Oops that’s FORMER, not firmer ^

At our ES, all kids got them (and my kids never had any “areas of concern” issues so it was kind of a waste of paper. They are in high school and middle school now so I don’t know what their ES does anymore.

But OP, I really wouldn’t worry about whether other kids get them or not. The communication is between the teacher and parent, and the teacher has communicated to you an area of need/focus/concern…and you’ve stated you’re working on that….so that’s great! From this, you know that the teacher sees the same beahavior in the classroom that you do at home. And you both agree that this is a “growth area” on which your child needs to work.
As a firmer teacher—my (unsolicited) advice is to send a short email (like 2-3 sentence max) to thank the teacher for noting the behavior, validate that you see it too and are working on it. And tell him/her that you are grateful to be in partnership with her as you both work in this skill/area/behavior with your child.

We got one in the first quarter but did not receive one this quarter.

Anonymous wrote:Mine got one from 3rd grade since not making into AAP. My other one got one for the first time (1st grade). Sending kids to FCPS is putting mental toll on me. I would really like to spare my child who is not yet in FCPS from FCPS.

Could you explain what you mean by the part in bold?

Interim reports are causing you mental stress? Why?

Mine got one from 3rd grade since not making into AAP. My other one got one for the first time (1st grade). Sending kids to FCPS is putting mental toll on me. I would really like to spare my child who is not yet in FCPS from FCPS.

We've been in two different FCPS elementaries and I have never heard of interim reports. Both of the schools my kids have attended have offered mid-quarter parent teacher conferences, however.

At my school, we have to send home an interim for every student in the first quarter (except in K). After that, interims only HAVE TO go home if there are continued academic or behavior concerns. This all varies by school.

Our school sends them out for everyone

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It’s probably to weed out kids then.

Weed out kids? What does that mean?

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I meant for language immersion programs. Make the first year really hard so only the hardcore kids stay.

Is your point that a six year old who is having trouble with self control isn’t “hardcore?” What would you expect a “hardcore” kid to be like? Are they supposed to come to school perfectly formed in all ways and act like little robots?

Anonymous wrote:

Anonymous wrote:It’s probably to weed out kids then.

Weed out kids? What does that mean?

.

I meant for language immersion programs. Make the first year really hard so only the hardcore kids stay.

At our school we are expected to send them home for any child who might get a 2 in any area on their end of quarter report card, academic or behavioral. It’s supposed to prevent any surprises for parents on the report card and give time for the child to improve.

The ones I sent home were mostly for language arts and math. In the comments I let them know what the issue is, what I’m doing to address it at school, and how they can help at home.

Only the bad behavior kids get them.