You're right Kathryn to a certain extent. It's two levels of DRA I believe 30 and 34 (they are trying to keep him at 28). The problem is it makes a difference in 100 book challenge reading levels. He needs to be at 34 for him to move to the "white level" 100 book challenge books. They are using it to keep him at the lower RR (double red) which he had been at all year long. So that's where it's driving DS a little nuts. He says even the white books are easy though. But he's frustrated b/c everyone else is moving up in levels (they were much lower than he at the start, though) but he's not moving anywhere. I guess it's an emotional/psychological thing for him ( again everyone's learning and being rewarded with a feeling of accomplishment and he's not - he looks like he is in the same place he was when he started this year and it's hard ion his morale.) I am sending in our own books regardless of what they think; so, ultimately, it doesn't matter. DS just wants to "move up" and get that feeling of accomplishment - he gets frustrated with looking like he's not making progress. He also wants the option of reading white level class books.
Well, that is a significant difference from where you feel he should be. Has his DRA level actually stagnated this year? Maybe you could approach the teacher by expressing concern for your DS's frustration and for his lack of progress. Has the teacher specifically given reasons for the stagnation? If it is indeed the comprehension and not the accuracy, have they asked the questions orally to see if it is actually a matter of written expression? Demonstrating comprehension and analytical skills in writing is very important in many walks of life. So if that's the issue, what are they doing to help him grow?
Stagnation should be a concern for the teacher, even if he is ahead of the curve. Students need to progress roughly 1 grade level each year. At least that should be the goal.
