How to advocate for my kids?

[DoppeltGemoppelt]

My twin boys are currently in public school Kindergarten. Both are very avid readers and will pick up any picture book (not just the leveled readers) and read it to each other. I have been trying to advocate for them in school because I'd like for them to learn something new and not complain about being bored. So far their teacher has assessed them at a DRA 8 (equivalent to the end of K), stating that they are lacking in comprehension skills. My kids understand what they read, but I also know that they are usually unwilling to answer questions about a book. We have not talked to the principal, since the teacher does seem to be trying to accommodate them, but my boys just seem to be so extremely under challenged that I feel the need to step in again. I do not want them to skip a grade, as they are very small for their age already. Any ideas on how to go about this?

[fourisenough]

Challenge them outside of school! I could have written your exact post about my first DD the year she was in a very good PS K classroom. It simply wasn't in the teacher's 'play book' to recognize that a student was reading/comprehending way beyond grade level. It seemed there was such a strong desire/need on the teacher's part to average-out all the kids. In the end, what happens at home is most important. Give them challenging books, ask thoughtful questions, expose them to audio books way beyond their reading level and discuss the storyline, characters' motivation, possible alternative endings, etc. In my experience, my daughter grew and developed in different ways during PS K, but her reading progress was driven by home-based activities. Good luck!

[SKL]

Here's an idea I was given for my kid's auditory processing issues, but maybe it would help your kids too. Once a day, after reading a short book or chapter, she is to tell me in her own words what the story was about. This gives good practice in articulating what was understood from her reading. (She was already ahead on reading comprehension, but this seems to be good for her.)

[SKL]

BTW, differentiation isn't a given in every school. My kids' KG teacher did not do it at all. Now in their rigorous 1st grade, all kids are still in the same reading text. This includes kids with LDs and kids like my daughter who are years ahead. The only differentiation is via "accelerated reader" (and the fact that I accelerated my kids a grade). So, as others have said, do what you can at home.

[jenbrdsly]

I don't know if this will help or not, but this is what my son did Afterschool when he was in Kindergarten and the beginning of first grade: Afterschooling K/1st.

 

If I were you, I'd go through my books at home and mark the backs of them with the appropriate Guided Reading Level. (Or you could use DRA). That way your own knowledge of the reading level/comprehension ability of your boys will be spot-on. That will help you when you advocate for them with the teacher.

 

[DoppeltGemoppelt]

Thank you for all the advice! I have been afterschooling my boys with HOP Master Reader, MUS Blocks and German games. We don't do it all, and we don't do it every day, but it still seems to be widening the gap even more. We have also limited their screen time to the weekends. I forgot to mention that the Kindergarten is full day, which just seems to add to our frustration over a massive amount of busywork.

Has anyone here previously been able to successfully advocate for their child? Or has anyone experienced very negative feedback from their kids' school for doing so? I'd love to hear how other teachers and schools deal with advanced kids.

[SKL]

I'd love to hear how other teachers and schools deal with advanced kids.

 

I know you will have some positive responses here, but I will say that my dd's teachers have never even spoken to me about my advanced dd ("E"). It's all about the one who is struggling. Only recently (mid 1st grade) the teacher has started giving constructive criticism to "E," i.e., be more careful and check your work before you hand it in. I'm not sure if my dd is just in a funk or has partially checked out.

 

Were she in public school, I might be advocating for her to attend a higher grade for reading at least, if there were no differentiation in the classroom.

 

When my very advanced nephew was little, he was sent to higher classrooms for reading and math. His mom said it wasn't enough, but it was better than nothing.

[Arcadia]

We don't do it all, and we don't do it every day, but it still seems to be widening the gap even more.......

Has anyone here previously been able to successfully advocate for their child? Or has anyone experienced very negative feedback from their kids' school for doing so? I'd love to hear how other teachers and schools deal with advanced kids.

 

Not successful for B&M for my boys in advocating academic wise. My older did get accomodation for SN issues from his teachers. My older entered kindergarten at 4yr 8mths (big in size) and had actually finished the kindergarten curriculum at home with me for preschool. We did not ask for a grade skip and the school district is not in favor of grade skip either (which we suspect is because of standardized test scores)

 

At the fiirst kindergarten parent teacher meeting, the teacher basically said he is too advanced and there is nothing much she can do. Also K-3 was 30 to 1 ratio. With that ratio, it is hard to accomodate for every child bearing in mind that that his class contains 2E, SN and advanced children. My boy's assigned school also happen to have a significant number of ESL and competitive parents. Parents will raise a stink if the teacher allows my kid to do advanced math in school. Most of the kids that went to private preschool had already finished the kindergarten curriculum there.

 

The gap unfortunately does get wider and wider with each passing year. That is why we gave up on B&M and switch to virtual academy last year. Now I don't even need to advocate, their teachers are used to 2E and since it is school at home, they do not need to wait for the rest of the class.

[Uff Da!]

nm

[Roadrunner]

Has anyone here previously been able to successfully advocate for their child?

 

No.

In our experience it all depends on the teacher and a classroom composition. Both my kids have really wonderful teachers, but they can't differentiate with 20+ kids. The highest you can go is the weakest kid in the strongest group. So, both my kids are rereading books they already read last year (assigned reading), because those are the levels others in their group can handle. Last year we had more luck (stronger group of kids in one of the classrooms and a former 5th grade teacher new to K in the second classroom). I can honestrly say my kids learned nothing (exception science) this year. Teachers are also not allowed to send home any material not covered in the classroom. The result? My younger is playing games on computer half the time since he finishes early. We love the school, we really do, teachers, parents, kids, facilities, we just aren't learning.

My advise - do what you can at home.

[JenniferLynn]

We've been fortunate to be able to usually substitute what we are doing at home for the busy-work (not much to begin with after recent year's Homework Reform), and reading books. We haven't had to do this, but I know of people in the past who were able to arrange some kind of Book-Buddies system to better match accelerated readers across classrooms or even grades. The parents still had to make it happen, but it worked for the kids to be reading challenging books and then have other kids to share with.

[MtnMama]

Challenge them outside of school! I could have written your exact post about my first DD the year she was in a very good PS K classroom. It simply wasn't in the teacher's 'play book' to recognize that a student was reading/comprehending way beyond grade level. It seemed there was such a strong desire/need on the teacher's part to average-out all the kids. In the end, what happens at home is most important. Give them challenging books, ask thoughtful questions, expose them to audio books way beyond their reading level and discuss the storyline, characters' motivation, possible alternative endings, etc. In my experience, my daughter grew and developed in different ways during PS K, but her reading progress was driven by home-based activities. Good luck!

 

I couldn't agree more! This was our experience in K as well.

[MtnMama]

BTW, differentiation isn't a given in every school. My kids' KG teacher did not do it at all. Now in their rigorous 1st grade, all kids are still in the same reading text. This includes kids with LDs and kids like my daughter who are years ahead. The only differentiation is via "accelerated reader" (and the fact that I accelerated my kids a grade). So, as others have said, do what you can at home.

 

I can see how that would be frustrating. In my son's 1st grade class, each kid reads books appropriate for their reading level. They also do lots of read alouds, both picture and chapter books. They do quite a bit of writing about what they read too. I haven't heard "school is boring" at all this year. We heard that all the time when he was in K.

[Library Momma]

In my kids school system differentiation starts in K with separate reading groups. Math differentiation doesn't begin until 1st grade. For kids that are beyond the top groups there is also a pull out "enrichment reading"program. The enrichment math is handled in class with the teacher assigning advanced work.

 

I do have to say that looking at DRA scores can be misleading, and much of it has to do with the type of school or area you are in. In my town which is middle to upper middle class most kids start Kindergarten reading, and most kids test far beyond the DRA goals set. I have seen parents assume that their kids are being held back because they test in the range that is for a few grade levels ahead. They then come to realize that many kids on are on their same level and that is why the differentiation is in place. For example, the state mandated DRA goal for the end of 3rd grade is 40. In my son's 3rd grade class in September, kids with a DRA of 40 were in lowest reading group of the 5 in the classroom.

 

I can't imagine how a school that does not differentiate functions. It must be very difficult for your children and I would do everything I could to enhance the quality of the education that they are receiving.

[trying my best]

my son is in 1st grade and reads level M... he finished Level K at the end of kindergarten. I can tell you i am glad he is doing level M again (2 quaters in a row). The higher the level, its not just bigger story, more information to retain... no. Its more advance type of thinking. Those higher book for grade 3 and above. Yes our kids CAN read and understand for the most part all of it.

 

kids who are in Kindergarten (even like mine in 1st grade) might not have difficulty reading and understanding what the book is about. BUT they might have difficulty in this:

Quiz that comes with each book is meant for 3rd and higher graders' LIFE EXPERIANCE. Sometimes the questions is more philosophical than text related. in lower levels quiz might be just text related with some easy thinking questions. But higher the book more tricky the questions. Sometimes I cannot answer lol even with ultiple choices lol a lot of obsolutely NOT text related at all.

[MistyMountain]

In dd's class the teacher listens to them read and then gives them books daily. She has gotten a lot of books that are very very easy for her and some that are a little closer but she typically doesn't give her books at the end of her range. I just went to the thrift store and picked up a bunch of books cheaply. She took a long time for reading to click but once it did she moves through levels really fast so a lot of the books I got became easy. If she got easy books from her class it is OK because she will just fly through it and we do a book that is a little more challenging but still within her level later. I think as time goes on dd might stay above grade level but I will keep her challenged at home and give her stuff to do to meet her where she is at. It is easy this year with half day school but hopefully I can find time here and there even when she is in full day school next year. I love the idea of marking books.

[wapiti]

I'd start by digging on the district website for info about their G&T offerings (which might not start until 3rd grade). Give that office a call to ask questions. Sometimes there is a person at the school, a learning services specialist or some such position, who handles plans for advanced students.

If you are looking for a significant amount of differentiation in the classroom of a traditional PS, you may be disappointed; i.e., don't hold your breath. As a practical matter, strongly consider the PPs' advice on afterschooling.

For reading well above grade level, I'd prioritize weekly trips to the library.

Edited January 12, 2016 by wapiti

[kiwikate]

One simple trick which may help is to ask the teacher if she will test their comprehension in written form, rather than oral. I have a mostly non-verbal gifted daughter who finds this far less stressful than any form of oral testing. Just a thought.

[trying my best]

So far their teacher has assessed them at a DRA 8 (equivalent to the end of K),

 

'I thought DRA 8 is level E

DRA 20 is level K

[DoppeltGemoppelt]

 

'I thought DRA 8 is level E

DRA 20 is level K

 

I meant the end of Kindergarten.

 

 

Thank you for everyone's suggestions! I do afterschool them, when time permits it, since this is full day K. Since I've last written, their teacher has given both boys their own book bag for reading, and they are very happy about that!!!

She is also helping them more with writing, narrating and predictions. Overall it has gotten a lot better, but I am very hopeful that we'll be able to start homeschooling for first grade.

Yay!!!

[DoppeltGemoppelt]

Ouch. DRA8 = end of kindy is low expectations if this is reg ed, nonpoverty. 4 to 8 pre-primer. Primer is 10-12. First grade starts at 14.

 

This is a regular Ed classroom and definitely no poverty, also barely any immigrants. This school just doesn't do very well overall (I'm not even sure why?)

Their school uses a scripted curriculum consisting of mostly sight words and lots of guesswork...

When the boys where tested, it was on a reader that listed animals in tide pools and their shapes. They could not recall every single animal from memory after reading the story. Oh well.

 

 

At this point I could care less about any reading levels. I am happy to see that both twins enjoy reading. They are starting to pick chapter books to read by themselves and are very fluent readers.

 

[DoppeltGemoppelt]

Thanks for the tip Heigh Ho. We have mostly been reading a lot and talking about the books afterwards. I want my kids to understand what they read, and not just recite word for word by memory (even though I know that a good memory is an important skill for kids to develop!).

 

I have stopped asking the teacher to challenge them since she provided their own book baskets and they seem happier. I guess I am still unsure how I would assert myself if I really had a major problem with their education and no option of bringing them home.