Hi Irena -
Sorry I'm coming in late here - I think I've read everything!
Okay, so we're going to have conference. Looks like it will be with DS's reading teachers (the teachers rotate groups) and principal. The dir of specEd was cc'ed also, not sure why or if she will attend.
This is good that you're having a meeting - I'm just curious - how many weeks left do you have in the school year? I think maybe I saw 4 mentioned above? I'd want to be sure to stress at this meeting that you want a plan in place to be sure this doesn't happen again next year.
So I am going to approach it as we discussed, i.e., that this is a problem b/c DS is not making appropriate progress.
This is a good plan - and your email you composed above is good too.
I am sure that they will argue he is making progress even though he didn't pass the test. They will say he improved in fluency and his summaries are good, he just didn't pass the test. Any ideas how to counter this?
If they argue this, they are using circular logic with you, so use it back-at-them. When they say he didn't pass the test, ask for specifics re what he didn't pass, what type of questions he missed. Listen (even though I'm guessing you already know the answer :)), then reply that since he missed those questions, are they saying he hasn't made progress in that specific area. If they say no, then say ok, why hasn't he been moved up in reading level. If they say yes, then ask how they have been instructing him to remediate. I think you'll find they'll move past this argument fairly quickly if you just stay calm and continue questioning each thing they suggest - because really, it's a never-ending loop the way they are trying to explain themselves, and you need to call their bluff.
Also, I think I would like him re-tested to make sure he wasn't just having a bad day (when he told me what his teacher said that he e missed on the test, he commented that he may have accidently skipped a page when he was reading (you know two pages get stuck together or something). He may just have been having a bad day. (Allergies are bad and he's all drugged up, etc. it's a bad time of year.) Can he be re-tested (obviously with a different text)?
I would definitely ask them to retest. If they have an issue with testing him at the same level (same book or whatever - which shouldn't be an issue, I'm fairly certain DRA offers a choice of several books) - ask that they test him at a higher level.
Should I ask that they re-test him prior to the conference so that we are sure we are talking about lack of progress? Or, should I wait to discuss that at the conference? Any ideas would be so appreciated.
I'd ask now, via email, and ask specifically that it be done before the conference. The only reason I wouldn't ask is if you think it's likely he won't be able to do his best due to allergies or some other reason. I think really it's a win-win for you no matter how he performs on the test - you are either going to see he's at a higher level, hence you can argue he should have been receiving higher level instruction, or if he's at the same level it strengthens your argument that he is not making adequate yearly progress.
If he should be ending the year at level 38 (presupposing appropriate growth and progress), I want to try and get him there. Obviously, it's not the end of the world, but he gets so demoralized by this stuff and he gets resentful that his level does not correspond with his work and effort.
FWIW, the schools my kids have been in have never emphasized levels with the students other than in really really early reading where the kids had to choose from specific boxes of books that were truly level-appropriate and that the kids could "test" themselves out of by reading to the teacher and showing mastery. The school *did* give the students DRAs, but the kids weren't assigned books based on them and they could check out any book they wanted to from the library. With an emphasis on knowing your level, it can put the focus on that when really (jmo) the important thing for young readers is lots or exposure - read, read, and read some more! - lots of listening to reading (parents or adults reading to them), and most importantly - encouraging their enjoyment of reading. That's what's going to keep them reading and ultimately develop their reading skills the most.
Another thing I wanted to mention - our school phased out DRA testing by the end of 3rd grade, when they felt most students should have achieved a "40" - that was the goal. After that point, I think the school didn't see value in the DRA as an assessment - and I think your ds is most likely past that point.
Another thing about testing at our kids' school - they didn't test past 40, or past grade level etc. So once our ds hit "40" his teachers all smiled and said "Great!" and that was it. Leveled reading groups also phased out before 3rd grade, and the class instead read books together and discussed together. This was honestly something that my ds both loved and hated all at the same time. He liked the books that were discussed - they were good books. I read them too and liked them lol! But the class read very slow, they might take a few days to read a full chapter, and ds could sit in class and read the whole danged book in an hour or so. So ds did just that - he read ahead. Then he'd be bored when he was supposed to be reading but he'd already finished the book. DS is a pretty mellow kid and he was pretty demoralized by school due to writing issues, so he didn't complain until he just finally erupted at home telling us he wasn't going back because it was just too boring. So - stay on top of it. I don't know a good answer and I've really not had a chance to see reading differentiated meaningfully in any of the classes my kids have been in past 1st-2nd grade.
On the other hand, I also would point out that I think the only "damage" from not receiving appropriately leveled reading instruction for my ds was the boredom of not having faster-paced reading peers so that class discussions and reading time didn't drag out. Even though he was reading way below his ability level in school that didn't stop his comprehension/etc from growing through the reading he did on his own.
So, if it's just them being jerks about the above-grade level - I would like to get around that if I can and have him at his appropriate level. Also if he doesn't get recognized at the appropriate level then he doesn't get taught at the appropriate level and that is disastrous b/c he is bored and irritated, etc. On the other hand, if he really isn't learning the skills or doesn't have the skills he should be gaining at this level, I want that addressed. (and maybe tested again at the end of the year after some remediation).
Absolutely ITA with all of the above
When is your meeting?
polar
Any help would be appreciated! [/quote]
