kamjomom

I had my daughter’s IEP meeting and had some questions about her testing. I had asked for additional testing, she is fourth grade. After looking through all of the scoring, I saw that her IQ  went down 16 points. I know that. IQ doesn’t necessarily always indicate anything, I expressed my concern with this change as all of her other scores were within the average range. My concern was that if the IQ was not valid, maybe other tests weren’t either. I also know another parent whose child tested the same way on IQ test , with lower cognitive scores so they didn’t have to label her as LD and provide services. When I questioned the validity of the test I was given two excuses but the school psychologist: 1) it was a different test (she was given two tests 3 years ago one was a neuropsychologist 116, one at school 119)   2) maybe she was having a bad day ( I reminded her that at the pre-CSE she was telling me how excited my daughter was to go with her, how she was always happy, how she loved the testing, etc.  I mentioned my concern being the ones presented for her transition to middle school and that I was concerned that the staff there wouldn’t see the discrepancy and see her as an average student. I expressed that I would be submitting a formal claim for an IEE and  PPS co-chair said I didn’t have basis to do so.Am I wrong in thinking something seems off?

On 11/5/2022 at 12:28 PM, EmilyM said:

Those all sound like accommodations rather than modifications.

The decreased amount of work, hints and strategies written on her on her work are modifications so the curriculum is modified to her level. The charts, number lines graphic organizers etc. used to complete that work are accommodations 

My daughter is also n fourth grade and gets both push in and pull out services. I’m surprised your son doesn’t have modifications written into his IEP already. For example, math is retaught in the resource room. Then the teacher writes on the math pages specific strategies to help her remember the skill such as a box over a number that need to be carried when adding, or she’ll underline key words in a word problem such as less than to show its subtraction. She also uses number lines, skip counting charts, etc. An example for writing is she only has to write four sentences instead of two paragraphs and she’s given sentence starters. For reading comprehensive, the special Ed. Teacher numbers the answers to the questions in the reading passages. So in these ways, even though she on a 1st-2nd grade level in math and 2nd grade level  in reading,she can still participate in the fourth grade curriculum.