I do not even know how/when to approach the school/teacher or what to ask for.
1) How to approach the school would be according to the methods described in advocacy resources. In a nutshell, you may wish to visit the
Davidson Database and view the collected
advocacy resources including the
guidebook. Advocacy resources and meeting prep are frequently requested and shared in
posts on the forums.
When to approach the school? When you have fully prepared to advocate. Note that some schools express a desire to observe children for the first 6 weeks or so of the school year, making their own observations prior to meeting with parents to discuss possible strategies, such as
differentiation.
2) What to ask for may be determined by processing the information gleaned from your State laws (often found
online), your school or district policy & practice statements (often found online), and your child's strengths compared with
grade level end-of-year learning objectives and possibly
above level end-of-year learning objectives as well. Print collected information and save it, as laws/policy/practice and also your DC's achievements will change over time. One way to save and organize information is to hole-punch and place in a ring binder, possibly tabbed by year... as you may have many years of advocacy ahead.
As your tester seems to have rendered a professional opinion, is this an indication that s/he may be familiar with advocacy and/or accompany client parents to advocacy meetings with schools?
