So, DS13 just finished his 2nd round of testing last week. Here is the original thread for the backstory.
http://giftedissues.davidsongifted....ssistance_With_WJIII_for.html#Post197352

I was supposed to receive the results back yesterday but the school psych's father passed away over the weekend. We will now be meeting this upcoming Monday.

When we spoke on Sunday evening, I did ask a couple of questions. While I do not yet know the results I was informed that the testing verified quite a few things and I would be pleased with the results and planning coming up. I am taking this as the concerns were answered and DS13 will finally be getting an IEP.

I am so nervous! There are so many thoughts going through my head now.

Glad it sounds like positive things will come out of this!

I am hoping aeh! As soon as I get the scores and info I will post them. This new psych said he felt DS13's scores were severely depressed in the initial testing and that the achievement results were so far off from the cognitive results that it sent red flags. He spent 3 days, 5 hours each day, testing DS13.

I had the meeting today. I did not get all of the scores yet but DS13 was diagnosed with a severe writing disability. His SS on the KREA for the writing was 80 (mean 100, SD 15). His ADHD was also confirmed with a processing speed score of 82 on the WISC IV. For the executive function testing he was found to have a severe executive function deficit with varying levels but below normal to well below normal across the board. None of his EF tests made it to the normal/average range.

I am hopeful aeh will be willing to dig through the scores once I get them and post them. The advice aeh gave me made it possible to finally get answers and an IEP initiation.

I'd be happy to do so! If I don't respond in a timely fashion, pm me so I'll check the thread.

Thank you! We meet again next Monday. He is getting a case manager, a writing specialist, and some other things. I don't have all of the details yet.

Good Luck. I hope you finally get some concrete help for your DS.

My older DD (20) was not gifted and struggled a language processing delay all the way through school, so I've been there. We caught it early and she is now a successful junior in college. It can get better with the right intervention. I am now in the process of putting together a 504 for my DS15, and I'm kicking myself for not doing this earlier for him.

I am being cautiously optimistic

I tend to be very optimistic at first. I go in believing that they really want to help.

Two weeks ago I was high on the promises that were made to me. Unfortunately, I have already had one or two disappointments but since I have another meeting tomorrow I'm going to complain. Don't tell me you are going to give my son extra time for writing assignments and then tell me he is going to have to negotiate with the teacher for each assignment. The most critical teacher will be at the meeting and my plan is to insist we work out all the details.

This is my first time being optimistic in this fight. They refused an IEP last year and the psych said he was just lazy. This is a huge step.

I thought of this thread when my son used his extended time accomadation per his 504 for the first time this year (the plan was just written at the end of last school year and he doesn't need it all the time). I told him he needed to inform the teacher on Friday (due date) but he didn't know quite what to say so he said nothing. He finished Saturday morning and attached a note in the email with the paper explaining after the fact that he was "using his 504" and why the assignment gave him problems. I corresponded with his teacher explaining it was his first time asking for extended time and that I had suggested he contact her Thursday or Friday so she would know the assignment was coming just delayed. My goal is that he will ask the instructor for help right after it is assigned rather that freak out the night before it is due. His problem is recognizing which assignments he can whip out no problem and which assignment twist his autistic brain in knots. Sometimes he spends more time complaining that could be spent asking for clarification.

Teacher was very nice and understanding (she has a rep for being tough). But she mentioned she has a nephew with autism and enjoys my son in class. So she is tough yet understanding.

We are having a big problem with the Social Studies teacher. I explained at the beginning of the year the issues and followed up with emails. All of his teachers are great, except for her. She is constantly berating him for not writing on the level the rest of the class is and tore him up on the eval for the psych. I told the psych yesterday that I was fed up with her actions. He cannot help the issues he has. She needs to be a teacher and do her job.

Cookie, my son is getting extra time for inclass writing. The issue at hand is logistical details how/when to give him that extra time. Since DS is in H.S. with grades switching he can't necessarily just stay longer. In my option that should be worked out now for this years teacher, not for every upcoming assignment. There is a level of social embarrassment about all this that makes my child not want to use his accommodations.

I bring up the idea an accommodation to turn some turn assignments in late. He will get really anxious on random assignments, that anxiety will cause procrastination and then he will write/do nothing. I'm trying to break him of this by being on top of his homework particularly larger projects but it doesn't always work.

jaggirl47 It's always ONE teacher. This year the bane of my existence is DS's Chemestry teacher. A class he should be able to get an A. But this teacher is so disorganized she is enabling his disorganization.

His doesn't want to work with him. Ugh. Depending on how the meeting goes Monday I might request he gets transferred to a new class.