I just received an email from the school's AIG teacher that DD9's ITBS scores (DD is in 4th grade, and they gave her the 6th grade version - out of level testing) are in, and that I should gather up materials for the grade acceleration meeting. I'm so anxious!!
Several questions:

1)I received the email at 9:15 am. They want all this information before school break - which begins tomorrow after school! I'm getting rushed. What's all this about??
2) The AIG specialist states all the portfolio work has to be "assigned school work". DD9 is in a pre algebra class outside of school. She is excelling there. Can one argue for outside work to be admitted? She takes pre a. from an actual private school. DD also does amazing work at home which I would love to present, but I can understand that they would not use that because we cannot prove that she actually created the work.
3) The school AIG teacher stated that she heard DD had taken the Woodcock Johnson Achievement Test so she wants the results. DD9 did take that test - and the results were much lower than her WISC. The psych. who gave her the test was the one who suggested that DD might have an LD. We later found DD to have ADHD, inattentive type. I am afraid that the WJ result will harm DD's chance for grade acceleration. I am waiting to hear back from our private psych. to see what she thinks. Any thoughts from you all?
4) The school is using the IOWA Acceleration Tool. DD's big sister is one year older so I know that will be red flag. Our private psych. has told the school that she is working with both girls to deal with the fall out. I am talking to other schools to even see if DD could go there the rest of the year so DD9 and DD10 would be separated.
Ok - enough questions for now. Cross your fingers for DD!! 4th grade is MISERABLE except in her SSA math class which sort of challenges her!!

They probably want to make a decision quickly - especially if a new semester starts after holiday break. Just because *they* want the information tomorrow doesn't mean you have to provide the information by then. I'd reply (in an email, so it's written), that you need 10 business days to put together the information, so you'll send it in to them on Date X (either the first day back after winter break, or 8-9 business days after that).


You can submit anything you want to - and I would submit anything I had that supported proof she's capable of working ahead of grade level. The school committee might argue that they can't use the data, but you can then advocate for them to use it - however, if you don't send it in, they will not see it.


I would ask for a letter from the private school pre-algebra teacher that speaks to your dd's abilities.


If the private psych thinks that ADHD impacted your dd's WJ-III scores, I'd ask her to write a brief statement summarizing her impression - and I'd ask for that whether or not you share these scores with the school - you might want the statement later on when you are advocating in a different situation.

Our 2e kids have uneven WJ-III achievement scores that don't match their WISC/etc ability scores. We've had to show them when advocating, and they have been met with skepticism - but we got around that with a sound case of advocating, explaining the impact of the 2nd e on the scores, and refocusing the conversation on ability scores. I'll also add that, for my kids, the types of achievement tests given in school as they progress into middle school (TerraNova etc) are usually more reflective of their abilities *and* are also more widely accepted as representing achievement by school staff.


JMO, but I too think this is a bit of a red flag. Just focus on doing what you feel is right for your family, and remember that you, as the parent, know your children better than the school staff or an IOWA acceleration scale does

Good luck!

polarbear

Did they tell you anything about the ITBS scores or whether they are going to accelerate her? Good luck with everything. DD also did the WJ achievement (just certain subtests and we don't have composite scores or anything) and her results were lower than I would have anticipated based on the above-level achievement testing the school does. I think the problem with the WJ and kids with ADHD are the fluency sections. Even the reading fluency section sounded more like a processing speed test than what you would normally think of as reading fluency (correct words read aloud per minute). DD had huge gaps between scores and the private psych who administered the test and doesn't understand 2e kids told me that all the scores are in the average range or above (the lowest was 89 and the highest was maybe 130--don't remember) and therefore DD is fine. Obviously I couldn't submit the results to the school when I'm trying to get her qualified for an IEP and in the report it says she's fine. The scores also didn't seem to represent her actual academic ability that we've seen on other tests which are untimed (MAP-like tests done on the computer).

DS had WJ achievement when he was 6 and had really high math scores (broad math 155). I think it's easier for younger kids to get scores like that.

Let us know how the meeting goes. Hopefully you can finally move forward with a plan.

You've received great advice above. I'll just add a few random thoughts.

Although this may be suspenseful, and may be high stakes, a factual, unemotional approach may help. Taking time to prepare, then assuring yourself you are prepared, may calm your nerves.

Is a date/time scheduled for the meeting? Who will attend? If you do not know, you may wish to ask some gently probing questions.

No need to feel rushed, as this process has been in play for several months.

Most likely, this is about making a smooth transition after the school holiday break or semester break.

I would suggest following the guidelines they provided, as this would show her work under the conditions provided in the school's learning environment (which may differ from another learning environment). This may also provide for a direct comparison to the work of other children in the receiving grade in the school.
- How many pieces of work are they asking for in the portfolio?
- Have they specified what subjects they'd like to see represented among her work samples?
- Must the portfolio consist of originals or will the school accept copies?
Once her portfolio is assembled, you may wish to make a copy for your own records.
IF you choose to bring along outside work, you may wish to consider it supplemental, and present it only if the meeting seems to provide an opening to present it.

You may wish to present the requested results along with the context and factual explanation that works in your favor, such as: "As requested, here are DD's Woodcock Johnson Achievement Test results, dated XX/XX/XX. These proved valuable as they provided insight that our daughter may be 2e, which was later substantiated XX/XX/XX, allowing us to effectively address the ADHD- inattentive type, resulting in DD's huge academic gains and further supporting her need for acceleration to a more challenging curriculum."

This aspect is just one of many surveyed in the IAS.

If this school grants acceleration, then DD9 may move to another school? How does she feel about that? Have you discussed this strategy with the private psych?

You may wish to review the basic tips for advocacy meeting prep.

This will be a big hurdle. My understanding is that there are a couple of items that make acceleration a no-go and this is one of them, along with with the child not wanting to skip.

Look at #2 on the link below.
http://www.springville.k12.ia.us/vnews/display.v/ART/51856c345f5ef

Well! As I just posted elsewhere because I was doing a happy dance, I just received the ITBS Complete scores. DD (4th grade) had to do at least 75% on at least 2 of the subtests of the 6th grade leveled test. Well (big jumping around moment!) she did 99% on most of the tests!!!! I would say that advertises better than anything that she needs to be "challenged" as the school likes to say!!!
Thank you all for everything. I am using all your info, believe me!!!!

Have you considered applying for her to be a Davidson Young Scholar (DYS)?