Ask an Advocate

Shannon Sankstone

I spend a lot of time — too much time — on social media. I am in dozens of groups, all of which focus on helping parents understand and manage the struggles of special education.

I do my best to offer helpful tips, advice and encouragement. I think, perhaps, my readers would like the same consideration?

If you have questions about special education, please send them over to me at shannonsankstone@thejoltnews.com. I’ll do my best to answer them! 

504 Plan and behavior issues 

Dear Advocate,  

My child is a third grader in NTPS. He has a 504 Plan for ADHD and dyslexia. He gets in trouble a lot for playing and not paying attention, and he won’t do his work. The teachers have started sending him to the office because of his behavior, so he is missing out on class and doesn’t understand what he is supposed to do. He is falling behind in reading. What can I do? 

— Worried  

I’m so sorry this is happening! It sounds like a cycle, and I’m glad that you are looking to improve your child’s educational experiences. 

504 Plan or IEP? 

I’m wondering about the 504 Plan. A 504 Plan only has accommodations and modifications that make the learning environment accessible to your son. Does he need specially designed instruction?

Most children with ADHD need instruction to improve executive functioning skills, such as learning to focus and to begin or complete a task. Children with dyslexia benefit from specially designed instruction in reading.

A special education teacher or reading intervention teacher might be appropriate for your child. Curriculum, such as the Wilson Reading System or Orton-Gillingham, are effective for children with dyslexia and require a trained teacher (such as a reading intervention teacher).  

If specially designed instruction will allow your child to make meaningful progress in his learning, then your son needs an IEP. 

What’s the function of the behavior? 

As an advocate, I would request a Functional Behavior Analysis (FBA). An FBA evaluates a child’s behavior to determine the causes and triggers of the behavior. The behaviors you describe — disrupting class and not focusing — are common behaviors for children diagnosed with ADHD and dyslexia.

Once an FBA is complete, the school team, including you, can create a Behavior Intervention Plan (BIP) that will help your child learn replacement behaviors, such as asking for a break and seeking help from a trusted adult. 

Document everything 

I encourage you to put all communication in writing, and make sure to document, document, and then document some more.

Request a communication accommodation be added to the 504 Plan, so that every time your child is removed from class for disciplinary reasons, the school emails you the time, duration and reason for the removal.

Most importantly, if you believe an IEP would be more helpful for your son, request — in writing — a comprehensive evaluation for special education. 

Next week: 

Want to learn to move mountains? 

Shannon Sankstone is an Olympia-based special education advocate and the owner of Advocacy Unlocked. She may be reached at ShannonSankstone@theJOLTnews.com.