"The school wants to retain my son. He is in kindergarten with an IEP. His latest DIBELS test shows him to be at moderate risk of failure in some areas and high risk in others.
I've read that retention is not a good option and that any short term gains disappear in the long run.
Ask the person who is quoting the retention "research" for a copy of what he is talking about. Otherwise, ignore it.
The Real Issue
son could have learned to read with this type and level of instruction he
would have already learned to read.
2. Write a
letter requesting a complete evaluation to determine if your child has a
Definition of Reading
The term 'reading' means a complex system of deriving meaning from print that requires all of the following:
(A) The skills and knowledge to understand how phonemes, or speech sounds, are connected to print.
(B) The ability to decode unfamiliar words.
(C) The ability to read fluently.
(D) Sufficient background information and vocabulary to foster reading comprehension.
(E) The development of appropriate active strategies to construct meaning from print.
(F) The development and maintenance of a motivation to read.
20 U.S.C. § 6368 (5) No Child Left Behind
Note: Congress has reauthorized the Elementary and Secondary Education Act (ESEA), the statute formerly known as No Child Left Behind. The new statute, Every Student Succeeds Act, was signed into law by President Obama on December 10, 2015.
Florida Center for Reading Research
If you get the run around please do not hesitate to check in again for additional information or links.
Meet Sue Whitney
In Doing Your Homework, she
writes about reading, research based instruction, No Child Left Behind, and
strategies for using federal education standards to advocate for
and to improve public schools. Her articles have been reprinted by SchwabLearning.org, EducationNews.org, Bridges4Kids.org, The Beacon: Journal of Special Education Law and Practice, the Schafer Autism Report, and have been used in CLE presentations to attorneys. Sue Whitney's bio.
Copyright © 2002-2018 by Suzanne Whitney.