OP - I can’t see the immersion program is serving your DD in terms of helping her to be as ready for a kindergarten class taught in English. You indicate her disability is based on a rare condition, so very hard to have a general pathway of expected progress. You could get a tutor in a couple of years in the foreign language of choice, but now the focus should be literacy in English.

I would take her out of Immersion and start her in public K. If she needs services they will make sure she gets them.

If you want to repeat K you could then head to a private.

Thanks all! Now contemplating a few paths.

1. Go to public for K in a few months, try to get IEP

2. Stay back at immersion school for the extra support and time. Less due to language. Big negative would be if we transition to public later, we would jump up a grade due to age at that point

3. Try K at immersion school, which likely wouldn’t go well but could always switch to pre K there if needed (or public- but mid year wouldn’t be ideal)

OP - I think you have heard clearly that being an independent reader with good comprehension by the end of third grade on grade level is the key skill overall to learning. Marg, of course, is important, but it does not impact everything as much as reading. So leave language immersion until the options
until DD has a solid grounding in English.

You also realize that giving DD another year in preschool enables her to gain skills across the board in social, communication. Gross and fine motor etc. all of these impact learning. In public school at least kindergarten is now paced in the reading skill program. There is little time for in school over repetition, so the more solid base you can give her to start iff in K on level will serve her well.

Many years ago we did retail her in two private
Pre-K programs because we found she had the skills to learn to read. Then we were also able
To retain her in first grade as she was able to be I. A regular reading group. This was a long time ago in which she was the first to demonstrate with her disability that one could learn to read. Reading for her also
opened up the ability to learn to play the piano in her teens and it serves her well today as a personal interest and an intellectual challenge.
This will be the only time you can count on to make such a decision, unless perhaps you pull a child from public to go private to do better - tactic often used with immature boys at some point in high school.

Op here. So appreciate of everyone’s contributions. Based on pp’s feedback, it sounds like in chicago, I need to ensure I’d she does stay back in pre K then she won’t need to skip to 1st grade given her when we inevitably leave private school due to these concerns.

Not super set on language immersion if it’ll hold her back. Other child is excelling with both languages, but I recognize it might not be right for her. We have dual citizenship to a country that speaks this language, but Id rather she be competent in English than a bit competent but not thriving in both.