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[quote=Anonymous][quote=Anonymous]I recently attended a school meeting regarding my son’s academic performance. He is currently in the 5th grade but is performing at approximately a mid–2nd grade level and is not close to 6th-grade readiness. My son has a documented learning disability; however, his request for an IEP was denied.

The meeting included the 5th-grade principal, whose conduct I found to be unprofessional and dismissive. It was troubling to hear the administration acknowledge that all students in the 5th grade are approximately three grade levels behind, yet still insist that adequate support is being provided. With two teachers assigned to 16 students—many of whom are struggling academically—it is unclear how individualized support is realistically being delivered.

During the meeting, my son directly expressed to the principal that he needs academic support and identified the subjects he struggles with (reading, math, and writing). Despite this, his concerns were minimized. Students are being promoted academically without the foundational skills needed to succeed, particularly in reading comprehension, communication, and written expression. This approach places students at a significant disadvantage as they move on to higher grades or transition to other schools.

While teachers report “growth,” the data does not reflect meaningful progress. My son’s MAP test score increased by only five points over an entire school year. This level of progress is insufficient and does not demonstrate true academic growth, especially given the amount of time spent enrolled at the school. He continues to come home unable to complete homework independently, yet staff attribute this to a lack of confidence rather than a lack of instruction and appropriate intervention.

A 5th-grade student who cannot spell basic, everyday words cannot simply be encouraged into confidence without proper teaching and support. Confidence comes from competence, and competence comes from effective instruction.

As a parent who values education deeply and actively works with my child at home, I find it unacceptable for the administration to dismiss these concerns. Ending the meeting abruptly when challenged further reinforces the lack of accountability and professionalism.

I am originally from Connecticut, where meeting grade-level expectations and providing IEPs when necessary is taken seriously. Based on my experience, Creative Mind Charter School is not adequately supporting students who require additional academic and special education services.

Parents seeking strong academic rigor, transparency, and proper intervention for their children should carefully consider these issues before enrolling.[/quote]
OMG. Get out of there as soon as possible. I'm so sorry your son and your family are going through this.[/quote]

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