I have heard that for goals for reading and writing for your child that you should get what the norm is for the grade level for your child ie. CBM etc. and have them achieve that goal by whatever their IQ is. In example if a second grade CBM is 50 and the child’s IQ is at the 90% than the child should have a goal of achieving the CBM of 50, 90% of the time.
What have others found?
Re: goals for IEP
I didn’t read Sue yet. However, WOAH!! IEP goals should be based on the child. I assess the child, gather much informal information, determine what the child CAN to and then build goals to teach the next step(s), so to speak. This has nothing to do with an IQ score.
While we use a discrepancy formula to determine eligibility, there is almost no relationship between atleast some reading skills and IQ, almost NONE. I find that higher IQ children often have better reasoning skills, often better math skills, better comprehension skills, sometimes are better able to write coherent paragraphs (with or without punctuation, correct spelling and so forth). IQ score has NOTHING to do with word reading skills or spelling skills. It has little to do with sequential processing skills.
Now, any child who can do grade level with work at 90% is a very good student, anywhere. An IQ of 90 is on the borderline of average/low average. Unless the profile has lots of ups and down, such that the 90 is merely an average, then this child probably won’t do grade level work very well. In LD the IQ score is more often an average of highs and lows (lows because LDs are cognitive processing deficits that impact specific areas, not all areas).
The IQ score alone will not predict the level at which your child should achieve or progress in areas impacted by his/her LD.
Re: goals for IEP
By latching onto a formula, any type of formaula, you are in effect saying that every LD child should a achieve at a certain level and at a certain rate because someone came up with this formula. WRONG!!! Use the child’s current level of educational performance to determine goals and objectives.
That one wouldn’t work too well anyway! If a kiddo had an IQ in the tenth percentile, it really wouldn’t be fair to expect even 10 percent of the time that the kiddo would do work that would meet the norms for his grade level. And I would expect a kiddo with an average IQ to perform at grade level a whole lot more than half the time (hey, 50% is an F in my grade book).
Reading & writing goals are best figured out by starting where a kid *is* and working with whatever strengths and challenges s/he’s got — and some really wicked challenges don’t show up in an IQ test — to master new skills. HOw to do it, and how fast to try to make progress — these are the decisions that are even less likely to fit into a formula.