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This is exactly where I'm at. We have had DS7 skip a grade and more to a private school and finally it is ok. But I want his education to be more than just "ok." I think we are going to stick it out the rest of this year and then we will begin homeschooling. I have been reading the book Creative Home Schooling - A Resource Guide for Smart Families by Lisa Rivero. I have gotten a lot of great ideas to get us started. I highly recommend the book if you homeschool or are tossing around the idea.

I already see a regression/lack of excitement within my son after only 1.5 years in school and I just want to get that spark back in him. So, I guess homeschooling will be our next adventure... wish me luck! ;-)

I actually think that is a good idea when looking at full grade skips and especially in the early years of elementary. There are a lot of bright kids, who aren't really candidates for grade skips long term, who work at least a grade above level in many areas.

For example looking at MAPS norms, say you've got a 1st grader who is performing at the level of a typical 2nd grader in reading and math (50th percentile for 2nd grade at the start of 1st grade). That kid would only be at the 87th percentile as compared to fall 1st graders in math and 89th percentile as compared to fall 1st graders in reading. At the end of the year (spring) performing at the 50th percentile for a 2nd grader would be the same at performing at the 83rd percentile (math) and 81st percentile (reading) in 1st grade. Those are strong scores, but not "grade skip" strong, IMHO.

So, this saga has just got much worse in my eyes for ds5.

My ds is still being sent home these easy reader book, because he is not (and will not) memorize them. I have tried telling him that this is a school requirement, but he is starting to get angry about it. The other inconsistency about his teacher's perception of ds lack of comprehension is AR level is 3 rd grade, and was "allowed" to check out a 4.2 AR level book (which he reads and understand fine btw).

Problem #2, I volunteered in his class yesterday and she rearranged the groups (supposed to be grouped by ability). He is now in LA group with kids just learning to read and math group with kids who can't add. What? I do not know 100% that the new groups are ability based, but that's what we've been told. How could you think a kid with MAP scores 97-98% (and teacher tells me she thinks he would score higher if he didnt "race" through the test) belong in a group of kids not even close to where he is. Btw, his old group is the same kids minus him.

I spoke to my dh at length last night, so he's going to come to a parent/ teacher conference with me as soon as I can get a date from her. I'm glad to have a united front and he is better at advocating without being confrontational (I get mad). Yet, I am worried (as is my dh) that this meeting is not going to go well. I do think ds teacher is very similar to someone HowlerKarma spoke of- focusing on ridiculous "weaknesses". This is NOT where I'd hope to be right now.

Wow, that sounds like she either rearranged with the idea of him being a "helper" with the kids who are just learning (best case scenario and still not right for your ds) or that she is being vindictive and passive aggressive by moving him to an easier grouping when you ask for acceleration.

My neighbor did come up with the 1 answer that would be acceptable. If in using the MAP breakdown, the other children and he are all ready to learn the current topic. Yet, she and I agree this is very unlikely. I'm afraid the teacher is being passive aggressive. Not nice.

I really hope that it doesn't turn out to passive aggressive/vindictive in nature. This is one of my biggest fears in this whole advocacy thing. It is so not fair to the kid in these instances.

Will DS actually tell you what goes on in school? He might have an idea about what is happening. If he is anything like my DS it might just be a lost cause.

Has you DH been involved previously? Mine hasn't but I'm thinking of bringing him in. I agree with the idea of a united front. DH and I go about things in such a different way that I worry about exactly how productive it will be. I'll be looking for the update on how it goes.

I really wish that those of us in extremely similar situations lived near each other. It would be great to have in person support!

Oh dear.

Well, there is a third possibility, which is that the teacher sees a deficiency that she is attempting to remediate with such a placement. I know, I know-- but go with me for a sec, here.

Timmy is so strong academically that he really doesn't have anything much to learn ACADEMICALLY from the curriculum for the rest of the year... Hmmm... what could he learn in my classroom? Well, he's certainly come a long with with understanding and following directions, and with group work...

I wonder if he could learn better social skills? How could I challenge him to do that?


Just a thought.

I'm not for a moment saying that this strategy is anything like "appropriate" particularly since it wasn't discussed with you at all. However, it's easy for me to see how a placement as a "helper" (?) in a group with significant academic challenges WOULD be a considerable challenge-- socially-- for a young HG+ child.

I'm a little concerned that this particular challenge may teach such a child that s/he should DUMB DOWN, though, which probably isn't what the teacher intended. The other unintended consequence of that strategy might well be to teach that school is a place for SOCIAL rather than academic learning, and that perfectionism is the only academic challenge available.

Food for thought before your conference, I hope. Good luck!

HK-
Thanks for the thought. I'll be very interested to see what the teacher has to say.

I also see a meeting with the principal in my very near future.

To be continued....

Eibbed- ds is not a great historian about school. I do know he's not fond of his teacher and seemed very confused that his group had changed. I found it interesting to receive a note yesterday saying Ds was disruptive and I needed to review the rules with him.

Dh has not gone to any parent/ teacher conferences yet, because we have a younger child also. He has helped me with emails though. However, now he realizes I need help and he wants school to know he's an actively concerned parent too.

Now, I just need a date to get things going.

So, I have a date- next Wednesday with ds teacher and the instructional coach. Need to research and understand what an instructional coach is.

The teacher said she changed his DRA comprehension books to 14+ 16 (he was leveled badly a 10 back in October. She had him read an 8- did fine, so said 10. Btw, need to look what this equates to, because AR level is 3rd grade.)

Teacher also said she wanted all questions in advance. So, we will mention the new grouping rationale and how to proceed.

I feel nervous, but dh thinks this is good. Hopefully, it will be.
And it continues...