Too "Low" for Special Ed in NC?

[csdm]

Check out Federal Guidelines for "504".
It is much more encompassing.

[lovemath]

Yes, my child is a well behaved, attentive girl;she has received commedations on her behavior; she has been tested 3 times now--each time at the urging of her teachers. Teachers believe she has a memory deficit-but it only seems to come out with numbers; she does not have ADD, ADHD. She will sit and try for as long as you will help her. She is not anxious; she loves school.

She failed the math portion of her EOG-again, had a 61 average in math for the year; she passed the reading by 2 questions.

Even though each teacher for 3 years has said there is something here--when they tested her IQ--which was 98---they told me an average of 61 in math and not passing the EOG is as good as it gets for her.

She plays the piano, reads for fun; she is socially adept. Each testor complimented her personality. Personality does not pass math---*sigh*

I am not kidding----the second restest her IQ was 100; there is an 8 point difference between IQ and ability; the teachers offer everything they know-we have tutored her. She cannot get the fundamentals of math down. She is almost 10 years old. We have been asking for help since the first teacher recommended she needed additional help. They told me "some kids just aren't good at math".

So yes, even children with the potential to work and be productive in society are not given help. I have learned my child is not the only one in this system to be told this. This is probably why only 77% to 86% pass math in our schools. We are looking for private testors---most of all anyone that can tell us how to help her. She has A and b's in all other subjects---she just cannot remember numbers.

It took her 4 years to learn her home number. 4.

So, yes, there are children who would benefit from help and just don't received it; an IQ of 100 in our schools are expected to fail math. I thought an IQ of 100 was average--the average student should be able to pass math.

[zthatzmanz28]

Gosh, exactly why I love teaching in the special education field. Seems everyone and every state has completely opposite ideas as to what meets IDEA guidelines.
I had never written a present level of performance that was not data based using FSIQ and academic test scores such as Woodcock-Johnson, Califiornia Achievement Test etc...
Now I am told that the data is meaningless and only "confuses" parents?
How do I legitimately write goals for a student if I do not know where they FACTUALLy struggle academically? Because a teacher documents Johnny cannot add two digit problems...Based on what? The teacher saw Johnny struggle? What is Johnny's SS? Grade level performance? What percentile is Johnny in math? Don't matter--write him a goal that says he will learn to do better in math...throw in 3 benchmarks (objectives) and a criteria and call it done..

[zthatzmanz28]

Originally Posted by lovemath

Yes, my child is a well behaved, attentive girl;she has received commedations on her behavior; she has been tested 3 times now--each time at the urging of her teachers. Teachers believe she has a memory deficit-but it only seems to come out with numbers; she does not have ADD, ADHD. She will sit and try for as long as you will help her. She is not anxious; she loves school.

She failed the math portion of her EOG-again, had a 61 average in math for the year; she passed the reading by 2 questions.

Even though each teacher for 3 years has said there is something here--when they tested her IQ--which was 98---they told me an average of 61 in math and not passing the EOG is as good as it gets for her.

She plays the piano, reads for fun; she is socially adept. Each testor complimented her personality. Personality does not pass math---*sigh*

I am not kidding----the second restest her IQ was 100; there is an 8 point difference between IQ and ability; the teachers offer everything they know-we have tutored her. She cannot get the fundamentals of math down. She is almost 10 years old. We have been asking for help since the first teacher recommended she needed additional help. They told me "some kids just aren't good at math".

So yes, even children with the potential to work and be productive in society are not given help. I have learned my child is not the only one in this system to be told this. This is probably why only 77% to 86% pass math in our schools. We are looking for private testors---most of all anyone that can tell us how to help her. She has A and b's in all other subjects---she just cannot remember numbers.

It took her 4 years to learn her home number. 4.

So, yes, there are children who would benefit from help and just don't received it; an IQ of 100 in our schools are expected to fail math. I thought an IQ of 100 was average--the average student should be able to pass math.

Sounds like dyslexia..Something NC doesn't recoginize as being a disability??

[jaynarie]

Originally Posted by lovemath

Yes, my child is a well behaved, attentive girl;she has received commedations on her behavior; she has been tested 3 times now--each time at the urging of her teachers. Teachers believe she has a memory deficit-but it only seems to come out with numbers; she does not have ADD, ADHD. She will sit and try for as long as you will help her. She is not anxious; she loves school.

She failed the math portion of her EOG-again, had a 61 average in math for the year; she passed the reading by 2 questions.

Even though each teacher for 3 years has said there is something here--when they tested her IQ--which was 98---they told me an average of 61 in math and not passing the EOG is as good as it gets for her.

She plays the piano, reads for fun; she is socially adept. Each testor complimented her personality. Personality does not pass math---*sigh*

I am not kidding----the second restest her IQ was 100; there is an 8 point difference between IQ and ability; the teachers offer everything they know-we have tutored her. She cannot get the fundamentals of math down. She is almost 10 years old. We have been asking for help since the first teacher recommended she needed additional help. They told me "some kids just aren't good at math".

So yes, even children with the potential to work and be productive in society are not given help. I have learned my child is not the only one in this system to be told this. This is probably why only 77% to 86% pass math in our schools. We are looking for private testors---most of all anyone that can tell us how to help her. She has A and b's in all other subjects---she just cannot remember numbers.

It took her 4 years to learn her home number. 4.

So, yes, there are children who would benefit from help and just don't received it; an IQ of 100 in our schools are expected to fail math. I thought an IQ of 100 was average--the average student should be able to pass math.

This is absolutely ridiculous and you should throw a major fit.
If a child has an IQ of 100 and is not performing at least at a C average and is not passing their EOGs, they should qualify.
When testing, there is a point differential that has to be met to qualify for EC services. Based on the information you gave, that differential would be large enough to qualify.
The ONLY time I have heard of a child not qualifying (who was struggling in class) was with an IQ under 80.

I am a teacher, but not an EC teacher. I did not go to college in NC, either. I have, however, put several children through EC testing (5 in the last 2 school years). They all failed to qualify despite failing grades and not passing the EOGs. The highest IQ of the five of them was a 71. They are performing higher than their potential (actually, 2 of them PASSED their math EOG. So, if your child, with an IQ of 98, did not pass, there is a big problem).

Average IQs are between 90-110.