Anonymous wrote:

Anonymous wrote:OP. Child in Grade 5 so thinking about whether to switch for MS. Also why take the report card more seriously than in lower grades.

I feel in the past couple years there is some sea change in terms of what school should do in general and some changes have taken place in the school we attend. Looks like academics are giving way to other things (and frankly I don't know clearly what) with no more standard test scores required for college and removal of AP classes in many places. As a parent I am a bit disappointed. Although over emphasis is problematic and unnecessary for most kids, the loss of some objective assessment and pressure could do more harm. As one PP mentioned, my child's behavioral problems can be a parenting issue and teachers can partner to address (but not in the driver's seat I think), then the trend to de-emphasize academics (in a way justifies ignoring unstatiated kids) seems to suggest that academics should be in parents' hands too. I am actually frustrated to see at the same time for the 'whole child" education courses on some very sensitive issues are introduced in LS to influence the young minds (parents may not even reach consensus on some topics). Maybe I am just too old fashioned and cannot see the point, but I would rather my kid doing math rather homework than arguing whether masks are necessary for public health.

I have no idea what you are complaining about here. The school has told you that he is misbehaving and he didn't receive the recognition of being the superstar that you think he is. Somehow that's connected to mask mandates and getting rid of AP classes?

Anonymous wrote:There is no letter grading, just 3 categories with the highest as meeting expectations and the others two levels of development. Is it fine to see quite some at lower level of development (in some the classes most items are but in some others very few)? I am a bit alarmed by the hash tone of the overall assessment too. My child is not the best behaved but is one of the best in academics. Just can be naughty and challenging when bored. The assessment basically focuses on the (negative) behavior and mentions nothing on the academic achievement, which is actually obtained through a lot of extra curriculum efforts. We are thinking about switching schools but are afraid this assessment could diminish our chances. Staying seems not a good choice as my child feels singled out and suppressed.

Anonymous wrote:It sounds like you are not a good fit for your current school - different priorities and goals. So yes, apply out.

You're going to need excellent recommendations, especially if the report card raises red flags around behavior. So you need to get on top of it IMMEDIATELY. Set up a meeting with the teacher. Tell him/her you want to partner in addressing the behavior and ask what you can do. Express to your child that bad behavior won't be tolerated just because he's bored and follow through. Sure, also work on options for keeping him engaged, but in the short run you want to make sure the school sees you as an active partner in addressing their concerns and that they see your child's behavior improving.

Don't argue with the school about whether their curriculum places the right emphasis on the right things, whether they need to differentiate more for your son, etc.. The reality is that they're highly unlikely to change for you, so your best option is to find a better fit, which likely requires them to think well of you and your child. Focus on that.

Anonymous wrote:OP. Child in Grade 5 so thinking about whether to switch for MS. Also why take the report card more seriously than in lower grades.

I feel in the past couple years there is some sea change in terms of what school should do in general and some changes have taken place in the school we attend. Looks like academics are giving way to other things (and frankly I don't know clearly what) with no more standard test scores required for college and removal of AP classes in many places. As a parent I am a bit disappointed. Although over emphasis is problematic and unnecessary for most kids, the loss of some objective assessment and pressure could do more harm. As one PP mentioned, my child's behavioral problems can be a parenting issue and teachers can partner to address (but not in the driver's seat I think), then the trend to de-emphasize academics (in a way justifies ignoring unstatiated kids) seems to suggest that academics should be in parents' hands too. I am actually frustrated to see at the same time for the 'whole child" education courses on some very sensitive issues are introduced in LS to influence the young minds (parents may not even reach consensus on some topics). Maybe I am just too old fashioned and cannot see the point, but I would rather my kid doing math rather homework than arguing whether masks are necessary for public health.

Anonymous wrote:

Anonymous wrote:OP. Child in Grade 5 so thinking about whether to switch for MS. Also why take the report card more seriously than in lower grades.

I feel in the past couple years there is some sea change in terms of what school should do in general and some changes have taken place in the school we attend. Looks like academics are giving way to other things (and frankly I don't know clearly what) with no more standard test scores required for college and removal of AP classes in many places. As a parent I am a bit disappointed. Although over emphasis is problematic and unnecessary for most kids, the loss of some objective assessment and pressure could do more harm. As one PP mentioned, my child's behavioral problems can be a parenting issue and teachers can partner to address (but not in the driver's seat I think), then the trend to de-emphasize academics (in a way justifies ignoring unstatiated kids) seems to suggest that academics should be in parents' hands too. I am actually frustrated to see at the same time for the 'whole child" education courses on some very sensitive issues are introduced in LS to influence the young minds (parents may not even reach consensus on some topics). Maybe I am just too old fashioned and cannot see the point, but I would rather my kid doing math rather homework than arguing whether masks are necessary for public health.

Not offering AP courses just means the schools aren't teaching to the test and that they are not paying the college board money to get the AP label. However, at all of the strong area private schools, students take APs and do well in them. If your school is one with high-achieving academic students, it doesn't matter if the class is labelled AP or not. No one is stopping them from taking the test. In fact, it's expected they will in many cases.

This just sounds like an excuse for you not wanting to deal with your child's bad behavior and blame it instead on shifting values/priorities at your school. You're not happy with the school? Stop sending your kid there. Plenty of people are waiting to fill the spot.

Anonymous wrote:OP. Child in Grade 5 so thinking about whether to switch for MS. Also why take the report card more seriously than in lower grades.

I feel in the past couple years there is some sea change in terms of what school should do in general and some changes have taken place in the school we attend. Looks like academics are giving way to other things (and frankly I don't know clearly what) with no more standard test scores required for college and removal of AP classes in many places. As a parent I am a bit disappointed. Although over emphasis is problematic and unnecessary for most kids, the loss of some objective assessment and pressure could do more harm. As one PP mentioned, my child's behavioral problems can be a parenting issue and teachers can partner to address (but not in the driver's seat I think), then the trend to de-emphasize academics (in a way justifies ignoring unstatiated kids) seems to suggest that academics should be in parents' hands too. I am actually frustrated to see at the same time for the 'whole child" education courses on some very sensitive issues are introduced in LS to influence the young minds (parents may not even reach consensus on some topics). Maybe I am just too old fashioned and cannot see the point, but I would rather my kid doing math rather homework than arguing whether masks are necessary for public health.

Anonymous wrote:There is no letter grading, just 3 categories with the highest as meeting expectations and the others two levels of development. Is it fine to see quite some at lower level of development (in some the classes most items are but in some others very few)? I am a bit alarmed by the hash tone of the overall assessment too. My child is not the best behaved but is one of the best in academics. Just can be naughty and challenging when bored. The assessment basically focuses on the (negative) behavior and mentions nothing on the academic achievement, which is actually obtained through a lot of extra curriculum efforts. We are thinking about switching schools but are afraid this assessment could diminish our chances. Staying seems not a good choice as my child feels singled out and suppressed.

Anonymous wrote:OP. Child in Grade 5 so thinking about whether to switch for MS. Also why take the report card more seriously than in lower grades.

I feel in the past couple years there is some sea change in terms of what school should do in general and some changes have taken place in the school we attend. Looks like academics are giving way to other things (and frankly I don't know clearly what) with no more standard test scores required for college and removal of AP classes in many places. As a parent I am a bit disappointed. Although over emphasis is problematic and unnecessary for most kids, the loss of some objective assessment and pressure could do more harm. As one PP mentioned, my child's behavioral problems can be a parenting issue and teachers can partner to address (but not in the driver's seat I think), then the trend to de-emphasize academics (in a way justifies ignoring unstatiated kids) seems to suggest that academics should be in parents' hands too. I am actually frustrated to see at the same time for the 'whole child" education courses on some very sensitive issues are introduced in LS to influence the young minds (parents may not even reach consensus on some topics). Maybe I am just too old fashioned and cannot see the point, but I would rather my kid doing math rather homework than arguing whether masks are necessary for public health.