Back to school stress!

Shaun, you are absolutely right about boredom being the gateway to behavioural problems.
Does this school allow children to skip grades? I skipped grade five. It would have been sooner, but I attended a small rural school with only 8 children in my age cohort. We were always attached to the next grade, so I was doing schoolwork that was "above level" anyway.
It will all work out. Trust yourself!
Rose

In fact, I skipped a grade myself. Public schools just seem to frown on that now. In our district, especially, there seems to be a very strong drive to start Kindergarten late! I've been told repeatedly that skipping grades is "harmful" by some in the public schools (not this school), but my DD is as tall as a 2nd grader and pretty assertive besides, so I think she'd manage socially. Moving her to 3rd grade, that's another story!

The thing is, do I throw it out there now and see if we can make that adjustment rather than adjusting to 1st grade and then to 2nd grade, or do I wait and "work the system." I keep hoping that if I approach this right the school will want to serve our family rather than see us as troublemakers.

Urk! Really, my chest tightens and my breathing gets shallow at the merest thought of this.

Shaun
"Home is not the one tame place in a world of adventure; it is the one wild place in a world of rules and set tasks."
   -- G. K. Chesterton

Luckily, our elementary schools still have a gifted program though it doesn't start until 2nd grade. Our middle schools, however, have eliminated the gifted program and replaced it with an "honors program" that accepts all high archiving students, not just the gifted ones. I was told that the speed in those classes is accelerated but not like it was in gifted.

Do you think the school might be receptive to putting all students in one class who scored in the 97th percentile or higher on the standardized tests? (If it doesn't net enough students, the requirement could be lowered somewhat.) There would be no additional cost for testing since all students have to take that test anyway. With all high archiving students in one classroom, the children could be taught at a faster speed, higher level, and/or more in-depth. DD9's current gifted science class is on-level but the children do a lot more projects because less time is spend teaching the subject.

From what I have seen with DD9, the early years (grade K-3) are the most boring for gifted children because the basics are being taught. DD9 has attended gifted math classes since grade 2 and even those bored her at times. Things will get better as soon as the students are required to "read between the lines" and acquire pure knowledge. DD9 is now in 4th grade, and she is taking "real" tests now. Her last science test was all essay questions! Math is only 50% 'new' stuff, 50% applied knowledge. Lots of word and real world problems. Now, that DD9 is getting challenged, she is moaning

Shouldn't it be up to the parent, not the school, what grade the child should be placed in? I know that sounds radical, but if it's supported by your child's test scores I don't see why not.

This entire section of the state not only acts as if high achieving students are a myth, there is a strong "Who do you think you are-Einstein?" mentality when you talk about serving kids at the upper end of the spectrum. And that's what it is-a spectrum! People here just DON'T get that. We have never had any kind of gifted program. Because "Every child is gifted. and It just promotes an elitest attitude in the children and makes them competitive with one another. Besides, the children not eligible for such a program would have their self esteem damaged." AARRGGGHHH! Ok, vent over.

The two things I've had the best luck with in terms of fighting (OK, advocating) for my kids is asking questions and having work samples in my hot little hand.

I made DS15's math teacher break out in hives last year because I had gone to the publisher's website for their math program and found out all kinds of great stuff. When I asked her questions like, "According to the publisher of Core Math, the Core One level is intended for eighth graders. I was wondering why we wait until ninth grade to start it?" and "According to the flow of the courses as currently scheduled, students will have to take all their AP classes as seniors. Do you feel this contributed to the very low success rate our students had on the AP exams last year?" and so on. It throws it back into their court without attacking.

You already have the curriculum, so if you could come up with some work samples showing mastery of those concepts and skills, you have a much better case for a grade-skip. You're right, school don't like them. The main argument is that it's bad for kids socially and emotionally to be with kids who are chronologically older than them. I say that children are so diverse even within a year of age that it really is a moot point. In any first grade class you'll have kids way more mature and kids very immature. I once asked a teacher during a discussion of this very issue, "Am I understanding right that you believe children can only have successful relationships with other children of the same age?"

The other argument is that in the early grades it's the leaps and lags learning style, and they all even out after 3rd grade. MYTH! Try the hoagies gifted website for great reasearch and support on this issue. There's a whole page titled "Grade skipped and successful."

God luck, Shaun, and keep us posted.
-Jo

Wow, I'm shocked. I guess it was a state law that required gifted/talented programs where I grew up and not a federal one like I had thought. I never even questioned that there would be such a program growing up.

Wouldn't it be lovely if we could get all the high-achieving students in higher-end classes so they could learn more like Anna suggested? In the school district I grew up in they would likely have thrown up their hands in disgust and dismissal crying "but that's tracking!" There were AP and honors classes, at least, but anything that smacked of assigning kids to different levels was studiously avoided. (Tracking does have problems, especially for the kids in the lower tracks, but this was a major knee-jerk reaction.) What I really hated was when I ended up spending most of my class time in "groupwork," which really meant I was tutoring the slower students instead of doing my own homework.

Anyway, skipping a grade (or two) sounds like it might be a good solution to the problem. I skipped kindergarten myself, then switched schools, and finally dropped back in everything but reading and math. Rather confusing, but I suppose it worked out in the end. Don't be afraid to be an "annoying" parent if that's what it takes to get your children a good education.

There's a valid reason: Tracking often resulted in all the white kids being in the upper tracks and all the non-white kids being in the lower tracks. And the tracking often had nothing to do with the child's actual intelligence; it was very nearly arbitrary in many cases.

Lynn Siprelle, Editor

I'm not about to claim that racial prejudice no longer exists.

But I think it's a ridiculous excuse for holding back America's top-flight students in school. What an utterly foolish thing to do. We are talking about our nation's future, here.

The fact is, children succeed in so far as they have *parents* behind them. If a parent isn't advocating for his/her child, and holding that child accountable, teachers and administrators can hardly be blamed. They have to operate by the lowest common denominator; they have no choice. But parents do have a choice.

Strong students come from strong homes...not even necessarily two-parent homes, either. Schools are no stronger than the homes that produce their students.

If an illiterate mother can bring up a pediatric neurosurgeon, then the average parent has NO EXCUSE. It's parents who are key to our education system, not the system itself.

http://was4.hewitt.com/hewitt/resource/rptspubs/hewitt_magazine/vol7_iss...

If I were you, Shaun, I would do whatever I had to.

"We teach to the middle" is what I used to hear. It drove me crazy because you've got the higher end bored to tears and the lower end frustrated because they haven't a clue what is going on.

DS had a wonderful teacher in 2nd grade that pushed the kids to their limits. She didn't believe in "play" work . .coloring, drawing, etc. but rather she had work for them to do during the normally idle times, such as when they entered the classroom in the morning. They put their books away and instead of sitting twiddling their thumbs until every one arrived, or coloring, she had a little strip of paper with 10 math problems on it. They had something productive to do while she settled in and her room wasn't chaos. She had the kids doing 3 different types of math that year (Saxon, Silver-Burdett & I don't remember the other one). Much of the work was the same as my daughter was doing in 4th grade.

Some parents hated her. I loved her. My kid got more from that year in her room than any other year at school. Well, sorry, thats my long way around saying you might ask your daughter's teacher to keep some more advanced worksheets in various subjects to keep her busy when she is obviously bored.

Our school has had talented/gifted classes at times but it hasn't been available for some years now.

I find it ludicrous that they have qualms about moving the children up because most places sure don't mind holding them back which still comes up with the same end result of being in class with kids not their own age. My kids have students in their class that are 2 years older. . .way too much age difference at certain points in their lives.

On the other hand, my sister was put up a grade and I remember the problems came when she was of dating age, etc. All her classmates could date, go to dances, etc. when she wasn't allowed. Putting them up; holding them back; offering no challenge; it all comes with a price.

Check this out! Here's a link on the subject of shorter books for students. . .a quote from the article:

"Lawmakers voted Thursday to ban school districts from purchasing textbooks longer that 200 pages."

What the H E double L???

http://www.sacbee.com/content/news/education/v-print/story/12962144p-138...

Smaller Texts:
I don't think this is a bad idea at all! Text books most often offer a limited perspective on a subject. Students, especially in secondary education, need to view texts a one source of information...not the difinitive source of information. Texts in literateure and Social Studies usually offer only a mainstream, majority view. Students need to be exposed to resources and information from a variety of sources. They need access to multicultural and minority-produced works, expecially those that come from or represent their own cultural, ethnic, and/or racial heritage. They also need the skills to evaluate the validity of a source...especially in today's society of a million-and-one experts on anything. To be honest, I think textbooks are one of the least effective tools for education and too many teachers just plod through from beginning to end: "Read chapter 3, answer the questions at the end, there will be a vocabulary test on Friday..." BLEH! Forcing teachers to use texts as a only a supplement to learning and giving students access to real-word resources is, IMHO, a great idea.

As to the idea that teachers have no choice except to teach to the lowest, common denominator...that too, IMHO, is bull. There are an UNLIMITED number of resources available to teachers to assist in designing differentiated curriculum in the classroom. What it does take, though, is time, energy, and money...which for most teachers are all in short supply. I cannot imagine being the teacher of an obviously gifted or advanced student and being resistant to a parent's (sincere and noncritical)offer of help in finding and/or utilizing the availble information to enrich the activities of more advanced students.

Shaun, meet with your DDs teacher. Keep in mind, though that in the first week of school, most 1st grade classes are still working on logistics and procedures (what do I do with my lunch money...how to I find my bus, how to line up for recess etc.) Find out when she will be doing assessments (should be soon) and then offer to meet with the teacher and the guidance counselor/psychologist to create a plan for your DD. I know you wouldn't go in with a harsh attitude, just remember that the vast majority of teachers will LOVE your child and want her to have the best possible education! The teacher probably wants to be an OUTSTANDING educator for every child. Unfortunately...that is more than most of us would ever be able to do without more money for resources and more support staff. (...not to mention support from the government for programs that produce learning experiences and not statistics! ...guess how I feel about NCLB??? )

Definitly be an avocate for your DD, Shaun, but engage the teacher as an ally as much as possible...I bet she will truly want (and will do her best to accommodate) whatever will be best for your DD. Realistically speaking, there may be administrative limits on what your child's teacher is allowed to do. If that is the case, get out the big guns, head to the school board, and GIVE 'EM H**L!

Blessings,
Lenora
"...if woman's work is never done, why bother about how much of it [isn't] getting done at any given moment?"
~ Claire Fraser in The Fiery Cross by Diana Gabaldon
(Book 6 in the Outlander series is due Sept.27!)

"As to the idea that teachers have no choice except to teach to the lowest, common denominator...that too, IMHO, is bull. There are an UNLIMITED number of resources available to teachers to assist in designing differentiated curriculum in the classroom. What it does take, though, is time, energy, and money...which for most teachers are all in short supply. "

I should have said that what they teach to is the test. At least the teachers around here; I've heard them say it themselves. It's out of an honorable impulse. Of course they want their students to do well for the student's sake, not only for the sake of stats. It predates NCLB, too. I think NCLB has exacerbated the problem, but schools (and states) have long been ranked by how well their students do on standardized tests. I can't imagine having much time outside of test prep to individualize instruction.

But it can be done without much expense. I say that because most homeschoolers aren't wealthy and they do it all the time. I've often wondered why local schools don't hire successful homeschoolers as curriculum consultants. There is so much available besides the standard classroom texts! $50, tops, will get a homeschooler a spelling program that is adaptable to any age, any grade, any learning style, and can be coordinated with any language program. It's fully individualized; the student is placed on his own level and studies only the words he misses on the test. It's the only $ you spend on spelling between 3rd and 12th grades. Why can't schools use something like that? Because the students wouldn't all be placed at the same spot in the spelling lists, that's why. How is the teacher going to administer several different levels of spelling tests in one period? It's not money, it's logistics. The state's approach is simply not the most effective way to educate individual, unique human beings, that's all.

I educate my children (2 elementary, one K) for under $300 per year. Time and energy I can see being problems when you have a classroom of 30 you are responsible for, and monolithic beauraucracy is another problem (I'd say it discourages thinking out of the box when you develop a scope & sequence or "standards of learning" that are supposed to fit every child in every school in the state).

But the problem can't be funding or DH and I would long since have been disqualified from teaching our children, as we don't have any to speak of.

Getting back to what Shaun said in her first post. I've been dealing with that too with my DD6. I had a couple parents calling me about the ease of the first words on the spelling test for our first graders. But I think that the first few weeks of school is always review and to see where the kids are at first. New teachers just want to get a feel of things and where each student is. Especially the teacher at our school, as she is really a first year teacher fresh out of college. I feel confident that things are going to even out more as everyone gets settled into the new routines and all.

We have parent/teacher conferences on Tuesday (already!!), and I'm sure I'll find out more of what is going on then. And if I think she isn't being challenged enough, then I can always do other things at home, too. We don't have a big school with the luxury of a gifted program. And I don't like the idea of homeschooling alone for our family (I KNOW it's not for us for many different reasons). Being the about the youngest children in their classes (may and june birthdays), I don't like the skip-a-grade idea, either. So, I'll just deal with it as it comes.

Oh Shaun! I know, I know! I have a fifth grade DS who reminds me so much of your daughter as I have lurked over the years and read the stories you tell.

I don't have any answers. I think you said in a different thread a while ago you just have to take it year by year, teacher by teacher. It's what we do too.

But I just wanted to chime in and repeat to you what my mom says to me everytime I struggle and question, and that is: because you are worried and involved and intense your daughter won't end up in that box by third grade! You are a great mom who won't let her slide through the cracks. Hang in and hang on!

You are doing an awesome job as a mom even on the days you don't make dinner!

Just wanted to throw in my encouragement and atta boys!

Kelly

I really appreciate all your responses and encouragement. The hardest part for me is that DD6 just isn't that excited about school this year, and it makes me so sad! But I have to remember that I chose this school really carefully -- I loved the principal, and parents have told me (with great consistency), that they love all the teachers in every grade "except one." Since that "one" seems to be the same person for each parent and she is teaching a different 1st grade this year, I think we've dodged her! I just so want to see Sophie having the same excitement about school that she did last year, and I feel like I would do just about anything to make it happen, preferably right this instant! If she were loving school I could deal with the rest of it a bit more calmly.

(I should note, she still wants to go to school. She just rates it as "OK" rather than "good" or "great.")

Anyway, I've been glad to check in with you guys over the weekend as I've eagerly awaited my chance to set up a meeting with her teacher on Monday. Thanks!

Shaun
"Home is not the one tame place in a world of adventure; it is the one wild place in a world of rules and set tasks."
   -- G. K. Chesterton