How do you define ‘discrepency of 50% or more between expected achievement and actual achievement’ terms of comparing WISC score to %iles and standard scores on achievement tests? Is it something like two standard deviations or a 50 percentile points difference?
I’m confused (and yup I read but didn’t see it addressed in the LDonline understanding tests and measurements article).
Thanks.
Re: try http://alpha.fdu.edu/psychology/Determining_predicte
Thanks - this was awesome.
My state defines the discrepency as 50%+ between expected and actual achievement.
Re: Expected/Actual Achievement
As far as iunderstand it; WISC test scores are repored in numbers and in percentile scores: for examplei f timmy’s IQ is 100- that means he stands in at the 50Th perentile (if 100 kids were lined up- there would be 50 with lower iq’ s standing to his left, then Timmy, then the other kids with higher IQ’s to his right). Now you have something like WJ-III or WJ- revised or whatever standardized testing tool- here againt these MOSTLY are normed such that 100 is the average (and the median too) at 50th percentile- and the standard deviation is15. YOur school pyschologist or your kiddo’s case manager needs to explain this to you in understandable terms( and go read IDEA to confrim this)- all these tests have v nice computer print outs that express the scores in a number of different ways
So here goes:
Timmy has an IQ 117- that pegs him at the 83th percentile
Timmy’s score on the WJ-III broad reading test is 88- standard score: this sticks him at the 22nd percentile. So we say hmmm: 83-22 = 61since these are both percentiles- I reckon they quote this as percentage points difference.
From this we would say: there is a grande muchacho difference in ability an achievement so either i) start up remediation/special ed or ii) the sp ed aint working.
I beleve the law speaks to an acheivement-abilitiy discrepancy model - I think if you have a 30 point spread you’re in for sp ed. LOTS of folks don’t like this- because when you’re just little- you really haven’t had oppourtunity to acheive much and using this model- we usually don’t pick up on problems til 3,4 grade (when it gets harder to remediate and the kiddo’s self esteem is already roundly shredded)- te new version of IDEA (which is genrally nasty-and you need to phone your senators ASAP to SAY NO to HR1350) has one good thing- in that it’s dumping this waiting to fail model.
anyway- hope this helps!
Re: Expected/Actual Achievement-not quite that easy to compa
Not quite this easy; I posted the site where there is a spread sheet that converts ability-IQ to expected achievement scores, then you can compare your child’s actual achievement scores to these, then to what ever standard exists in your state. The Riverside publishing co. that makes the WJIII also has a conversion table on its website.
Re: Expected/Actual Achievement-not quite that easy to compa
Yup - I had fun playing.
DD had some -1.5 standard deviations, but don’t know if that is a 50%+ discrepency.
Still kinda confused.
Re: Expected/Actual Achievement
Sandy:
< anyway- hope this helps!>>
I agree that part of the new proposed IDEA is flawed. However, in suburban settings and rural settings where the population is lower, dumping the discrepancy model may work fine. But, in urban settings, this model will make Special Ed. one big dumping ground, where the true LD kids will not get the help they need. Unfortunately, we have quite a large group of students with IQs in the 70s and low 80s. There is a difference between slow learners and LD kids. Slow learners need lots of repetition and administrators at the state and city level need to know that many of these students are working as hard as they can to their ability level These children do not require specialized instruction. However, LD kids are not working to their ability level and require specialized methods of instruction in order to do so. They will not get it if there are so many kids in special ed. that there will be no room for small group instruction (5 to 1).
I do agree that doing away with annual reviews and short term objectives is ludicrous! Not only do parents want to know how their children are doing, I want to know how my students are doing, too! I want to know how I’m doing!
Marilyn
If you are not comfortable with statistics, it is worthwhile to ask the school psychologist to help you with this, otherwise you will become more confused. This site http://alpha.fdu.edu/psychology/Determining_predicted_ach.htm is very helpful The premise is that one does not “achieve” at their ability level exactly, so if you have an IQ of 130, your expected achievement is not 130, but closer to 120(it’s all on this spread sheet). The other issue is how your state defines LD, as a discrepancy of “X” standard deviations below average(or perhaps, but not often, below predicted achievement level). I would rec. going back to whomever did the testing and asking for help in the interpretation.