Thanks for feedback....letter still in draft form. This is a follow-up to a poor (IMO) meeting last week, where I felt the teacher, school psych, and principal met me "armed" with test scores (my ds' reading level, AIMSweb scores) to show me how 'not ahead' ds was. The meeting was in response to my request to have ds possibly acheivement tested due to being ahead in K. His reading level was WAY underassessed, and his AIMSweb scores were everywhere.
I have told them where my assessment is of him academically (did so in the original letter: read Magic Tree House (with some assistance) this summer, can do fairly complex math problems in his head. But I think they think I am hothousing. They were keen to point to this testing and equate my ds with these. BTW...he 'failed' the "letter identification" portion of the test. As he can CLEARLY identify his letters (as the teacher well knows), I think this points to the fallacy of the test results in general.
I did come across strongly and frustrated at the meeting because I was in absolute shock at their assessment of my ds. I guess I am trying to:
give a thanks
mend fences for my frustration
BUT defend my original stance that ds IS ahead
discuss this new test anxiety info that we've discovered
DE-request any further testing as I feel it will be invalid
I have a vested interest in trying to keep a positive relationship with school for my ds and also for my professional role as a private practice therapist who gets referalls from the school district. I will do what I need to for my ds in the long run, but I want to try to make this a positive experience.
