As this school year is progressing, I keep coming back to this question: what should my expectations of an elementary school be? Is it really too much to ask for more challenging learning for my DS in kindergarten? I am starting too wonder if his teacher will challenge him. His Map scoring came back 99% in reading, 91% in math. (Language has always been his strength.) At parent/ teacher conference, I was told that the teacher knew the words and books were too easy. However, nothing has changed. Yesterday, when I asked DS about math at school. He told me, "we didn't do any math. Just counting." I emailed the teacher today. I am hoping she really assesses him, and starts challenging him.

I can't answer (we're in the same boat - and it's sinking). I understand my ds' teacher cannot teach to my ds alone, she discussed "challenge packets" which have not come to fruition. I am trying to be patient and understanding - but it's hard to swallow that ds may not get any instruction at all to meet his reading, math, science level. I do appreciate his social experience - but is that it? Well, his handwriting has improved. Sigh.

Differentiating a math lesson on counting to allow for higher level numerical manipulation is really tough. I'd be more patient there.

Getting appropriate reading material is an quick and easy way to effectively differentiate. I would start pressing there. The teacher has already acknowledged that this is a place where things need correction. I would simply address the email as "As we discussed in last week's conference.."

I'd recommend looking at your school's or district's math curriculum for K, 1st, and 2nd grades. Our K math curriculum (which follows the Common Core State Standards) does not start adding single digit numbers until after winter break, and they focus on adding to no more than 10 by the end of the K school year. 1st semester K "math" is number and shape recognition, counting, and patterns.

We gave our K teacher a list of DS's math skills two years ago when he started K, compared them to the district's curriculum, which clearly showed he was working at a 2nd grade level, and got him tested and accelerated by a year in math. Our K teacher said she was still working with some of her kids on just learning to count to 10, and she would not be able to provide him the challenge he needed in class.

Our DD5 is now in K, already doing 1st grade math books at home, but we aren't pushing it with her because she's not as far along as DS was at that age, and the administration has changed and is no longer friendly to subject-level acceleration. (We are fighting to maintain it for DS7 this year.) If you look at the curricula, get a good feel for where your DS's skills are in relation to the different grades, that may help you decide what you want to ask for.

Regarding expectations, if you're in a regular program (i.e., non-GT) and your child is scoring 99%ile in reading and 91%ile in math, you are likely going to have to do a lot of advocacy to get your DS the challenge he needs. If your child has been counting to 10 since they were 2yo, it can be hard to understand that some kids really can't count to 10 when they start K, but there are a lot who can't. If you have the time, volunteering an hour in the classroom during reading or math will also help you get a feel for the other students' abilities and how far of an outlier your DS is. If there are other kids with similar abilities, it will be easier for the teacher to differentiate within the classroom if she's willing. If he's the only one and the rest of the kids are fairly far below his abilities, it gets harder for the teacher to accommodate his needs as well.

It's always frustrating to hear about kids set in rooms waiting only for their 12 minutes of social experience a day. And of course, the handwriting. The two things where there really isn't much instruction on, kooky.

I've imagined a letter I wish my parents would've written along the lines of "Dear teacher... just so we are teaching the same lessons at home as at school, which of these should we be emphasizing... 1) not every child deserves to learn... 2) the reward for doing well is boredom... 3) you do can anything without trying... 27) authority figures are idiots..."

Thanks everyone for your thoughts. Zen scanner- yours made me laugh! Geofizz and Coll, you both had some good ideas to point me in the right direction. Evemomma, hope things start getting better!
As for my email, I was told the teacher would work with him and by Monday (when the new homework comes home), things should be more challenging. I hope so. To be continued, I'm sure...

Love the dream letter! We have one more week with the long term sub and then the real teacher will be back... Everyone's saying get on her right away but I feel like she needs a week to get to know DD. But the sub indicated the real differentiation would kick in with the teacher. It's supposed to be this school's speciality. Excited and glad we'll soon see... Homeschooling just isn't enough for miss social but... The homework has been so silly. Love we homeschool some so we ignore it when we can lol.

OK, I've been inspired. I wrote the principal as email today asking for an acheivement assessment for ds. I need to email the teacher also and let her know I did this, but it's not like the teacher can make that decision. I'm not even sure it'll fly - but my ds is not getting any differentiation in the slightest right now. I get that the teacher is busy, and frankly, my ds is a chameleon (witnessed this at a field trip recently), so I imagine the teacher has no idea where he is academically. And frankly, neither do we. Maybe it will be to no avail, but I can't stand to see ds getting so discouraged about school. He was so excited to 'really' start learning. Our weekends, where most kids would want to be free of books, are filled with the things ds is craving: advanced math work, science topics (g-force was the most recent), and reading. I get that the school can't teach on ds' whim...but I guess I expect SOMETHING.

Update...the principal emailed me to set up a meeting with the teacher, the principal and me. Here we go...

Evemomma-
Good luck! Can't wait to hear about the outcome! Please keep us posted!
I'm worried we may be heading the same direction. We'll see. Yesterday, homework came home. New reading level DRA level 10. It was a joke. Ironically, 1 of the books had a 10 on it, but was (to my best research ability) a 38. My DS read it, only struggling with new words like machinery and definitely comprehended the story. Otherwise, the homework was the same. Spoke to the TA today (she asked how the books worked out), and I explained and told her the types of books he reads at home. His teacher told me today, she would send extra math, but I haven't seen any yet. So, tonight, my husband and I will write the teacher again. On a side note, the harder book atleast gave me some spelling words to work on with DS:)

Good luck with the meeting, here's hoping everyone receives the opportunities they deserve.

Our school program does differentiation fairly well, and they also send home a log sheet to log books read and even the pages read each day. If your schools send home folders, maybe making your own log and recording books read may help illuminate the chasm.

Sounds like progress.


My approach is to work to get the time in school to be spent appropriately. This is hard with kindergarten math. I have politely declined extra homework as a means to differentiate. If they want to send home replacement homework, that's great. I see no reason for my kids to see extra. First and foremost, however, our goal has been to have the time in the classroom be well spent.

Zen Scanner- the log sounds like an interesting idea. Think I may try that. Would you include all the books he reads in a day or just the new one we're reading together? Also, I keep hearing the school differentiates well (with examples), yet for one reason or another, it's not happening for my son:(

geofizz- I agree about additional work. I am not pursuing math right now as we supplement math at home which my son is happy with. I just thought it was interesting the teacher thinks I am, especially since my DS doesn't even think he does math at school. I wonder if he's telling her that? However he was very excited to be able to use the teacher's computer during math time today:) I just want DS to like school and learn something....

Hi Melessa, I'd just include all the books he reads by himself. Seems so many layers to pass through, from state to district to principals to coordinators to teacher. And the teacher is the weakest and strongest link. So far for us the 1st grade teacher seems less intuitive than his K teacher was about challenges. But we had found out from the K teacher she had two gifted sons.

Zen Scanner- I guess it makes sense the K teacher would have more interest, because of her own experiences I'm sure. Hopefully, the 1st grade teacher will recognize your child's needs soon!

Update- DS k teacher said tomorrow he will take a star test for AR placement. I am hoping this will help her to differentiate reading and language arts (even though I was told that's what Map testing would do. sigh) I will be hopeful for now.

Sounds like good progress, Melessa!

We finally have a meeting with ds' teacher and principal. I hope the teacher doesn't feel we usurped her authority. But my questions were assessment-based to determine appropriate work. I'm hoping to get my dh to come also. The principal and teacher are very nice (from my experiences and other reports), but I'm struggling with the scenario that they look at me like I'm crazy to ask for harder work. I need someone else there with me who knows the level of work ds does at home.

Evemomma-
Yay for the meeting! I'm sure if you explain how important it is to dh that he goes, I'm sure he will. I know the feeling of wanting someone there. I have been struggling on and off with not wanting school to think I'm crazy or exaggerating his abilities. Yet, since my dh has realized that ds was different from age mates, he is totally onboard for advocating (which btw didn't happen until homework came home at week 6.) Anyways, I'm sending positive thoughts for your meeting! Keep us posted.

Thanks Melessa!

My dh is planning to go. Ironically, my ds brought home a "reading folder" today with a "b" level stapled book. My ds could've read this book 3 years ago. So...that helped my dh to see how badly we need to get school on board with ds' level.

I have a lot of worry that the school will think I'm crazy too...and I worry that ds tanked his reading assessment thus making me look completely idiotic. I have lost all perspective as to what a typical kindergartener should be doing. I feel totally in the dark.

This week in dd's K-1 room, the youngers are reviewing the middle of the alphabet, finishing writing single digits, and moving on to shapes. They begin individualized reading instruction at the end of October, and from her sister's experience, the sky's the limit in reading then.

There is plenty going on in the room socially, and she's learning to count by 10, 5, and 2's. We are quite happy. But this is a reasonable expectation for a high achieving district. Anything more would probably require acceleration in most places.

Evemomma-
Don't think ds did badly on reading evaluation. I wonder what method the teacher did to send that book home. My ds's teacher did DRA eval, where the student reads to the teacher and she takes notes. The teacher told me that she asked ds to read a level 8, and since he did well, she leveled him as a 10. At least in our case, the teacher and assistant have both told me they know he is above kindergarten level, but they're not sure where his level is. I realize my ds is not the only student, but I'm sure in the teacher 20+ years experience, she has seen this before and/ or would ask someone else for advice/ guidance about what to do with ds. At this point, I am waiting to see what AR level he will fall in, then I will have more objective information to get differentiation in language arts, too. Unless, the teacher realizes he will need that too. For now, I will continue to stay in close contact with the teacher.
This is leading me to wonder if there is anything I can do for next year to prevent (somewhat) dealing with this again. Would it be appropriate to have a chat with the principal? (I know I'm thinking ahead, but that's what I do. Having a plan is a comfort, even if it has to be revised.) any thoughts?

Thanks for the peek into your dd's classroom, ljoy. My ds' class is certainly moving much slower.

Melessa...

Thanks for the encouragement. I don't think (or can't fathom) that ds only qualified for B level reading...but not sure how far she pushed ds to go beyond just a few levels more. From my little knowledge I have...I think ds is reading more at an N. I'm so in the dark how AR works at this school. I know my ds told me that his teacher told him he was the best reader in class (I guess she said this a few weeks ago...that's how much ds could care less about this stuff). I don't care whether ds is the 'best reader' either. I just want him to be able to work at his level and be challenged to advance.

I am so glad that we are meeting with the principal. One of the crazy things about this school (from other moms I know) is that the K curriculum is very slow-moving (as if kids have never had PreK) but that the work gets very intense in 1st grade. Kind of a bummer that they can't find some sort of balance with more challenge in K and an easier transition to first.

I think getting with the principal now and having a "now" plan and a "then" plan would be really helpful. I hate feeling like I'm in the dark. I think the schools around here do an AWFUL job with assessing where their students are coming in. If you don't know where you are, how can you teach? Hmmm...I know the answer. They teach the curriculum no matter what. To the detrimant of the far behind and far ahead.

If I were you, I would ask them how they assess reading and what skills they are looking for when they place a kid instructionally.

What we found with reading at our school is that the initial placement decision is made based on a QRI (qualitative reading inventory) and the reading specialist requires that the kid read the passage out loud to check for decoding errors. I used to administer the QRI and you are supposed to stop read aloud at (I think) a third grade level.

Our kid never went through a stage of reading out loud, and is really uncomfortable doing so, and won't read anything out loud if he thinks it is a test.

so, he made a ton of miscues, but answered all the comprehension questions correctly at a third grade level, and they decided that meant he was instructional at a second grade level for decoding. Except that he reads and comprehends 6-8th grade level texts at home when he reads silently.

thankfully, the gifted specialist believed us and they administered additional tests that backed up our assertion and he is more appropriately placed now.

Thanks for the advice, mom of 1. I know my ds said he had to read a "baby" book ("with only one sentence on each page, Mom!") to his teacher. Not sure if he was offered herder material. DS is an aloud reader - in fact I had yo remind him recently to read to himself!

rofl.... Freud loves ya!

Baaaa....baaaaaa....I smell sheep

Seriously though, I give a global apology for my typing. The Kindle keyboard and auto word correct is awful (but my only option as laptop died).