Class placement

[Mommytina]

I have a quick question - 2 of my 3 children have IEP’s, the daughter that doesn’t is going into the 3rd grade, I did have her evaluated for an IEP, she has received RTI services every year since kindergarten. She really struggles with reading and severe anxiety which is related to her having ADHD which I did not get diagnosed but did discuss with her pediatrician but I have not felt it affects her to the level she would need medications.

i did request the testing and shared that her qualifying for RTI shows that she needs more support. They did testing and said she didn’t qualify but the school psychologist gave some suggestions and she cautioned that the test results may be off because of my daughter’s anxiety, she has a hard time talking in front of unfamiliar people which made it difficult to know if she understood things or had any questions. 
 

I had requested at the end of the year that my daughter be kept in the same class as her best friend. The school agreed that she did better when had a connection in class, toward the end of the year she was even raising her hand and willing to try to read out loud. 
 

I have had a challenging relationship with the principal, there were a number of incidents some that I had to file state complaints about, just one example my son with cerebral palsy was not potty trained in kindergarten and she threatened that if he wasn’t potty trained over the summer - she would not allow him into the 1st grade. 
 

I can’t understand any good reason that she would separate the kids as they each benefited each other, there was no behavior issues, etc. I looked up research on all the impacts of nurturing positive relationships in the elementary years. I wrote an email yesterday after finding out the children were assigned different teachers. I sent the email to vice principal and the school facilitator for IEP’s asking them for any help and to request a reconsiderationb is there anything else I could or should be doing?

Thank you,

Tina

[Lisa Lightner]

there are definitely a few important things you can and should still do in this situation, especially given what you’ve shared.

1. Put your concern in writing to the principal, too.

Even though the VP and facilitator are looped in, the principal is typically the one with final say over classroom assignments. If you haven’t already sent it directly to her, you should, even if your relationship is strained. Keep the tone factual and focused on your child’s needs (not the past conflict). Frame it as a request for a reconsideration based on emotional, social, and academic benefit. Reference your daughter's documented anxiety and how the peer connection helped her engage, participate, and grow.

2. Request a meeting ASAP.

Instead of waiting for an email response, ask for a quick meeting with whoever is part of the placement decision. It doesn’t need to be an IEP meeting, just a school-level meeting. Face-to-face can be more effective in situations like this, especially if you’re met with silence via email.

3. Reference the RTI and testing concerns.

If the psychologist acknowledged that the testing may not have been accurate due to anxiety, that’s important. You can ask that the team consider reevaluating her once she's acclimated to the school year, or to consider an eligibility determination based on a body of evidence, not just test scores. Also, this may make her eligible for an IEE, so you may want to read up on that.

Also: chronic anxiety can qualify a student under the category of Emotional Disturbance, even if ADHD isn’t formally diagnosed or medicated. If her anxiety is interfering with her ability to access the curriculum (and it sounds like it is), she may still be eligible under IDEA or for a 504 plan. You can ask the team to revisit that.

4. Continue documenting.

Keep track of everything, emails, responses (or lack of them), and any behaviors you notice in your daughter during this transition. If the separation leads to a regression in progress or increased anxiety, document it. That kind of data becomes very important when requesting reconsideration, reevaluation, or formal supports.

5. You’re not overreacting.

Your instincts are right. Positive peer relationships can absolutely serve as a support for children with anxiety and other emotional needs. There’s solid research to back that up, and it’s okay to include that as part of your request.