Personal Evidence of a Miracle

Overall, the educational records show that Ricky was mentally retarded (mentally challenged), stayed in a Special Education for approximately five years, moved from that setting to a mainstream class equaling his normal school grade level (10th grade), succeeded in all of that, and won high honors. Further, the records show a great metamorphosis had taken place. The records show that he went from third grade to 10th grade instantaneously. This speaks for itself.  Nothing but a miracle can explain it.
The records are educational records and cannot be correctly interpreted by unprofessional or uneducated persons who have never been trained to interpret theses kinds of records. It takes much time to study all the records, mounting to over 100 pages, to come with a truthful interpretation of those records. The interpretation here given is not His own, but is the interpretation of educators and counselors that were consulted for their educational opinion. Further, those consulted also gave their opinions about other educational subjects.

The Teachers speak out

In 1973-1974, Special Education teacher Mrs. Young wrote: “Ricky works very hard but is far behind grade level. He may need Special Education throughout his schooling. Reading is his weakest subject.” In another place, she writes: “Ricky was promoted year after year to 6th grade when he reads only on a Primer Level! He came into Special Education with no reading ability at all.” 
In 74-75, Special Teaching Mrs. Scottlertner wrote: “Ricky has done a good job this year. He tries at every task. At times he acts child like. Reading continues to be very weak.”
In 77-78, Mrs. Dugger after the healing stated: “Ricky has worked extremely hard to pull himself up. He has taken math, history and Bible in high School (upper level) and has done well. He should progress well completely in the secondary level.” This was after I was healed.
In 1969 Mrs. Durden, a First Grade teacher, said: “Ricky gets along well with his peers. He has much difficulty with letters and sounds.”
In 69-70 Mrs. Jordan, second grade teacher, said: “Mother plans to take him to Gainesville Clinic for checkout in the summer of 1971.”
In 70-71 Mrs. Grisson, third grade teacher, said: “Seems to have a block against reading.”
In 71-72 Mrs. Hedgeeoth said, “His reading is very difficult.”
In 72-73 Mrs. White said: “Ricky is very low in all areas.”

Records examined.

One part of the records show that Ricky scored in public school far below the average in the first, second, third, fourth, fifth, and sixth grades. 
Records from the Duval Country all show that Ricky was below average intelligence. Every one says, “Below grade Level.” This is confirmed over and over again.
Ricky was given in 1972 Comprehensive Tests of Basic Skills from Duval County School. All these tests show that he was very low in all areas. This agrees with what Mrs. White said.
In his possession, Ricky has the records from Shands Hospital that show that he was a medical patient there. These records show that his IQ was extremely low. 
The records show that in 1970 He was enrolled in the Reading Research Foundation. Their conclusion was that his IQ was extremely how.
The records show that Ricky was in Special Education from 73 to 77 respectively. Counting 73 as the first year, he was there approximately five years. They show that a great change took place for him to be in special education for these years and then jump to the tenth grade level. No other student has ever done this.
Another part of the records shows his 1976 and 1975 records from Special Education. There is seen some improvement.
The SAT tests used during his time in Special Education followed this format: The teacher would read the instructions to the students and then leave the students to read and work on their own. Many students who were in Special Education were no readers, or could not read enough to understand the questions. Ricky was a no-reader for a considerable part of those five years, and then began to able to read due to God working upon his mind. Dugger said herself that the scores of the SAT for all the students cannot be recognized as official because of this format. For example, in several places, students including Ricky have marked two or more answers. This shows that he could not read the questions, and by this he could not answer correctly.
Ricky took the Otis-Lennon Mental Ability Test in 5/77 seven months before he was healed. The results were that Ricky was extremely below the grade level that he should have had at this time, which was at the 10th grade level. 
Records show that even in 1977 Ricky was still reading no higher than third grade level before the healing. The same records from show that Ricky jumped from Special Education to the 10th grade. In other words, the records show that at age 16 before his healing, he was in the third grade level. After that he was able to comprehend from the seventh grade on up to the 10th grade level.
The Psychologist consulted after the healing concluded that Ricky should be placed in the 10th grade. Before this, according to the psychologist, Ricky had only been reading on the third grade level.  In a letter to his high school, the psychiatrist wrote, “This young man has been evaluated rather thoroughly in the past by Dr. Ross at Shands Hospital, and has received frequent tutoring in numerous situations.”
The statement of Mrs. Young reads, “Ricky was promoted year after year to 6th grade when he reads only on a Primer Level! He came into Special Education with no reading ability at all.” According to Mrs. Young, Ricky was on a Primer Level in reading, which is below kindergarten level. How could someone who could only read below a kindergarten level be normal when he should have been in the sixth grade?
  Dr Ross tested Ricky for three days.  This battery of tests included in-depth testing of his brain patterns with electrodes attached to his scalp.
The public school system did not recognize Ricky’s serious mental limitations, and they passed him from year to year and from grade to grade, even though he could not read one letter.  Mrs. Young stated, “Ricky was promoted year after year to 6th grade when he reads only on a Primer Level!  He came into Special Education with no reading ability at all.” According to Mrs. Young, Ricky was on a Primer Level in reading, which is below kindergarten level. One should question how anyone could be evaluated as  “normal” and be placed in the sixth grade with a kindergarten reading level.
The Elementary Standard Achievement Tests that Ricky took after his healing in 1977-78 show an increase overall. Further, the Standard Achievement Test showed that he should not be any longer in Special Education class since his intelligence had gone from the 3rd grade level to at least as high as the 10th grade level.
In the course offerings record, it shows that Ricky was removed from Special Education and placed in the 10th grade. 
The Stanford Task Test of Academic skills was given to Ricky in 79, 80, and 81. They show that he had gone from extremely below average to at least above average and high above average.
In tenth grade (78-79), Ricky made four A’s and four B’s. In 79-80, he made all A’s but one B. In 80-81, he made all A’s but one B.
At graduation, Ricky was doing second year college courses and recognized in the top 90% in his high school and at least in the top 90th overall in the nation.
Overall, the records that deal with the SAT (or Admissions Testing Program of the College Board) are confused. First, the records show that Ricky made all A’s in his final year while he made six A’s and one B. Next, the records say that he took in his last year a foreign language. If he took it, it is a mystery to him. Ricky did not take Biological Sciences, or Physical Sciences either in his final year. One part of the records shows a higher score on the SAT than another part reporting on the same test. This is the record as it came to the Roberts' family.

The Facts and Actions apart from the Records.

1. At approximately 12 years of age Ricky was evaluated by University Christian for admittance to the private Christian school. Based on the evaluation conducted by the staff of University Christian and Ricky’s public school records, University Christian placed Ricky in a special education elementary school classroom. So University Christian’s evaluation concluded that after 5 years of school attendance in the public school system and at age 12 Ricky was performing at a first grade level academically.
2. Ricky then spent approximately 5 years under the care and academic guidance of the University Christian special education staff and within that controlled environment University Christian only moved Ricky up 3 grade levels within the special education program. So at age 16, after 5 years of working with him, University Christian deemed Ricky’s progress to be no more than a 3rd grade special education ability.
3. Also at age 16, mid his 3rd grade school year, University Christian suddenly moved Ricky out of special education to 10th grade mainstream classes at the school, where he immediately became an honor roll student, making nothing less than a “B” on all his report cards, and 2 years later graduated with high honors. 

Common Sense Questions:

A) If Ricky had the ability to learn or if he had been learning over time, perhaps by additional tutoring, why was he not being steadily promoted over the 5 years in the special education program?
FACT: At 16 years of age, after 5 years at University Christian School, Ricky was still in special education classes and had only progressing to the 3rd grade.
B) Why would a school knowingly hold back a student for five years if they knew he had the ability to learn? Or why would a school tutor a student instead of promoting him to a classroom where the curriculum would be more challenging to him? This would not only be a dis-service to the student, but it would not benefit the school. 
C) Why would a school hold a child for approximately 5 years (age 12 – 16, counting age 12 as a first year) in elementary special education classes and then promote him 7 grades into mainstream high school classes all in the same academic year? How is that possible or even logical? What prompted the SUDDEN move? What were the reasons behind the decision? Where is it documented? Years in Special Education: 1973, 1974, 1975, 1976, and 1977.
FACT: Ricky was 16 and in a 3rd grade special education class prior to the Christmas break, after the break, he was promoted, by University Christian, to be mainstreamed in the 10th grade. 
D) University Christian made the decision to promote Ricky from the special education ELEMENTARY program to mainstream HIGH SCHOOL classes all in the same academic school year, so did the school prepare Ricky for the much more advanced high school curriculum without attending the 7 grades in between? (Example: 3rd grade math to high school algebra).
FACT: Report cards show Ricky received all A’s and B’s on ALL his report cards once promoted to the 10th grade on trial. 
E) Ricky had 5 years experience and preparation for the elementary version of the SAT, buy literally had very little time to learn the information included in the high school version of the SAT.  How did the school prepare Ricky for the SAT in order for him to receive the score he did?  (Example: One year Ricky took the elementary SAT, the next year he took a high school SAT, without advancing through the grades needed to learn the information tested for in high school.) When one has taken the elementary SAT more than once, and has spent 5 years in elementary school, and has received a low grade, but then jumps to a brand new SAT with content he has never been exposed to and receives a similar score as the elementary SAT, how is that possible? Certainly, if considered logically, Ricky should have failed the high school SAT since he was never formerly taught the material that it tests.
F) How does University Christian explain or document how a 16 year old 3rd grade special education student, under their instruction, promotes 7 grades all at once and graduates  just two ears later?
FACT: He was promoted, he was an honor roll student all the years of high school, and he did graduate with high honors.
G) How many other special education students have been instantly promoted several grades and successfully graduated in the top grade point average of their classes at University Christian School?  If the school were to get the credit for this success that Ricky experienced, why didn’t they duplicate their efforts with other special education students? What made Ricky the exception?
H) If University Christian was instrumental in Ricky’s sudden academic success, why did they not document the program they employed to obtain that level of success? Where is the documentation that would be needed to validate such an advance?
I) An intelligence test is not based on any level of academic learning but on the mind’s intelligence or ability to process information, reason, learning, etc. so no academic program could increase Ricky’s IQ test score. IQ does not change based on education. Therefore Ricky’s IQ score documents that he was 3 points above a moron level – with that low of a score it would be virtually impossible for Ricky to process 7 grades of information in one year and pass the testing necessary to promote into the 10th grade, let alone make the honor roll. So how was this accomplished?
FACT: Ricky’s IQ score speaks for itself and is further evidenced in his first 10 years of education (from age 6 to 16 ). He was unable to process information at a normal level.