Reply to Incredibly worrisome back to school night

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[quote=Anonymous][quote=Anonymous][quote=Anonymous]Send her an e-mail asking for a follow-up meeting.

Tell her that it's incredibly important to maintain your kid's positive momentum AND be sure to mention that the principal recommended the move up.

If you're willing, you could offer to help her enlarge her problem set worksheets.  [/quote]

DH actually tried this when we were chatting and had mentioned that our son felt like he has a bit of imposter syndrome about being in her class and she just ...smiled silently and didn't say anything beyond "well, he does work slowly." It was almost like she didn't want him there.

But again, here is what we are seeing. He's getting notes accommodated, but he's finishing all of his work and his exit tickets and first unit test seem great. What's the damage here?[/quote]
There. Is. No. Damage.

Stop interpreting everything this woman says as some sort of death warrant and pull yourself together. Do not ever express to teachers that you think your son does not belong in their class. That's not showing a lot of confidence in him, and it can potentially influence the teacher's opinion of him.

If your son needs extended time, ask at an ad hoc IEP meeting. It's a very common accommodation.

Finally, here's what my son's 6th grade math teacher said. It's burned into my memory, because it contradicted everything his elementary teachers had hinted and whined about. He said: "Speed in math is not important. What matters is understanding." It warned my heart so much, after years of elementary school "minute math" tests that he always failed miserably. My son has dyscalculia, a specific learning disability in math. He went on to graduate with AP Calc BC, which was quite the achievement for him. He had understanding teachers, and horrible teachers. We always encouraged him to persevere, regardless of whether the teacher was on his side or not.
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