Like Grinity said, some of it could be the difference between the preliminary MAP and standard MAP. Our schools use preliminary MAP for K&1 and switch to standard MAP in 2nd grade.

As far as what he's ready to learn next, here is a link to the learning ladders that can help:

http://www.powayusd.com/projects/edtechcentral/lladder/Default.asp

These links also have practice for Math and Reading:
http://www.sowashco.k12.mn.us/ro/Pages/studentlinks/map/reading.htm
http://www.sowashco.k12.mn.us/ro/Pages/studentlinks/map/

Here's what NWEA has to say about negative growth:
http://www.nwea.org/support/article/554/negative-growth

With no RIT growth, he's not staying at the 95th % but actually moving down to around 82% for math and 89% reading (page 141 & 151):
http://pickens.it.schoolfusion.us/m...ssionid=14d1e9266e4482d198ebc39c6e6bc9c3

That would concern me but it sounds good that the teacher is adjusting the math curriculum. Title I is more for economically disadvantaged kids who aren't scoring proficient on the state tests for NCLB so I don't think that will help him.

There may be some learned underachievement going on. How does he act when you give him work that requires him to think and not know the answer right away?