ABColeslaw

mommyof4boys · November 2012

Can I pick your brain please? I'm trying to interpret Matthew's educational testing the district did.

ABColeslaw · November 2012

of course. Do you want to send me something via email? I can private message it to you, unless you're comfortable typing it out here. Sorry I've been MIA.

mommyof4boys · November 2012

They know I'm on here. I have a spy I can happily ask on here (perhaps someone else will look and be able to answer as well). How can a kid test average on two subtests but be below average on the skill according to the tester? Matthew tested average on the subtests of Rapid Digit Naming and Rapid Letter Naming but the portion that comprised that, Rapid Naming, was deemed Below Average. Keep in mind most of the other testing reflected a processing issue; this I agree with. Where it may take a typical kid 5 seconds to reply to a command, it takes Matthew perhaps 8-10. This was on the CTOPP.

Also, he wasn't able to do any analogies on the Woodcock Johnson. He's 7. I didn't think they've done these before. And, the literature I've seen said when a kid is a more literal thinker, these will be hard for him. The reading fluency subtest tested Matthew's ability to read a simple sentence and decide if this is true by circling a Yes or No. How is this a true sample of a kid's ability to read fluently? IMO, a running record would be a better assessment.

They also have him having difficulty with editing, knowing capitalization, spelling, and punctuation. He is in the beginning of 1st grade and has been taught capital letter at the beginning and punctuation and the end of the sentence. They are in the beginning of the spelling program so this would be a difficult skill for him; he is doing kid writing.

I'm concerned that they are looking at what a 7 year old does, as in most 7 year olds have completed 1st grade and are in 2nd. He has a September birthday and as a result is in 1st grade.

Functionally, if you have a kid that is on grade level but needs more time for writing, would you say they could keep up with the general ed population with supports in the general ed class OR would you put them in a resource room? He is on a level D (1.3) in their assessments. That's about where I have him. His main issue for me is the writing. He knows what he wants to say. but has a difficult time with the mechanics of writing his letters. Matthew has dyspraxia as well as Aspergers. I am going to be asking for an assistive tech eval. He has more success at home at a keyboard or on the ipad. He knows what letters, words, sentences, he wants to say but struggles forming the letters so much things look really jumbled. At home, I do handwriting without tears and give him visual cues. That was on his IEP but it isn't being followed. That will be addressed.

ABColeslaw · November 2012

mommyof4boys:
They know I'm on here. I have a spy I can happily ask on here (perhaps someone else will look and be able to answer as well). How can a kid test average on two subtests but be below average on the skill according to the tester? Matthew tested average on the subtests of Rapid Digit Naming and Rapid Letter Naming but the portion that comprised that, Rapid Naming, was deemed Below Average. Keep in mind most of the other testing reflected a processing issue; this I agree with. Where it may take a typical kid 5 seconds to reply to a command, it takes Matthew perhaps 8-10. This was on the CTOPP.
Also, he wasn't able to do any analogies on the Woodcock Johnson. He's 7. I didn't think they've done these before. And, the literature I've seen said when a kid is a more literal thinker, these will be hard for him. The reading fluency subtest tested Matthew's ability to read a simple sentence and decide if this is true by circling a Yes or No. How is this a true sample of a kid's ability to read fluently? IMO, a running record would be a better assessment.
They also have him having difficulty with editing, knowing capitalization, spelling, and punctuation. He is in the beginning of 1st grade and has been taught capital letter at the beginning and punctuation and the end of the sentence. They are in the beginning of the spelling program so this would be a difficult skill for him; he is doing kid writing.
I'm concerned that they are looking at what a 7 year old does, as in most 7 year olds have completed 1st grade and are in 2nd. He has a September birthday and as a result is in 1st grade.
Functionally, if you have a kid that is on grade level but needs more time for writing, would you say they could keep up with the general ed population with supports in the general ed class OR would you put them in a resource room? He is on a level D (1.3) in their assessments. That's about where I have him. His main issue for me is the writing. He knows what he wants to say. but has a difficult time with the mechanics of writing his letters. Matthew has dyspraxia as well as Aspergers. I am going to be asking for an assistive tech eval. He has more success at home at a keyboard or on the ipad. He knows what letters, words, sentences, he wants to say but struggles forming the letters so much things look really jumbled. At home, I do handwriting without tears and give him visual cues. That was on his IEP but it isn't being followed. That will be addressed.

Okay give me a couple days, I need to get my hands on the CTOPP manual and look at a previous testing that I did. I also want to run something by my SLP at my school. I'll private message you.

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