Gifted Issues Discussion homepage Forums Parenting and Advocacy Upcoming P/T conferences

Is it really a conference when the P/T conference time slot is less than 10 minutes? Our conferences are coming up next month and I�m trying to figure out how to cover my concerns about the writing issues within that time allotment.

I have already figured out that this teacher does not really understand gifted. A chance sidewalk conversation told me that. She couldn�t understand why DS (9) has so much trouble with the easy assignments like copying definitions from the textbook to his notebook, can�t write neatly and coherently (he has a diagnosis of dysgraphia written into his IEP) but leads all verbal discussion and finds unique solutions during verbal problem solving activities.

Her homework for writing assignments should only take 10 minutes according to her. DS spends 2-3 hours on them and still gets mostly c�s and lower since his answers aren�t exactly the ones she is expecting. DS is getting to the point he doesn�t want to try anymore since nothing he does is good enough. He even asked me if he could be put in a lower reading group since he isn�t smart enough for this one. (He is advanced a year in reading and completed the previous level with almost perfect scores.) I have asked his teacher to provide feedback as to what she considers the correct answers but I am not getting anywhere. All DS and I see are the grades with no suggestions.

I also asked for him to be evaluated for reading to see what the proper placement is. According to DS they did pull him out, but I do not have any feedback yet. If this just impacted Reading it would be bad enough. However, this is impacting social studies and science as well. Her assignments tend to be vague and very open ended in all of these subjects and DS is struggling to figure out what she wants more than he is to figure out the material. I hate to say it, but I�m starting to feel like she is persecuting him for not thinking inside the box. Although when I read the selections and then look at the questions, I can�t figure out a �correct� answer either.

He goes to another classroom for Math and seems content with it even though it still isn�t a challenge. From all I hear, he is also doing really well in the pull-out program. He likes his teacher for Reading, Science and Social Studies. He is very upset that he can�t seem to do what she wants him to do. I know he is still struggling with the mind is going 65 mph and his hands can only write at 25 mph problem. The school will not allow him to keyboard for a variety of reasons. The funniest being that then they can�t tell if it is his work. The saddest is that although his GRE for reading is 12+, he is only 22% delayed in fine motor skills to his age level and services are only allowed for 25% and up.

He loves going to school and has a wonderful social network there. Half of his soccer team and his best friend are in his class. His classroom behavior seems to be alright, not stellar but not a problem. I know I need to bring the writing issues up but I just don�t know how to do it without sounding like I�m whining!

Thanks for reading and for your suggestions!

Maybe you could tell the teacher that you are trying to help DS at home with his writing assignments and you need to know what the requirements are for each assignment. Ask about her grading rubrics.

It could be something you're not expecting, like he needs to write a certain number of sentences, the paragraphs need a specific structure or he needs to use more descriptive words. I guess what I'm saying is don't assume that she's grading him on content.

You can always have him keyboard (or dictate) an assignment and then make a handwritten copy to turn in. They'll never know...

I wouldn't do it at this upcoming "conference". Our first P/T conference last year was 15 minutes with conferences scheduled before and after all day. It was pretty much a "let me explain this report card to you because, after all, you're obviously not able to read it for yourself". Yours might not be that way. I'd have the conference, indicate at the end that you would like to schedule a meeting and that you'll be contacting her about it. She's probably got 20 P/T conferences the same day as yours so I wouldn't even try to schedule the meeting then. Just let her know you'll be getting in touch with her.

Thanks Cathy, DS usually does do his first draft on the computer and than handwrites the final. I have asked for the rubrik but did not get anywhere. In an email I just received (after my first post) She said that all of her gifted students were struggling with these assignments but the rest of the class was doing great. She included a line saying that the gifted students needed to learn they weren't so smart anyway.

Based on this email, I think I'll forget about talking at the conference and go straight to the Gifted Coordinator. It sounds to me like there may be some other issues at play here. Steam coming out of my ears at the moment!

Squirt, I agree with you! I think I'll need a seperate meeting for this one.

Thanks all

Now where have I heard that before? Oh, yeah from one of my teachers.

I'm right there with you. I have the 15 minute p/t conference this week but there is so much more that needs to be addressed. The wise members on this board have been crucial in assisting me in my approach and my plan for advocacy AFTER this upcoming p/t conference.

WHAT??????????????????? Oh man, I'd be on the phone with the gifted coord....those are fighting words! I. CAN. NOT. Believe she even put that in writing!!!!!!!

Oh man Oh man I'd be spitting fire. She definitely has an agenda and it's nothing good.

uuuuu...

unbelievable! what are people like that doing in our educational system?

I'd guess that wouldn't be defensible in court based on his IEP.
Even if you don't pursue this through a lawyer, which you could, I recommend you question it. Any student's parent/s could write a paper for their child and then have the kid re-write it in their own handwriting. Jeesh...grasping at straws is an understatement.

Having him orally record his assignments should be an acceptable alternative for him writing them depending on what the IEP says.



Why do you think you would be seen as whining? Your son has an IEP. I don't know that much about dysgraphia, isn't it considered a disability, like a learning disability?


Lets hope what she really meant was: All children need the opportunity to meet with an appropriate challenge because successfully navigating challenges helps them develop good self-esteem and learn how to triumph over adversity.


However, THAT ain't it! It looks more like a teacher who is penalizing a student for a documented disability. Although, again, I don't know what the IEP says. You may want to take a closer look. I don't think this is an issue that can be resolved in a 10 minute conference.

My jaw dropped on this one. I was trying to think of a possible misinterpretation of this (emails are a bit unreliable for getting at someone's true meaning). But I'm having a hard time when it's put in the context of "gee, only my gifted students are having trouble with this - the rest of the class is doing just fine." It does sound like she has some ulterior motive. Perhaps you can set up a meeting with her and the gifted coordinator and ask the teacher exactly what she meant by that?

I would just do what others have recommended on this board - listen at the short conference, then at the end say you will be contacting her for a longer meeting, possibly including the gifted coordinator and/or the special services group that set up the IEP.