Gifted Issues Discussion homepage Forums Parenting and Advocacy Conference this week with a young teacher

Hey friends,

We have a conference this week with DD8 (oops, just turned 9!)'s teacher. I think he is a good teacher, but very young and maybe only in his 3rd year or so. I don't think he knows what to do with DD, who needs more challenge. As long as she finishes her work and doesn't make any problems, she pretty much gets left alone. Consequently, she spends a lot of time daydreaming or feeling like she is repeating work that she already knows well. She keeps a book in her desk to read when she finishes her work early, but that only goes so far.

We are advocating for more challenging reading/language work for her. What are some specific things we could ask for? I'd like to be very clear in communicating her needs and our expectations, acknowledging that this young teacher may be trying his best and simply not have the experience (yet) to know ways to differentiate beyond the groups that already exist. (DD is already in the "advanced" reading group, but they are repeating books that she did on her own a long time ago and she hates it.)

What has worked for you? How did you communicate to the teacher what your child needs? She hasn't been tested, so I don't have many scores (other than her lexile) to show that she needs more. I just have DD's feelings, which I know are legit since she came home from school and asked us to conference with her teacher so he will give her something more challenging/interesting to do.

Any suggestions are greatly appreciated!

Years of experience have little to do with what accommodations can be made. I've met some veteran teachers who don't even believe in gifted children, like they are unicorns.

Being a teacher, I would advise you to make a detailed list of where you want the accommodations. Ask if there is an RTI process in the school. Usually accommodations are made through committees. The RTI process takes some time (two weeks-month) so ideally the teacher will create some short-term accommodations. The Lexile scores should determine the need for more advanced work; however, ask if there are any additional tests the school provides. I would also make sure the teacher knows that your daughter already read the books being used for the reading groups.

Use this meeting to scout out the situation. Depending on the feedback you receive from this meeting you might have to change strategies.

My DS was in this same situation before we switched schools, but math was more of the problem, as his teacher let all the kids read at their own levels. Here are some random thoughts....

Does your school have a GT coordinator? If yes, maybe you can enlist his/her help for ideas. You wouldn't have to reinvent the wheel if they've already used some strategies in the past.

Again, if there's a GT teacher, can your DD be pulled out for individual instruction at the designated reading time? There may be similar kids in other classes who could also join this pullout.

Does your DD have test scores showing what level reader she is? Is there any chance that there is a higher grade that has reading at the same time, and she could go to that class for reading?

If it seems like your DD will need to remain in the classroom, maybe you can ask that she can be excused from the normal reading materials and be given her own group. I wouldn't want her to be completely on her own - I recommend asking that the teacher spend time with her and the skills she's ready to work on.

ETA - I think the teacher being new can work in your favor. Most newer teachers have probably had some recent instruction on differentiation, and also newer teachers may be more open to your suggestions.

Thanks for the replies! Our school does have a GT coordinator but she doesn't believe that DD belongs in GT due to her CogAT score being less than 99th percentile. It's frustrating that they put so much weight on that test, when I know my kid is a daydreamer and doesn't always test well. We have met with the GT coordinator, but haven't gotten anywhere. I'm pretty sure she thinks we are delusional, and it often feels like we are being patronized. At what point, do I play the "overzealous parent" card and insist they put her in GT? (Also, it's just a pull out for one hour a week, so I'm not sure it's worth burning bridges over.) I hadn't thought of asking her for in-classroom accommodations. She might be more willing to hear us if it's a matter of helping her classroom teacher differentiate.

DD's lexile is 1100+, so they know what a strong reader she is. I will definitely ask about some of the accommodations you mentioned. She did tell her teacher that she had already read two of the books from reading group and his response was "Just don't give away the answers to the other kids." Not feeling great about that response, but hoping it was just due to inexperience. Of course, this week he also asked DD why we were coming in for a conference, which I thought was pretty unprofessional. What if she hadn't known about the conference? I had to laugh (and cringe a little) when she told me her answer: "My parents are coming to talk with you because your class is so boring." Oops!

Thanks for the advice! Any other insights are appreciated.