OP, you are incorrectly assuming an implication that does not exist in the FCPS grading handbook. A "2" does not translate to "unacceptable". You are still trying to translate a mastery scale to a traditional grading scale, and that's not what it is. A "2" means the student is in the process of mastering the standard. They don't yet usually or consistently demonstrate mastery. The handbook states that a 2 warrants reteaching b/c the goal IS mastery. So in theory, the teacher and student are going to keep working on it.

For SKILL-based courses, this system works well and is logical...a 2nd grader might not master single digit multiplication by the end of 2nd quarter, for instance, so the teacher is going to keep working on that standard with that student, giving him more chances to demonstrate mastery the following quarter. Works similarly well with reading skills and standards.

Teachers are having a harder time with the mastery model when it comes to Social Studies and Science. Just read the standards and the FCPS pacing guide...if I had my way, most of that minutiae would NOT be taught at such a young age, but we have idiots making education policy these days. It is what it is. But for practical purposes, once your kid's teacher moves from the weather unit to the electricity unit, or from the Ancient Greece unit to the Biography unit, there isn't going to be a special remediation group reteaching Greece during the scant 30 mins allocated to Social Studies. There just isn't. And it's totally ok. The inky thing I'd even remotely stress about in those subjects is the effort measure..

The good news is the mastery model is great for SN kids. In this model, failure is not averaged together with later success. If you bomb a quiz, then retake it later and do really well, your measure of mastery by the end of a quarter is now a 4, not the average of 0 and 4.

Can't be helpful but I applaud how you got an IEP and an aide for your child with only ADHD.

Anonymous wrote:Science and social studies get short shrift in elementary school for good reason...it is far more important that the child have solid foundational SKILLS in math, reading, an writing.

Yes, there are SOL tests in these subjects in 3-6, but schools understandably spend less time on these subjects. For practical and political purposes, they don't count toward a school's AYP under NCLB. As a teacher, though, I honestly am not that worried if a child can't recite the major contributions of ancient Chinese culture by 2nd grade. She'll be exposed to the topic again in 5th grade, and even then if she doesn't fully absorb those concepts it won't hurt her in life. But if she can't read, if she hates to write, if she lacks an understanding of computation or measurement, it will cripple her ability to learn in math, science, social studies, and language arts for years to come. That's why I'm encouraging you not to stress too much about 2's in FCPS.

Additionally, just take a look at the Virginia standards of learning in those subjects for K-6. Some of the standards are so random, so nonsensical, so esoteric, it just doesn't make practical sense to stress about it.

If your son is a good reader, you can help him immensely by finding high-interest historical fiction that can complement what he is learning in Virginia Studies in 4th grade and American Studies in 6th. You can dine great nonfiction to spark an interest in science.

It is sad that political pressures have forced good teachers to gear instruction toward so much surface knowledge in these topics, which kids gmhave to regurgitate through standardized multiple choice tests, rather than using the elementary years to spark an interest and encourage creativity in these areas.

Finally, please remember that a 2 in FCPS is not a grade; it's a measure of mastery. It means your kid sometimes demonstrates mastery of the concepts. That's not bad. Wheel the focus in building success and confidence in math an reading, and do some light reinforcement of science and social studies at home. If he never gets beyond a 3 in those subjects, it is *totally* ok. If he's got math and reading skills, he can succeed in those subjects when it will really matter--middle and high school.

OP here. The FCPS Grading Handbook states that if a student gets a '2' or '1' in any subject, it warrants possibly reteaching the subject and retesting the student. The implication is that it is unacceptable. If social studies and science is that dispensable in 3rd grade, then they ought not to teach it at all. They teach it and it is hoped and expected that children will learn. My child is a very good student but not in these subjects. His IEP should have something to help him with these subjects.

(Apologies for the typos above...typing on an iPhone in Quick Reply mode, and autocorrect is not my friend!)

Science and social studies get short shrift in elementary school for good reason...it is far more important that the child have solid foundational SKILLS in math, reading, an writing.

Yes, there are SOL tests in these subjects in 3-6, but schools understandably spend less time on these subjects. For practical and political purposes, they don't count toward a school's AYP under NCLB. As a teacher, though, I honestly am not that worried if a child can't recite the major contributions of ancient Chinese culture by 2nd grade. She'll be exposed to the topic again in 5th grade, and even then if she doesn't fully absorb those concepts it won't hurt her in life. But if she can't read, if she hates to write, if she lacks an understanding of computation or measurement, it will cripple her ability to learn in math, science, social studies, and language arts for years to come. That's why I'm encouraging you not to stress too much about 2's in FCPS.

Additionally, just take a look at the Virginia standards of learning in those subjects for K-6. Some of the standards are so random, so nonsensical, so esoteric, it just doesn't make practical sense to stress about it.

If your son is a good reader, you can help him immensely by finding high-interest historical fiction that can complement what he is learning in Virginia Studies in 4th grade and American Studies in 6th. You can dine great nonfiction to spark an interest in science.

It is sad that political pressures have forced good teachers to gear instruction toward so much surface knowledge in these topics, which kids gmhave to regurgitate through standardized multiple choice tests, rather than using the elementary years to spark an interest and encourage creativity in these areas.

Finally, please remember that a 2 in FCPS is not a grade; it's a measure of mastery. It means your kid sometimes demonstrates mastery of the concepts. That's not bad. Wheel the focus in building success and confidence in math an reading, and do some light reinforcement of science and social studies at home. If he never gets beyond a 3 in those subjects, it is *totally* ok. If he's got math and reading skills, he can succeed in those subjects when it will really matter--middle and high school.

Anonymous wrote:I think what the other posters are trying to say, OP, is that your child's strengths are in the core subjects. Which is great, it's really fabulous. Getting a "2" in science and social studies does not mean that he's not learning those subjects and will need to be retaught. He IS learning them. It just means they are not his strengths, and perhaps they need to be reinforced -- by you, his parent.

As the parent of a GT/LD child I would disagree with this. I would ask more specific questions of the IEP coordinator -- how is that 2 hours a day with an aide being split up? How is it being used? Is he being grouped with other kids during that time? Is he only getting the aide during math and language arts?

Social studies and science are both important subjects that have cumulative aspects (although are not as cumulative as math perhaps). In some counties they are also annually testable subjects under NCLB. In the upper grades they are required subjects through high school, and any kid on a college track will have to take 4 years of each. So, it's important to make sure your child has a solid foundation here.

I have found that my GT/LD child's needs basically go unaddressed during science and social studies because the teachers themselves don't consider these important subjects (social studies is often skipped). Also, the general ed teacher doesn't really consider how an LD can impact in these areas. My child needs the same prompting and support when writing for social studies or language arts. He often only gets it during "writing" class.

Start by asking questions about how the services your child is getting are currently being administered.

I wouldn't worry about grades at that age. Just make sure he is learning to write, spell, do arithmetic, and read. If that is happening, great.

Anonymous wrote:I think what the other posters are trying to say, OP, is that your child's strengths are in the core subjects. Which is great, it's really fabulous. Getting a "2" in science and social studies does not mean that he's not learning those subjects and will need to be retaught. He IS learning them. It just means they are not his strengths, and perhaps they need to be reinforced -- by you, his parent.

+100

I think what the other posters are trying to say, OP, is that your child's strengths are in the core subjects. Which is great, it's really fabulous. Getting a "2" in science and social studies does not mean that he's not learning those subjects and will need to be retaught. He IS learning them. It just means they are not his strengths, and perhaps they need to be reinforced -- by you, his parent.

Alright, I think I understand the LRE and why pull outs may not serve my child best here. But, I never said I was averse to reinforcing learning at home. We do homework together daily and lots of review also. I just don't what to teach him the material at home. He hasn't learned anything in those subjects he's not doing well in. The subjects he got '2's in are science and social studies. I think they are large group instruction and he can't focus in large group instruction. He does very well in math and language arts. Also curious as to why we can disregard everything but math and language arts in the third grade. Doesn't material build on learning foundation information? If he doesn't understand science and social studies will it be retaught again and again in the future?

Reinforcing material does not mean being the primary source of teaching. A parent should always be reinforcing learning at home.

IEP's are designed to accommodate your child's needs within the least restrictive environment. Demanding more pull-out services is not likely to be in your child's best interest.

Reteaching and retesting does not mean pull out services. It typically means in-class reinforcement and remediation, sometimes in small groups, sometimes with an IA. The standards that your child has not yet demonstrated mastery of may also be re-taught as foundation skills for other standards this quarter.

The fact that your child has an IEP does not absolve you of responsibility to reinforce practice of these skills and concepts at home. Some kids need to go over concepts that were introduced early in the day in order to fully absorb them. Your teachers are telling you that is what your child needs, but you are not accepting this.

BTW, what subjects are we talking about? In elementary school, there's really no point in stressing about anything but math and language arts. If he's got 3's and 4's in those, back off.

I sense they don't want him to get pull out services for the two subjects he's getting a '2' in. Not sure why. Rest of his grades are all 3's and 4's. He's very bright. Instead, they want us to reinforce material at home. I don't think I should be his primary source of learning in these two subject areas. Isn't that the purpose of an IEP??

The Grades Handbook says that if a child gets a 1 or 2 in any subject it warrants re evaluation and reteaching and retesting. So not sure why they're objecting.

What do you mean be a squeaky wheel? The IEP coordinator also does not agree he should get pull out services.

corroboration from the specific teacher that sees the weakness. test grades. just be a really squeaky wheel.
We are fortunate, in our case our IEP team contacted ME to tell me that they wanted to add something new to DS' IEP - it was and out of cycle request too!

My GT child has an IEP and an aide for 2 hours a day in the classroom in the GT classroom. But he has a hard time focusing on large group instruction and is isn't doing well in one subject. On a grading scale of 1-4, with 4 being the highest possible grade, he is getting a 2. He generally does very well in all other subjects. We're inquiring about pull out services for this subject. What can we do at our next IEP meeting to show that our child needs it?