1)I received the email at 9:15 am. They want all this information before school break - which begins tomorrow after school! I'm getting rushed. What's all this about??
They probably want to make a decision quickly - especially if a new semester starts after holiday break. Just because *they* want the information tomorrow doesn't mean you have to provide the information by then. I'd reply (in an email, so it's written), that you need 10 business days to put together the information, so you'll send it in to them on Date X (either the first day back after winter break, or 8-9 business days after that).
2) The AIG specialist states all the portfolio work has to be "assigned school work". DD9 is in a pre algebra class outside of school. She is excelling there. Can one argue for outside work to be admitted?
You can submit anything you want to - and I would submit anything I had that supported proof she's capable of working ahead of grade level. The school committee might argue that they can't use the data, but you can then advocate for them to use it - however, if you don't send it in, they will not see it.
She takes pre a. from an actual private school. DD also does amazing work at home which I would love to present, but I can understand that they would not use that because we cannot prove that she actually created the work.
I would ask for a letter from the private school pre-algebra teacher that speaks to your dd's abilities.
3) The school AIG teacher stated that she heard DD had taken the Woodcock Johnson Achievement Test so she wants the results. DD9 did take that test - and the results were much lower than her WISC. The psych. who gave her the test was the one who suggested that DD might have an LD. We later found DD to have ADHD, inattentive type. I am afraid that the WJ result will harm DD's chance for grade acceleration. I am waiting to hear back from our private psych. to see what she thinks. Any thoughts from you all?
If the private psych thinks that ADHD impacted your dd's WJ-III scores, I'd ask her to write a brief statement summarizing her impression - and I'd ask for that whether or not you share these scores with the school - you might want the statement later on when you are advocating in a different situation.
Our 2e kids have uneven WJ-III achievement scores that don't match their WISC/etc ability scores. We've had to show them when advocating, and they have been met with skepticism - but we got around that with a sound case of advocating, explaining the impact of the 2nd e on the scores, and refocusing the conversation on ability scores. I'll also add that, for my kids, the types of achievement tests given in school as they progress into middle school (TerraNova etc) are usually more reflective of their abilities *and* are also more widely accepted as representing achievement by school staff.
4) The school is using the IOWA Acceleration Tool. DD's big sister is one year older so I know that will be red flag. Our private psych. has told the school that she is working with both girls to deal with the fall out. I am talking to other schools to even see if DD could go there the rest of the year so DD9 and DD10 would be separated.
JMO, but I too think this is a bit of a red flag. Just focus on doing what you feel is right for your family, and remember that you, as the parent, know your children better than the school staff or an IOWA acceleration scale does
Good luck!
polarbear
