How Advocacy Helped a 2nd Grader with Dyslexia Get the Support They Needed
Initial Evaluation & OHI Classification for a 2nd Grade Student with ADHD
▶️ Watch this short video: How strategic advocacy helped a child with ADHD
Student: 2nd Grade Student (Name Redacted)
School District: Small Rural Public School District, Orange County, New York
Reason for Referral: Initial Evaluation
Classification Outcome: Other Health Impairment (OHI)
Investment: $2,000 – The Ally Advocacy Plan
The Challenge
A family contacted The IDEA Ally after becoming increasingly concerned about their daughter's progress in second grade. Although she was bright, capable, and eager to learn, she was struggling to complete assignments, stay focused during instruction, and demonstrate what she truly knew academically.
The child had recently been diagnosed with ADHD, and her parents wondered whether her attention difficulties were beginning to interfere with her education. Because this was the first time the student had ever been referred for a special education evaluation, there was very little historical data available.
Without previous evaluations, intervention records, or extensive school documentation, the family wanted guidance to ensure the evaluation process captured an accurate picture of their daughter's educational needs.
Advocacy Goals
The family's goals included:
Understanding the initial evaluation process
Reviewing available records before testing
Helping the parents prepare for Committee on Special Education (CSE) meetings
Interpreting evaluation results
Determining whether the child met eligibility criteria for special education
Ensuring appropriate recommendations were considered if the student qualified
Advocacy Services Provided
Under The Ally Advocacy Plan, support included:
Review of available educational and medical records
Analysis of evaluation reports
Parent consultation before CSE meetings
Meeting preparation and strategy
Attendance at the initial eligibility meeting
Review of proposed recommendations and services
Guidance regarding parent questions and next steps
Because this was an initial evaluation, the case involved limited historical information, making careful review of newly collected evaluation data especially important.
Outcome
Following the evaluation process and Committee on Special Education meeting, the student was determined eligible for special education services under the classification of:
Other Health Impairment (OHI)
The committee determined that the student's ADHD significantly affected her educational performance and that specialized instruction and supports were necessary to help her access the general education curriculum successfully.
Why This Case Required The Ally Advocacy Plan
Although this was not a highly contentious case, it required professional guidance through several important decision points.
With limited historical data available, much of the advocacy centered on understanding evaluation results, helping parents ask informed questions, and ensuring the committee considered the child's functional impact—not simply her diagnosis.
The Ally Advocacy Plan was an excellent fit because it provided comprehensive support through the evaluation and classification process without requiring the higher level of intensive advocacy often associated with long-standing disputes or multiple years of records.
Client Investment
The Ally Advocacy Plan
Investment: $2,000
Case Type:
Initial evaluation
Second-grade student
ADHD diagnosis
OHI eligibility determination
Limited historical educational data
Small rural public school district in Orange County, New York
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