EMAILNOTICES>noAll,Testing has just been completed for my son, “Raven.” As far as the school is concerned, he doesn’t need any help, outside of some speech therapy. When I look at the scores, I see a kid about to enter middle school who needs a LOT of help. He has made zero progress in one area, and very minimal (less than one year) progress in most others. His FSIQ (WISC) is 133, and on the Woodcock achievement testing his grade equivalents range from 2.6 to 13.6. But the broad scores are at grade level (5th) or slightly above, so he’s doing “fine.”Bringing up that broad reading score are decent Passage Comprehension (11.0) and Reading Vocabulary (8.9).Bringing up Broad Written Language is “Writing Samples” (13.6). Of course, he can’t SPELL anything in writing (2.9), and knows next to nothing about punctuation and capitalization (2.6) and only a little more about usage (4.7). But evidently the content is great.The resource assistance that he’s had has not done a whole heck of a lot of good — he’s actually REGRESSING, relative to his age peers (nevermind the IQ peers). And now they don’t think he even needs that much.I know I need to ask for more….. but what? What sort of a professional can look at test scores and psychological reports and help to design an appropriate program?I appreciate your assitance.
Re: What does this kid need?
: Have you gone to the “LD in Depth” section of LDonline,
: clicked on “assessments”, and read the article on how to
: interpret test scores? It isn’t light reading, but it explains
: everything a parent needs to know about interpreting test scores.
: It would be a beginning.: MaryI would get all testing done for your son done by an outside source. I have dealt with the school system and they have also told me that my son didn’t meet the requirments for extra help and it wasn’t until I threatened a lawyer that they came around and he now gets a whopping 120 Minutes a week of extra reading and writing help. Needless to say I am not satisfied with this and have retained a lawyer and have put all of this into her hands, she will set up the cse meetings and arrange all the appts. I just couldn’t go through all the literature about this subject on my own and trying to figure out what my sons right are so my suggestion to you is to get a good outside evaluation of your son (and the school district has to pay for it) and get a good advocate (not the puppet they have sit in at the meetings, in my opinion and the opinions of many others they aren’t worth much. Liz
Re: What does this kid need?
: All,: Testing has just been completed for my son, “Raven.” As far
: as the school is concerned, he doesn’t need any help, outside of
: some speech therapy. When I look at the scores, I see a kid about
: to enter middle school who needs a LOT of help. He has made zero
: progress in one area, and very minimal (less than one year)
: progress in most others. His FSIQ (WISC) is 133, and on the
: Woodcock achievement testing his grade equivalents range from 2.6
: to 13.6. But the broad scores are at grade level (5th) or slightly
: above, so he’s doing “fine.”: Bringing up that broad reading score are decent Passage Comprehension
: (11.0) and Reading Vocabulary (8.9).: Bringing up Broad Written Language is “Writing Samples”
: (13.6). Of course, he can’t SPELL anything in writing (2.9), and
: knows next to nothing about punctuation and capitalization (2.6)
: and only a little more about usage (4.7). But evidently the
: content is great.: The resource assistance that he’s had has not done a whole heck of a
: lot of good — he’s actually REGRESSING, relative to his age peers
: (nevermind the IQ peers). And now they don’t think he even needs
: that much.: I know I need to ask for more….. but what? What sort of a
: professional can look at test scores and psychological reports and
: help to design an appropriate program?: I appreciate your assitance.
Re: What does this kid need?
EMAILNOTICES>no:Mary,My teo daughters also had simlar scores. They were identified with a phonological based processing disorder, dyslexia and short term memory issues. This last one may apply to raven’s disability. They - the school system can do a lot for you son. You need to push them. Both of my children are recieving Wilson Reading Program and other accomadations in their classroom.All,: Testing has just been completed for my son, “Raven.” As far
: as the school is concerned, he doesn’t need any help, outside of
: some speech therapy. When I look at the scores, I see a kid about
: to enter middle school who needs a LOT of help. He has made zero
: progress in one area, and very minimal (less than one year)
: progress in most others. His FSIQ (WISC) is 133, and on the
: Woodcock achievement testing his grade equivalents range from 2.6
: to 13.6. But the broad scores are at grade level (5th) or slightly
: above, so he’s doing “fine.”: Bringing up that broad reading score are decent Passage Comprehension
: (11.0) and Reading Vocabulary (8.9).: Bringing up Broad Written Language is “Writing Samples”
: (13.6). Of course, he can’t SPELL anything in writing (2.9), and
: knows next to nothing about punctuation and capitalization (2.6)
: and only a little more about usage (4.7). But evidently the
: content is great.: The resource assistance that he’s had has not done a whole heck of a
: lot of good — he’s actually REGRESSING, relative to his age peers
: (nevermind the IQ peers). And now they don’t think he even needs
: that much.: I know I need to ask for more….. but what? What sort of a
: professional can look at test scores and psychological reports and
: help to design an appropriate program?: I appreciate your assitance.
Re: What does this kid need?
I just want to clarify why I recommended reading the LD in Depth article on interpreting test scores. Often schools ignore subtest scatter, which can be highly significant of LD’s even when overall scores are adequate. By learning exactly how test scores *should* be interpreted, you can argue your case. Several mothers have posted in the past that their schools denied services until an interpretation error was pointed out. I didn’t mean to imply that you were misinterpreting the test scores, but rather that the school may be.There is an IEP_Guide list at http://www.groups.yahoo.com but it has **so** much information, I’m not sure it will be useful to you. I suggest you go there and scroll through the list’s bookmarks. Be aware that if you decide to join the group, you will immediately get a *lot* of long emails with information (they warn you about that). If you can stand to sift through all that information, you may find some tidbits that will be useful to you.My daughter also has severe problems with spelling, capitalization and punctuation (in 4th grade). She clearly does not learn these things in the standard way, so I have put together a home program for her. I used the book, “Multisensory Teaching of Basic Language Skills”, Birsh, to design a spelling program based on most common patterns, and it seems to be working. I am using Easy Grammar (the Daily Grams does not work for us) for capitalization — one workbook page per day — and that seems to be working also. I do not believe her school has the ability to teach these things in a way that works for her, so I am doing it myself.Regarding your post about typing, I honestly don’t know what a reasonable goal would be. There are a number of computerized typing programs available to help kids learn to type, and I got one for my daughter to use at home this summer.Mary: Testing has just been completed for my son, “Raven.” As far
: as the school is concerned, he doesn’t need any help, outside of
: some speech therapy. When I look at the scores, I see a kid about
: to enter middle school who needs a LOT of help. He has made zero
: progress in one area, and very minimal (less than one year)
: progress in most others. His FSIQ (WISC) is 133, and on the
: Woodcock achievement testing his grade equivalents range from 2.6
: to 13.6. But the broad scores are at grade level (5th) or slightly
: above, so he’s doing “fine.”: Bringing up that broad reading score are decent Passage Comprehension
: (11.0) and Reading Vocabulary (8.9).: Bringing up Broad Written Language is “Writing Samples”
: (13.6). Of course, he can’t SPELL anything in writing (2.9), and
: knows next to nothing about punctuation and capitalization (2.6)
: and only a little more about usage (4.7). But evidently the
: content is great.: The resource assistance that he’s had has not done a whole heck of a
: lot of good — he’s actually REGRESSING, relative to his age peers
: (nevermind the IQ peers). And now they don’t think he even needs
: that much.: I know I need to ask for more….. but what? What sort of a
: professional can look at test scores and psychological reports and
: help to design an appropriate program?: I appreciate your assitance.
Have you gone to the “LD in Depth” section of LDonline, clicked on “assessments”, and read the article on how to interpret test scores? It isn’t light reading, but it explains everything a parent needs to know about interpreting test scores. It would be a beginning.Mary: Testing has just been completed for my son, “Raven.” As far
: as the school is concerned, he doesn’t need any help, outside of
: some speech therapy. When I look at the scores, I see a kid about
: to enter middle school who needs a LOT of help. He has made zero
: progress in one area, and very minimal (less than one year)
: progress in most others. His FSIQ (WISC) is 133, and on the
: Woodcock achievement testing his grade equivalents range from 2.6
: to 13.6. But the broad scores are at grade level (5th) or slightly
: above, so he’s doing “fine.”: Bringing up that broad reading score are decent Passage Comprehension
: (11.0) and Reading Vocabulary (8.9).: Bringing up Broad Written Language is “Writing Samples”
: (13.6). Of course, he can’t SPELL anything in writing (2.9), and
: knows next to nothing about punctuation and capitalization (2.6)
: and only a little more about usage (4.7). But evidently the
: content is great.: The resource assistance that he’s had has not done a whole heck of a
: lot of good — he’s actually REGRESSING, relative to his age peers
: (nevermind the IQ peers). And now they don’t think he even needs
: that much.: I know I need to ask for more….. but what? What sort of a
: professional can look at test scores and psychological reports and
: help to design an appropriate program?: I appreciate your assitance.