There is more than 2 standard deviations between verbal comprehension, GAI and the processing speed and working memory scores. Math requires working memory--you need to hold the process in your mind while you complete the steps. This alone is reason for the extended time in math. FYI, the high ability scores coupled with markedly discrepant working memory and processing speed is known as the Frustration Profile. The child is capable of learning and doing the material, but not at the pace required and not necessarily in the manner expected. This leads to frustration and often ultimately anxiety. Can you ask the person who did the testing for his/her opinion on extended time for math? Accommodations should be based on student need, not goals. The extended time for math isn't because he can't do math, it's because he can't do math quickly. No math goal is going to change his underlying cognitive process. If you can document that he isn't able to finish tests and quizzes on time then he needs the accommodation.

Anonymous wrote:My child is younger, but has goals only related to reading and writing, but has extra time (and small group testing) across the board.

+1 Same except DS's only academic goal in his IEP is for writing but he gets extra time for everything due to his ASD/ADHD - processing speed and working memory are in the superior range - but he needs redirection and small group testing to keep from being distracted. He just had PARCC testing with unlimited time in a quiet room, same as he had last year for PARCC.

Anonymous wrote:Do you have a SS for the verbal comprehension. It's easier to compare apples to apples.

Verbal Comprehension Index 130 (98th percentile)

- Vocabulary ScS 19 99th percentile
- Similarities ScS 12 75th percentile

Anonymous wrote:Yeah, this doesn't sound right. What district is this? I don't even think MCPS IEPs have an option on the standardized list of instructional and testing accommodations from MSDE (where "extended time" appears) to only do it for one subject area. They should easily be able to justify it by noting deficits in processing speed, no goal necessary.

In thinking about it, the only time I could see "extended time" being difficult to justify would be if the IEP was for speech articulation only.

It is a DC charter school.

I know college board does sometimes make distinctions for what they approve extra time for (reading, writing or math).

-OP

Yeah, this doesn't sound right. What district is this? I don't even think MCPS IEPs have an option on the standardized list of instructional and testing accommodations from MSDE (where "extended time" appears) to only do it for one subject area. They should easily be able to justify it by noting deficits in processing speed, no goal necessary.

In thinking about it, the only time I could see "extended time" being difficult to justify would be if the IEP was for speech articulation only.

Do you have a SS for the verbal comprehension. It's easier to compare apples to apples.

Anonymous wrote:Yes, I have 2 kids who have extended time for everything. One has 504 plan, and one has IEP. There are no goals on a 504 plan, but yet you can get accommodations like extra time on tests and instructional items. So, that shows how false your IEP team's statement is. Please elevate by complaining to the head of special ed in writing.


BTW, my kid with an IEP has been diagnosed with a bariety if labguage issues since pre-K, yet DC is in advanced math earning As and Bs. Language has a significant impact in marthe where students have to translate instructions for test Q into "math", do word problems translating words to symbols, and explain in words their answer. All of this is language processing.

Your team is simply wrong.

BTW, is there an underlyinv weakness in processing speed shown in IQ subscores? Highly divergent verbal or perceptual subscores 1 1/2 standard deviations or more away from memory or processing subscores may be used to hustify extra time across all areas.

OP here. I think so. Here are the scores.

GAI 95th percentile (SS=125)

Verbal comprehension 98th percentile

Processing speed 16th percentile (ScS=7)

Working memory
WISC V digit span 8th percentile (SS=79); Picture Span 25th percentile

Yes, I have 2 kids who have extended time for everything. One has 504 plan, and one has IEP. There are no goals on a 504 plan, but yet you can get accommodations like extra time on tests and instructional items. So, that shows how false your IEP team's statement is. Please elevate by complaining to the head of special ed in writing.


BTW, my kid with an IEP has been diagnosed with a bariety if labguage issues since pre-K, yet DC is in advanced math earning As and Bs. Language has a significant impact in marthe where students have to translate instructions for test Q into "math", do word problems translating words to symbols, and explain in words their answer. All of this is language processing.

Your team is simply wrong.

BTW, is there an underlyinv weakness in processing speed shown in IQ subscores? Highly divergent verbal or perceptual subscores 1 1/2 standard deviations or more away from memory or processing subscores may be used to hustify extra time across all areas.

OP here. Thanks all for making me not feel crazy.

One suggestion we got was to have the school create a 504 that lists all accommodations for all subjects, and keep the IEP as it stands.

The reason we're going through this is for the College Board -- the school provided the current IEP with the evaluation and of course since IEP doesn't include any math accommodations the College Board denied that portion of the request.

My child is younger, but has goals only related to reading and writing, but has extra time (and small group testing) across the board.

Anonymous wrote:Hoping some more experienced parents can help me out here.

My DC is in high school. Has DCD, ADHD and anxiety.

Current IEP has 3 goals goals and push in/pull out support for written expression, self-advocacy and psych counseling.

Accomodations include keyboarding and extended time for writing portions of exams.

Neuropsych testing found significant deficits in processing speech, and recommended extended time for all tests.

School says they cannot provide an accommodation for extended time for math testing because there is no IEP goal related to math. DC does not need specialized instruction in math -- the gen ed classroom works but does run out of time.

Is it possible to have an accommodation that relates back to the evaluation but isn't directly linked to a goal -- or do we need to devlop some sort of goal to connect it to, so to speak.

Not necessary, DC has only one goal on his IEP and it is related to English. He gets extended time and reader/scribe on all assessments including math.

He has extended time for tests in English and Social Studies, etc. because they are language heavy? Math is too once you are doing word problems and proofs. My DD got extended time on the math portion of the SAT because she has dyslexia and the math section also involves reading/language. Also, if overall processing speed is low, that would affect all areas. ADHD and anxiety may also call for extended time...it depends on individual student needs. GL.

Anonymous wrote:It sounds like he might need a goal on executive functioning and then the accommodation could be added based on that. Goals can be added at any time, so they do not need to be based on just the current 3 goals. Schedule a periodic review and use the data from the psych report to create the new goal. Good luck.

Thanks - that makes sense.

It sounds like he might need a goal on executive functioning and then the accommodation could be added based on that. Goals can be added at any time, so they do not need to be based on just the current 3 goals. Schedule a periodic review and use the data from the psych report to create the new goal. Good luck.

Hoping some more experienced parents can help me out here.

My DC is in high school. Has DCD, ADHD and anxiety.

Current IEP has 3 goals goals and push in/pull out support for written expression, self-advocacy and psych counseling.

Accomodations include keyboarding and extended time for writing portions of exams.

Neuropsych testing found significant deficits in processing speech, and recommended extended time for all tests.

School says they cannot provide an accommodation for extended time for math testing because there is no IEP goal related to math. DC does not need specialized instruction in math -- the gen ed classroom works but does run out of time.

Is it possible to have an accommodation that relates back to the evaluation but isn't directly linked to a goal -- or do we need to devlop some sort of goal to connect it to, so to speak.