Asking how your kid compares to classmates

[Anonymous]

Upon request, I have given parents the grade level average score of a particular assessment. Of course, I only do this if the score is easily available (such as an online SOL practice).

[Anonymous]

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Anonymous wrote:Why do parents want to know this kind of information?

The important thing is for your child to be learning. Why so much interest in how other kids are doing? In what way does the rate at which other kids are learning affect your child?

Duh, you want to make sure your kid is doing OK. Not a big deal.

So that their child will have a peer reading group and generally peers on their level, or at least grade level. So that they know the teacher is not overburdened trying to catch up a ton of below-grade kids and no time for the kids who are above grade. That is our situation and it sucks.

Every school has kids below level, on level and above level. I taught in one of the wealthiest schools in the country and I had two groups of below grade level students in guided reading. I still did guided reading with my on level and above level groups and had extension centers for those above.

So I'm really trying to understand the point of showing every parent the chart of the class. Unless it's trying to create competition. Or trying to "motivate" lower students?

I think it's to spare the teachers the work of making a chart for every student. But I think it's a privacy violation still, and the high-performing kids' parents always get distressed when they realize that the bulk of the class is below grade level and therefore the group lessons are too.

I'm a parent of high performing kids in a school where many are not above grade level. There is a good set of differentiated learning combined with a small class size.

The charts tell me that my kid isn't alone as high performing, and instead there's a small but big enough cohort to support differentiated groups. Out of a class of 15, about a quarter is doing much better.

+1. I'm very glad to get a general report on the class as a whole and where my kid fits in for this reason exactly.

this is bs. differentiation in K would be educational malpractice

That's funny, because every school I've looked at, public and private, does it. Some kids are not yet reading, some are starting to read, some are reading fluently, and some are reading above grade level. Differentiation is critical in K.

Based on your response and other there is a lot of misunderstanding about ECE education. None of what is being described would qualify as "differentiation". There is a wide range of normal development which can be supported without labeling or sorting kids unnecessarily.

Some of you are so insecure and desperate for validation through your kids. K is mostly for socialization and play. At most the academic piece is prep for 1st grade

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why do parents want to know this kind of information?

The important thing is for your child to be learning. Why so much interest in how other kids are doing? In what way does the rate at which other kids are learning affect your child?

Duh, you want to make sure your kid is doing OK. Not a big deal.

So that their child will have a peer reading group and generally peers on their level, or at least grade level. So that they know the teacher is not overburdened trying to catch up a ton of below-grade kids and no time for the kids who are above grade. That is our situation and it sucks.

Every school has kids below level, on level and above level. I taught in one of the wealthiest schools in the country and I had two groups of below grade level students in guided reading. I still did guided reading with my on level and above level groups and had extension centers for those above.

So I'm really trying to understand the point of showing every parent the chart of the class. Unless it's trying to create competition. Or trying to "motivate" lower students?

I think it's to spare the teachers the work of making a chart for every student. But I think it's a privacy violation still, and the high-performing kids' parents always get distressed when they realize that the bulk of the class is below grade level and therefore the group lessons are too.

I'm a parent of high performing kids in a school where many are not above grade level. There is a good set of differentiated learning combined with a small class size.

The charts tell me that my kid isn't alone as high performing, and instead there's a small but big enough cohort to support differentiated groups. Out of a class of 15, about a quarter is doing much better.

+1. I'm very glad to get a general report on the class as a whole and where my kid fits in for this reason exactly.

this is bs. differentiation in K would be educational malpractice

That's funny, because every school I've looked at, public and private, does it. Some kids are not yet reading, some are starting to read, some are reading fluently, and some are reading above grade level. Differentiation is critical in K.

Based on your response and other there is a lot of misunderstanding about ECE education. None of what is being described would qualify as "differentiation". There is a wide range of normal development which can be supported without labeling or sorting kids unnecessarily.

Some of you are so insecure and desperate for validation through your kids. K is mostly for socialization and play. At most the academic piece is prep for 1st grade

I wish! How did you miss that "K is the new 1st Grade"?! I currently have children in K and 1 and the K's spend just as much time on academics.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Our Kindergarten teacher showed us bar charts to show exactly where our child stood in relation to the whole class!

Wow. As a teacher I’d never do this.

My children’s teachers did it in relation to national scores. One teacher admitted he was generally uninterested in my child because his performance is tied to improved scores. My child’s score was too high to show improvement so he basically said he was focusing on other kids. I found this amusing. Refreshingly honest!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Our Kindergarten teacher showed us bar charts to show exactly where our child stood in relation to the whole class!

Wow. As a teacher I’d never do this.

My children’s teachers did it in relation to national scores. One teacher admitted he was generally uninterested in my child because his performance is tied to improved scores. My child’s score was too high to show improvement so he basically said he was focusing on other kids. I found this amusing. Refreshingly honest!

Oh but my kids are in upper grades, not K.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why do parents want to know this kind of information?

The important thing is for your child to be learning. Why so much interest in how other kids are doing? In what way does the rate at which other kids are learning affect your child?

Duh, you want to make sure your kid is doing OK. Not a big deal.

So that their child will have a peer reading group and generally peers on their level, or at least grade level. So that they know the teacher is not overburdened trying to catch up a ton of below-grade kids and no time for the kids who are above grade. That is our situation and it sucks.

Every school has kids below level, on level and above level. I taught in one of the wealthiest schools in the country and I had two groups of below grade level students in guided reading. I still did guided reading with my on level and above level groups and had extension centers for those above.

So I'm really trying to understand the point of showing every parent the chart of the class. Unless it's trying to create competition. Or trying to "motivate" lower students?

I think it's to spare the teachers the work of making a chart for every student. But I think it's a privacy violation still, and the high-performing kids' parents always get distressed when they realize that the bulk of the class is below grade level and therefore the group lessons are too.

I'm a parent of high performing kids in a school where many are not above grade level. There is a good set of differentiated learning combined with a small class size.

The charts tell me that my kid isn't alone as high performing, and instead there's a small but big enough cohort to support differentiated groups. Out of a class of 15, about a quarter is doing much better.

+1. I'm very glad to get a general report on the class as a whole and where my kid fits in for this reason exactly.

this is bs. differentiation in K would be educational malpractice

That's funny, because every school I've looked at, public and private, does it. Some kids are not yet reading, some are starting to read, some are reading fluently, and some are reading above grade level. Differentiation is critical in K.

Based on your response and other there is a lot of misunderstanding about ECE education. None of what is being described would qualify as "differentiation". There is a wide range of normal development which can be supported without labeling or sorting kids unnecessarily.

Some of you are so insecure and desperate for validation through your kids. K is mostly for socialization and play. At most the academic piece is prep for 1st grade

I wish! How did you miss that "K is the new 1st Grade"?! I currently have children in K and 1 and the K's spend just as much time on academics.

That’s sad! All these pushy parents riding their kids to overachieving are really just burning their kids out.

[Anonymous]

No UMC parent would have their kid in DCPS unless there is differentiation and a significant cohort of advanced students

It's time to pull back the curtain and let people know what is really going on

And yes its true if your kid is high performing they are generally going to be ignored in favor or focusing on lower kids to close the achievement gap. Focusing on higher performing kids makes the achievement gap worse.

This is why UMC of ALL RACES continue to bail on DCPS

[Anonymous]

Anonymous wrote:You all are making the argument on why the teacher should give parents the class comparison data. Parents should be able to decide if the gaps are too wide in the class for their kid to have an enriching experience.

Ugh, this is really a too-precious viewpoint. And I'm sure you'll be unhappy when you move to whatever school you feel is "enriching" enough and your kid is now ... average.

Let kids be kids. You might be surprised how much your kid is actually enjoying the school and classroom that you deem has "gaps too wide."

[Anonymous]

Anonymous wrote:No UMC parent would have their kid in DCPS unless there is differentiation and a significant cohort of advanced students

It's time to pull back the curtain and let people know what is really going on

And yes its true if your kid is high performing they are generally going to be ignored in favor or focusing on lower kids to close the achievement gap. Focusing on higher performing kids makes the achievement gap worse.

This is why UMC of ALL RACES continue to bail on DCPS

So many problems with this statement.

Signed, UMC, dual-Ivy family with a DCPS child who is in the bottom 1/3 of the K class based on assessments.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why do parents want to know this kind of information?

The important thing is for your child to be learning. Why so much interest in how other kids are doing? In what way does the rate at which other kids are learning affect your child?

Duh, you want to make sure your kid is doing OK. Not a big deal.

So that their child will have a peer reading group and generally peers on their level, or at least grade level. So that they know the teacher is not overburdened trying to catch up a ton of below-grade kids and no time for the kids who are above grade. That is our situation and it sucks.

Every school has kids below level, on level and above level. I taught in one of the wealthiest schools in the country and I had two groups of below grade level students in guided reading. I still did guided reading with my on level and above level groups and had extension centers for those above.

So I'm really trying to understand the point of showing every parent the chart of the class. Unless it's trying to create competition. Or trying to "motivate" lower students?

I think it's to spare the teachers the work of making a chart for every student. But I think it's a privacy violation still, and the high-performing kids' parents always get distressed when they realize that the bulk of the class is below grade level and therefore the group lessons are too.

I'm a parent of high performing kids in a school where many are not above grade level. There is a good set of differentiated learning combined with a small class size.

The charts tell me that my kid isn't alone as high performing, and instead there's a small but big enough cohort to support differentiated groups. Out of a class of 15, about a quarter is doing much better.

+1. I'm very glad to get a general report on the class as a whole and where my kid fits in for this reason exactly.

this is bs. differentiation in K would be educational malpractice

That's funny, because every school I've looked at, public and private, does it. Some kids are not yet reading, some are starting to read, some are reading fluently, and some are reading above grade level. Differentiation is critical in K.

Based on your response and other there is a lot of misunderstanding about ECE education. None of what is being described would qualify as "differentiation". There is a wide range of normal development which can be supported without labeling or sorting kids unnecessarily.

Some of you are so insecure and desperate for validation through your kids. K is mostly for socialization and play. At most the academic piece is prep for 1st grade

I wish! How did you miss that "K is the new 1st Grade"?! I currently have children in K and 1 and the K's spend just as much time on academics.

That’s sad! All these pushy parents riding their kids to overachieving are really just burning their kids out.

I don't blame the parents. I blame politicians and Ed Reformers and Core Curriculum and the testing culture -- all those who insist that even in ECE you have to be learning very specific academics to be ready for the testing that kicks in at 3rd grade.

[Anonymous]

Anonymous wrote:

Anonymous wrote:No UMC parent would have their kid in DCPS unless there is differentiation and a significant cohort of advanced students

It's time to pull back the curtain and let people know what is really going on

And yes its true if your kid is high performing they are generally going to be ignored in favor or focusing on lower kids to close the achievement gap. Focusing on higher performing kids makes the achievement gap worse.

This is why UMC of ALL RACES continue to bail on DCPS

So many problems with this statement.

Signed, UMC, dual-Ivy family with a DCPS child who is in the bottom 1/3 of the K class based on assessments.

no shit. UMC, multi-graduate degree parents with child near the bottom of 2nd grade based on nationally normed assessment data. The idea that if you are UMC you will have an advanced learner who will be bored and ignored in public school is the fantasy of PK parents. Not enough remediation is happening at my child's school so we are turning to private tutoring (because we can - god help the families that can't).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why do parents want to know this kind of information?

The important thing is for your child to be learning. Why so much interest in how other kids are doing? In what way does the rate at which other kids are learning affect your child?

Duh, you want to make sure your kid is doing OK. Not a big deal.

So that their child will have a peer reading group and generally peers on their level, or at least grade level. So that they know the teacher is not overburdened trying to catch up a ton of below-grade kids and no time for the kids who are above grade. That is our situation and it sucks.

Every school has kids below level, on level and above level. I taught in one of the wealthiest schools in the country and I had two groups of below grade level students in guided reading. I still did guided reading with my on level and above level groups and had extension centers for those above.

So I'm really trying to understand the point of showing every parent the chart of the class. Unless it's trying to create competition. Or trying to "motivate" lower students?

I think it's to spare the teachers the work of making a chart for every student. But I think it's a privacy violation still, and the high-performing kids' parents always get distressed when they realize that the bulk of the class is below grade level and therefore the group lessons are too.

I'm a parent of high performing kids in a school where many are not above grade level. There is a good set of differentiated learning combined with a small class size.

The charts tell me that my kid isn't alone as high performing, and instead there's a small but big enough cohort to support differentiated groups. Out of a class of 15, about a quarter is doing much better.

+1. I'm very glad to get a general report on the class as a whole and where my kid fits in for this reason exactly.

this is bs. differentiation in K would be educational malpractice

That's funny, because every school I've looked at, public and private, does it. Some kids are not yet reading, some are starting to read, some are reading fluently, and some are reading above grade level. Differentiation is critical in K.

Based on your response and other there is a lot of misunderstanding about ECE education. None of what is being described would qualify as "differentiation". There is a wide range of normal development which can be supported without labeling or sorting kids unnecessarily.

Some of you are so insecure and desperate for validation through your kids. K is mostly for socialization and play. At most the academic piece is prep for 1st grade

I wish! How did you miss that "K is the new 1st Grade"?! I currently have children in K and 1 and the K's spend just as much time on academics.

That’s sad! All these pushy parents riding their kids to overachieving are really just burning their kids out.

I don't blame the parents. I blame politicians and Ed Reformers and Core Curriculum and the testing culture -- all those who insist that even in ECE you have to be learning very specific academics to be ready for the testing that kicks in at 3rd grade.

Eh. The truth is in the middle. While I would like it if the kids had more time to play, I can see the point in being very serious about literacy starting in K, especially in a place like DC with a large percentage of at-risk kids. Kids can learn a lot in K, so it's a missed opportunity not to get them working on reading and writing right away. And it does not necessarily have to be in a way that's not fun or engaging for them!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why do parents want to know this kind of information?

The important thing is for your child to be learning. Why so much interest in how other kids are doing? In what way does the rate at which other kids are learning affect your child?

Duh, you want to make sure your kid is doing OK. Not a big deal.

So that their child will have a peer reading group and generally peers on their level, or at least grade level. So that they know the teacher is not overburdened trying to catch up a ton of below-grade kids and no time for the kids who are above grade. That is our situation and it sucks.

Every school has kids below level, on level and above level. I taught in one of the wealthiest schools in the country and I had two groups of below grade level students in guided reading. I still did guided reading with my on level and above level groups and had extension centers for those above.

So I'm really trying to understand the point of showing every parent the chart of the class. Unless it's trying to create competition. Or trying to "motivate" lower students?

I think it's to spare the teachers the work of making a chart for every student. But I think it's a privacy violation still, and the high-performing kids' parents always get distressed when they realize that the bulk of the class is below grade level and therefore the group lessons are too.

I'm a parent of high performing kids in a school where many are not above grade level. There is a good set of differentiated learning combined with a small class size.

The charts tell me that my kid isn't alone as high performing, and instead there's a small but big enough cohort to support differentiated groups. Out of a class of 15, about a quarter is doing much better.

+1. I'm very glad to get a general report on the class as a whole and where my kid fits in for this reason exactly.

this is bs. differentiation in K would be educational malpractice

That's funny, because every school I've looked at, public and private, does it. Some kids are not yet reading, some are starting to read, some are reading fluently, and some are reading above grade level. Differentiation is critical in K.

Based on your response and other there is a lot of misunderstanding about ECE education. None of what is being described would qualify as "differentiation". There is a wide range of normal development which can be supported without labeling or sorting kids unnecessarily.

Some of you are so insecure and desperate for validation through your kids. K is mostly for socialization and play. At most the academic piece is prep for 1st grade

I wish! How did you miss that "K is the new 1st Grade"?! I currently have children in K and 1 and the K's spend just as much time on academics.

That’s sad! All these pushy parents riding their kids to overachieving are really just burning their kids out.

(1) Wanting your child to be taught based on where they are is not necessarily pushing a kid to overachieve or seeking validation through their kids. My kid reads at a second-grade level in K. We didn't "push" that, she just does it because she loves books and reading. It would be a waste of time for her to spend her K year learning the sounds that the letters make and learning to decode CVC words. By being placed in a reading group with other kids who are also reading above grade level, she is able to continue to develop her skills at an appropriate pace, rather than stagnating. Other kids are able to develop their skills based on where they are. The teacher also does whole-class literacy activities that are appropriate for all levels.

(2) Maybe what the schools are doing isn't technically "differentiation," but that's what they call it when you ask them how they deal with the naturally wide range of ability in kindergarten students. I don't know what it's supposed to refer to, I only know how people are using it.

(3) People have children in grades other than K.

[Anonymous]

Anonymous wrote:No UMC parent would have their kid in DCPS unless there is differentiation and a significant cohort of advanced students

It's time to pull back the curtain and let people know what is really going on

And yes its true if your kid is high performing they are generally going to be ignored in favor or focusing on lower kids to close the achievement gap. Focusing on higher performing kids makes the achievement gap worse.

This is why UMC of ALL RACES continue to bail on DCPS

Well I am bailing from private because they don’t do enough differentiation. Teacher told me to go public! Hence why I am on this board. I don’t think UMC parents understand that privates schools are not gifted schools. Privates are rich people school who give financial aid in the name of diversity.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why do parents want to know this kind of information?

The important thing is for your child to be learning. Why so much interest in how other kids are doing? In what way does the rate at which other kids are learning affect your child?

Duh, you want to make sure your kid is doing OK. Not a big deal.

So that their child will have a peer reading group and generally peers on their level, or at least grade level. So that they know the teacher is not overburdened trying to catch up a ton of below-grade kids and no time for the kids who are above grade. That is our situation and it sucks.

Every school has kids below level, on level and above level. I taught in one of the wealthiest schools in the country and I had two groups of below grade level students in guided reading. I still did guided reading with my on level and above level groups and had extension centers for those above.

So I'm really trying to understand the point of showing every parent the chart of the class. Unless it's trying to create competition. Or trying to "motivate" lower students?

I think it's to spare the teachers the work of making a chart for every student. But I think it's a privacy violation still, and the high-performing kids' parents always get distressed when they realize that the bulk of the class is below grade level and therefore the group lessons are too.

I'm a parent of high performing kids in a school where many are not above grade level. There is a good set of differentiated learning combined with a small class size.

The charts tell me that my kid isn't alone as high performing, and instead there's a small but big enough cohort to support differentiated groups. Out of a class of 15, about a quarter is doing much better.

+1. I'm very glad to get a general report on the class as a whole and where my kid fits in for this reason exactly.

this is bs. differentiation in K would be educational malpractice

That's funny, because every school I've looked at, public and private, does it. Some kids are not yet reading, some are starting to read, some are reading fluently, and some are reading above grade level. Differentiation is critical in K.

Based on your response and other there is a lot of misunderstanding about ECE education. None of what is being described would qualify as "differentiation". There is a wide range of normal development which can be supported without labeling or sorting kids unnecessarily.

Some of you are so insecure and desperate for validation through your kids. K is mostly for socialization and play. At most the academic piece is prep for 1st grade

I wish! How did you miss that "K is the new 1st Grade"?! I currently have children in K and 1 and the K's spend just as much time on academics.

That’s sad! All these pushy parents riding their kids to overachieving are really just burning their kids out.

(1) Wanting your child to be taught based on where they are is not necessarily pushing a kid to overachieve or seeking validation through their kids. My kid reads at a second-grade level in K. We didn't "push" that, she just does it because she loves books and reading. It would be a waste of time for her to spend her K year learning the sounds that the letters make and learning to decode CVC words. By being placed in a reading group with other kids who are also reading above grade level, she is able to continue to develop her skills at an appropriate pace, rather than stagnating. Other kids are able to develop their skills based on where they are. The teacher also does whole-class literacy activities that are appropriate for all levels.

(2) Maybe what the schools are doing isn't technically "differentiation," but that's what they call it when you ask them how they deal with the naturally wide range of ability in kindergarten students. I don't know what it's supposed to refer to, I only know how people are using it.

(3) People have children in grades other than K.

Kids are resilient. Even in schools that claim to have "differentiation," that amounts to probably a 30-minute part of the day when they have a reading group with their same-level peers. School is a *collective* experience (whether private or public) which means that not everything will be perfect for your individual child. If your child is a little bored and uncomfortable during phonics instruction, that's fine, she'll live and maybe even be better for it. (And she might even enjoy the way they teach it, you could be surprised.) Likewise my bottom-quintile kids will likely experience some anxiety and stress because things are moving quickly for him and he sees that many other kids are more advanced. That's fine for him too. As long as there are plenty of things in the day that engage all kids equally (and there are), the kids will be fine.