Concerns regarding who is testing

How important is the test? What does the school with the scores? Those would be my first questions.

What kind of accomodations are to be given? I wouldn’t see any harm in calling this person - they’re now an employee of the school district - and asking nicely if she needs any information from you as to your child’s IEP or the accomodations she gets. She can always say no but in the conversation, you might come to feel more comfortable as you get to know her a little better

Good luck.

Hi Sara

The test is considered as very important.

The purpose of the test is that “Maryland uses results of this test as an indicator of how students in Grades 2, and 4 are achieving basic skills in reading, language arts, and mathematics as compared to the nation. Students in these grade levels take the CTBS each spring. Individual student scores are reported to parents.”

The accomadations are that our child is moved to a smaller group during testing , extended time,preferential seating, repetitioins of directins as needed.

Thnks for the suggestions but more than likely the IA will say no. I will be very honest i am very familiar with the IA. She is not the most friendliest person in the world, I have seen how her interaction with other students, and thats what worries me. So maybe as long as my child does not come home and states anything negative I hope for the best.

I had asked that my child have the alpa smart considered butthe school did not think this were needed. I inquired because our child struggles with the correct formation of letters. I put this more like “lets give this a try”. But that didn’t go well.

As a matter of fact both my children struggle with handwrting and I did some research on the alpha smart. To cause less frustrations I hoped that using the alpha smart would be reasonable, but the ritsy for the school fought me tooth and nail even stated on the IEP that I had requested no additional services?? I let that battle go, simply beause zi hd been down the road of upset school faculty and it can get pretty nasty. I have kept copies of my letters.

Our child also receives speech and lanugauage services 1/2 hour for two days a week their at the school. To be honest I am seeing very little progress. Give me some suggestions, if you would. Possibly after testing week is over I can approach them eith my concerns of the lack of progress.

Sara are you familiar with how the school system can become with parents
that advocate for their children, it can get pretty scary as I said, and brutal as well. I have the bumps and bruises to prove it. However, I have hung in there, and I pick nd chosse the battles. Let me know what you think.

Hi Sara : I goofed in my last response, meant to attch your name, so if you see this twice please ignore.

The test is considered as very important.

The purpose of the test is that “Maryland uses results of this test as an indicator of how students in Grades 2, and 4 are achieving basic skills in reading, language arts, and mathematics as compared to the nation. Students in these grade levels take the CTBS each spring. Individual student scores are reported to parents.”

The accomadations are that our child is moved to a smaller group during testing , extended time,preferential seating, repetitioins of directins as needed.

Thnks for the suggestions but more than likely the IA will say no. I will be very honest i am very familiar with the IA. She is not the most friendliest person in the world, I have seen how her interaction with other students, and thats what worries me. So maybe as long as my child does not come home and states anything negative I hope for the best.

I had asked that my child have the alpa smart considered butthe school did not think this were needed. I inquired because our child struggles with the correct formation of letters. I put this more like “lets give this a try”. But that didn’t go well.

As a matter of fact both my children struggle with handwrting and I did some research on the alpha smart. To cause less frustrations I hoped that using the alpha smart would be reasonable, but the ritsy for the school fought me tooth and nail even stated on the IEP that I had requested no additional services?? I let that battle go, simply beause zi hd been down the road of upset school faculty and it can get pretty nasty. I have kept copies of my letters.

Our child also receives speech and lanugauage services 1/2 hour for two days a week their at the school. To be honest I am seeing very little progress. Give me some suggestions, if you would. Possibly after testing week is over I can approach them eith my concerns of the lack of progress.

Sara are you familiar with how the school system can become with parents
that advocate for their children?It can get pretty scary as I said, and brutal as well. I have the bumps and bruises to prove it. However, I have hung in there, and I pick and choose the battles. Let me know what you think.

I had a terrible experience with someone who was experienced providing testing accomodations.

She read the entire group of sped students the test out loud in the front of the room. Now, my son can read and he found it very distracting to have that person in front of the room talking while he was trying to concentrate.

I just thought I would share. I think Sara is right. Call this person up and ask specifics about how she plans to implement the accomodations.

After you posted that on one of these boards, I explicitly asked how accomodations were going to be implemented. I asked whether the test was going to be read outloud. They told me no—that a child could ask to have something read to them—this was math.

I think it is important to ask questions about how accomodations are implemented. If they are not done well, it could be worse than not having them.

Beth

As someone who tests people for a living, I think your concerns are well founded. It is nice to think that anyone who can read can administer a standardized test, but the reality is that there is more to it than standing in the front of the room and reading…”Blah, blah, blah…”

There are many demands that are typically ignored: What to say when there are questions? What to do when an emergency arises during a timed group test? And most importantly, how to make the group members feel comfortable and encourage them to do their best - because if they aren’t doing their best the results are just about worthless.

I won’t even begin to try to address accommodations, even though I work daily with persons with disabilities.

Say high to the school system for me :)

John
Richard Montgomery H.S., Class of 1968
(and my mom worked at Churchill)

One test, many students, most with read aloud accomodations - what would have been your suggestion? This is where some accomdations are difficult.

I would have suggested that my son not be put in that group.

It actually makes sense to you that a child that can read be placed in a group that has read aloud accomodations.

This is just an example of someone who just wasn’t thinking. The I stands for individual. He would have done better with the kids not receiving accomodations.

Like I always say, “First do no harm.”

Did he not have the accomodation of having tests read outloud to him? If not, the whole thing really doesn’t make sense. My son does but still I asked how it was managed.

Beth

He doesn’t have that accomodation. She took all the sped kids into another class and read them the test.

This is just one of the many, many examples of things that went on that caused me to take my son out of the sped classroom.

Oh, brother. I can see why you were disgusted. Forget the individual in IEP.

Beth

thanks beth

good point. well after getting encouragement from you all. i have inquired but, guess what. still the person implementing the test seems to be either ignoring me oe she did not get my message. i have tried to talk with her in person. it is usual for me to see this person, but since all of a sudden i have not .this makes me even more concerned. Beth from FL wrote:
>
> After you posted that on one of these boards, I explicitly
> asked how accomodations were going to be implemented. I
> asked whether the test was going to be read outloud. They
> told me no—that a child could ask to have something read to
> them—this was math.
>
> I think it is important to ask questions about how
> accomodations are implemented. If they are not done well, it
> could be worse than not having them.
>
> Beth

My system would never allow a non-certified staff member administer a test that is required by the state. Assistants can be proctors but not administrators. The reading tests cannot be read aloud, so it is generally only the math that is an issue.

Janis

cc: other administrators at the school. Believe me, they won’t continue to ignore you.

Additionally, if you son has writing problems, you need to request in writing an AT evaluation - Also request that the “person(s) with authority to fund the AT be present at the meeting “. This prevents them from saying Oh, yeah, he qualifies, but the person in charge of funding is not here (in other words more delay)

IF you son spells well, the alphasmart could be a good choice. It can’t do any harm. I would, however, make sure he is receiving some writing remediation together WITH the use of the Alphasmart. JMHO.

How do you handle this? The student has oral testing (Reads at 4th grade level in 9th grade - severely dyslexic - 122 verbal index.

He has to correct the person who administers his oral test. She will mispronouce “homosapian” and he’ll have to say: “Let me see the word - Oh you mean homosapian” (and pronounces it correctly).

The school says they are DOING oral testing - what else do you want?

What is an AT Evaluation. Explain to me how do I approach the alpha smart for my child with the team. Do I request a meeting with the team or what and mention this AT evaluation. I have been told that there is progress but progress is very slow in reading, math and the writing process. I hav not seen any recent scores.

I have scheduled a meeting with the teacher. I am really at a lost at this time?

Thank you…. for your assistance

AT is assistive technology. It provides supplemental equipment (usually) to enable students to address specific needs. An AlphaSmart is a keyboard type instrument that with proper hardware/infared port can then print data. You run the print option through Word so editing can occur. It works really well but must be taken care of when traveling from class to class (if he travels) as the keys can be easily broken. The compary that makes/markets this AT tool also makes a new piece called a DANA. It is like a giant Palm with the Palm software. It is a really neat item. Makes organizing a lot more fun!

The Alpha Smart is a wonderful tool, for a child that has keyboarding/typing skills and can process their ideas enough to begin type them down. Always be careful of what you ask for, you might just get it and it won’t necessarily be the answer you are looking for.

If your son has difficulty writing, request both an OT and AT evaluation. They should also provide typing training and Alphasmart training IF he qualifies for equipment.

Basically, you need to send a letter to the school requesting and occupational therapy evaluation and an assistive technology evaluation. I would also request that the “person who can authorize FUNDING for the AT be present at the meeting”. This saves much time if he qualifies.

The alphasmart and DANA provide no auditory feedback, but they can be printed onto a computer and then spellcheck can be applied from there. The Dana has a great little organizer and my daughter is getting better and better at using it. I am hopeful it is going to make a big difference in middle school.

It also has mini disks (kind of like disk on a computer A drive) which can be purchased to add additional upgrades/features.

You need to begin by getting the evaluations done. You DON’T want to just go in demanding technology.

At an advocacy conference I just went to, they made it clear that you can’t ask for an AlphaSmart. You can ask for an OT/AT evaluation. You can put on the IEP that he/she will finish classwork within class time, etc. You want to put goals/benchmarks on the IEP that he/she will not be able to attain without the use of technology - see the difference? In other words, you can’t go in and say, I want 1 AlphaSmart, 1 Dana, 1 copy of Inspiration, etc., As my AT specialist put it, “This isn’t Burger King - you don’t drive through and tell us what you want”.

Leah… I am so jealous! I wanted to go to that confrence, just couldn’t swing it. So, PLEASE keep sharing what you learned with us! So, how did they say to handle the AT at the IEP? In my area, (central NJ), I have yet to meet an AT specialist at an IEP for a LD—ADHD student. At the majority of IEP meetings that I have attended the Alpha Smart is kind just brought up by someone and then agreed upon. From your post, this really sound like a bad way to do it. Please share the proper procedure… Thank you!

Patty

Well, basically, you have to start with the OT evaluation and the AT evaluation. She more than qualified for OT.

My daughter started using an Alphasmart in second grade. She couldn’t write legibly, stay on the line, or copy from the board. She is also gifted, hence she HAD to have the AS in order to “perform at a level commensurate with her peers”. They tried to “kick her out” of that class, but we prevailed, and blazed a new frontier for the gifted LD Student.

Third grade came along and she had to write a research paper in gifted. Well, she couldn’t write the index cards and couldn’t spell anything, so they provided a laptop with auditory spellcheck, i.e., Co-writer. I purchased the perforated index cards that you print off the computer for her to use. The AT specialist for my district has also given her draftbuilder to try over the Summer, which also has an auditory spellcheck.

Now, I keep beating that Gifted drum. The only way she can perform at a level with her peers (gifted), is through the use of technology.

Of course, you can use the same premise with a general ed class. If a child needs technology in order to remain in general ed and gain independence, etc., he needs the appropriate software. He needs to be able to finish his classwork, copy from the board, if handwriting is illegible, he needs to try the Alphasmart. Then you go from there. If he also has spelling issues he can use low tech like the franklin speller, or if he has visual processing, i.e., he can’t tell the difference between words, then the auditory spellcheck would be more appropriate.

We started out small with the AlphaSmart. She uses a laptop in gifted. Now they have her on the Dana, which has palm pilot features. The key is to appear reasonable (trying the low tech first) and yet continue to put those goals in the IEP that can only be attained with technology.

OF COURSE, we have also spent thousands and thousands of dollars on private remediation, so they know we are serious about getting our daughter’s needs addressed.

Hope this helps.