If you will remember not long ago I was upset with the results of the -*test*-('")ing on Angels triannual eval (better now--thanks everyone)--anywhoooo...if you remember they were talking low scores,delays,brought up the learning disabled term etc.....
ok--today we got the results back for the PALS -*test*-('")ing
says the benchmark for passing is 28 for kindergarten students and Angel scored a 59 (this is great right?)
I know the two -*test*-('")s are different but how could she do well with one and not very well on the triannual eval??
Could anyone explain before I discuss it with her teacher(we have a meeting to amend the IEP on Tues and I would like to discuss this with her)
Ok--found out the difference in the scores
she did well on the PALS cause it was mostly from memorization of things she already knows and comfortable with(ABC's etc) but didnt do so well on the triannual -*test*-('")ing because alot of that was comprehension/processing information.