0 members (),
86
guests, and
12
robots. |
Key:
Admin,
Global Mod,
Mod
|
|
S |
M |
T |
W |
T |
F |
S |
|
|
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
|
10
|
11
|
12
|
13
|
14
|
15
|
16
|
17
|
18
|
19
|
20
|
21
|
22
|
23
|
24
|
25
|
26
|
27
|
28
|
29
|
30
|
31
|
|
|
|
|
Joined: Nov 2012
Posts: 83
Member
|
OP
Member
Joined: Nov 2012
Posts: 83 |
Well, we went along with our twin's former school's request to conduct testing so that she could maintain her IEP in case we decided to ever send her back to public school. Even though we are homeschooling, we agreed to the testing. Well, I got a call last week from the school psych saying she had forgotten to administer a part of the testing. Um, say again? She wanted my daughter to go back in so she could administer the part that had been missed. For thoroughness sake, I took her back in. But now I am wondering..what the heck have I done. This is also the person who readily admitted that she knows nothing about gifted kids...which I actually totally understand. But how do you administer a test and completely miss a section on a kid who specifically got pulled out to be homeschooled because they couldn't put together an IEP to meet her needs and then when they did, they didn't follow it. Sorry for the vent but I am meeting with the school this week and need to know what questions I should ask about the WISC V? Are there such things as extended norms with the WISC V? The private psych we initially had test her did not calculate the WISC IV results and AEH saved us then by calculating the correct scores...which were vastly different. Just wondering what mess I am going to be walking into. You have no idea how wonderful you all are and how grateful I am for your willingness to share your knowledge and experience.
Thanks Laurie
|
|
|
|
Joined: Feb 2012
Posts: 1,390
Member
|
Member
Joined: Feb 2012
Posts: 1,390 |
Sorry for the vent but I am meeting with the school this week and need to know what questions I should ask about the WISC V? Are there such things as extended norms with the WISC V? My understanding is that extended norms are coming, but they will not be published for several months yet. Be sure that you get the raw scores for all the subtests, and then you will be able to figure out the extended scores yourself (I'm sure aeh will help if you can't figure it out on your own). It doesn't require anything special during testing (except following the rules they are supposed to follow anyway), so if you have the subtest scores, you'll have what you need. You might want to get confirmation from them that they actually went to the stop criterion instead of stopping testing when "her score couldn't get any better anyway."
|
|
|
|
Joined: Nov 2012
Posts: 83
Member
|
OP
Member
Joined: Nov 2012
Posts: 83 |
|
|
|
|
Joined: Apr 2014
Posts: 4,074 Likes: 6
Member
|
Member
Joined: Apr 2014
Posts: 4,074 Likes: 6 |
I will certainly help with extended norms when I have access to them myself!
As to the "missed portion": the WISC-V differs from the WISC-IV in having a whole lot more optional subtests, which allow the examiner to derive additional index scores. In particular, it is possible to obtain an FSIQ without having all the primary index scores, since the FSIQ only requires 7 subtests, and an additional 3 are needed to produce the 5 primary index scores. On top of those 3, one more subtest each will generate the QRI (quantitative reasoning--I like it for suspected mathematical giftedness) and the AWMI (auditory working memory--more like the old WMI; I could see someone wanting this especially in the case of repeat testing, to compare with the WISC-IV). With dyslexic or suspected dyslexic kids, especially younger ones, a collection of phonological awareness/reading-related tasks can be administered for additional information.
So although it's possible the psych seriously messed up, it's also possible that she didn't literally forget, but looked over her basic results (probably the FSIQ and GAI), and decided that she wanted more information. And found it simpler to describe that as forgetting.
...pronounced like the long vowel and first letter of the alphabet...
|
|
|
|
Joined: May 2013
Posts: 2,157
Member
|
Member
Joined: May 2013
Posts: 2,157 |
For what it's worth, this school and psych sound brilliant to me because our district gives everyone the Cog-AT for special ed evaluations!
|
|
|
|
Joined: Apr 2012
Posts: 267
Member
|
Member
Joined: Apr 2012
Posts: 267 |
DS10 is doing his triennial testing for his ISP now, too. Last week the resource specialist (who is coordinating the whole thing) asked us to come in for 15 minutes. She says he hit the ceiling on one of the tests and she needed to do a bit extra. We get there, DS spends all of one minute with her, and she brings him out saying she did, in fact, have all the info she needed, just not on the correct piece of paper. Gee, thank you for disrupting our day for that. And...how accurate is your paperwork?
Of course, it's better than last week when DS was to see the school psych for the first part of WISC testing. We get to the school office, and they tell us we're going to have to hang out there for awhile...they're about to start a school lockdown drill. So of course DS is full of questions about what a lockdown drill is. Sigh.
In general, though, DS has enjoyed the testing, so at least he's having fun.
|
|
|
|
Joined: Nov 2012
Posts: 83
Member
|
OP
Member
Joined: Nov 2012
Posts: 83 |
So we met with the school IEP team today. They did in fact forget the working memory pieces of the testing. Oh well.. The results were interesting. The overall scores for both WISC and WIAT were much lower than previous testing. The really interesting piece was that working memory % went from 63% on WISC IV (June 2014) to 95% on WISC V (Jan 2016). Which is totally puzzling to see such a difference. Maybe doing those sections separately on a different day helped the results???? She is putting together an IEP report and will give us the entire list of scores including subtests. In past meetings, they never believed our daughter was "gifted". Previous testing was always done privately. This testing was done by the school psych. She said she had never seen scores so high ..then again, she readily admitted she didn't know much about gifted kids. We had to chuckle because we are certain these scores are not quite right but because the school did the testing, the principal actually admitted that now they have to do something about it. We were not happy when the recommendation was that they put her in a special ed program to help with her writing (dyslexia and syndactyly). The school OT did chime in saying that would make things worse because those kids are on the other side of the learning spectrum. We left after 90 minutes with no action plan. So we will continue to homeschool and continue intensive therapy for the dyslexia, organization skills, vision therapy, etc. and see how it goes in a couple of years. Both our twins are thriving in homeschool so I am perfectly fine keeping them home. Thanks again for all your help and guidance. I so appreciate being able to bounce things off of you all and your willingness to share your experiences.
|
|
|
|
Joined: Apr 2014
Posts: 4,074 Likes: 6
Member
|
Member
Joined: Apr 2014
Posts: 4,074 Likes: 6 |
The critical piece of your IEP meeting was that they definitively qualified her for special ed, and acknowledged her twice exceptionality, which keeps her eligibility, for future documentation purposes. The offers of service provision are not all that important, since you weren't planning to put her back in anyway.
And on the WMI change: it may be that the addition of a visual working memory task to the WMI affected her performance. On the WISC-IV, both measures were auditory working memory, while on the WISC-V, one is auditory-symbolic, and one is concrete-visual.
...pronounced like the long vowel and first letter of the alphabet...
|
|
|
|
|