My 8th grade son who has been in LD classes since last year has got his second set of achievement scores from the same test. He took the MAT7 both years. He improved in most areas what I feel is significantly but since only have grade equivelents wondering how much improvement it really equates to. Here goes
7TH grade scores-
Reading 6.3
Math 7.2
Language 4.5
Science 5.0
Social Studies 5.2
Total Bat 6.2
8th grade scores-
Reading 6.5
Math 7.8
Language 11.3
Science 6.3
Social Studies 9.9
Total Bat 7.8
As you can see some of the scores are VERY different. What I find strange is that his reading level did not change much at all but his Science, Social Studies, and especially his language scores drastically changed. I thought reading would effect the areas of science and social studies more then the language? He has received LD language class for 2 years and is in an LD science class this year due to the reading requirements in it. He has had 2 years of LD math, and 1 year of reading. He is in a regular reading class this year. Do these scores seem strange given his backround? His official dx’s are ADD, inattentive, CAPD, and mixed expressive/receptive language D/O.
Re: 1st comparable set of scores
However, the reading and math scores have changed little. You will want more indept information regarding these. They look more like regression than improvement. Language was easy, somebody taught the dickens out of skills that are good to know, but pretty worthless in isolation.
Re: 1st comparable set of scores
I talked to my sons case manager she said that these tests don’t always reflect growth and that on other testing he shows that he has improved. For math he had to take the Iowa Algebra aptititude test he scored at the 60th percentile, which is good. They reccomended though that he take Algebra over 2 years so he can also get work on some basic skills ( which is what they do when Algebra is taken this way). They also offered him a reading skills class over the summer. It will be for 2 hours a day, 5 days a week for 8 weeks. This is very small group instruction with 1 to 1 work available. She did admit that is taking a regular reading class this year was probably a mistake. Next year he can take all “regular” classes but they recommend a resource room hour. This class is a GRADED class and work is expected to be done. If the student does not have homework that needs to be worked on the teacher works on reading skills, study skills, and note taking. I have heard very good things about this resource program. I quess for now I won’t worry about scores since the school is offering up services. My fear was they would take him off his IEP since he was going to high school. They agree with me though that he needs to stay on it since his sucess has been with support. He really has improved. Last year his grade point average was 1.8 and now it is up to 3.0. He has also been much happier and interactive so they must be doing something right. Thank you all for your thoughtful insight.
Re: might want to check
Lisa,
You might want to check into making sure that he will have an IEP next year. If he is starting high school I believe that his transition IEP should have already been in the works, because at this point the high school should already be involved with this process. This is a big jump and lots of planning.
Re: might want to check
Have an IEP meeting set for the 22nd of this month. When they 1st sent his proposed schedule I got the feeling they were going to try for a 504. Talked to his manager today and she said she was sorry I got that impression because she would never recommend that someone who needed an IEP in 8th grade be taken off it for 9th grade because it is such a big transition. I think they have done well by him actually. I was just surprised at how little change there was in his achievement scores for reading and math since I have seen such a big difference. I quess I never will fully get these silly tests. Thanks for the valuable insight.
The MAT 7th edition is a group achievement test that compares your child’s performance to a norm group, that’s what the grade equivalents mean…your child’s school may not conform at all to these grade equiv.(ie the school may be way ahead on all areas, and the norms for his school may be different). I don’t think you can make a case for looking at individual performance inmprovement or regression using group tests like this norm-referenced test. You need individual achievement tests, given over time to look at regression.