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This might be a silly question
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<blockquote data-quote="Superpsy" data-source="post: 212888" data-attributes="member: 5848"><p>House of Cards,</p><p></p><p>Looking at the testing results (just based on those only) it looks like the SD is saying difficult child doesn't have a learning disability under the discrepancy model. This model for looking at testing results looks for a statistically significant discrepancy between her cognitive and academic scores. The long and the short of it is the SD investigates whether difficult child is performing at a level (academics) that would be expected based on her cognitive scores (IQ test). If we look at the WJ-3 scores then the SD might say that she is doing better than expected (WJ-3 scores higher than WISC scores). If we look at the neuropsychologist scores then the overall profile is pretty flat.</p><p></p><p>by the way, I've noticed the writing portion of the WJ-3 is typically inflated and not a good measure of writing. The WIAT-2 is a better measure. </p><p></p><p>Individual states can determine if they use the discrepancy model or what is called the RtI model (response to intervention)...not sure what NJ does. For example, a student in Ohio with difficult child's situation would remain in the IAT process and I would recommend that they enter the RtI process. This means that we would look at their specific reading deficits, look for a research based targeted intervention and then implement it. Typically this intervention can be as intensive as every day for half-hour to twice a week for half-hour each session. difficult child would be monitored weekly to assess progress (or lack therof) and the intervention may be tweaked at the end of 4 weeks. Interventions should run about 8-9 weeks total and then we look at the data. If difficult child shows significant progress then we continue the intervention (why stop it if it's working?). If there is not significant progress or regression then difficult child would be considered a student who "did not respond to intervention" and would be eligible for services as a student with a disability.</p><p></p><p>Having said that it seems that difficult child would probably be eligible for services on an IEP under an emotional disability (anxiety) or other health impairment (adhd). She is receiving counseling and has shown clinically significant anxiety. Also, the working memory on the WISC-4 being in the 70s is an ADHD red flag for me. She's going to probably have a hard time in school (based on those scores). Students on these kind of IEPs can receive academic support since the disability does affect her education.</p><p></p><p>Hope this helps.</p><p></p><p>*Edit- Somehow I missed the crux of your question and just focused on the testing results (I'm pretty sure it's the school psychiatric in me...). The bottom line is that in order for difficult child to be eligible for services under an IEP she has to be identified as a student with a disability under IDEA. Your SD is saying that she does not have a disability under IDEA or there is no negative educational impact when they reject an IEP. In terms of recommended reading help I think my RtI paragrpah above is a fairly good description of best practice when a student is struggling with reading. Once again...hope this helps.</p></blockquote><p></p>
[QUOTE="Superpsy, post: 212888, member: 5848"] House of Cards, Looking at the testing results (just based on those only) it looks like the SD is saying difficult child doesn't have a learning disability under the discrepancy model. This model for looking at testing results looks for a statistically significant discrepancy between her cognitive and academic scores. The long and the short of it is the SD investigates whether difficult child is performing at a level (academics) that would be expected based on her cognitive scores (IQ test). If we look at the WJ-3 scores then the SD might say that she is doing better than expected (WJ-3 scores higher than WISC scores). If we look at the neuropsychologist scores then the overall profile is pretty flat. by the way, I've noticed the writing portion of the WJ-3 is typically inflated and not a good measure of writing. The WIAT-2 is a better measure. Individual states can determine if they use the discrepancy model or what is called the RtI model (response to intervention)...not sure what NJ does. For example, a student in Ohio with difficult child's situation would remain in the IAT process and I would recommend that they enter the RtI process. This means that we would look at their specific reading deficits, look for a research based targeted intervention and then implement it. Typically this intervention can be as intensive as every day for half-hour to twice a week for half-hour each session. difficult child would be monitored weekly to assess progress (or lack therof) and the intervention may be tweaked at the end of 4 weeks. Interventions should run about 8-9 weeks total and then we look at the data. If difficult child shows significant progress then we continue the intervention (why stop it if it's working?). If there is not significant progress or regression then difficult child would be considered a student who "did not respond to intervention" and would be eligible for services as a student with a disability. Having said that it seems that difficult child would probably be eligible for services on an IEP under an emotional disability (anxiety) or other health impairment (adhd). She is receiving counseling and has shown clinically significant anxiety. Also, the working memory on the WISC-4 being in the 70s is an ADHD red flag for me. She's going to probably have a hard time in school (based on those scores). Students on these kind of IEPs can receive academic support since the disability does affect her education. Hope this helps. *Edit- Somehow I missed the crux of your question and just focused on the testing results (I'm pretty sure it's the school psychiatric in me...). The bottom line is that in order for difficult child to be eligible for services under an IEP she has to be identified as a student with a disability under IDEA. Your SD is saying that she does not have a disability under IDEA or there is no negative educational impact when they reject an IEP. In terms of recommended reading help I think my RtI paragrpah above is a fairly good description of best practice when a student is struggling with reading. Once again...hope this helps. [/QUOTE]
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