Little Papa3

I do have some feed back from the school though it is not as plain as it can be. The proposed 504 accommodation change from written testing to oral testing is for regular class room work. The school went on to explain how the oral testing works. But the response did not answer our question of why the change. We will not send another email for clarity. There is a meeting scheduled this month and we will address it then. We have signed a consent for a Full Individual Evaluation and they said that it will be a psychological evaluation to determine if she has an Emotional Disability. If it is positive for Emotional Disability, then they can proceed with a FBA , then develop a BIP to be apart of 504 or IEP.

In my post above, I listed the tests, from the document that I have, that school plan to use in testing. Do any of the above tests overlap or provide similar data as executive functioning tests? I have a long way to go in learning this process and will take the bumps and curves as they come. And BTW, I'm very thankful for all who have replied to this post. I'm sure there is much more on this site that I need to dig into.

Yes I was referring to special education testing. My though process is that if she is reading well in the class room (which includes class room testing) why switch to oral testing for special ed. testing? I think it should be demonstrated first that special ed. tests are hard for her to understand or perhaps a new format and it's taking too, too long to complete. Prior to me replying to this forum, I did send an email to the school for clarification.

Ok this is what I have in my documents. I hope this is what you are referring to. 1. LANGUAGE: Speech and language skills, voice and fluency. Goldman-Fristoe Test of Articulation, Auditory Discrimination, Test of Language Developement and Peabody Picture Vocabulary Test 2. PHYSICAL: Vision, hearing, medical examination by a physician. 3. SOCIOLOGICAL: Parent interview and/or questionnaire. 4. EMOTIONAL/BEHAVIORAL: Formal and /or informal assessment of her social and emotional adjustments and interpersonal relationships. Parent, teacher, observations, student interview. 5. COGNITIVE/INTELLECTUAL/ADAPTIVE BEHAVIOR: Wechsler Intelligence Scales, Woodcock-Johnson, and the Vineland Adaptive Behavior Scales. 6. EDUCATIONAL/DEVELOPMENTAL PERFORMANCE: Woodcock-Johnson Tests of Achievement for reading, math,and language and Wechsler Individual Achievement Test. 7. Assistive Technology: Informal and/or formal observations to determine student's needs and services to access areas and functions within the educational environment. To add to my original post, my daughter has been a good student academically. With her ADHD, she has been a handful from day one. Grades started to drop, school calling about disruptions, and her not doing her work. It was my suggestion that she receive special education and include a behavioral plan. As for as the oral testing, I don't understand where that is coming from. It seems to me if you take tests in the regular class room and do ok, why change now? Whenever we do have a meeting I will certainly ask. And by the way, the school did say that we didn't have to have a meeting for the change. If we agree, they will send us the papers to sign. Anyway I would love to get some good feedback. One other thing. Just my reading on this site, I have changed my opinion about the waivers that's on our forms. The question had to do with the 15 day waiver and one response was the waivers are there for the parents to have time to review the plan, change or proposal. It is very likely that I will not be checking that box in the future because there is too, too much that we don't know. Thank you.

Hello, My daughter is on a 504 plan but I have requested for her to be tested for Special Education because of poor progress with grades and her disruptive behavior. The school has us to agree to oral testing , adding that most of their ADHD students are orally tested. I have put them off but got a call last Friday so I really don't know the pros & cons of doing so. She has no problem reading from our observation and the school's given statement.