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Joined: May 2013
Posts: 2,157
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Joined: May 2013
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Joined: May 2013
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wish me luck!... We say "hope" because we are trying to remain optimistic and cooperative I *do* wish you luck, and I will join you in "hoping" for the best in future planning once those test results are revealed. I shared those links because some parents, new to shepherding GT kids through the ever changing educational maze, do not realize how other parents may get things done for their kids... there is lots of info out there, parents just need to find it in time! Preparing for conferences can make a big difference and the tips in several of those links do not necessarily require test results... much prep can be done before parents come to the table. Thank you! Blackcat, I am sorry for the thread tangent. I am not sure if our district is "normal"! We, too, are striving to get "the right fit" for our DC this year. I guess what we are trying to arrive at conferences with is something other than just our "gut feelings" that our children need differentiation/further differentiation in the first place. Our district seems to place a great deal of weight on the NWEA tests (used as a factor G&T placement, eventual math acceleration, and curriculum grouping), so if I want to discuss goals for my DC, I feel as though I need to speak to teachers with data that is relevant to them. Thank you for the information, though, indigo - I will definitely read this!  Blackcat - I can relate to much of what you are saying. DD is in 3rd and they were told that they were going to review K-2  at the beginning of this year in math. She then received yet more drilling in addition and subtraction. DD has been a bear at home - crabby and complaining. I do not have any answers - but I "hope" (there I go again! :D) we can all find some solutions! When is your conference? Ours is the 14th. As I predicted, I still don't know what the math and reading scores are. Good luck with everything and let me know how it goes.
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Joined: Oct 2013
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I am in same boat worrying about lack of differentiation 6 weeks into school. Would having a GIEP mean more had to be done? Or does this so-called differentiation meet the requirements for individualized learning as required by your state's laws? Just wondering in my own case whether it is worth rattling the cage...
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Joined: Sep 2013
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Our conferences are around the same time as yours, but different days for each child. I hope that your conferences are helpful!
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Joined: Apr 2013
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I guess what we are trying to arrive at conferences with is something other than just our "gut feelings" that our children need differentiation/further differentiation in the first place. Yes, the links provided, and much more information freely available on the internet, provide tips and strategies as to how parents may go about researching and preparing for parent/teacher conferences. Meanwhile, blackcat, did you mention working in a school? How would these matters of gifted testing, identification, accommodation, and differentiation be handled there? Are there some you might tap in your school for background information? Might your daughter transfer to your school as one option?
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Joined: May 2013
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By the end of first grade, half the kids still could not fluently read basic text like "the cat sat on the mat." Were these children deprived of being read to from birth by parents, grandparents, daycare centers, siblings, neighbors, cousins, etc? No doubt some of these kids are gifted, but if deprived of stimulation such as reading and opportunities to challenge themselves and develop neurologically, they may unfortunately be seen as being on the low side of the IQ curve, thereby growing more frustrated every day. Stephanie Tolan's metaphor, Is It A Cheetah? comes to mind. (link- http://www.stephanietolan.com/is_it_a_cheetah.htm) How to reach parents and encourage them to read to their children from birth?
Last edited by indigo; 10/07/13 10:53 AM. Reason: remove sentiment subject to misinterpretation
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Joined: Jul 2010
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Indigo, FYI, "my heart bleeds for you" is sarcastic. It doesn't mean you feel sorry for them, it means you think they're a big baby and need to suck it up. Which is not the sentiment you wanted to express, I think?
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Joined: Sep 2013
Posts: 848
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Indigo, FYI, "my heart bleeds for you" is sarcastic. It doesn't mean you feel sorry for them, it means you think they're a big baby and need to suck it up. Which is not the sentiment you wanted to express, I think? I suspect this idiom's meaning may be different depending upon one's region (and/or tone). I've always heard it used as Indigo used it, rather than sarcastically. My quick online search found both interpretations.
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Joined: Apr 2013
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... I had to educate them...special education categories ... no communication between the two.
At the beginning of the year when I talked to the teachers, they sounded nice and reasonable so I had high hopes..." Yes, we become uncredentialed, unofficial experts in so many things life may throw at us, and then may wonder why the credentialed teachers we entrust our children to may *not* already know these things. Possibly more teacher programs and ongoing professional development could include teaching about special ed? ... Sorry this is so long and negative--I didn't want to get long-winded about all of my other issues with the school, but the thread went off on a tangent. No problem, not to worry, very understandable given the circumstances. Advocacy can be exhausting and bewildering. For what its worth, I believe your efforts will have lasting positive ripple effects on many lives. I'm proud of you and admire your persistence.
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