It comes home in his backpack. A manila envelope: To the Parents of. I take a deep breath, catch my finger in a corner, and tear a ragged mouth open along one edge.
Within: a stack of white papers. Heavy with ink, thick with import. Four sections, each stapled carefully in the top left corner. Each bearing his name and his date of birth. The name of the school system. And in a deeper shade of black, "Three-Year Reevaluation."
This is a function of necessity. Of law. Per the Commonwealth of Massachusetts:
Education Laws & Regulations: 603 CMR 28
Section (01)(d) Upon referral, school districts shall evaluate children who are two and
a half years of age and who may be receiving services through an early
intervention program. An initial evaluation shall be conducted in order
to ensure that if such child is found eligible, special education
services begin promptly at age three.
Section (03) The school district shall review the IEPs and the progress of each
eligible student at least annually. Additionally, every three years, or
sooner if necessary, the school district shall, with parental consent,
conduct a full three-year reevaluation consistent with the requirements
of federal law.
Twenty feet away, my living room is a riot of activity. My son, turning 6 next month, runs in circles around the room. Screaming in mock terror. Close behind, his twin sisters chase him — arms extended, plush sharks clutched in sweaty little hands, soft teeth and red felt mouths opening in anticipation of the feeding to come. An exercise in predatory stalking. Every third or fourth circuit, he leaps onto the couch. Into his mother's arms, and the presumption of safety. And she gently chides the girls: "Don't eat your brother."
The girls pause. Waiting. Their eyes wide with excitement, their smiles broad. Their teeth gleaming. Waiting for the sea lion to reenter the sea.
A moment later, he leaps back into the fray, and the chase begins anew.
I stand alone in the dining room. Gather myself. Then sit down, and begin to read.
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