pretty much no communication, really: no reports sent home ever, one parent-teacher conference at the end of the year, no assessments, no letters, nothing.
Some preschools do send home a small checklist-type note each day. It may be a 4-up form (one quarter of a regular 8-1/2"x11" sheet of paper, so that 4 print per page). Some create a monthly newsletter with a "theme" of the month, news of any field trips, new equipment, volunteer schedule, birthdays, material donation requests, etc. A progress report, evaluation form, or chart of activities may come home on a regular basis or when filled.
Preschools may state these practices in their sales or promotional materials, on their websites, etc.
If each child's daily form and activity tracking form are kept on a clipboard in their cubby, for example, it does not take much time for the teachers to check off (or apply stickers to) pertinent categories on each child's forms.
Thoughts on how to approach?
You may wish to brainstorm at home as to the things you'd appreciate knowing about your child's day on a daily basis... and draft a small half-sheet or 4-up checklist type of form at home.
What might you like to be aware of on a weekly or monthly basis, possibly in a newsletter format?
How frequently would you like to be made aware of what curriculum activities your child is working on... can you envision what a checklist or grid form for that would look like? How many days would it have space for...? a week? a month? two months? How many curriculum activities might be listed, to be checked off for each day that he works on them?
And I am left wondering why I haven't been told about it before.
In a way, your child's school may have this sentiment in common with you. They may be surprised to learn that communications have been inadequate. It is possible that for some parents no news is good news.
Some may say that a
gentle approach for advocacy in this situation may be to apologize that it appeared the teachers may have felt unsuccessful because your son was disinterested in the phonics 1 level workbook... you don't want them to feel bad... that you'd be glad to know of any difficulties they may be experiencing with your child, your child is so very fond of the teacher(s), happy in his/her/their care, etc... that some find little checklist forms like this handy for a quick daily communication... what are their thoughts? Point being to communicate support, empathy, partnership, problem-solving, satisfaction/happiness with other aspects of their care, offer an idea and solicit their feedback/input... not communicate anger, disappointment, defensiveness, demanding/demeaning, or other negative emotion. Because you are the expert on your child and your situation and these thoughts are but a quick response after reading a post, you may wish to give some thought as to whether this approach may be well-received, and if so, who may be the best point of initial contact...? A teacher? Administrator? After establishing good will and a rapport, you may wish to offer your observation as to why your child may not have shown interest in completing phonics 1, and inquire as to what level may match his demonstrated ability.
Just my 2 cents. YMMV.
