Hello,

We put our son in 1/2 day Spanish Immersion Kindergarten last fall foolishly thinking it would be more challenging for him than English. We know he is bright and at the beginning of the year shared with his teacher which books he was reading to himself, all at around a 5th-6th grade level just so she would know. We didn't know how else to advocate in a Spanish classroom! At conferences in October we also shared what he was reading and got the smile and nod. We also asked for harder math in class, as our son tested in the 98% on district tests and she would not do it. I offered my time in the classroom. She said she'd get back to me. She never did. This pushed us harder into private testing. In February 2014 we had him privately tested with the WISC IV and WJ Achievement. He has a high GAI and the WJ reading and comprehension is at a 5th grade level.
I recently discovered, by word of mouth, that his school was running a pilot program for K and 1st grade this year for reading and math. Out son was assessed last fall in school, without our knowledge, and scored in the 2nd grade level. I believe it was the Fountas and Pinnell. He was reading 2nd grade readers at 4! If the school had given us this information we have advocated much sooner. He has missed out on months of enrichment. He taught himself to read by memorizing whole words and paragraphs. He cannot do phonics so if that is part of this test I get it, but shouldn't the "Reading Specialist" be aware of how different kids learn to read?? We are livid with his teacher who we would have hoped would have questioned the scores after what we told her, but at this point we are certain she thought we were inflating him. She has, literally, no clue.
My question is how many children are missed by poorly administered "assessments"? The district our son is in is one of the best in our state with lots of funding and programs. We have open enrolled and drive a considerable distance.

Also, the Principal was very candid with us and admitted that if we were to keep him in immersion that there were no teachers in his school that would be able or willing to differentiate curriculum. At this point I would never advise someone with a gifted child to put them in elementary immersion. It totally masked his abilities and the curriculum moves super super slow!
Our son is polite, follows directions and is a very happy kid. He does not cause trouble. His teacher put him at a table with the three kids who have behavioral difficulties.

What can I do to prevent this happening to other children? We are very involved parents and it happened to us.

Any input would be appreciated! Thanks!

Last edited by DrummerLiz; 06/07/14 10:33 PM.