory task. OCD patients were significantly impaired on the visual-spatial task, but not on the verbal memory test, relative to controls.

 

[peglem]

Hi All,

 

Our PANDAS dd (currently 5th grade, 10 years old) also has spelling (at least 2 years behind in spelling, her 2nd grade sister spells better than she does), math memorization (multiplication/addition), and handwriting issues. The handwriting has improved with IVIG, it's not wonderful, but better. She also has particular trouble with COPYING (eg. from the board, or even a piece of paper in front of her).

 

She does okay with Math reasoning/concepts, but even this is starting (I fear) to decline as she still has a great deal of MATH ANXIETY and still doesn't know her multiplication/addition facts (and using a chart slows you down).

 

I *think* spelling (4mo. after IVIG #2) is finally starting to improve a bit. One thing we learned, is that she does better if we teach her her spelling words VERBALLY. Her auditory pathways seem to work better for spelling vs. visual (looking at the word, copying/writing it over and over). Perhaps she is a more auditory person (she LOVES listening to stories, although she is a also a VERY capable reader with excellent comprehension). Perhaps one reason the auditory method (orally repeating the spelling of a word, making a rhythm/song, having her repeat it) is better for her b/c she doesn't have to deal with the ADDITIONAL CHORE OF WRITING/COPYING?

 

In other respects she is gifted. Her IQ was measured at 142 (before big PANDAS explosion of 2nd grade, although she already had spelling problems, and likely lower grade PANDAS symptoms at that point) and 120 (3rd grade, after big explosion, in semi-remission with Azith.) She is an avid reader with excellent comprehension. In 3rd grade (when we did some vision testing) her reading fluency (speed) was at college level (she read more than 2x as fast as a regular 3rd grader, with perfect comprehension.)

 

Some things we have in her IEP:

 

1) teacher is not allowed to mark off for spelling (unless it is specifically SPELLING test). For example, if she misspells a word in a science or math test, they are not allowed to deduct points for this (even if they would for a "normal" child.) This did happen early this year, before the teacher was aware of the IEP details.

 

2) we are supposed to be able to ask for a copy of what is on the board (if requested) so dd doesn't have to COPY . So far this has not been honored (yes, we could contact a lawyer, grrr). My way around it for now, is just taking a picture of the board (assignments) at the end of the day when I pick dd up.) BTW, this is when dd's handwriting is MESSIEST...copying from a board.

 

3) she has a math multiplication chart (up to 12x12) which we've recently convinced her to use for math tests (allowed to use this chart in IEP). It helps somewhat, but she still has math issues. Grade in test without chart: C-. Grade on next test (using chart): C+. Sigh. There is also A LOT of math anxiety there.

 

4) she also has permission to type anything and use an alphasmart (or computer). They don't rec. computers (laptops) in class due to fear that they will be stolen. She has an alphasmart which she takes to school (but doesn't use as much as she should due to anxiety-doesn't want to be "different").

 

We're hoping to get her to finally learn her math facts this year (sigh). For example, I have the Schoolhouse Rock DVD...today she was willing to watch anything EXCEPT the multiplication videos. Ughh.

 

It is a good thing, to be worrying about spelling, rather than worrying about whether they will ever be able to attend school again But, it is still hard, and a constant reminder of what pandas takes from our babies!

I agree DCMom...yet after while, you just want those "little" problems (which aren't actually that little) to go away as well!

 

 

(Here is where I vent...)

Where we are (Northern CA, public school) 5th grade is a VERY challenging year. Lots of reports, tests, stress...they "really pile it on" (supposedly to prepare for 6th gr/middle school, which I've heard from other parents turns out to be MUCH easier than 5th grade). It'd be nice if dd just had the "normal 5th grade issues" instead of these lingering learning issues (which I assume are from PANDAS striking at an early age) and the stress and anxiety that go along with it. (More VENTING here.) I just wanted to bang my head against the wall, after my neighbor complained (also has a 5th grader) about how excessive the workload is for these 5th gr. kids. OH...and her dd is SO stressed out. But I laugh to myself when she says her dd doesn't study for tests (aside from the required homework assignments) and STILL gets A's in everything AND is in the advanced math class. (Ughhh, I love my neighbor, but I have NO SYMPATHY for her child's situation....you don't study, and you get straight A's, so remind me, WHY ARE YOU STRESSED?)

 

(Interesting tidbit...re spelling, not PANDAS related).

My friend has a dd who was really bad speller (pretty sure not as bad as my PANDAS dd, but bad enough where some folks were getting concerned.) It turns out spelling got a lot better with puberty (5th/6th grade).

 

I've also heard that sometimes dysgraphia gets better with puberty.

 

So...I'm still holding out hope that things will improve, one way or another!

Funny you should mention the the Schoolhouse Rock DVD- as I was reading your post, I kept thinking you should get that DVD for multiplication...auditory learning! Then, I saw you were using it. Another suggestion, once I stopped teaching, I did some part time after school tutoring for a company called MATHNASIUM. They have a fabulous program I think, and I'm one of those teachers who loved teaching math because it was fun. (My experience is that most elementary school teachers are not so good at teaching math- hope that has changed, but...) Anyway, that might be something to look into. Also, would it be possible for her to use a calculator for math, instead of the chart? The chart is visually "noisy", whereas the calculator only shows the relevant numbers- it might be more efficient for her.

 

I also think the public schools are way to stuck on the spelling issue anyway. Nearly all the writing people are expected to do these days is done on a word processor. Clearly, your daughter recognizes words when she sees them, or she would not be such a good reader...spell check will work just fine for her. When I was teaching, frequently the kids who were very good writers, were lousy spellers. So what? But, I don't think that should be an accommodation- I think all kids should have access to word processing and spell check.

 

Allie has had lots of problems academically and has been in self contained SPED since preschool. But at age 8 she was reading, doing simple addition and subtraction, and beginning multiplication. She was doing well on being able to learn 13 new spelling words/week. She lost it all..could not even count. But this year in school she's counting again. She's starting to read again. They are not working on spelling with her yet, but I bet she'll be able to get that back, as well.

[EAMom]

 

 

 

Funny you should mention the the Schoolhouse Rock DVD- as I was reading your post, I kept thinking you should get that DVD for multiplication...auditory learning! Then, I saw you were using it. Another suggestion, once I stopped teaching, I did some part time after school tutoring for a company called MATHNASIUM. They have a fabulous program I think, and I'm one of those teachers who loved teaching math because it was fun. (My experience is that most elementary school teachers are not so good at teaching math- hope that has changed, but...) Anyway, that might be something to look into. Also, would it be possible for her to use a calculator for math, instead of the chart? The chart is visually "noisy", whereas the calculator only shows the relevant numbers- it might be more efficient for her.

 

I also think the public schools are way to stuck on the spelling issue anyway. Nearly all the writing people are expected to do these days is done on a word processor. Clearly, your daughter recognizes words when she sees them, or she would not be such a good reader...spell check will work just fine for her. When I was teaching, frequently the kids who were very good writers, were lousy spellers. So what? But, I don't think that should be an accommodation- I think all kids should have access to word processing and spell check.

 

Allie has had lots of problems academically and has been in self contained SPED since preschool. But at age 8 she was reading, doing simple addition and subtraction, and beginning multiplication. She was doing well on being able to learn 13 new spelling words/week. She lost it all..could not even count. But this year in school she's counting again. She's starting to read again. They are not working on spelling with her yet, but I bet she'll be able to get that back, as well.

 

For some reason, we decided a math chart (for now) was better for eventually learning the math facts (vs. calculator).

 

There is a Mathnasium near us...I'll look into it. I know dd would rather NOT go to a tutor, but this looks like a good one if we do it.