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[quote=Anonymous]I found knowing the IQ useful. MCPS was always very deceptive with us - “doing great” was anything that was passing and in the early years, with most grades being very subjective, and the developmental range of skills very wide, it was hard to muster any school-based data that supported what seemed obvious to us as parents - that skills weren’t on grade level, and weren’t commensurate with interest or ability.

When we did the IQ testing, it showed that DC actually had 99%+ verbal and perceptual reasoning with significantly discrepant processing scores. DC also had highly variable and discrepant subscores in achievement testing which averaged out to “average”. So, for example, composite reading might have been 50%ile, but fluency was 50%, rate was 10%ile and accuracy 30% but because of IQ comprehension was 75% at a young age with simple material.  These subscores paired with high IQ actual reveal real reading difficulty that we as parents could see on a daily basis and that was causing more adverse impact as the material grew more difficult.

Even DC could see this at a young age, and it caused psychological effects for DC to feel as smart as peers but not be able to output like peers.  The ripple effect was huge, and because all this went unaddressed by school for so long, we pulled DC and placed DC at a private SN school for a few years and then placed DC back in public school for middle school when DC acquired the skills after special instruction, understood the 2E profile, and had experience using and advocating for accommodations.

So, IQ is very useful for us. TBH, IMO, if you are in public on an IEP, the fact that you weren’t given an assessment report which provided an IQ and compared with achievement scores tells me that you may not have gotten a full assessment in all areas of possible disability.  IDEA requires, “The child is assessed in all areas related to the suspected disability, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities;” and TBH, assessing achievement and contextualizing with IQ is necessary for good assessment.

This is another trick MCPS played on us early in our IEP process - trying to pass off simplistic, subjective non-standardized, non-normed “assessments” (which didn’t include IQ) in a very narrow area as compliant with the IDEA-required evaluation.  It was not, and when I complained about it, MCPS busted their butt to do the required full assessment and hold a new meeting to redo the determination. [/quote]

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