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    Joined: Apr 2014
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    aeh Offline
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    An RPI of 82 or below would indicate a task-type that he would be expected to find difficult. The lower the RPI, the greater the challenge.


    ...pronounced like the long vowel and first letter of the alphabet...
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    Gotcha. Thank you. Is there a "cut-off" where you would expect to see difficulty?

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    So, the ones that are all below 90 are the ones that need further looking into?

    Verbal Ability 81/90
    Cog Efficiency 82/90
    Vis Aud Learn 89/90
    Spatial Relations 87/90
    Visual Matching 78/90
    Numbers Reversed 85/90

    What does this normally signify? These are all of the ones below the 90

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    aeh Offline
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    The cut-off is usually 82/90. If you are between 82 and 95/90, then that is in the instructional zone, and considered to be normal. If you are below 82, then tasks would be expected to be somewhat difficult. If you are below 67, then they would be expected to be quite challenging. Below 24, extremely difficult. Below 3, unrealistic. Above 95, it's probably on the easy side. In school settings, a lot of evaluators use 70 as the broad cutoff (you can compare it to getting a C-/D when most kids are getting an A-/B+, so barely passing, thus not really keeping up with grade-level expectations).

    So he has three scores in the moderately difficult range:
    Verbal Ability 81/90
    Cog Efficiency 82/90
    Visual Matching 78/90

    Two of them are clusters, and one is a subtest, which feeds into the second cluster score (meaning they stem from the same weakness). Cognitive Efficiency and Visual Matching are both reflections of visual-motor speed, and will most definitely be impacted by fine-motor, perceptual-motor, and handwriting skills.

    The remaining subtests that you've pointed out would not normally warrant further investigation, as they are well within the average range, except in the context of being significantly different from his other, higher subtest scores.


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    So as a whole, those scores as well as the scores on the BOT correlate with each other showing difficulty. Am I understanding that correctly?

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    aeh Offline
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    Yes, the overall profile shows consistent mild normative weaknesses in fine motor dexterity and speed. The significance of these otherwise mild weaknesses is amplified by the magnitude of his relative cognitive and academic strengths.


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    So, the district called me today after I called the state and they informed me that my son does, in fact, have a qualifying LD under the PSW with the states laws on SLD (severe learning discrepancy). I meet with them on Tuesday to go over the assistance offers as well as the more in depth testing they want to do on him. Thank you aeh! Much of the advice you gave is what made them realize I won't give up. The director stated I was able to receive amazingly good and accurate advice.

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    You are so welcome. I'm happy things are moving in a good direction for you and your son now!


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    I am cautiously optimistic. After the issues we had with my younger son, I am not holding my breath. However, I think they are learning that I do not play. It really is sad that you have to fight so hard for quality education on either side. I have had to have the gifted fight and this fight. DS9 goes out of district due to our district's failure of his needs. Unfortunately, it isn't as easy to have an out of district school accept a child with an undiagnosed LD and failing scores on the state tests.

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    So, I am going to add in his CogAT scores from 6th grade taken 1/2013. I am not one to really trust in the CogAT (it horribly missed DS9) but I don't know if it may provide further insight with DS13.

    Abilities SAS Stanine %Rank #Items #Att #Correct
    Verbal 111 6 75 65 65 53
    Quantitative 121 8 91 60 60 54
    Nonverbal 119 7 88 65 63 58
    Composite 119 7 88

    Those are listed under his national age scores, the national grade scores:
    Ability Stanine %Rank
    Verbal 6 71
    Quantitative 8 90
    Nonverbal 7 88

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