I'm sorry if I wasn't clear about their intentions. They told us she wasn't even meeting the F&P "instructional" level for beginning second grade before the MAP test. Afterward they F&P tested her again and told us her "instructional" level is actually R, which is akin to beginning 4th grade.
Their actual plan is nothing specific. They told us she'd be bringing home books that are far below her reading and instructional level to fill in these very non-specific "gaps" they keep referencing. No specific plan for math, but she's pretty high there, as well. Percentile range median for 4th grade, which is interesting, too.
I wrote an email to her K teacher and just said "Doesn't this seem odd and out of character for Eliza to have comprehension gaps at this level?" She wrote back and said absolutely and pointed out that she was used to getting prompts during testing as a K student and may be waiting for those prompts before she's more specific. That may be why the adapted computer test could be showing a score more reflective of what we've all seen is her actual comprehension level. Her K teacher felt very strongly that she was strongly reading fluently and comprehending well at around a 5th grade level last year, so this is all so puzzling for us.
We just don't know what is reasonable to ask for and what isn't. We feel strongly that she needs to be learning something this year and you can feel the frustration from here when she's bringing home board books she can burn through in five minutes.
Oh, no reading log this year. But last year, hoo boy...
