Thank you

[Guest guest]

Hi Quentin, you may have already seen this ....I inadvertently sent it to the

PP address.....thanks again, Jackie

[Guest guest]

Jeff,

As I said in another post to someone, this list is the Great and

Powerful Oz.

Jim

Thank You

I just wanted to say " Thanx " . I have posted a couple of questions

on this site and the responses were quick and very helpful as

well as not being pushy. I know as I continue with my research

and my ultimate goal of weight loss, I will have many more

questions and I want to thank you all in advance for those. For

those in the area, I and my wife are planning to begin attending

the support group in Delano in March. We'll see you there.

-J.

[Guest guest]

Hi again,

Read the paragraphs below (really one paragraph in original letter)

and then my comments below it:

" A multidisciplinary team may find a child has a specific learning

disability if " the child does not achieve commensurate with his or

her age and ability levels in one or more of the areas listed in

paragraph (a) (2) of this section, when provided with learning

experiences appropriate for the child's age and ability levels ... "

34 CFR §300.541 (a) (1).

The Department of Education, in its letter to LDA of North Carolina,

wrote that it is " generally " appropriate for the multidisciplinary

team to include in its written report (to determine eligibility)

information regarding " outside or extra " instructional help or

support which " may indicate the child's current educational

achievements reflects the service augmentation, not what the child's

achievement would be without such help. " Such information should be

considered by the team in deciding if the child has " a severe

discrepancy between achievement and ability that is not correctable

without special education and related services. "

If, for example, a student with an IQ of 125 and significantly lower

achievement scores maintains passing or even exemplary grades, the

team should consider whether or not the student achieves only because

of special assistance or support.

If the student receives no special help, the multidisciplinary team

might conclude that student would not need special education.

If, on the other hand, the student has tutoring several times a week,

works for three to five hours each night on homework with parental

assistance, and must have extra time to complete tests in order to

pass or maintain a certain grade level, that student might be

considered to have a " specific learning disability. " His/her grades

may reflect all the assistance the student is getting rather than the

student's actual achievement level. "

Above is part of letter at:

http://www.ldonline.org/ld_indepth/gt_ld/lda_advocacymemo.html

THIS paragraph above is what helped me with . Without MY

support at home, he wouldn't have been achieving the grades he was.

Plus he was taking more time doing homework than

the " average/typical " student, and he - at that time - needed extra

time on work/tests to complete (that's one of those things that

come/go so far as needing extra time). The average student might get

help from parents for school & homework, but EVERY night? And if left

on their own, the average student can do the work, etc., where

an " LD " child cannot or will not.

scored high on tests in class and those end of year state

tests. But classwork and homework was the struggle.

The Section 300.541 mentioned above reads:

" §300.541 Criteria for determining the existence of a specific

learning disability.

(a) A team may determine that a child has a specific learning

disability if—

(1) The child does not achieve commensurate with his or her age and

ability levels in one or more of the areas listed in paragraph (a)(2)

of this section, if provided with learning experiences appropriate

for the child's age and ability levels; and

(2) The team finds that a child has a severe discrepancy between

achievement and intellectual ability in one or more of the following

areas:

(i) Oral expression.

(ii) Listening comprehension.

(iii) Written expression.

(iv) Basic reading skill.

(v) Reading comprehension.

(vi) Mathematics calculation.

(vii) Mathematics reasoning.

( The team may not identify a child as having a specific learning

disability if the severe discrepancy between ability and achievement

is primarily the result of—

(1) A visual, hearing, or motor impairment;

(2) Mental retardation;

(3) Emotional disturbance; or

(4) Environmental, cultural or economic disadvantage.

(Authority: Sec. 5(, Pub. L. 94-142) "

I note that above includes " basic reading skill " which I would think

covers your daughter. Did the school say she's at 1.2 grade level

for reading??

I got the Section above at:

http://www.ideapractices.org/law/regulations/index.php

I know that recently with IDEA some things are/might be changing

regarding schools and testing and haven't kept up but I would think

all the above still applies so far as problems that the student is

having.

Hope I didn't overwhelm you with all this, just trying to see if

there's some part of something that might help you with getting

services!!!

> I read your email and to answer some of your questions. I must sit

> right beside her for her to complete her homework. It is usually

> spelling or math. And it takes at least 1 hour to complete the

> simpliest of tasks. The teacher sends her work home with her so I

> can finish it one on one with her. They state she is on grade

> level. But that is hard for me to believe, when she is only reading

> on 1.2 grade level in 3rd grade. She was in reading recovery in

1st

> grade and RAS in 2nd grade. I work for the bd of ed in this county

> and know everyone so that is very difficult also. I have spoken

[Guest guest]

Just a quick thanks to say that I truly appreciate all the great responses.

They really give me some things to think about. I will be sure to let you know

the outcome. Thanks again, Angie