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    Joined: Oct 2011
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    Originally Posted by bzylzy
    I always tread very lightly with the teacher. It's the same one as last year since they loop. I have to sign the spelling tests and there is always one or more errors with the grading...either words DD spelled wrong marked correct or visa versa.

    We noticed a lot of grading issues, too. Occasionally it would be a correct answer marked wrong, but more often it'd be a paper with nothing corrected. I'd look at those and think, "What was the point of this exercise?" How will a child learn from mistakes if the mistakes aren't pointed out? Instead, the child is merely practicing and reinforcing bad habits.

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    That's a great thing that you DD said about the cup, Dude! By pure coincidence, DD, who was home today for a district-wide day off, said at the end of her very happy and productive day that she changed her mind about homeschooling. But I think we might aim for her simply not returning after winter break, give us a chance to get organized and it's a natural break. She feels she can cope until then and seemed lightened up.

    It's true about the spelling words in the book. At least one word per week she's copied down wrong in her book and still gets a "star", and because of that starts using it that way in sentences etc. We always have stressful discussions about that and I make her look it up in the dictionary, and what is most upsetting to me is that it puts a wedge between us because they're supposed to respect the teacher, it's very important...but why do you have to choose between respect and learning correct things like how words are spelled? It's crazy!


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    Originally Posted by master of none
    Yes, it always seems so horrible until it's worked out. I don't want to miss any detail that might be the key to successful advocacy, and when it looks like it's going bad, it feels like all or nothing. Then finally when it's over, and I start to feel better, I think to myself "wow, it was not as hard as you made it out to be" It's a confidence thing and lack of control, I believe. It's hard to say, I did what I could and this is what I have. The end.
    At least now, I KNOW it's going to be like that. So, I set aside time, knowing advocacy will be my focus.
    This year, it looked like we had gone as far as we could, then out of the blue, another person cropped up who had never met dd, advocated for her all the way to the district, failed, advocated to the principal, and bypassed the roadblock of a GT teacher. Amazing. All without me lifting a finger. I like it but, geez, wouldn't it be nice if MY work paid off?

    MON, we've had this experience too. The stress and the way it turns out, both. I have learned to think of all those folks whose work on my DS's behalf pays off as "my extensive staff." :-)

    DeeDee

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    does anyone have MAP results yet?


    ds (fall first grade)
    reading 190
    math 223

    Joined: May 2011
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    Yeah. Dd10, gr5:
    Math. 242
    Reading. 241
    Gen Sci. 242
    Science processes. 236

    We are at a private, or we wouldn't be getting the MAP at all in CA. She's never taken it before.

    As I read the charts this puts her at 98-99th for her grade, equal to roughly 90th percentile overall for 7-8th grades. Is this right?

    I'm kind of in shock because she's not a high achiever and her output level (speed and quantity) is about 3rd grade. Maybe less. Bringing her up to speed so she can show her stuff in middle school next year is going to be a real challenge.

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    93rd for 9th grade reading
    93rd for 6th grade math

    very nice scores!

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