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In order to justify any sort of reimbursement from your school you need to keep careful records so show progress. In order to measure progress, objective testing must be used. It can be state standardized testing as well as tests used in educational psychological evaluation. Testing should include phonemic awareness testing such as a CTOPP (Comprehensive Test of Phonemic Awareness or a LAC (Lindamood Auditory Conceptualization) test. According to the National Reading Panel (NRP) Phonemic awareness is the single greatest predictor of potential reading success. Testing should also measure fluency. A Gray Oral Reading Test (GORT) can be used for this.
It is imperative that a baseline Educational psychological Evaluation or Neuropsychological Evaluation show the present levels of reading performance. Based on objective testing, is your child in 4th grade and reading at a first grade level? If so, the evaluator should have recommendations to remediate the child to grade level. After looking at current scores, it is time to go back and look at your Childs records. Asking for complete copies of your Childs school records can sometimes have interesting information you never know existed. Click here to read more.
Reviewing the records.
Look at all your child report cards, IEP’s, state scores and previous testing. Look at comments on the report cards. Do you see comments like “Jason is a beginning reader” or “Nancy needs more time to develop reading skills,” over and over? This is good evidence to point out to the IEP team that school personnel have been aware of the problem but have failed to address it in a meaningful way. Wrightslaw.com has an outstanding article on how to chart progress of lack there of. To read it, click here. Creating these charts on simple power point computer programs can be a very powerful way to make show progress or regression to the IEP team. Plan to chart progress through the tutoring, at its finish and for 6 months or a year after it stops.
Why chart it after it stops? Because in cases of severe dyslexia, the child often make great progress with the tutor and come up in reading by several grade levels, however, if the tutoring is stopped and the school personnel is not qualified to help the child continue progressing. For example, when my child received the LiPS program by an outside tutor during fourth grade, his state test reading scores went up to its highest level ever. Before the tutoring, his reading scores dropped every year. In fifth grade, the reading tutoring was discontinued but math tutoring took it place. His math scores went up for the first time ever, but his reading scores went down. Charting the patterns showed that ONLY the outside tutoring helped my son and it made a strong case for reimbursement.
Part 4 Seeking an Evaluator and Tutor
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