Thank you, everyone.  Wow. I need some time to pour over this information.
Honestly, there are so many tests and measures, it blows my mind.

The good news is, my daughter might be up for re-testing anyway (that came
per the school).  They are looking into it.

Someone here said some schools re-test informally. That might have happened
already and I forgot.  I do know I haven't seen an IQ score on her since she
was six.  Again, though, it's all very confusing.  No wonder parents miss
the boat on half of this stuff!  We need a map and a guide to get us through
it! : )

On Fri, Nov 6, 2009 at 2:36 PM, Maureen Carro <mcarro at lmi.net> wrote:


> Katherine,

>

> Check out this website and explore topics A-Z, particularly Assessments and

> tests.  This site has a WEALTH of information.... you can spend a lot of

> time exploring!

>

> http://www.wrightslaw.com/

>

> Andrea is right about mean scores and sub-test scatter!  You need to see

> the sub-test scores to see what the problem really is!  This website has a

> section that explains the sub-tests on the WISC....  what are they

> evaluating on each test and what does the score tell you?

>

>

> Maureen Carro, MS, ET

> Academic Learning Solutions

> Alamo, CA

> mcarro at lmi.net

>

>

>

> On Nov 6, 2009, at 8:57 AM, andreawilder at comcast.net wrote:

>

> Katherine--

>

> On the IQ--what got reported to you was a mean score.  For the whole IQ,

> there is a learner profile which maps the ups and downs of the scores of the

> sub-tests.  You need to find out where your daughter is on the sub-tests,

> and the meaning of the ups and downs.  The assessor can tell you, OR you can

> get a book that translates the meaning of these scores.  I used to use

> Myklebust (can't remember more of the name) which is still good.

> Your daughter's problem, as you describe it with glaze/gaze, is in not

> being able to sort out the differences between sounds.  (I've forgotten--for

> now-- the name of the type of doctor who specializes in this.)  At home, try

> using scrabble tiles, ALSO color-code blends and middles of words so they

> stand out.

> This is a lot to throw at you.  See what you can do with it.

>

> And DEFINITELY get the learning profiles from the other assessments.  Have

> a sped person explain them to you.

>

> Andrea

>

> ----- Original Message -----

> From: "Katherine Mercurio Gotthardt" <katherine.gotthardt at gmail.com>

> To: Learningdisabilities at nifl.gov

> Sent: Friday, November 6, 2009 10:36:39 AM GMT -05:00 US/Canada Eastern

> Subject: [LearningDisabilities 4274]  Example of student Profile

>

>

> Hi everyone--

>

> This is in follow-up to the discussion with Brant, Barbara and Andrea on

> which tests students with learning disabilities should have and what their

> special education instruction might look like.  I have been writing about my

> daughter as kind of a case study.

>

> Much appreciation to all who have contributed thus far!

>

> --------------------------------------------------

>

> My daughter receives 300 minutes per week of pull-out language arts

> instruction.  She also receives two sessions of speech (I have to re-visit

> the minutes on those sessions).  Her regular ed teacher recently put my

> daughter and one other girl into their own reading group (two students, one

> teacher ratio) and is implementing additioanl word studies (which include

> spelling and writing definitions).

>

> My daughter gets extended time for tests and she gets her tests read

> aloud.  She takes her tests in a separate room.

>

> Over the summer, my daughter attended summer school *and* received

> additional instructional hours when summer school ended.  Yet, she is still

> scoring 2nd grade in fluency, 3rd in comprehension.

>

> Some other tidbits:  on her last IQ assessment, when she was six, my

> daughter scored below average.  I have to re-visit her other test scores (as

> well as the names of those tests).  I know she has some form of dyslexia,

> but VA school systems don't separate that out.

>

> Both the LD and regular ed teachers work with her on breaking words apart

> to increase fluency, but she just doesn't seem to get it.  For example, last

> night, when she was working on her word study, she was trying to sound out

> the word "gaze."  She kept putting an "l" in the word. I tried covering the

> first part of the word, having her just say "aze", having her spell the word

> for me...she just kept saying "glaze."  This is just one example, of

> course.  She just can't seem to decode.

>

> It may be she needs more pull-out time, or it may be she needs something

> else, but it worries me that she seems to fall further and further behind.

>

> --

> Katherine Mercurio Gotthardt

> Community Writer for NEWS AND MESSENGER

> www.insidenova.com

>

> ---------------------------------------------------- National Institute for

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> to andreawilder at comcast.net

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>

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>

>

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-- 
Katherine Mercurio Gotthardt
Community Writer for NEWS AND MESSENGER
www.insidenova.com
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