I would not use the grade-equivalent easy-to-difficult information to guide instruction per se. I might use those to make arguments about how bad the mismatch is for a given kid in a given classroom (when making a case for GT interventions or for an IEP).
So what exactly is the purpose of these WJ III scores? I'm not seeing what this info is really supposed to do for/tell us. What is it that you would look at to gauge the level of mismatch you have in a classroom or subject, using the WJ III scores.
When I write reports, I do try to make notations of specific types of skills the kid could and couldn't do, to give a sense of where to start.
Okay, good. We saw someone who is known in the pg world, so I'm sure we'll get that once our report is sent. That's really what I'm looking for... a good starting place.
Do any of you know of any pitfalls related to using end-of-year tests as a guide for acceleration? It was suggested to us that we try that, and that if he hits 80%, we just move on. To me, 80% seems a bit low. I would like to see at least 90% before moving on. Is that reasonable?
Okay, I'm done for now.
Thanks to you all for your help!
