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Special Ed 101
WJ scores how to interpret and goals for next year
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<blockquote data-quote="Martie" data-source="post: 158888" data-attributes="member: 284"><p>Hi,</p><p></p><p>There are tow ways to look at this. One way is through curriculum based assessment which is how the RtI folks like to look at things, but as you point out, it is hard to know what it means to "be in 7th grade." The other method is by using standard scores, and in my opinion this is the only way to discover what you have: your difficult child SS have dropped since 2nd grade. This means he is lower in relationship to peers now than he was then, not that he has not learned things, but just not as many as the average child (or else he did not demonstrate what he knows on the test, which is always a possibility.) This "loss of relative standing" means that the longer a child is in school the farther behind he falls. This concept is easily demonstrable using SS and is how Pete Wright won the Shannon Carter case in my opinion. </p><p></p><p>What a 68&#37; confidence interval means is that there is a 68% chance that the "true score" lies within the stated band. This is thought to be "good" but I tend to remember that there is a 32% chance that it does not. Higher accuracy can be attained, but if a very wide score band is used, then the band is meaningless (we already knew the true scores was between 80 and 120 without testing.)</p><p></p><p>I would not trust the SD to administer achievement tests because they have every reason to cheat. My ex-difficult child used the resource room for "study hall" but never received assistance for anything (per his IEP). When it came time for standardized testing, he told me how much assistance the aides gave to students so they could "understand the questions." I am not saying your SD inflated your child's scores, but it is to their advantage to do so.</p><p></p><p>Finally, test scores on class work are a bit like grades. All academic problems can be "solved" by giving all students "A's." This may sound extreme, but Special Education services are based on negative educational impact and if the grades are good, then it is hard to see the negative impact EXCEPT seriously BD kids can have behavior that leads to negative impact socially and emotionally while maintaining grades. SP hearing officers are often troubled by this: the SD has a laundry list of complaints (including suspensions) but the child has VERY GOOD GRADES. Hmmm...one would almost think the SD was trying to make negative impact appear to be diminished.</p><p></p><p>I would write IEP goals that speak directly to whatever you think you difficult child needs to be more successful in the gen ed curriculum. Higher goals are a good idea for a child who is this bright in my opinion. Low expectations tend to be a problem in special education even now.</p><p></p><p>Martie</p></blockquote><p></p>
[QUOTE="Martie, post: 158888, member: 284"] Hi, There are tow ways to look at this. One way is through curriculum based assessment which is how the RtI folks like to look at things, but as you point out, it is hard to know what it means to "be in 7th grade." The other method is by using standard scores, and in my opinion this is the only way to discover what you have: your difficult child SS have dropped since 2nd grade. This means he is lower in relationship to peers now than he was then, not that he has not learned things, but just not as many as the average child (or else he did not demonstrate what he knows on the test, which is always a possibility.) This "loss of relative standing" means that the longer a child is in school the farther behind he falls. This concept is easily demonstrable using SS and is how Pete Wright won the Shannon Carter case in my opinion. What a 68% confidence interval means is that there is a 68% chance that the "true score" lies within the stated band. This is thought to be "good" but I tend to remember that there is a 32% chance that it does not. Higher accuracy can be attained, but if a very wide score band is used, then the band is meaningless (we already knew the true scores was between 80 and 120 without testing.) I would not trust the SD to administer achievement tests because they have every reason to cheat. My ex-difficult child used the resource room for "study hall" but never received assistance for anything (per his IEP). When it came time for standardized testing, he told me how much assistance the aides gave to students so they could "understand the questions." I am not saying your SD inflated your child's scores, but it is to their advantage to do so. Finally, test scores on class work are a bit like grades. All academic problems can be "solved" by giving all students "A's." This may sound extreme, but Special Education services are based on negative educational impact and if the grades are good, then it is hard to see the negative impact EXCEPT seriously BD kids can have behavior that leads to negative impact socially and emotionally while maintaining grades. SP hearing officers are often troubled by this: the SD has a laundry list of complaints (including suspensions) but the child has VERY GOOD GRADES. Hmmm...one would almost think the SD was trying to make negative impact appear to be diminished. I would write IEP goals that speak directly to whatever you think you difficult child needs to be more successful in the gen ed curriculum. Higher goals are a good idea for a child who is this bright in my opinion. Low expectations tend to be a problem in special education even now. Martie [/QUOTE]
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WJ scores how to interpret and goals for next year
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