Any Advocacy Advice or Thoughts? - 01/19/14 06:06 PM
Hi All, Okay here are more details on DS's WJIII Achievement Scores. I am wondering if anyone has any thoughts/advice/etc. on advocacy?
We have an IEP meeting focusing on attention difficulties/off-task behavior at the end of this month. School already has his WISC IV results, summarized for you all below. But the achievement testing info is new and different from last year's achievement info (exactly one year ago), which all pretty much came in at just above average (Broad reading and Broad Math were both in the low 60th percentile - 63%ile for broad reading, 61%ile for broad math). At the end of last year, when I realized the school wasn't going to do much in the way of doing more for DS despite constant complaints of boredom, DS started teaching himself math via the computer and then he stared doing mathnasium once a week. So, his math achievement went up from like 60th percentile to the 92 percentile. The reading improved maybe due to Vision Therapy or the fact that he usually insists on reading above his level and I started allowing it and encouraging it. He did not do any outside tutoring or after-schooling in reading.
He is in grade 2.4, age 8. He has a GAI of 139 (with a VCI of 148), and a Processing Speed Index in the 2nd percentile! He has Ehlers Danlos and dysgraphia. The school (well, the school psych) just recently showed signs of possibly recognizing and perhaps addressing the dysgraphia.
Okay here are the WJIII Achievement Scores:
BROAD READING - GE 3.6 84%ile
BROAD MATH – GE 3.5 92%ile
BRIEF READING - GE 3.8 87%ile
BRIEF MATH – GE 3.7 94%ile
MATH CALC SKILLS – GE 3.0 80%ile
Letter-Word Identification: GE 3.8 86%ile
Reading Fluency GE 2.6 59%ile
Calculation GE 3.2 90%ile
Math Fluency GE 2.4 52%ile
Passage Comprehension GE 3.8 83%ile
Applied Problems GE 4.1 95%ile
I have age-equivalencies, too and the tester broke down which grade levels would easy, moderate and difficult for each. If you need any of that to help.
I wonder what is the difference between "brief" and broad" ? For what can/do I use "brief scores?"
We have an IEP meeting focusing on attention difficulties/off-task behavior at the end of this month. School already has his WISC IV results, summarized for you all below. But the achievement testing info is new and different from last year's achievement info (exactly one year ago), which all pretty much came in at just above average (Broad reading and Broad Math were both in the low 60th percentile - 63%ile for broad reading, 61%ile for broad math). At the end of last year, when I realized the school wasn't going to do much in the way of doing more for DS despite constant complaints of boredom, DS started teaching himself math via the computer and then he stared doing mathnasium once a week. So, his math achievement went up from like 60th percentile to the 92 percentile. The reading improved maybe due to Vision Therapy or the fact that he usually insists on reading above his level and I started allowing it and encouraging it. He did not do any outside tutoring or after-schooling in reading.
He is in grade 2.4, age 8. He has a GAI of 139 (with a VCI of 148), and a Processing Speed Index in the 2nd percentile! He has Ehlers Danlos and dysgraphia. The school (well, the school psych) just recently showed signs of possibly recognizing and perhaps addressing the dysgraphia.
Okay here are the WJIII Achievement Scores:
BROAD READING - GE 3.6 84%ile
BROAD MATH – GE 3.5 92%ile
BRIEF READING - GE 3.8 87%ile
BRIEF MATH – GE 3.7 94%ile
MATH CALC SKILLS – GE 3.0 80%ile
Letter-Word Identification: GE 3.8 86%ile
Reading Fluency GE 2.6 59%ile
Calculation GE 3.2 90%ile
Math Fluency GE 2.4 52%ile
Passage Comprehension GE 3.8 83%ile
Applied Problems GE 4.1 95%ile
I have age-equivalencies, too and the tester broke down which grade levels would easy, moderate and difficult for each. If you need any of that to help.
I wonder what is the difference between "brief" and broad" ? For what can/do I use "brief scores?"
Thanks!