Guest Blog: End of the First Nine Week Reporting Period
Does the end of the academic quarter sends chills down your spine? If so, it does not mean Fall, ghouls and goblins are here. Maybe, you are just a parent of a child with exceptionalities.
At this time, you are likely examining whether you feel like your child’s grades represent their actual capabilities. Maybe you are impressed. Maybe you are very worried. Maybe you are just confused. After all, this is your child and you want to do what is best for him or her.
At this time of the year, your child is likely understanding and interacting better with the classroom routine. Your child’s teacher better understands your child’s needs, both academically and socially. Likely, she has begun to see differences in what she expects and what previous teachers or even the IEP might say. Perhaps she sees a child that is functioning well above the present levels written on the IEP, or is concerned that s/he is not making the progress expected. So what can you do as a parent?
First and foremost, even if it is not required for report card distribution, schedule a conference with your child’s teacher. Depending on your child’s age and maturity, include him or her. This could be an excellent opportunity to teach your child how to appropriately advocate for him/herself and communicate his or her strengths and needs.
Before you get to the conference, write down some things that are on your mind and some guiding questions. A few might look like this:
This conversation is to make sure we’re on the same page and help my child continue to progress.
What are you seeing as my child’s strengths? Areas of concern? Do you foresee any areas that s/he may struggle with in particular that we can get a head start on?
How is s/he progressing with (perhaps a goal or concern from last year)?
If behavior is a concern: What strategies are you are using and how we can communicate more effectively to support the classroom’s expectations? How can we provide positive reinforcement when my child is doing well?
What else can I do to support you?
Are there any activities or additional work pieces you can provide for me to work on with my child? If the teacher does not have a resource she loves to share, ask for the contact information for a Parent Liaison or Curriculum Resource Teacher on campus who might be able to help guide you in the right direction.
If it’s a state tested year: Are you seeing a need for any additional accommodations s/he might need for state testing? (Be cautious with how much time you spend on this question as the classroom teacher cannot make changes to the IEP, but her input is important. You might want to schedule an Educational Meeting depending on when the IEP Review Date is.)
In the end, teachers and parents generally want the same thing; for your child to excel. Sometimes parents and teachers forget that the other person has insight and expertise to offer and fail to communicate frequently and effectively. Sometimes it is really hard to trust the other based on previous experiences. But, trust is important. Initiate the trust if need be. Express it and believe it. Have faith in your child’s teacher, but respectfully hold them accountable by having a regular communication system in place. If you express discontent with your child’s teacher, especially in front of your child, the year will progress with more stress than necessary for everyone.
Look at this point in the school year as a fresh start with someone who now knows and loves your child. Remember, grades do not represent your child’s abilities or predict the future. Rather, they are an indicator of mastery of a particular set of standards, at a particular point in time. Use this time with your child to reflect together and to reiterate that effort and understanding are what you value most.
Finally, remember that your child’s teacher is a person. Although she is a professional who loves your child, she may face many frustrations at this point in the year while advocating for your child on the school level. Funding and supports are often limited. She needs a relationship with you that shows your support and input so she can work within the limits she has but also feel safe enough to tell you when she needs you to step in as well. You are your child’s biggest advocate. The teacher is likely right there beside you. Let her know her efforts are appreciated. Working together, you both will help your child progress well beyond your expectations!
Michelle DAttoma
Varying Exceptionalities Teacher, K/3
Grassy Lake Elementary
Michelle is currently a Special Education teacher supporting students in Kindergarten and Third Grade. She has previous experience as a classroom teacher of fourth and fifth grade students, including those with disabilities in the general education setting. Michelle is currently pursuing her Master’s in Exceptional Student Education with a certification as an Interventionist Specialist.