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Joined: Apr 2008
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Well, the meeting wasn't as bad as it could have been.
Basically we got the official gifted designation (important for PA). The GIEP that was developed was largely nebulous, didn't have strong present levels established and was focused on the pull out program. We expected that. Meeting with the GT teacher (who was at the meeting) we clearly communicated that we thought that the enrichment program was a good thing, that encouraging going deep in supplemental areas was great, and thought it was good for DS5 3/4 to socialize with "peers". A nice benefit is that since he's the only 1st grader, he'd actually be with the 2nd graders.
There were some tense talks surrounding the day-to-day curriculum which is really where our big issues are. We focused on the math part of it (although we could have easily made the reading an issue). We're not all on the same page yet, but we did get them to agree to do a better PLEP assessment on math so that we can address at least that subject area. Baby steps.
My impression is that the current homeroom teacher is thinking that DS will just skip the basic review of the math subject and then do the enriched math (same curriculum). What we really need, though, is subject acceleration. I am hoping that if the do follow through with the math assessment our point will be taken.
The principal seemed to change her tune a bit mid-way through the meeting. I'm not sure if she's getting it yet, but she was being more helpful by the end. Recall that she was very against DS's early entrance into 1st. At the beginning of the meeting she was acting more of a roadblock, but by the end of the meeting she was chiming in to have the math specialist help with the PLEP portion. DW went a little off at one point, so I wonder if that had something to do with it :-)
We didn't sign the NORA on the spot and we didn't give a verbal agreement. The good thing was that it was the GT teacher that suggested we have a second, follow up meeting. They were mildly pressuring us to sign/agree, but as I pointed out, we waited this long, let's meet again and make sure we get it "right." Not sure how "right" we'll get it, but we'll make it better.
So not a total disaster. Mixed results. Plenty of more work to do. We're still digesting it all.
JB
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It was clear from the comments at the meeting that we are breaking a lot of new ground.
Our preparedness was largely due to this board, help from you (and others--you know who you are), Hoagies and applied gifted ed...
So thanks. And my coffee tastes pretty good right about now!
JB
Last edited by JBDad; 01/06/09 08:42 AM.
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JBDad - the meeting sounds like it went pretty well. Congratulations on standing your ground and not signing anything. My DH and I will be meeting with the principal and GT coordinator at our local schools in about a month. I've been watching your posts to get ideas. Thanks for sharing!
(Our DSturning5nextweek will be starting in kindergarten, and the school is hoping to accommodate him there. We'll see.)
Last edited by st pauli girl; 01/06/09 08:44 AM.
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Joined: Sep 2007
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Yes, it sounds like you and your DW did VERY well. Sometimes "going off" a bit is a good plan. It sounds like you stuck to your guns where it mattered. If you can get the principal on board this early on and after resistance? Well, OPA! Great big hurrahs for that! Keep up the good work!
Kriston
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Great Work! I've BTDT in PA and those baby steps are so critical. In my limited experience, it seems like once you get them to move on those, the bigger steps come faster and easier
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Thanks for all of the well-wishing. We still have a lot of apprehension about what is going to happen (I am sure there is a lot of BTDT). But a good incremental step.
And still no snow here Dottie. (yet)
JB
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That sounds really solid - way to go! Like many, I am interested to hear more ~ stay warm
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Wow. We may have made an impact already. DS came home with corrected work that he did in class today ... and it was multiplication! And multiplication past 12 x 12 so he got some of them wrong! (It's weird to think that it's great he's getting problems wrong, huh?) I think Timez Attack really honed in multiplication for him because when he ran into questions that he didn't know, it was adding groups together. For example 15 x 4 was solved by 15 + 15 + 15 + 15.
I am not sure if this is a lasting change, but I hope so. The teacher did this manually and whited out the "+" sign to be a "x" sign.
JB
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Hey, JB, late to the party. I just read all the posts and am not surprised he came home with some appropriate work. I was very impressed with how your meeting went. Your word choice was excellent, you were assertive without appearing pushy or coming off as "unreasonable". You are right to be satisfied with a good meeting and settle in to stay the course. Steady and slow and don't burn yourself out. You are now a pro. Please stick around, I may need to be asking for your advice in the future.
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And multiplication past 12 x 12 so he got some of them wrong! (It's weird to think that it's great he's getting problems wrong, huh?) Yahoo! It is great that he's being given the opportunity to get things wrong and bizarre that it takes so much effort to make this happen. Good job and thanks for sharing the news.
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