ShannonRamiro

I have a few thoughts to share....
1. On the Woodcock-Johnson IV the "Broad Reading scores" are mostly all under "low". Because these are less than average, they could use that data to write in favor toward eligibility. However, in all of the other categories, they could say they still fall somewhere under average range and are therefore not low enough.
2. The 3 lowest areas in terms of percentile rank on the subtests of the WISC-V are Processing Speed (Symbol Search) at 5th percentile, Working Memory (Digit Span) at 37th percentile and Verbal Comprehension (Similarities) at 25th percentile. These are each very important in their own right. Ask the person who did the assessment what each of these tests include and how those skills carryover to the classroom environment. (Asking this should help you think of more questions to ask.) More than likely they will take each of these scores and combine it with the other subtest in the same area, which unfortunately, could result in a more "average" result. For example, under "Processing Speed" because Coding was a strength at 75th percentile it is easy to minimize the impact of Symbol Search at 5th percentile by averaging the 2 together and listing the averaged score under "Processing Speed". I have seen things done like this in the written narrative of reports. 
3. Having such a low processing speed means your child is going to take much longer than their peers to think through things. Combined with a lower working memory score makes it even harder to solve problems independently. Accommodations will be important in helping this student be able to keep up with the class. Rather than have me attempt to explain each of these terms in a way you understand here, you can search them and/or ask the person who did the review to explain them. The good news is that since the "Coding" score was relatively strong at 75th percentile that tells me your child would likely do well in copying from reference charts and other such tools, which can help make up for weaknesses in processing speed when doing assignments, rather than having to recall all details (i.e. how to form letters and numbers) from memory all the time. 
4. For the reasons above, be sure to ask for explanation on anything which doesn't make sense to you and what each test, especially those with lower scores, consisted of. 
5. Think about how those things remind you of your child and troubles you have seen your child have so you can give examples as well. 
6. Having a low processing speed will impact IQ scores on tests because portions of the tests are timed. It isn't necessarily indicative of how smart a person actually is. My son, who is now almost 18, can solve very complex problems but scores terribly on many of these tests, partially because his processing speed was as low as 3rd percentile when tested.

Good luck!
Shannon
 

When residential placement was recommended for my son, I had a lot of information thrown at me at one time. I opted to go a different route because I did not feel that residential was really required in his case, it was the school's last ditch offer. What I recall, though, was that because it is a combination of residential, medical and educational, how it was paid for, actually came from different components and that might be why your computation seems strange. If my son had gone, for instance, although he would have been on site at the placement for 24 hours a day the educational department would not have been responsible for 100% of the cost was much understanding. From the facilities I spoke to not all services were offered and available 100% of the time either, certain services were available at specific times throughout the day or week. For instance, a fully-licensed Psychiatrist was not always on-site but may be on-call and similar for other service providers. 

On 10/7/2022 at 8:04 PM, JSD24 said:

Not sure about including self-advocacy with this.  Since your child is older, they need to learn to reach out to their teachers to catch them up when they are out.  Would it make sense for them to email their teachers and ask what they missed when they were out?  This could be part of the IEP.

My SD has a policy when a student misses more than 20 classes over a year, the school doesn't have to give them credit for the class - even if they pass it.  I would see about making sure that the excessive absences don't mean they won't get credit - even if they do all the work for the class & have passing grades.

This is important, I missed a lot of school in high school for verifiable chronic medical issues due to an autoimmune problem. One semester I had to miss finals and received incompletes in all of my classes. Over the summer several of the teachers moved on to other schools, jobs, and/or districts. With some assistance from administrators I was attempting to track them down to make arrangements to take the finals, I was only able to take 1 final. Because of that, even in classes I had a 97% in prior to the final, I wound up being given either a D or an F as a final grade. Not only was my spirit and GPA crushed, but I wasn't permitted to play high school sports in the Fall due to not passing enough classes the prior semester...and I had been looking forward to playing my second year of Varsity Tennis during my senior year. It was a mess which didn't get later straightened out to a fair result, partly because my parents didn't advocate for me and left me to advocate on my own, at 16. I also did not have an IEP. So, definitely make sure that his attendance is not counted against him. 

How do you feel his sensory concerns are impacting his education and experience at school otherwise (ie. ability to relate to peers, participate in recess appropriately, eat lunch with other children without incident, etc.)? If you have concerns which you feel were not addressed in this evaluation, then you can request an Independent Educational Evaluation (IEE). The prior evaluation is the PWN for that request, which is why the case manager gave you another copy of the evaluation.  

However, while that is moving forward, after your request for an IEE is made, what are you hoping to gain for your son that he doesn't already have? Did he not qualify for an IEP at all? How do you see him struggling at school?