Need help ASAP have to sing school evaluation

Making story short

2nd grade 1st first problems, 2nd grade private eval found ADHD and migraine, 3rd grade problem was big enough she did not want to go to school she wanted to read only picture books. ETR confirmed ADHD and migraine first gave 504 as grade were C/B (with lots' of fights at home to do hw), then pushed and got very wimpy IEP end of year and changed school. In summer more private eval at psychologist expert in gifted. She was found gifted with LD below are WISC IV results and WJ III results.

Verbal comprehension 124 95th
similarities 14
vocab15
compreh13

Perceptual reasoning 131 98th
block design 10
picture concept17
matrix reasoning16
picture completion12

Working memory 104 61st
digit span 10
letter number seq 12

Processing speed 103 58th
coding 13
symbol search8

FSIQ123 94th
GAI132 98th

WJ III
Broad reading skills 109 72th
letter word111 71st
identification passage106 66th
Comprehension reading fluency 103 58th
Broad math skills 116 85th
calculation 124 94th
math fluency 88 21st
applied problem113 81st
Broad written language 105 64th
spelling 96 39th
writing sample108 71th
writing fluency 114 83th
Accademic skill111 76th
Accademic fluency 106 65th
Accademic applications 113 81st
Brief Achievement109 72th

Very good explanation of findings and solutions and more eval recommendations to confirm.
Dyslexia, Dyscalculia ADHD, Written Expression disorder, SPD, farsighted, private OT therapy, private Phycological therapy, Barton System Dyslexia tutoring at home, math tutoring at home, persona technology devices for audiobooks and type.
4th grade
School refused to do anything about Dyslexia, Dyscalculia and Written Expression disorder.
More problems, more diagnosis
Periodic leg movement disorder with Parasomnia,
Accidennt at school, Concussion with post concussion syndrome and neck dislocation, more private OT/PT therapy, private Psycological therapy, Anxiety

Many meetings IEP not implemented or implemented partially. Grades A/B with a lot of oversight from me on the teachers and Julia for missing work. Many Fs for missing work turned in correct grade. problems in math, spelling , writing, sustained reading. First time she did not ask for picture book was dec 6th grade.

Fast forward past mid 6th grade 3 year Reevaluation for IEP. School psychologist first time giving ever WISC -V.


Verbal comprehension 106 66th
similarities 10
vocab 12
compreh not done

Visual spatial 102 55th
block design 9
visual puzzle 12

Fluid reasoning 121 92nd
matrix reasoning 14
figure weight 13
picture concept not done
arithmetic not done

Working memory 130 98th
digit span 16
picture span 15
letter number seq not done

Processing speed 116 86th
coding 15
symbol search 11
Cancellation not done

FSIQ120 91st
GAI 111 77th

No explanation of anything they say is irrelevant she is performing at grade level A/B average

6th grade WJ IV

Broad Achievement 65th

Broad reading 105 62th
word attack 119
letter word identification 106
Sentence reading Fluency 102
Passage Comprehension 104
Oral reading 105

Basic Reading 80th

Reading fluency 59th

Broad math 101 54th

Math fluency 91

Applied Problems 102

Math calculation 115 53th

Broad written language 111 77th

spelling 91

Written expression 95th
writing sample 125
sentence writing fluency 116

Accademic skill 62nd

Accademic applications 80th

Accademic fluency 51th



Any comment for Parts of IQ going down and parts going up? Should I be worry? Did they do all part of the test needed to be equal to the private evaluation?
The will approve her for IEP apparently for the same accommodations and services 30 min a week for organization 10 min a day for writing and 10 min a day for math. The just want to add self advocacy piece. she will still be able to work with the ipad I gave her to type and read audiobooks.

Thanks for any help

1. Yes, all core subtests were administered.
2. Score changes: some caution should be exercised in a point-by-point comparison, as all the tests administered have been through major revisions in between evals. I'll try to explain a few of them:

WISC-IV vs WISC-V: Big picture--scores often correct to slightly lower numbers on re-test with a later edition, due to norm obsolescence inflating the earlier scores. The correction tends to be greater on more extreme scores (further away from 100). Also, the tests have slightly different structures.

The subtests you've noted as not done on the WISC-V are now either optional supplementary subtests, or gone altogether. Notably, her highest score in the PRI was Picture Concepts, which has been removed in favor of subtests with better psychometric qualities. PRI has been split into VSI and FRI, with additional subtests, so these are not easily compared between editions. It does make it clearer that visual spatial ability is lower than fluid reasoning ability though (the two were conflated on the -IV).

Given how you describe her emotional state around the time the first eval was done, it is not too surprising that her WMI and PSI have gone up, as they are both easily affected by emotional interference, especially anxiety. WMI also has a major change in composition, as it is now half auditory-symbolic memory and half visual-concrete memory.

I am also not entirely surprised by lower VCI scores. As vocabulary acquisition shifts from oral to written sources, beginning early in fourth grade, I often seen vocabulary and similarities (which relies on vocabulary knowledge, to some extent) scores slowly slide a bit in children with a history of reading challenges, as they are not keeping pace with their cognitive peers in terms of their exposure to the high-level language and vocabulary that a non-disabled cognitive peer would be receiving by reading. Her reading vocabulary skills have kept pace only with average peers, not with cognitive peers, which tends to support this hypothesis. The one academic achievement area that has gone up is the writing sample, which is scored mainly for content, and not so much for mechanics.