Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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?

Yes it’s so hard. The students are performing within their cognitive abilities. This is a hard group it situation to be in. The student can get general education support or support from MTSS.

Specific learning disability requires a processing deficit and below grade level academic achievement.

Processing deficit is not part of the SLD definition.

Yes it is. If this child were in Fairfax County, they wouldn’t get past the Basis for Committee Decision because they couldn’t account for any processing issues. You’d go down the list of language processes that impact learning, and you wouldn’t be able to say yes to any of them None of the test results show that there is a processing disorder. If you were provide specialized instruction to this student, you wouldn’t know how to tailor it because all the testing results are showing that the child is able to process information appropriately. You would have to check NO on the third question which would mean the student is not eligible under the Specific Learning Disability category.

https://www.fcps.edu/sites/default/files/media/forms/se10i.pdf

Here’s the definition:
DEFINITION: Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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?

Kids with low average IQs (and no other disability) often struggle because the work is hard, yet they don't have a disability.

This. The low IQ is not enough on its own. There has to be a disability too.

Mom of kid with low IQ. My son got an IEP under OHI without a disability other than low IQ. He was able to graduate because of the services that the IEP provided. In MS before the IEP, the school provided specialized services without an IEP. The most important was that he was enrolled in a program to teach him to read and comprehend what he read.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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?

Kids with low average IQs (and no other disability) often struggle because the work is hard, yet they don't have a disability.

Op here. They never tested for ADHD saying DC does not exhibit any traits in school. I had asked for that. If ADHD was identified would that have made a difference?

Yes. A student can get an IEP under other health impairment if they have ADHD that is impacting their ability to access the curriculum such that they require specialized instruction.

It would only have made a difference IF specialized instruction were necessary. OP, you can test for that on your own and provide the results to the school. Your pediatrician can do it.

Ask the teacher's what is behind the low grades. It's possible your child is not turning in assignments and the grades reflect missing work.

Anonymous wrote:

Anonymous wrote: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?

Yes it’s so hard. The students are performing within their cognitive abilities. This is a hard group it situation to be in. The student can get general education support or support from MTSS.

Specific learning disability requires a processing deficit and below grade level academic achievement.

Processing deficit is not part of the SLD definition.

Anonymous wrote: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?

Yes it’s so hard. The students are performing within their cognitive abilities. This is a hard group it situation to be in. The student can get general education support or support from MTSS.

Specific learning disability requires a processing deficit and below grade level academic achievement.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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

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.

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.

Code was SLD. DC has trouble with understanding multi step questions and takes a very long time doing tasks that are simple.

This sounds like it could be ADHD.

Anonymous wrote:

Anonymous wrote: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

These achievement scores with the WISC scores you posted above show your child is performing as expected. There is no learning disability.

No learning disability based on the discrepancy model, which is just one definition.

OP, if your student is struggling in ways that weren't identified by the school's evaluation, ask for an IEE, where the district pays for an evaluation at a provider of your choice (among providers willing to accept payment from the district).

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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?

Kids with low average IQs (and no other disability) often struggle because the work is hard, yet they don't have a disability.

Op here. They never tested for ADHD saying DC does not exhibit any traits in school. I had asked for that. If ADHD was identified would that have made a difference?

Yes. A student can get an IEP under other health impairment if they have ADHD that is impacting their ability to access the curriculum such that they require specialized instruction.

Anonymous wrote: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

These achievement scores with the WISC scores you posted above show your child is performing as expected. There is no learning disability.

Anonymous wrote:

Anonymous wrote: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?

Kids with low average IQs (and no other disability) often struggle because the work is hard, yet they don't have a disability.

This. The low IQ is not enough on its own. There has to be a disability too.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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

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.

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.

Code was SLD. DC has trouble with understanding multi step questions and takes a very long time doing tasks that are simple.

Anonymous wrote:

Anonymous wrote: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?

Kids with low average IQs (and no other disability) often struggle because the work is hard, yet they don't have a disability.

Op here. They never tested for ADHD saying DC does not exhibit any traits in school. I had asked for that. If ADHD was identified would that have made a difference?

Anonymous wrote: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?

Kids with low average IQs (and no other disability) often struggle because the work is hard, yet they don't have a disability.

Anonymous wrote: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?

Meant to say:
an IEP or 504