Downloads

This is what we received on the afternoon of the last day of school before Christmas break. No evidence or proof, no work examples or observation checklists. Just the results.
At a mtg on Jan12, we will be requesting to modify our daughter’s curriculum after a semester of accommodations not helping her. She has a FSIQ of 67, less than the third percentile in all math and reading comprehension tests. She cannot read a clock or compute 12-4 without a calculator. But we’re being told she’s nearly to all of her IEP goals(?!)
This progress monitoring is undoubtedly going to be used as a counterargument to say she does not need modifications to the curriculum. She earns less than 30% on all assessments, in all subjects. She has no idea what’s going on.
I have the right to understand “how” they’re conducting these PM sessions, in detail, right? And to see her work with my eyes?
We suspect she’s being spoon fed these tasks.

This is my child's most recent IEP Amendment (as of 5/22/25).  The meeting was held to make sure that a plan was in place to help her prepare for middle school. She is a rising 6th grader. She has dyslexia and ADHD (diagnosed by school in spring of 3rd grade 2023; private eval Jan of 4th grade 2024).  She is roughly around a 3rd grade reading level (up from Kindergarten or first at the end of 4th grade) which I believe is mostly from her private tutoring with Dyslexia on Demand 1 hour 3 days a week (has been using this tutoring service since Sept 2024). 
I want to be sure  this IEP sounds ok. Is this the best the public school system can do to help her at this point?  I want to send her to a dyslexia specialty school, but if finances don't allow, I will have to continue her tutoring pattern, and wanted to be sure her public school was doing all they should as well. I can never tell what is enough/what they can and can't do/should be doing etc.
All advice is welcome.