Parents are usually the first to recognize that their child is struggling in school, maybe they’re falling behind academically, having difficulty paying attention, or avoiding school altogether. Sometimes there’s already a diagnosis, such as ADHD or autism, but other times, no one is quite sure what’s going on. You don’t need to wait until your child is failing, or until they have a diagnosis, before raising concerns and asking the school for help.

When Should You Ask for Additional Support?

Every child has a subject they struggle with or an occasional off day; the concern is when a pattern develops. Some signs that your child may need additional support include:

• Persistent difficulty with reading, writing, math, attention, organization, communication, or memory;
• Frequent emotional distress, behavioral challenges, or school avoidance;
• Trouble making progress despite classroom interventions or targeted support;
• A significant difference between your child’s apparent abilities and their school performance;
• A disability or medical condition that affects attendance, stamina, concentration, mobility, communication, or access to learning.

What Are the Options?

Schools can provide several levels of support. Some students benefit from general education interventions, called Tier 1 or 2 supports, such as small-group instruction, targeted academic support, or regular check-ins with a teacher. Other students might need more formalized supports, such as an Individualized Education Program (IEP) or a 504 Plan.

An IEP is available to any student who:

1. meets the criteria for one or more disability categories (such as “health,” which includes ADHD) under special education law;
2. isn’t making effective educational progress because of the disability; 
3. and requires “specially designed instruction.” Specially designed instruction is defined as teaching that’s individually adapted in its content, method, and/or delivery to address a student’s disability-related needs. 

An IEP includes measurable goals, identifies the services the student will receive, and explains where and how those services will be provided. Services might include specialized instruction, speech-language therapy, occupational therapy, counseling, or behavioral support.

A 504 Plan is appropriate when a student has a disability or health condition that substantially limits one or more “major life activities,” such as learning, but doesn’t require specially designed instruction. A 504 Plan focuses primarily on accommodations and access. Examples might include extended time, movement breaks, preferential seating, access to the nurse, modified attendance procedures, or support managing a medical condition.

A 504 Plan isn’t simply a less intensive IEP, and neither plan is necessarily “better.” They have different eligibility standards and serve different purposes. The right option depends on what the student needs.

Requesting an Evaluation

If you suspect that your child might require additional support, you should submit a written request to the principal or special education department asking the school to conduct an initial evaluation to determine whether your child is eligible for an IEP. The request doesn’t need to be lengthy or written in legal language; it should explain your concerns and clearly state that you’re requesting an evaluation.

If your primary concern is that your child needs accommodations rather than specialized instruction, you can request an evaluation for a 504 Plan through the school’s 504 coordinator. If you’re unsure which plan may be appropriate, you can ask the school to consider your child’s eligibility under both laws.

A medical diagnosis can be helpful but is not required before you request an evaluation. Likewise, a diagnosis by itself doesn’t automatically make a child eligible for an IEP or 504 Plan. 

What Does the IEP Timeline Look Like in Massachusetts?

After receiving a referral for an evaluation, the school district must send the parent an evaluation proposal and consent form within 5 school days. Once the parent provides written consent, the evaluations must be completed within 30 school days. The Team must then meet to review the results and determine eligibility within 45 school days of receiving consent.

Because these deadlines are based on school working days rather than ordinary calendar days, vacations and school closures affect the timeline. Parents should return consent forms promptly, keep copies of everything they submit, and note when documents were sent and received.

What Happens at the Eligibility Meeting?

At the meeting, the Team, including the parent(s), reviews the evaluations and discusses the child’s strengths, challenges, and educational needs and then determines whether the child meets requirements for an IEP. If the child isn’t eligible, that doesn’t necessarily mean they don’t need support; the school should then consider whether the child qualifies for a 504 or would benefit from other interventions. A student doesn’t automatically receive a 504 Plan after being found ineligible for an IEP; 504 eligibility requires a separate determination. 

Parents are important members of the Team, you can, and should, ask questions, provide outside reports where applicable, and request clarification when needed. Most importantly, trust that you know your child best. And remember that it’s your right to request these evaluations and determinations, and that it’s your job to advocate for your child! 

Claire S. Smith, Educational Consultant 

Pediatric Associates of Greater Salem