When is a gap a problem?

[Deleted]

All of the third graders in the district take the CoGat and the Naglieri this week. I am expecting a huge ability difference between DS's verbal and non-verbal scores. When he was screened at the end of 1St for GT, there was a two standard deviations gap between the two scores. (Verbal high, non verbal low) But, he was considered high average for non-verbal so they considered it not important.

If he gets a similar gap this time, I should pursue it, right? The kid is hopeless when it comes to visual-spatial skills. He consistently fails his geometry and mapping units in school. Cannot draw anything without explicit instructions or do a puzzle.

[mirandah]

When you say "pursue it" what does that look like? Do you request pullouts specific for that, or pursue private tutoring? Or is there an accommodation you'd like?

I'm in a similar pickle- up to this point DS has been floating in "at grade level" for most things, just a touch below grade level in reading comprehension. Even at his level, he was referred to summer school, which was a surprise, and made me realize perhaps I've been dismissive his testing and grades (or rather, his teacher's dismissiveness has rubbed off on me). I have a hard time determining how hard to push.

[Deleted]

I would pursue weaknesses, yes.

[Deleted]

Nov 15, 2016 9:51:46 GMT -5 mirandah said:

When you say "pursue it" what does that look like? Do you request pullouts specific for that, or pursue private tutoring? Or is there an accommodation you'd like?

I'm in a similar pickle- up to this point DS has been floating in "at grade level" for most things, just a touch below grade level in reading comprehension. Even at his level, he was referred to summer school, which was a surprise, and made me realize perhaps I've been dismissive his testing and grades (or rather, his teacher's dismissiveness has rubbed off on me). I have a hard time determining how hard to push.

He is as yet unidentified for needing special services. It has been an ongoing battle with DH to get him in for another round of developmental testing b/c he currently functions okay.

I would pursue further testing to see if there is a lurking LD, then head down the IEP services/accommodations route.

ETA: My concern is more the fact that there is (was, I guess since I haven't seen results for this set of tests) such a big ability difference between verbal and non-verbal cognition. I recognize that everyone has strengths and weaknesses, but am wondering when the gap between them becomes more than just "he is just really good with words".

[akafred]

Was the gap indicative of a strong weakness? Or was it more indicative that the other item is a strength? Usually there are more than 2 items so that should be evident, I would think.

Anyway, personally I would retest and see if there is still a gap. If so, I would address it. By "address", I mean I would determine recommendations. It could be his teacher is already doing the right things which is why he is performing better than expected based on the test scores. Or it could be that he falls in the average range in that area but above average over all. It's a gap but doesn't show any kind of delay or disorder.

[Deleted]

Got results today. 3 standard deviation gap. The results form from the test manufacturer even said that it is a strong weakness and additional supports/modified instruction may be needed. So, off we go to set up meetings.