Anonymous wrote:

Anonymous wrote:You expect the teacher to email you EVERY DAY! Please go teach for a day in a classroom and realize how busy a teacher really is. That is a ridiculous expectation.

NP - while I don't disagree, if it's in the 504 plan that means a whole team of people (likely the teacher in question) agreed to do it.

Only if new. Last year’s plan was probably other teachers.

Anonymous wrote:

Anonymous wrote:The teacher is required to email you every single day? That teacher has already gone over and beyond for a student who is above grade level.

Requirements like that are why I won’t teach a SPED inclusion class.

I have for years. It is wearying. Especially because there is not reciprocity and the teacher is expected to mindread that Larlo didn’t attempt the homework writing assignment because he worked with the math tutor an extra hour instead. I don’t blame the children, but when I have 30 who have IEPs, I typically have another 20 with a 504, 10 that are ESOL 2, and another 100 that are don’t have a code, but matter just as much to their parents and me.

Anonymous wrote:You expect the teacher to email you EVERY DAY! Please go teach for a day in a classroom and realize how busy a teacher really is. That is a ridiculous expectation.

NP - while I don't disagree, if it's in the 504 plan that means a whole team of people (likely the teacher in question) agreed to do it.

You expect the teacher to email you EVERY DAY! Please go teach for a day in a classroom and realize how busy a teacher really is. That is a ridiculous expectation.

We get a notice mid way if any grade is falling so that we can provide support if needed. You definitely need an answe and should get one. Check in to see how the process works. You may have to wait until the beginning of the school year.

Our child was doing really well but then got a C in reading comprehension but his teacher had already forewarned us. As a result, he is getting more support next year and we are working on this issue over the summer. Kiddo is only in 2nd grade, but as anyone will tell you - the earlier you catch these issues, the faster deficiencies will be identified and resolved.

NP Here.

OP, sorry this thread degenerated into sniping so quickly. You are not being ridiculous. My kid generally performs above grade level, but also has some weak areas and sometimes doesn't complete all her assignments. If I see she is underperforming on her report card, I check in with the teacher. It's nothing to do with Harvard. It's about keeping track of those weak areas and working on them as needed.

I'd contact the teacher in the fall and talk about the reasons for the lower grade. Use the answers to guide what you want to work on in third grade. Let the new teacher know what weaknesses you are concerned about.

When communicating with school staff, don't just take "he is fine" for an answer. Ask specific questions about problem areas. Monitor homework. If he isn't able to complete it in a reasonable time, or refuses to do part of it, that's a warning sign.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Definitely reach out to the school and NO HARVARD FOR HIM!

Seriously OP, this is 2nd grade. No one cares and nor should you.

NP. You're an ass PP. How nice that your children don't have special needs. If they did you would know that staying on top of academic performance is a huge part of a SN parent's job because our kids don't just "catch up".

NP. My kid has ADHD, and no, I don't send emails to the school at the end of June about a report card. It's 2nd grade. Put it behind you and move on to the next grade.

+1
But I wouldn't fault you if you didn't want to send an email. Report cards in 2nd grade are often based on 1-2 pieces of work. Did you look through the work the teacher sent home? Are the grades on the papers consistent with those on the report card? This type of thing-grades high one quarter and low the next, high again--has happened to DS a few times in reading. He has ADHD, is 2e, and on some assignments he pays more attention than others and puts in more effort. If I can tell he's progressing despite the waves in grades, I don't bother asking.

Anonymous wrote:

Anonymous wrote:They don't care. Been there, done that. Had an IEP meeting and they said everything was great. Report card two days later with a D. We get no work back so have no idea what grades are based on.

Depending on his potential, they might have felt a D was fine.

A "d" is not ok when child mostly gets "A's" with a few "B's" sprinkled in. That is a drastic change and they knew at the IEP meeting and choose not to tell us.

Anonymous wrote:

Anonymous wrote:The teacher is required to email you every single day? That teacher has already gone over and beyond for a student who is above grade level.

Requirements like that are why I won’t teach a SPED inclusion class.

The inclusion classes are a joke anyway. They don't do much of anything for most of the kids more than a regular classroom. IEP's are worthless in less you have a good teacher and if you have a good teacher you don't need an IEP as that teacher will care and do what is best regardless of being forced by an IEP. I hope you are never my child's teacher.

Anonymous wrote:

Anonymous wrote:Send it to the teacher and copy the grade level VP or principal (whatever is most appropriate for your school). Someone will respond.

Better yet, send it next Tuesday. With exclamation points.

Then the teacher can respond and set up a conference a week from then, closing her email with “See ya next Tuesday!”

Anonymous wrote:The teacher is required to email you every single day? That teacher has already gone over and beyond for a student who is above grade level.

Requirements like that are why I won’t teach a SPED inclusion class.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Definitely reach out to the school and NO HARVARD FOR HIM!

Seriously OP, this is 2nd grade. No one cares and nor should you.

NP. You're an ass PP. How nice that your children don't have special needs. If they did you would know that staying on top of academic performance is a huge part of a SN parent's job because our kids don't just "catch up".

NP. My kid has ADHD, and no, I don't send emails to the school at the end of June about a report card. It's 2nd grade. Put it behind you and move on to the next grade.

My child DOES have special needs! What I can tell you is that most special needs/learning disabled kids have a hard time having their abilities reflected correctly on a report card. This is second grade. It doesn't matter. It won't ever matter. OP, how do you think your child is doing? Clearly you are getting input from the school along the way so I wouldn't even think twice about it.

His reading level and grade on his report card are unrelated. The reading level is how he tested on that particular reading level assessment (sounds like F&P if it's letters)
His report card grade is, presumably, the average of his tests, homework, and in class work in some combination.
Does your school/district have some online portal with his grades? Report card grades shouldn't really ever be a surprise - the test and work should be coming home and/or put into the online system consistently.

Anonymous wrote:

Anonymous wrote:Definitely reach out to the school and NO HARVARD FOR HIM!

Seriously OP, this is 2nd grade. No one cares and nor should you.

Don't be dense. A reading grade dropping from A to C with no explanation is concerning. This isn't about Harvard. It's about making sure there's no issue that suddenly came up that the parent is missing.

+1

Anonymous wrote:

Anonymous wrote:Definitely reach out to the school and NO HARVARD FOR HIM!

Seriously OP, this is 2nd grade. No one cares and nor should you.

NP. You're an ass PP. How nice that your children don't have special needs. If they did you would know that staying on top of academic performance is a huge part of a SN parent's job because our kids don't just "catch up".

NP. My kid has ADHD, and no, I don't send emails to the school at the end of June about a report card. It's 2nd grade. Put it behind you and move on to the next grade.