Originally Posted by Momily
You can't get a 504 plan for a reading disorder. 504 plans are specifically for children who have disabilities that impact them during the school day but don't impact their ability to master academic content. A child who uses a wheelchair but has no cognitive impairment, a child with diabetes or severe asthma, a child with ADHD whose academic skills aren't impacted -- these are all candidates for a 504. But in this case there may or may not be a disability, but if there is it's in the area of reading. You can't have a reading disability that doesn't impact academics.
If there was any more 'intervention' it most likely would be an evaluation for an IEP for suspected reading disability. At the best, she would get a more 'tailored' program that could provide more explicit instructions, some phonic instruction, and/or some fluency strengthening activities. Most likely if she qualified for an IEP---she would get reading instruction or reading support.
Reading instruction would be a tailored program that could be one on one or in a small group based on specific goals and skills needed. It may include GR or be a completely different program.
Reading support would take the the current program and 'add' to it or make modifications to make it more successful for your DC. (adjusted assignments, class co-taught w/ Spec.Ed teacher, supplemental instruction in addition to the general education program, small group assistance,etc).
They may also provide time to work on other subjects that could be impacted by reading difficulties---extra time, someone to read science/social studies, make sure she understands the written instructions, tests read orally, etc.
I would fight the missing of math class (not that PE is less important, but it is not quite as hard to 'make' up as a math program). Math is a core subject and Math/reading/language arts are all subjects that are sequential and are more easily mastered/improved upon by regular, specific, instruction. If you miss portions of math every day or several days out a week--it will be much harder to understand.
I would also look into vision (if they do an evaluation for learning disabilities they may request a vision exam to rule it out). Many kids with learning disabilities struggle with comprehension and/or vocabulary &/or phonics on top of fluency (though not always). Fluency as a stand alone difficulty may be a visual issue. Does she get headaches? Does she complain of words 'moving' on the pages? Squint a lot?
How is her writing? Spelling? Math? Are any other subjects she struggles with?
Has she had the same teacher for intervention? Sometimes different teachers methods (even within the same program) work better for certain students as well. Not that one teacher is better, rather the 'style' of the teacher is a better fit for that students style of learning.
Good Luck. I dont think there are any repercussions on pulling her out. The worst is you try it and then decide to get a Spec.Ed eval and/or return to the intervention program.