Released from IEP and now child getting D
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Anonymous
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We had an annual review 2 months ago and my child was evaluated by school and they said DC has low IQ based on testing and does not qualify for services anymore. MP2, DC had A for reading. Now after releasing from IEP we see a D in Interim Marking period 3. How does one jump from A to D? Could the grading have been inflated just before IEP and now actual grading?
Reading-Grade 5 - MP1, MP2 Interim, MP2, MP3 Interim Overall B-A-A-C Foundational Skills B-A-A-C Comprehension: Informational Text and Literature B-A-B-A Language: Vocabulary Acquisition and Use B-blank-A-D Reading Level BLW-blank-ON-blank I had asked for a 504 but they said DC does not qualify (even though DC regularly demonstrates lack of understanding simple tasks and taking longer - they said at school, DC demonstrates equally to peers who have low IQ) Is there anything that we can do? |
Anonymous
| I'm sorry Op. Let me offer a point of view: over time, won't it be helpful to you to know how he's doing on-grade level receiving the full grade-level curriculum? |
Anonymous
| When you say low IQ, what were his scores? |
Anonymous
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Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V)
Index/Subtest Index/Scaled Score Percentile Rank 95% Confidence Interval Qualitative Description Verbal Comprehension 100 50 92-108 Average Similarities 11 63 Vocabulary 9 37 Visual Spatial 92 30 85-100 Average Block Design 7 16 Visual Puzzles 10 50 Fluid Reasoning 88 21 82-96 Low Average Matrix Reasoning 11 63 Figure Weights 5 5 Working Memory 91 27 84-99 Average Digit Span 9 37 Picture Span 8 25 Processing Speed 86 18 79-97 Low Average Coding 11 63 Symbol Search 4 2 Full Scale IQ 93 32 88-99 Average |
Anonymous
| You shouldn’t have agreed to IEP ending. |
Anonymous
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Above were the scores. Fluid reasoning and Processing Speed were Low Average.
I'm not sure I understand the scoring. 32 percentile overall is considered Average? |
Anonymous
Can I disagree now or is too late? |
Anonymous
| It’s not just about the scores from the WISC. It’s about the impact on your child’s academic performance and there being a discrepancy. There has to have been testing done on their academic ability. In our district, that assessment is called the K-TEA. What were the results of the academic assessments? |
Anonymous
I’ve bolded the processing scores. None of these scores are below average. There are no processing issues that can explain a poor academic performance. When determining eligibility for a specific learning disability, you have to be able to name where your child has a processing deficit. None of the processing abilities here are below 85. I’m not saying that your kid isn’t struggling in school. I’m just noting that according to these test results, those issues cannot be explained by a processing deficit. |
Anonymous
A specific learning disability is not based on processing scores. One way it can be diagnosed is based on a discrepancy between IQ and achievement tests, which we don't know. OP, these are not low IQ scores and they don't explain low grades. Did the school do other reason testing before exiting him? What was his eligibility code? What do you think he has difficulty with? And, yes, average is anything from the 25th to 85th percentile. |
Anonymous
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I’m not an expert, just a mom with a kid with actual low IQ. I don’t see how the school is calling those scores low IQ. My son’s FS score is 72.
One thing I’d confirm is whether the interim reflects all assignments and assessments. Usually it will but I’ve seen notices go out using incomplete information. Also do you know what made him successful before and what you’d want now? Getting an IEP or 504 isn’t always a means for success if there are not programs that will improve the situation. I remember that through 6th or 7th grade our school had specialized reading programs for kids with IEPs. Mine was placed in the program despite not having an IEP - if that exists at your school, maybe that’s an option. What we also did was send him to one of those educational programs for reading and reading comprehension. It was expensive and a stretch for us but money well spent. Despite his low IQ, he has a good job in as a mechanic but it requires some reading. If he hadn’t gained the comprehension skills, that wouldn’t be possible. Maybe that’s an option for you. Good luck. |
Anonymous
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Thank you all.
Here are the assessment scores. I don't know how to interpret it with regards to the Wechsler scores. Woodcock Johnson IV test: Subtest, Standard Score, Description Range of Achievement Broad Reading - 89 - Average Letter Word Identification - 97 - Average Passage Comprehension - 94 - Average Word Attack - 118 - High Average Oral Reading - 103 - Average Sentence Reading Fluency - 85 - Low Average Reading Recall - 95 - Average Broad Written Language - 100 - Average Spelling - 102 - Average Writing Samples - 101 - Average Sentence Writing Fluency - 92 - Average Spelling of Sounds - 93 - Average |
Anonymous
| Given these scores, does my DC show any deficits? |
Anonymous
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I'm also surprised they terminated IEP and are saying 93 is low. My kid has an IEP and has tested at 100 in 1st grade, 88 in 3rd grade and 71 in 5th grade!
(Adults that work with my kid feel 71 is not reflective... but kiddo can be very slow on uptake) Previous poster with kid who did private comprehension program -- was this Linda Mood Bell or something else? My kid has a moderate dyslexia diagnosis and is about a year behind in decoding, but a past tutor said she was more concerned with reading comprehension issues. My kid cannot figure out an unfamilar word from context for beans! |
Anonymous
| I never knew they can deny a study for low IQ. If anything, these are the students who would need a lot more help, no? |