We live in NY and I have an 11 year old son who has always struggled with school. In third grade a brief psychological screening was done with the following summary: Cognitive functioning falls within the low average as evidenced by his Full Scale IQ standard score of 84 (14th percentile). A statistically significant difference between his verbal and nonverbal reasoning skills exists; suggesting better developed language-based reasoning abilities versus hands-on (visual) problem solving skills. Hence it is recommended that the CST review all evaluative and screening information in order to determine appropriate academic planning and support to ensure future skill growth and development.
In fourth and fifth grade he received AIS (academic intervention services) for reading and math. His scores for the state testing in fourth grade were 594 (minimum for meeting standard 650) for math and 590 for English language. His fifth grade test results were 623 for math and 638 for English.
In fifth grade his teacher referred him to the Committee on Special Education for a full screening with the following reports:
Speech/Language remediation does not appear to be warranted at this time.
Psychological evaluation: Cognitive testing completed with the WISC-IV indicates that his functioning falls just below the average range. He demonstrates evenly developed verbal and nonverbal problem solving skills. His short-term memory with auditory information falls just below the average range. His pattern of scores suggest that he might require slightly more repetition than his peers to learn new information; however, it should be noted that his Full Scale IQ is not substantially below the level expected of a child his age. His pattern of scores suggest that he is a visual learner. Visual learners are more tuned into, as well as distracted by, visual information. Minimizing visual distractions may improve his focusing in the classroom. Incorporating visual information during instructional lessons is likely to improve his attention and understanding of information.
The results of this evaluation can be used to rule out or confirm the presence of a learning disability. If a severe discrepancy exists between achievement (i.e., WIAT-II or WJ_III) and intellectual ability (i.e. WISC-IV), and if he has not responded to scientific, research-based interventions, then it is possible that a learning disability is present.
On the WIAT-II he fell out on reading comprehension (grade equivalent 3:4); numerical operations (3:8) and math reasoning (4:4).
Based on this information we were told he does not qualify for any type of intervention other than AIS, which is not helping.
Now he is in 6th grade and failing. We have had him tested privately and he will begin the PACE program next week. What should I be doing differently to get the school more involved? I am in constant contact with the guidance councelor, and his only suggestion is getting homework done and in on time, which to my knowledge he does. When I e-mail teachers about a concern, their standard response is “I am available for extra help during lunch and after school”. I have given the guidance councelor copies of the testing that has been done; apparently this information does not follow along with the child!
I truly apologize for the length of this, but I really don’t know if I am doing the right things. I truly believe my son has the capability but something is blocking it. I have been banging my head on a wall trying to get help or direction from the school, but it just doesn’t happen. Any advice would be greatly appreciated.
I need of advise, sorry so long
You will get more responses at http://millermom.proboards107.com, we have quite a few parents from NY.
Come join us.
Re: I need of advise, sorry so long
My advice to you is to request that your child be considered for a 504 disability
Re: I need of advise, sorry so long
Getting any type of help has been my problem. In 5th grade I was told he did not qualify for any help. When I first met with the guidance councilor and the teachers, the councilor looked me in the eye and said “he does not have a learning disability”. I left that meeting frustrated and not knowing what to do. I sought out side help and my son has been going through the PACE program. I met with the councilor and teachers again earlier this week to get their input on how things are going. The English teacher believes she is seeing improvement. The science teacher commented that she would be going over things, he’s attentive, seems to be listening, but when she is done speaking, it is as if he doesn’t know what was just said. The math teacher stated that she was concerned that there may be a math learning disorder. He continues to fail in social studies, but that teacher could not attend the meeting. After that meeting I did decide to request another evaluation. My problem is that I am new to this situation and really don’t know what I should be doing. I have found many resources however (through sites like this), and this time when he is tested, I will be better prepared.
Re: I need of advise, sorry so long
Beth, your experience is a refrain that happens in the school setting over and over. I am amazed that a parent can keep their sanity when school personnel provide parents with these declarations of a child having and not having a disability outside the context of the Eligibility Committee process. These school personnel have precluded the special education process and not only have they undermined their own special education procedures but they have also infringed upon your procedural protections. School personnel should know better than this. My advice is to proceed to suspect your child has a disability and request him to be evaluated within the requirements of IDEA 2004. Provide this in a written reques to the Divison Superintendent of Schools. You know Beth, after a while, enough is enough.
DRHD
Hi Beth,
Are you familiar with APD- auditory processing disorder? As this could be an issue?
Here’s a link to a site with information about it:
http://www.apduk.org/