Spaghetti -- Thank you. You definitely seem to sense the personality of the school district. They are somewhat "casual" in their approach in some ways. Their communications about both RTI and gifted are subpar.
Blackcat - Thanks for your perspective. I will definitely ask if there are other testing options within the school district. As far as I know, the school system only uses OLSAT + a review of achievement testing, grades, and teacher/parent input for gifted identification. My understanding is that school systems in our state are required to have gifted programming--but how they screen and identify is at their discretion. They can provide services for general intellectual capability, specific content areas, or visual/performing arts--or all of the above.
In our district, the only gifted services are for the specific content areas of reading and math. To qualify here, they look at the OLSAT subtest scores vs. the combined score. So, a student can qualify for further assessment in reading, based on the verbal score, or math, based on the non-verbal score. If either score are over 90, they collect more data and have a review by the gifted committee.
Part of the "confusion" about DS is that he tested "gifted" for verbal, but has always been a stronger math student. He didn't qualify for math based on the OLSAT non-verbal score. I got the sense from the gifted specialist that they wouldn't have had an issue accepting him if he scored higher on the OLSAT non-verbal because his math performance supports identification.
SOL is "standards of learning"--it's a state-wide test here that assess content knowledge in core subjects for each grade level. I know they have done MAP testing here, but not sure if they use it for his grade level. They also use PALS for literacy and a new test called iReady for math. I know his reading comprehension is 8th grade, but he tests at a 6th grade instructional level because his spelling scores are lower (based on PALS). iReady is new to me, but it is computer-based and adapts to ability. He just took it and said he was doing algebra problems.
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Here's some more information on the process thus far. Questions at the end. I know this is long. And I appreciate the opportunity to articulate what's going on and any feedback.
I did request in writing that my son be assessed--specifically for dysgraphia--in August, before school started. The principal, vice principal, and school counselor are all new--and the assessment request process changed with the new personnel from last year. I made the request following the prior year process, so started with the wrong person. The request got referred to the right person and I was told that person would follow up. But it never happened. I followed up and got an apology for the misstep.
Based on that, the timeline started in August. And I do have my email with my request and a school representative's response in writing about who would follow up and when.
The gifted screening was in early November. The "child study"--which is the school system's term for special education assessment--was a few weeks later.
The child study included the asst. principal, psychologist, special ed teacher, classroom teacher, and me. I had written a very thorough outline of issues I saw with his writing and brought several samples. The OT had gotten samples of his writing from teachers. She agreed with my observations--and had additional perspective.
There was a general consensus of "we need to do something to help this kid" (direct quote from the meeting). And the OT suggested the adaptive paper. She also suggested he shouldn't be tasked to write in big open spaces because he writes all over the place.
Of course, it's early in the process, so none of us know what his issues are. I brought the OLSAT report--which clearly showed his issues aren't intellectual. He is now performing above grade level in every subject. The psychologist said "well maybe he's just lazy" with his handwriting.
The next step was for the OT to look at more samples. I know she has collected some from him that he has written on the adaptive paper (it does help, but his work is still riddled with issues). And she was going to observe his writing process to try to understand whether his challenges are fine motor or visual-spatial.
I definitely got the sense that the OT felt that there were some concerns--but she can't do much for him with out more observation. I do think she'll come back at the next meeting on January 4th with more specific insight that will lead to further assessment and more adaptations for him.
I am unhappy that the school system "dropped the ball" on the assessment earlier in the year--because I do think it negatively impacted the gifted committee's decision.
I also feel that the gifted committee doesn't really "get" 2e. There are no specific 2e regulations for my state. There are guidelines that state that gifted committees should understand special education issues--and vice versa. Even though he's being assessed for a disability that directly impacts his area of giftedness--they couldn't view the aptitude and achievement mismatch as a sign of potential disability.
Realistically, I would think the gifted committee could look at a case like my DS, see the mismatches in scores and performance...and proactively consider a disability issue. And have a specific process for that instead of deny or ask the student to do more work to prove him/herself. But it appears they don't.
There's another issue that's concerning me at the moment. I have reviewed the only available gifted information for the district--which is the gifted plan for 2012-2015. The form for "denial of services" says parents have 10 calendar days to appeal after written notification. The state regulations say 10 instructional days.
I have not yet received written notification. I have 10 instructional days to appeal. With winter break, that would give me until after the next child study review meeting.
I may have to appeal. Of course, I have concerns about my son, but I have the broader concern that their gifted identification process and communication is subpar. If my son is at risk for falling through the cracks here, other kids could too.
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That's a lot of back story. And there's more, of course.
We are in a very unknown space right now. I'm sure I'll have more specific questions, but here are some things on my mind right now.
1. I do expect the OT will identify a need for more adaptations and/or assessment in January. Some of those adaptations could involve supplemental work at home or school (e.g., if he needs to focus on keyboarding or learn new software). And the gifted specialist proposed that she work with him on the "portfolio project." That feels like a lot of pressure and extra work to me. Any thoughts?
2. Any perspective on appealing the decision? I would build a case around the school's assessment not being timely and the gifted committee's perceived (or demonstrated, maybe. I have requested a report from their review of my DS's case) lack of insight about 2e issues. I could potentially squeeze in an outside assessment (if they have no other testing options within the county). If so, what type of testing should I consider? WISC V? Others?
3. Any perspective on the OLSAT non-verbal being used as an identifier of gifted abilities in math?
One other thing...and it's a big one. My DS's dad passed away in a very traumatic way a few months ago. The school system is aware and has been very supportive. But, DS is super-sensitive right now and prone to emotional "meltdowns"--at home, not school. He gets really stressed about his current workload and struggles to keep up with his peers in writing tasks at school. That's one reason why I think working through adaptations + a portfolio project could lead to more overwhelm.
So thanks once again. This is an interesting journey so far...and I know it's only beginning.
