These are my son’s eval scores. He is incredibly frustrated with school, and I’m wondering if I should request an independent eval. His cutoff was 69 and he was only like 3 points off of qualifying based on TOWL. He was getting 60 min per week of lang. therapy, but that has stopped based on reeval. (I wasn’t provided with written copy of language tests, but should get one in the mail sometime) Since most of his achievement scores were above where they say he was functioning, I’m really wondering if they have a true IQ? Any help would be appreciated
His most current Stanford Bient Intelligence Scale -
Verbal Reasoning -111 (Vocabulary - 53, Comprehension - 57), Abstrant/Visual Reasoing - 86 (Pattern Analysis - 49, Copying - 39), Quantitative Reasoning - 92, Short Term Memory - 80 (Bead Memory - 41, Memory for Sentences - 42) Composite - 91
His Stanford Binet from two years ago was quite different (I think I have all the numbers right couldn’t find my copy.)
Verbal Reasoning - 64 (Vocabulary - 14, Comprehension - 57), Abstrant/Visual Reasoing - 120, Quantitative Reasoning - 99, Short Term Memory - 111, Composite - 96
Achievement Test (Current) Standard Scores - I believe it was Woodcock Johnson
Letter-Word Identification - 94, Calculation - 95, Spelling - 93, Passage Comprehension - 88, Applied Problems - 106, Writing Samples - 117
Key Test for Math - Total Standard Score 106
Basic Concenpts - 113 (Numeration-12, Rational # - NA, Geometry-13), Applications - 105 (Measurement-12, Time & Money-12, Estimation-5, Interpeting Data-11, Problem Solving-12), Operations - 103 (Addition-14, Subtration-13, Multiplication-9, Division-9, Mental Comp.-9)
Test of Written Language - Vocabulary-10, Spelling-10, Style-9, Logical Setnences-8, Sentence Combining-10, Contextual Conventions-10, Contextual Language-9, Story Construction-10
Contrived Writing - 73, Spontaneious Writing - 70, Overall Writing - 72
okay first off they should of provided Prior written notice to you before changing his placement. Pulling him out of speech is considered a change in placement.§300.503 Prior notice by the public agency; content of notice.
(a) Notice.
(1) Written notice that meets the requirements of paragraph (b) of this section must be given to the parents of a child with a disability a reasonable time before the public agency—
(i) Proposes to initiate or change the identification, evaluation, or educational placement of the child or the provision of FAPE to the child; or
(ii) Refuses to initiate or change the identification, evaluation, or educational placement of the child or the provision of FAPE to the child.
(2) If the notice described under paragraph (a)(1) of this section relates to an action proposed by the public agency that also requires parental consent under §300.505, the agency may give notice at the same time it requests parent consent.
(b) Content of notice. The notice required under paragraph (a) of this section must include—
(1) A description of the action proposed or refused by the agency;
(2) An explanation of why the agency proposes or refuses to take the action;
(3) A description of any other options that the agency considered and the reasons why those options were rejected;
(4) A description of each evaluation procedure, test, record, or report the agency used as a basis for the proposed or refused action;
(5) A description of any other factors that are relevant to the agency’s proposal or refusal;
(6) A statement that the parents of a child with a disability have protection under the procedural safeguards of this part and, if this notice is not an initial referral for evaluation, the means by which a copy of a description of the procedural safeguards can be obtained; and
(7) Sources for parents to contact to obtain assistance in understanding the provisions of this part.
Then the procedure for a reevaluation and then the determination of taking him out of Speech is an IEP TEAM decision,in which you are an equal member of the team.
§300.321 Reevaluations.
Each public agency shall ensure that—
(a) A reevaluation of each child with a disability is conducted in accordance with §300.536; and
(b) The results of any reevaluations are addressed by the child’s IEP team under §§300.340-300.349 in reviewing and, as appropriate, revising the child’s IEP.
(Authority: 20 U.S.C. 1414(a)(2))
In doing the evaluation the school must consider ALL factors,not just one test result
f) No single procedure is used as the sole criterion for determining whether a child is a child with a disability and for determining an appropriate educational program for the child.
(g) The child is assessed in all areas related to the suspected disability, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities.
(h) In evaluating each child with a disability under §§300.531-300.536, the evaluation is sufficiently comprehensive to identify all of the child’s special education and related services needs, whether or not commonly linked to the disability category in which the child has been classified.
(i) The public agency uses technically sound instruments that may assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors.
(j) The public agency uses assessment tools and strategies that provide relevant information that directly assists persons in determining the educational needs of the child.
(Authority: 20 U.S.C. 1412(a)(6)(B), 1414(b)(2) and (3))
Now you may absolutely request an Independent evaluation,but more of issue is them unilaterally removing him from speech based on scores of one test.