Anonymous wrote:OP here. Looks as if, for third grade, she can sit with an aide and do the circling (especially if they'll make her do it if she's absent). Drat.
I think my daughter, like the previous poster, will either just guess at anything to make progress down the page (she frequently skips lines and words anyway--ADD, anyone?) or will give up. She/we will endure third grade.
But I will ask her third-grade teacher and her special-ed teacher if there's anyway to have her formally excused from the testing. SHe's evaluated; she gets report cards, etc. This standardized testing is just too much for her, and we don't see the results, so we can't tell what she missed or where she screwed up or, miraculously, what she got right or guessed correctly.
I can't believe I'm worried about this already. School is so, so difficult for her, and that's with good friends and good teachers and wonderful aides, God bless them all. This standardized testing will be a real trial. Why, why, why do schools do it? I'm in Maryland, if that makes any difference.

I'd say this is true for any kid, SNs or not. I hate standardized tests.

I hope you can work something out, OP!

OP - Have you discussed what might be the most appropriate way to have your daughter take the SOL tests? It does seem as if her disability may well preclude her from being able express what she does know unless if the test was administered orally for some subjects and she had the option of indicating with a physical movement what number of letter for an answer. Still very, laborious and you do have to wonder why she could not get an exemption.

She seems to be one of a very low incidence group of students who do have the cognitive abilities to learn grade level material, but are very limited in being able "to express" what she knows. I think I might consult the Central Office Special Education staff with your issue and/or the state for future years to see what the options are as standardized testing is now such a part of the system if you want her to receive a regular diploma in the future.

I am sorry, I went into problem solving mode.

It seems to me you are interrogating me in the hope of somehow "proving" that my child can take standardized tests.

My child has cerebral palsy which includes extreme motor and speech challenges. I'm not interested in detailing either her classroom situation, her medical history or her IEP with you. What in the world is your investment in this?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I sent a two sentence letter to the school stating that I did not wish DD to participate in standardized state-wide testing. For children with extreme fine motor challenges, it's ridiculous to suggest that circling and not bubbling would make any difference, or that more time would be a real accommodation. I would weep tears of joy if my child could circle an answer in an answer booklet. And it would take literally days for my child to go through 100 questions.

Then she wouldn't even have to circle the answer, she could give it verbally.

Which she can't do. So many assumptions.

I am confused, your post only indicated severe fine motor challenges. I can only comment on information that you have posted. If your child does not have the capability of learning the material being tested, she shouldn't be tested. If your child has an inability to communicate her knowledge, I am surprised this was not addressed in her most recent annual IEP. IME, with my DC, we go over all the standardized tests that will be conducted in the next 16-18 months of the IEP and make the accommodations in writing in the IEP. When was your DC's last annual IEP?

Another question. How does your DC take tests or quizzes in the classroom? How does she currently write sentences in language arts? IN ES, my DC used an Alpha Smart and then word prediction software, in addition to dictation. However, he does not have severe fine motor issues as your DC does. He does have fairly profound dysgraphia.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I sent a two sentence letter to the school stating that I did not wish DD to participate in standardized state-wide testing. For children with extreme fine motor challenges, it's ridiculous to suggest that circling and not bubbling would make any difference, or that more time would be a real accommodation. I would weep tears of joy if my child could circle an answer in an answer booklet. And it would take literally days for my child to go through 100 questions.

Then she wouldn't even have to circle the answer, she could give it verbally.

Which she can't do. So many assumptions.

I am confused, your post only indicated severe fine motor challenges. I can only comment on information that you have posted. If your child does not have the capability of learning the material being tested, she shouldn't be tested. If your child has an inability to communicate her knowledge, I am surprised this was not addressed in her most recent annual IEP. IME, with my DC, we go over all the standardized tests that will be conducted in the next 16-18 months of the IEP and make the accommodations in writing in the IEP. When was your DC's last annual IEP?

Anonymous wrote:

Anonymous wrote:I sent a two sentence letter to the school stating that I did not wish DD to participate in standardized state-wide testing. For children with extreme fine motor challenges, it's ridiculous to suggest that circling and not bubbling would make any difference, or that more time would be a real accommodation. I would weep tears of joy if my child could circle an answer in an answer booklet. And it would take literally days for my child to go through 100 questions.

Then she wouldn't even have to circle the answer, she could give it verbally.

Which she can't do. So many assumptions.

Anonymous wrote:I sent a two sentence letter to the school stating that I did not wish DD to participate in standardized state-wide testing. For children with extreme fine motor challenges, it's ridiculous to suggest that circling and not bubbling would make any difference, or that more time would be a real accommodation. I would weep tears of joy if my child could circle an answer in an answer booklet. And it would take literally days for my child to go through 100 questions.

Then she wouldn't even have to circle the answer, she could give it verbally.