Well, I called the teacher to try and get some more information prior to the meeting. I had to leave a message. I said on the voicemail that "I want to know, prior to the meeting, what Ds's reading instructional level is, exactly, and what his independent level is, exactly. I want this information prior to the meeting so that I can prepare questions and and we all can prepare to discuss whether or not (1) DS's progress is stagnating, (2) the reasons for the potential staganation and (3)how you are targeting his instruction so that he can start to grow and progress again."
I said "I am really concerned about DS's apparent lack of progress. Stagnation is a problem even if a child is ahead of the curve. I realize he started out pretty far ahead and at a level that was at the end of second grade but it is still a big concern if he has not learned or progress for the past five months . It is not acceptable that he go to reading all year for months and not make any progress even if he is ahead."
I added that "if he isn't stagnating but can not move due a school policy that instills a ceiling or cap to reading levels, I want to know that as well."
It'd really be nice to know exactly what is going on so that I can prepare to discuss it at the meeting. The fact that she is tryign to evade telling what my son's assessment results are at all before the meeting seems suspicious to me. This meeitng is suppose to be about atttention and we have a ton to discuss about that.
