Forums
New posts
Search forums
What's new
New posts
New profile posts
Latest activity
Internet Search
Members
Current visitors
New profile posts
Search profile posts
Log in
Register
What's new
Search
Search
Search titles only
By:
New posts
Search forums
Menu
Log in
Register
Install the app
Install
Forums
Parent Support Forums
Special Ed 101
Where to start?
JavaScript is disabled. For a better experience, please enable JavaScript in your browser before proceeding.
You are using an out of date browser. It may not display this or other websites correctly.
You should upgrade or use an
alternative browser
.
Reply to thread
Message
<blockquote data-quote="Calgon_Take_Me_Away" data-source="post: 211494" data-attributes="member: 5645"><p><span style="font-size: 15px">Moved here the summer of 2006 ~ small consolidated school district and thought difficult child would do well (one class per grade and his class has 12 students). The beginning of 2nd grade (his first year here) we put a 504 plan into place that included Title 1 Reading, special accomodations in the classroom such as front row seating, a desk off to the side if he became too overstimulated, straws to chew if he became anxious, etc. In 3rd grade, we carried over the same 504 and his teacher also started doing oral math testing. She found his writing became very large and sloppy to the point of illegible when doing timed math tests. He could participate in class discussion but when it was time to put the same info on a worksheet, he just couldn't do it.</span></p><p> </p><p><span style="font-size: 15px">Now that he's in a PMIC, he's attending public school in a much larger school & district (4 classes per grade, 23 students per class). He does not have a 504 plan in place at all. At PT Conferences, I was asking the teacher about oral testing and she told me there was no way she could do it. In my mind, I'm thinking, "I know you're feeding me a line". So after looking at his grades, I'm even more concerned. He's gone to U of I three times for evaluation testing (IQ, educational, motor skills, etc) and their report continues to state that he's at high risk for learning disabilities because of his superior scores and below average scores ~ there's too much space between them. In the past, he's had problems but they weren't so spread out.</span></p><p> </p><p><span style="font-size: 15px">For example, in Math (several grades under one subject):</span></p><p><span style="font-size: 15px">A in Numbers & Operations</span></p><p><span style="font-size: 15px">A in Algebra Concepts</span></p><p><span style="font-size: 15px">A in Probability and Data Analysis</span></p><p> </p><p><span style="font-size: 15px">ND in Problem Solving (which deals with- reading comprehension)</span></p><p><span style="font-size: 15px">ND in Addition Facts</span></p><p><span style="font-size: 15px">ND in Subtraction Facts</span></p><p><span style="font-size: 15px">ND in Multiplication Facts</span></p><p><span style="font-size: 15px">* ND stands for "Not Developed" and has a % of 0 - 69 (aka failing)</span></p><p> </p><p><span style="font-size: 15px">Under Reading & Language Arts:</span></p><p><span style="font-size: 15px">A in Spelling (which is a strong point because it's the way he can look at something and put it together)</span></p><p><span style="font-size: 15px">B in Speaking</span></p><p><span style="font-size: 15px">C in Reading Comprehension (if he's having problems comprehending, this will affect everything else that deals with- reading and comprehending)</span></p><p><span style="font-size: 15px">C in Writing</span></p><p><span style="font-size: 15px">C in Vocabulary</span></p><p> </p><p><span style="font-size: 15px">So what's the first step? I know his teacher isn't going to be of any assistance.</span></p></blockquote><p></p>
[QUOTE="Calgon_Take_Me_Away, post: 211494, member: 5645"] [SIZE=4]Moved here the summer of 2006 ~ small consolidated school district and thought difficult child would do well (one class per grade and his class has 12 students). The beginning of 2nd grade (his first year here) we put a 504 plan into place that included Title 1 Reading, special accomodations in the classroom such as front row seating, a desk off to the side if he became too overstimulated, straws to chew if he became anxious, etc. In 3rd grade, we carried over the same 504 and his teacher also started doing oral math testing. She found his writing became very large and sloppy to the point of illegible when doing timed math tests. He could participate in class discussion but when it was time to put the same info on a worksheet, he just couldn't do it.[/SIZE] [SIZE=4][/SIZE] [SIZE=4]Now that he's in a PMIC, he's attending public school in a much larger school & district (4 classes per grade, 23 students per class). He does not have a 504 plan in place at all. At PT Conferences, I was asking the teacher about oral testing and she told me there was no way she could do it. In my mind, I'm thinking, "I know you're feeding me a line". So after looking at his grades, I'm even more concerned. He's gone to U of I three times for evaluation testing (IQ, educational, motor skills, etc) and their report continues to state that he's at high risk for learning disabilities because of his superior scores and below average scores ~ there's too much space between them. In the past, he's had problems but they weren't so spread out.[/SIZE] [SIZE=4][/SIZE] [SIZE=4]For example, in Math (several grades under one subject):[/SIZE] [SIZE=4]A in Numbers & Operations[/SIZE] [SIZE=4]A in Algebra Concepts[/SIZE] [SIZE=4]A in Probability and Data Analysis[/SIZE] [SIZE=4][/SIZE] [SIZE=4]ND in Problem Solving (which deals with- reading comprehension)[/SIZE] [SIZE=4]ND in Addition Facts[/SIZE] [SIZE=4]ND in Subtraction Facts[/SIZE] [SIZE=4]ND in Multiplication Facts[/SIZE] [SIZE=4]* ND stands for "Not Developed" and has a % of 0 - 69 (aka failing)[/SIZE] [SIZE=4][/SIZE] [SIZE=4]Under Reading & Language Arts:[/SIZE] [SIZE=4]A in Spelling (which is a strong point because it's the way he can look at something and put it together)[/SIZE] [SIZE=4]B in Speaking[/SIZE] [SIZE=4]C in Reading Comprehension (if he's having problems comprehending, this will affect everything else that deals with- reading and comprehending)[/SIZE] [SIZE=4]C in Writing[/SIZE] [SIZE=4]C in Vocabulary[/SIZE] [SIZE=4][/SIZE] [SIZE=4]So what's the first step? I know his teacher isn't going to be of any assistance.[/SIZE] [/QUOTE]
Insert quotes…
Verification
Post reply
Forums
Parent Support Forums
Special Ed 101
Where to start?
Top