I need an am I going crazy check here

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Really bright kids don’t need to be told to make up math problems in their free time. Kids whose parents want them to appear bright to their teachers do this, though.

Phew, I wasn’t expecting this tidbit to come in handy, but I thought of it when DC2 on his own decided to do multiplication in fog on the shower door.

Joke all you want - telling your kid to make up math problems in his spare time at school is an obvious way to try to make sure the teacher see your kid is smart. And if the teacher missed it, I’m sure the op would mention at conferences and in the aap application that her kid makes up math problems in his spare time at school. I’m a former teacher. We did a project with real pumpkin seeds for kindergarteners one year. It dealt with counting by 2s with partners. We then worked with tally marks to count by fives the total number of seeds in the class. The last question the kids did on their own was what would you do with all these seeds if you could keep them. One boy scribbled that there were enough seeds for everyone to get 5 and the leftover four would go to the two teachers. (His one sentence showed he was dividing a three digit number that had a remainders. If you say to other kids to just work on math when you’re done, most kindergarters would have something far simpler.

You seemed really fixated on this point. I’m OP and a former teacher too. And I don’t think it’s relevant but the older one was the one doing it on his own accord and when I realized that, I thought, sure great idea, and in passing having learned the idea from him, thrown it out in a list of ideas such as: read, write, draw, or math rather than talking to friends when done with work to HELP the teacher if the teacher ever in passing said one of them was being a little chatty from time to time. And not sure it’s relevant but I don’t bring it up at conferences and to date haven’t done a parent referral for AAP.

Sure, lady, sure.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Really bright kids don’t need to be told to make up math problems in their free time. Kids whose parents want them to appear bright to their teachers do this, though.

Phew, I wasn’t expecting this tidbit to come in handy, but I thought of it when DC2 on his own decided to do multiplication in fog on the shower door.

Joke all you want - telling your kid to make up math problems in his spare time at school is an obvious way to try to make sure the teacher see your kid is smart. And if the teacher missed it, I’m sure the op would mention at conferences and in the aap application that her kid makes up math problems in his spare time at school. I’m a former teacher. We did a project with real pumpkin seeds for kindergarteners one year. It dealt with counting by 2s with partners. We then worked with tally marks to count by fives the total number of seeds in the class. The last question the kids did on their own was what would you do with all these seeds if you could keep them. One boy scribbled that there were enough seeds for everyone to get 5 and the leftover four would go to the two teachers. (His one sentence showed he was dividing a three digit number that had a remainders. If you say to other kids to just work on math when you’re done, most kindergarters would have something far simpler.

You seemed really fixated on this point. I’m OP and a former teacher too. And I don’t think it’s relevant but the older one was the one doing it on his own accord and when I realized that, I thought, sure great idea, and in passing having learned the idea from him, thrown it out in a list of ideas such as: read, write, draw, or math rather than talking to friends when done with work to HELP the teacher if the teacher ever in passing said one of them was being a little chatty from time to time. And not sure it’s relevant but I don’t bring it up at conferences and to date haven’t done a parent referral for AAP.

Sure, lady, sure.

Op again. I like this article on parent / teacher conferences:
https://www.washingtonpost.com/news/parenting/wp/2014/10/13/learn-from-my-mistakes-what-i-wish-i-had-done-to-get-more-out-of-parent-teacher-conferences/?utm_term=.4da42843a4e2

[Anonymous]

Hi, OP - but it is more this type of article that you need: https://www.huffingtonpost.com/laura-lifshitz/enough-with-the-is-my-child-a-geniusgifted-nonsense_b_6910954.html

[Anonymous]

Anonymous wrote:Hi, OP - but it is more this type of article that you need: https://www.huffingtonpost.com/laura-lifshitz/enough-with-the-is-my-child-a-geniusgifted-nonsense_b_6910954.html

Thx

[Anonymous]

I wish our school would be more transparent about AAP/differentiation in the early grades. My child was put in a reading group in K that consisted of kids from other classes, bc he didn't have a peer group in his class. I only knew about the group bc he told me and wasn't confirmed until the p/t conference. In first grade, though he maxed on the DRA and iReady results showed a 4th grade reading level, I have no evidence whatsoever of any AAP services he received the whole year. However, at the end of 1st grade, a letter came home asking for my signature for permission for "Part Time AAP" for 2nd grade. I have no idea what that actually means - pull outs? quarterly meetings with the AART? This is my 3rd child and I have/do ask questions but typically get vague answers from the AART. I get the sense that they are vague on purpose - like they don't want the "labels" or differentiation to be clear/obvious.

[Anonymous]

Anonymous wrote:I wish our school would be more transparent about AAP/differentiation in the early grades. My child was put in a reading group in K that consisted of kids from other classes, bc he didn't have a peer group in his class. I only knew about the group bc he told me and wasn't confirmed until the p/t conference. In first grade, though he maxed on the DRA and iReady results showed a 4th grade reading level, I have no evidence whatsoever of any AAP services he received the whole year. However, at the end of 1st grade, a letter came home asking for my signature for permission for "Part Time AAP" for 2nd grade. I have no idea what that actually means - pull outs? quarterly meetings with the AART? This is my 3rd child and I have/do ask questions but typically get vague answers from the AART. I get the sense that they are vague on purpose - like they don't want the "labels" or differentiation to be clear/obvious.

The iready would not show he was at a fourth grade level. Many people misinterpret the data.

[Anonymous]

There is a chart with scores corresponding to "grade placement". How else would you interpret that?

[Anonymous]

^ A 4th grade who is on grade level in iready and a first grader “at level 4” are both supposed to be instructed with level 4 materials. Thus, it’s fair to say that PP’s kid is reading at a 4th grade level.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I wish our school would be more transparent about AAP/differentiation in the early grades. My child was put in a reading group in K that consisted of kids from other classes, bc he didn't have a peer group in his class. I only knew about the group bc he told me and wasn't confirmed until the p/t conference. In first grade, though he maxed on the DRA and iReady results showed a 4th grade reading level, I have no evidence whatsoever of any AAP services he received the whole year. However, at the end of 1st grade, a letter came home asking for my signature for permission for "Part Time AAP" for 2nd grade. I have no idea what that actually means - pull outs? quarterly meetings with the AART? This is my 3rd child and I have/do ask questions but typically get vague answers from the AART. I get the sense that they are vague on purpose - like they don't want the "labels" or differentiation to be clear/obvious.

The iready would not show he was at a fourth grade level. Many people misinterpret the data.

Yes, but you'll never convince them of that.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I wish our school would be more transparent about AAP/differentiation in the early grades. My child was put in a reading group in K that consisted of kids from other classes, bc he didn't have a peer group in his class. I only knew about the group bc he told me and wasn't confirmed until the p/t conference. In first grade, though he maxed on the DRA and iReady results showed a 4th grade reading level, I have no evidence whatsoever of any AAP services he received the whole year. However, at the end of 1st grade, a letter came home asking for my signature for permission for "Part Time AAP" for 2nd grade. I have no idea what that actually means - pull outs? quarterly meetings with the AART? This is my 3rd child and I have/do ask questions but typically get vague answers from the AART. I get the sense that they are vague on purpose - like they don't want the "labels" or differentiation to be clear/obvious.

The iready would not show he was at a fourth grade level. Many people misinterpret the data.

Yes, but you'll never convince them of that.

Well, then please enlighten us. What else does the grade placement mean if it doesn't mean grade placement? I would love it if they did not only test up to DRA 28 in first grade, to get a truer assessment.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I wish our school would be more transparent about AAP/differentiation in the early grades. My child was put in a reading group in K that consisted of kids from other classes, bc he didn't have a peer group in his class. I only knew about the group bc he told me and wasn't confirmed until the p/t conference. In first grade, though he maxed on the DRA and iReady results showed a 4th grade reading level, I have no evidence whatsoever of any AAP services he received the whole year. However, at the end of 1st grade, a letter came home asking for my signature for permission for "Part Time AAP" for 2nd grade. I have no idea what that actually means - pull outs? quarterly meetings with the AART? This is my 3rd child and I have/do ask questions but typically get vague answers from the AART. I get the sense that they are vague on purpose - like they don't want the "labels" or differentiation to be clear/obvious.

The iready would not show he was at a fourth grade level. Many people misinterpret the data.

Yes, but you'll never convince them of that.

Well, then please enlighten us. What else does the grade placement mean if it doesn't mean grade placement? I would love it if they did not only test up to DRA 28 in first grade, to get a truer assessment.

LOTS of kids hit the ceiling with the DRA. You understand that your child has a large peer group, right? So why would you LOVE this if they did this? Do you think your child would start receiving even more advanced instruction?

[Anonymous]

Lots of kids make DRA 28 at the end of first. Some of those kids would have cleared DRA 38, 40, or even 50 if given the chance. There’s nothing wrong with wanting appropriate instruction if your child is more than 1 year above grade level. Very few first graders score level 4 on iready, so PP’s kid most likely does not have a peer group.

[Anonymous]

OP here (this is my first response in this thread since 7/1), and I haven't thought it about it since then, haha. I'm now fully out of school mode.

It's also somewhat interesting that we are all getting different iReady reports. For my kid who just finished K, the score report only said "Above Level K" or "Max Score" in each section - it didn't otherwise tell me what level it was. (And at my one kid's school, they only gave us the fall iReady report and none for the rest of the year).

To 10:00, I doubt anyone here can tell you what Part Time AAP means - I understand it varies by school.

[Anonymous]

Anonymous wrote:Lots of kids make DRA 28 at the end of first. Some of those kids would have cleared DRA 38, 40, or even 50 if given the chance. There’s nothing wrong with wanting appropriate instruction if your child is more than 1 year above grade level. Very few first graders score level 4 on iready, so PP’s kid most likely does not have a peer group.

Yes, exactly, thank you. Hitting 28 doesn't tell me anything.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Lots of kids make DRA 28 at the end of first. Some of those kids would have cleared DRA 38, 40, or even 50 if given the chance. There’s nothing wrong with wanting appropriate instruction if your child is more than 1 year above grade level. Very few first graders score level 4 on iready, so PP’s kid most likely does not have a peer group.

Yes, exactly, thank you. Hitting 28 doesn't tell me anything.

Translation= I agree with everyone who thinks my child doesn’t have a peer group in intelligence.