[Ohiogift] Advocacy Advice Please

Mon May 25 23:19:42 EDT 2015

Robin:  I'm sadly familiar with the pit you're in.  I share our experience
(and current situation) with you as encouragement that you tread VERY
carefully into the world of school-administered testing.  IMHO, 2E kiddos
are particularly hard to evaluate and must be tested by a person who really
understands gifted/2E learners.

Our daughter is now finishing the 7th grade and is barely passing her
Algebra class because the advanced math options have not been structured for
a gifted learner.  Specifically, she's had more than one teacher downgrade
her on homework and tests because they did not understand the way that she
reached her answer (though the answer was correct).  Because the advanced
math teachers don't understand the gifted learner, they have not actually
taught her the information (i.e., formulas, concepts, .) in a way that makes
sense to her.

We aggressively advocated for her in elementary school and were successful
in getting her identified and into the district's focus program.  That did
not mean however that she received any particular skill-based assistance
outside the classroom.

The school recently conducted a new evaluation that showed entirely average
scores in all areas except math (a drop of more than 30 points since her
previous evaluation).  **Note this as a highlight of the danger of having
the test(s) administered by underqualified individuals.

In math, she tested at the 99th percentile in ability and 37th percentile in
fluency.  Such disparity between ability and performance is generally a red
flag signal of a learning disability but they cannot identify any LD
(because the 'disability' is her ability to get to math answers without
using many of the traditional methods).  Because 'gifted' isn't recognized
in the special ed world, the district is qualifying her for services based
on ADHD/ODD and 'in need of executive function support.'  **The Dx paperwork
was from a treating psychiatrist.  We did NOT rely on the district for this
determination.**

We're now in the 504 vs. IEP pit and the district is trying to figure out
how to craft an appropriate plan for her.  The elephant in the middle of the
room is the question of WHO will provide services (can the district use one
of the existing intervention specialists for tutoring or do they have to
provide a gifted-certified tutor?)

PLEASE consult with the OAGC coordinator in your area as you navigate this
path.  The world of 'eduspeak' is daunting to the best of us.  ;)

-Kim Doucher

(614) 893-7743

From: Ohiogift [mailto:ohiogift-bounces+kdoucher=doucher.com at lists.osu.edu]
On Behalf Of Craig Kathryn via Ohiogift
Sent: Friday, May 22, 2015 12:38 PM
To: Robin Retzler; Ohiogift at lists.service.ohio-state.edu
Subject: Re: [Ohiogift] Advocacy Advice Please

Robin,

I think the first step is to get him assessed, as you indicate you are
doing, and have a diagnosis to follow, for the suspected learning
disabilities/2E issues.  2E is still an area for teachers that is ambiguous.
Unless there is a base of experience in recognizing both giftedness and
learning challenges, the teacher may view him as average, because it is
possible that any gifted abilities he has are busy trying to compensate for
the learninbg disability. (again, have this assessed for a possible
diagnosis).There is a serious lack of professional develpment opportunities
available to teachers on this topic.

I have a couple of thoughts here:

1) PARCC is not an approved testing tool for student identification of
giftedness, in Ohio.

2) Outside testing done with a professional psychologist who used an
instrument from the chart of approved screening instruments must be legally
recognized as valid. The school cannot discriminate service if the test
instrument meets the academic/cognitive criteria for gifted services.  If
your son is 2E, he is most likely going to score higher in a one-on-one
testing environment.

3) As I work in gifted education, exclusively, I am not sure about this next
bit I will ask you to investigate:
I believe I read that there is a current trend towards 2E kids getting on an
IEP (of course, if they qualify), and having delivery of gifted services (if
they qualify) written into the actual IEP.  This may be an avenue to explore
once you concluded any testing you may feel is necessary for your child.

Last, is there not a team meeting you could call that involves the school
psych, the gifted coordinator, a GIS, and an IS (Intervention Specialist) or
personnel from student services that could take place to discuss your child?
Most administrators and most teachers want to do what is right for the
student. At times, even if a student is identified as gifted, a gifted class
may not be the right place for him.  Investigate, talk with teachers and
school officials, and perhaps ask the opinion of an educational psychologist
with who you confer on the question of best placement setting.

Good luck,

Kathy Craig

Kathryn Craig, Gifted Intervention Specialist
Roxboro and Boulevard Elementary Schools
Cleveland Heights, University Heights
k_craig at chuh.org <mailto:k_craig at chuh.org> 
216.371.7115, ext. 54445

"It is the mark of an educated mind to be able to entertain a thought
without accepting it. "

--  Aristotle 

  _____  

From: Ohiogift [ohiogift-bounces at lists.osu.edu] on behalf of Robin Retzler
via Ohiogift [ohiogift at lists.osu.edu]
Sent: Thursday, May 21, 2015 4:45 PM
To: Ohiogift at lists.service.ohio-state.edu
<mailto:Ohiogift at lists.service.ohio-state.edu> 
Subject: [Ohiogift] Advocacy Advice Please

I'm looking for some advice on how to handle an advocacy issue with my 4th
grader.  Our school system has recently changed its programming for gifted
children to "better" its services (sigh).  I'm not sure this is the place to
give all the details, but here goes anyway.

Prior to the change, LEAP pull-out classes were typically offered for 4th
and 5th graders for Math.  Our elementary did 4th grade LEAP and sometimes
for 5th graders accelerated them into 6th-grade math.  Perhaps the students
had to take a test first and score an 85%, but as this did not apply to my
older son who was already grade accelerated in math, I'm not certain of the
details.  The District decided to offer a 5th/6th-grade math accelerated
track, which I thought was a wonderful idea because I firmly believe that
pacing is a BIG issue for gifted students.  However, it is not enough
apparently that the student is gifted in Math, they must meet a certain
score on a convoluted formula to be placed in the accelerated track.  If the
student does not score enough on this formula, they are out of luck, NO
gifted services for math.  

The formula is based on scoring on the Fall Measures of Academic Progress
(MAP) Math test, the Spring MAP Math test, the Cog AT and a teacher rubric.
The tests are each worth a maximum of 9 points and the rubric is worth 4
points for a total of 31 points.  The student must score between 25-31
points in order to be in Math 5/6.  The points are earned based on the
students percentile score on the tests.  For instance, 90-100 percentile is
9 points, 85-89 is 8.5 points, etc.  

Now here is the issue for us - I suspect that my son may be 2e and we are in
the process of having some evaluations done.  He has taken the WISC-IV
previously and also has taken the WJ-III achievement tests for Math several
times.  His GAI on the WISC-IV was a 135, as was his Perceptual Reasoning
score.  In the Broad Math on the WJ-III, he has scored between the 96-98
percentile.  He has scored 99 percentile on both Calculation and Applied
Problems, but his Math Calculation score is around the 55 percentile.  These
tests were all given by psychologists.   When he has to take standardized
testing in school, his scores are much lower.  He only scored a 117 on the
OLSAT, and on the MAP testing that he has done this year (which is all on
the computer), he scored a 73 and a 76.  I don't believe the school actually
gave the Cog AT, so it will be difficult for him to score on that one - but
I'm guessing they may substitute the PARCC test Math score, as that was
given in the spring.  I have heard though that the scores for PARCC are not
expected until November. The gap in scores as well as other things leads me
to my 2e suspicion (stealth dyslexia, dysgraphia and a known hearing issue
are all candidates.)

Unless he scores really well on the PARCC Math test, his scores are not
going to be enough to get him into the accelerated class.  I should also
mention that his lowest grade on a math test this year was an 84% (he was
absent for ear surgery for several days at that time), and he typically
scores 95% or above.  I doubt that he will get the 4 on the teacher rubric
as she believes he is an "average" student. I'm guessing that given his
problems with standardized testing in school, he will not do well on the
PARCC Math test.  

Given his ability test scores, how quickly I know he picks up on math, and
how frustrated he is at times from the repetition in the classroom, I think
the accelerated class is made for him.  I'm guessing that the District must
be able to legally exclude him from the accelerated class based on their
criteria or they would not be doing it.  I also have enough experience with
the District to know that they are going to be sticklers about him meeting
the criteria, so just asking for him to be put in the class will not be
enough.  

Can anyone offer any advice or ideas as to what we might do?  Are there any
legal avenues at all?  We would exhaust all other avenues before we go the
legal route, but if there is already something out there it would be great
to know.  I don't want to have to reinvent the wheel if I don't have to.

Any ideas or advice would be greatly appreciated.

Thanks!

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