Parent Teacher conferences were scheduled back to back. We started by meeting with Peyton’s teacher. We had not yet seen her report card, so she provided that to us first before speaking to us about it. Peyton earned 4.5-5’s on everything, expect “investigation and experimentation” where she earned a 4. And in behavior – she earned 3’s in follows school and classroom expectations, and respects people and property. She is meeting expectations, but has a strength (4) in contributing collaboratively, and 5’s (leadership level) in both returning assignments and organizing self and materials. She is showing a 5 in sportsmanship as well. She is reading at a level of N, which is the max for the grade level. They need to be at a J before the end of first grade, and they will not test higher than an N. That’s where she left off in kinder. The teacher said she will need to continue to delve deeper in the texts for Peyton, and has informed us of ways to continue to have her grow in her reading. I was happy to hear that though she will not be tested at a higher reading level, that she will continue to be pushed and challenged. There are a few other kids in M and N, who she will group together when they form their reading groups. I was happy to hear that Ms. A will put Peyton’s RTI folder away for now. It’s a folder that was started last year after her “trouble” with kindergarten. Ms. A hasn’t seen any of the behaviors; she told us she didn’t look at it much, since she hadn’t needed to. Finally, Peyton’s math score is 528; for 1st grade, she is to be between 238-390. I thought she was beating Brandon, but when I looked again, it wasn’t so. For fourth grade, the range is 563-654. I tried to ask what the score meant, and if it was translatable between grade levels, as is the reading, or if the score is scaled only for the individual grade levels. She couldn’t say for sure other than the questions get harder the more correctly they are answered. It is harder for her to be challenged as she likes getting things right. Ms. A knows she strives to be first, and recognizes that she is showing her leadership, but also has to find appropriate ways as well. She is working on learning from her mistakes, and discussing conflict. She and Daniel are “an old married couple.” She nags him if he is not doing something right, and he just lets her boss him around. They get into tiffs, but they get over it quickly, and play together again. She has not been sharing food either! It is fun to teach her, even for me, as she enjoys it! It’s just figuring out how to navigate it so she takes it well and doesn’t shut down.
We went to the book fair to shop. We got one book each for each kid’s class, and then selected one for Peyton to read. It was a Chinese-American theme, much like the one that Brandon received from us. The PTSC (s=student) started with Brandon in the hot seat. I had already received his report card, but he had some things to go over. He had a portfolio that he had to come up with a piece of work that demonstrated a challenge (he picked the job application), a fun activity (science project to make oobleck during the fall festival day),
something he was proud of (all 5’s on 3 tests in a row), and something he learned – plurals. He looked nervous, eyes darting to each of us while he talked. He was speaking softly and calmly otherwise. He got through his packet and inhaled deeply, then looked up for approval. Ms. M asked if Dave or I had feedback for him. Dave sat in silence. Way to throw me under the bus, buddy! So, I complimented him on his thoughtfulness on writing up each of the half-sheets of paper to describe the four pieces of work. We came up with a chart for him to work on – both academically and socially, and the teacher will be holding him accountable, as will we at home. We walked out of the conference with him to get Peyton. He immediately asked, “So how did I do?” He also sheepishly informed me that he got less than stellar marks on 2 out of 3 of his most recent tests. His goal is to slow down with his work and be more thorough. He needs to be more responsible for his work. He turns everything in on time, and he only recalls one time where his assignment wasn’t turned in. He was proud of the fact that he can work independently, and help others, too. His reading score is 615 (415-520 is the range for him), and his math is 699 (grade level for math is 563-654). He’d increased from 647 to 699 in just the three months since starting school. I learned that his 3.5 in “measurement and data” was based on one test, which was word problem-based. He will have more opportunity for this throughout the year. The other 3.5 was for exploration and settlement, which he also needed to improve upon. Rest of the assessments were proficient (4), 4.5 and 5’s (advanced proficiency). Great at following school and classroom expectations, respects people and property, and consistently completes and returns assignments (leadership level). He’s also leadership level for organizing self and materials. We’ll work on neatness and accuracy. Poor guy had to do homework quickly, then go to piano tonight. It was after 6 when he got home, then had to eat dinner and finish up his homework. Peyton was in bed by 8 pm, while Brandon was about half an hour later than she. We’ve had a long day…and we’re only in day #2 of the week!
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