DD's IS doesn't quote test names in the report, but DD's initial OG evaluation looks comparable to the WIST. She also bombed on several consonant sounds, and only got 2/5 short vowel sounds when they started.
We were also seeing the same issue with spelling tests. We hit on a routine to get the 12-word list learned in the 7 days we had it, and I was sending email requests to the teacher to please get the lists to us on time. A fire drill would send her off kilter to being unable to learn the list. Post OG, DD seems much more 'normal' in her ability to learn the list, though little of it sticks after the week unless the word lists are build on underlying meaning -- prefix and suffix lists have been effective.
Where these two kids sound different is that DD's oral reading score has always been quite high. No one was able to explain why DD couldn't decode anything and yet was reading easily and fluently.
On the teacher, for DD, these issues started cropping up in third. The teacher was wonderful. I've been dropping less-than-subtle hints that I want ds to have the same teacher next year. I love this teacher. And yet, she missed it entirely. In 4th, the teacher was less than great, and issues became severe. She was supportive in affirming that DD's skills were incongrous, but that DD seemed stressed. The undercurrent was one of us as parents putting too much pressure on her. The outside report showed the diagnosis and explained a lot of what DD was encountering and struggling with in the school day. The report was well written, and pretty much gave everyone in the school a "pass" in having missed the problem because she had compensated so well.
I'm still surprised they gave us an IEP (DD consistently scores "Advanced" on state tests...), but it was so beneficial. It also got us a perfect teacher placement for 5th grade. At times I felt silly to persist, but in retrospect, seeing where we are now, it was totally the right thing.
Last edited by geofizz; 02/28/13 05:43 AM.
