pokerchipper
New Member
Hello. I used to post as Seeker. My difficult child is on a 504 plan. Used to be an IEP until last year, but she was deemed no longer qualified for an IEP because of supposedly performing OK in academics, no educational impact of disability. This is despite that report cards all last year showed zeroes in eleven different math topics (on a zero vs. check grading system -- zero means has not mastered skill at grade level, check means has mastered skill up to grade level expectations). Testing with WISC shows an IQ of 125. Testing on the MAT-8s showed 20%ile performance in arithmetic computational skills per grade norms. Woodcock-Johnson math testing by school psychologist showed she was above age level, at grade level. But still these zeroes -- in eleven different math topics (e.g. place value). I had her tutored this summer -- just twelve hours, a drop in the bucket. Still adding 6 + 4 by counting on her fingers. Takes wild guesses on bigger sums. Has not mastered basic math facts. Math curriculum in our district is "constructivist" fuzzy math -- University of CHicago Everyday Math, which is now being rejected by National Council of Teachrs of Mathematics (see NY Times a few days ago) in favor of drill in basic addition, subtraction, multiplication and division. I think my kid is someone who will not learn math easily when it is presented with this "constructivist" method, just like 20% of kids did not learn to read when taught by whole language method, and needed specific instruction in phonetics. I think she needs the drill. I am sure the school is going to say no, for the third time now, to my request for one-on-one or small group Special Education instruction in math. She is calm and well-behaved at school. They wanted to drop the 504 plan altogether. I know her little brain is different from average, because she was slow on motor milestones, had a six month expressive speech delay, scored 5th %ile on the Beery-Buktenica and got Occupational Therapist (OT) for fine motor at school. What shall I say to the school on Friday? DEx will be there and say "my kid's fine, doesn't need anything, her mother's just neurotic". What next step should I insist on? An independent evaluation, or mediation, or a BSEA hearing? She has not had a complete evaluation outside of school since age 4 -- and I think that was of debatable value because she just hid under the examiner's table and sucked on her pacifier though most of the testing. That said non-verbal learning disorder, but I think the psychologist was just guessing, and offering the standard diagnosis made in their shop. I've gotten mega-help here in the past, so I look forward to hearing what you all have to say today. Thank you in advance. /ubbthreads/images/graemlins/9-07check_writer