She asked for a meeting. The response she received is that the teacher would keep it in mind. That is not kicking the hornet’s nest.
Yes, the parent asked for a meeting and the teacher was non-committal. The parent also expressed a concern for coming across too strong and turning off the teacher and/or administrators. Unfortunately, the advice given to "demand" a meeting may do just that. To clarify, it is the "demanding" which may be seen as kicking a hornet's nest.
When a parent asks for a meeting, the proper response is to schedule the meeting or inform the parent that a meeting will not be scheduled and tell them why.
Yes, I agree that may be deemed "the proper response" in polite society. However this is not an interaction of equals. The government schools hold the power, the parents do not. However the law delineates the powers, and the limitations of those powers. The policies fill in on matters where the law may be silent. In general, a parent must educate themselves about the laws and policies to which they may hold the school accountable.
When the response is noncommittal then the parent needs to be more direct about what they’re asking for.
Yes, once the parent(s) is/are up to speed on the laws/policies, aware of how things work, and positive that the child and parents/guardians are all on the same page... once they have read up on advocacy... they may be more direct about what they are asking for.
This parent is very clear about what she wants. She stated that she would like to talk about independent math work for her son.
A few thoughts...
- While the parent is interested in independent work, the son has expressed an interest in having his teacher teach him math. This may be a difference in expectations worth exploring via family conversation.
- Taking time to read up on advocacy, a parent may learn that advanced math may be considered a single-subject acceleration (SSA). Prior to allowing SSA, a school may have the child take the end of year test. Anticipating this, a parent could proactively look at the
Common Core Standards for Math, specifically the content for
Grade 1 (also possibly Grades 2 and 3) to informally assess what her son knows and what he may be ready to learn next. Gaining this foundational knowledge, parents are prepared to understand and discuss any school end-of-year test results in terms of which standards their son has met. In following links on this forum, parents may learn that when a school gives a student the end-of-year test as part of determining whether the student may have advanced coursework, schools may set different cut scores... for example, at the end-of-year, 80% may be sufficient for that student to pass and move on to the next year's lessons... however 100% may be required for a bright student to receive advanced coursework early. Parents may want to inquire in advance what the cut-score will be... and consider it negotiable.
- In reading advocacy links, parents may learn that students need appropriate curriculum and also intellectual peers. Taking math with other students (2nd graders, 3rd graders) may be a better placement, a better "fit", may better meet their child's needs.
- In reading up on advocacy, parents may become familiar with the educational profession's vocabulary/lexicon/nomenclature and be less likely to freeze like deer in the headlights.
I think plenty of people can advise her on how to conduct the meeting but all of that is secondary to actually getting the meeting or getting an explanation for when such a meeting can occur.
As the initial response to the parental inquiry did not demonstrate being receptive to the parent's request for advanced math... that signals a need for the parents to be well-prepared for advocacy. It may be unwise to press for a meeting, and then begin to prepare. I suggest preparing well, and then asking again for a meeting.
