Academic Concerns for Your Child

If you have concerns about your child’s acquisition of the curriculum, or a specific academic struggle that impacts his/her ability to progress and learn in school, now is the time to start collecting your own data regarding your concerns. Teachers collect data through assignments and tests but it is important you collect your own data. The academic experience you have with your child at home can be very different than the experience the teacher has while your child is in school. All data points are needed to fully understand your child as a student and what his/her unique learning needs are.

Why start collecting your child’s work samples now?

Time is of the essence. When parents seek out support for their child or request evaluations from the school district the initial response predictably will be, “Let’s put a few interventions in place over the next few weeks and see how the student responds. We will meet again in 4-6 weeks to look at the data.”

Having your own data, saved emails, and dated summaries of conversations with teachers will prevent a delay in starting evaluations. Significant amounts of data will have been collected.

 Your data collection will be of paramount importance should you request a meeting with the Child Study Team or request the Committee of Special Education to evaluate your child. Expressing your concerns for your child is import but supporting your academic concerns for your child with work samples cannot be ignored or debated.

Get Organized

To begin your data collecting you need the following to be in place:

1.      Designated notebook or electronic file to jot notes in.
2.      Designated folder to put all student work in.
3.      Folder in your email to move all correspondences between you and the teacher/administrator.
4.      Folder on your desktop to collect screen shots of electronic assignments.
5.      A scanner on your smart phone to scan paper copies of assignments. (iphones have a built-in scanner in the Notes app; you can also download a scanner app for a few dollars – a worthwhile purchase.)

Data You Need to Collect

STUDENT WORK SENT HOME FROM SCHOOL. 

Date it and place it in the designated folder.

These work samples from school tell us a lot about how a student learns and how quickly they become independent with the content that is taught. Make note of the teacher’s comments or corrections on the returned work. Identify a trend in your child’s errors if possible or a reoccurring comment the teacher writes.

HOMEWORK.  Date it, scan it or screen shot & save in file on desk top file.

How your child completes homework (or doesn’t) provides multiple clues and important data. A child may grasp a new concept when it was taught in class but hours later may not be able to recall how to proceed with the newly taught information. Your child may become task avoidant, easily give up, plow through the assignment with many errors, or exhibit other behaviors that communicate frustration due to the level of difficulty s/he is experiencing.

Time Spent on Homework

Students, especially younger students, should not be spending lengthy periods of time completing homework because it is a struggle for them. Ask your child’s teacher what an appropriate amount of time students should be spending on the different assignments sent home.

Once your child reaches the allotted time for an assignment have them stop where they are. Write a note at the top of the page that your child was only able to complete as much as s/he did in the allotted time. Scan that email and save it to the designated folder on your computer.

If the assignment is on the computer take a screen shot and move it the designated folder on your desktop. Send your child’s teacher an email letting him/her know that your child got as far as s/he did in the time allotted. Move that email into the designated folder in your email.

If possible, observe where your child struggled and make note of it.

Assisting Your Child Complete Homework

Before helping your child with their homework, ask your child to work through one problem  or question on their own while you observe. Try to identify where you child gets stuck/doesn’t know the next step/struggles reading specific words, etc. Then offer your child the support of reteaching the material or working through the concept they struggled with.

This data allows you and the teacher to identify where your child struggled and the level of support your child needed to complete the homework. Write a note on the homework to the teacher regarding the support your child needed, date the page, scan it, and put it in the appropriate file.

For older students, encourage your child to try each equation or question. When they get stuck or don’t know what to do next, they should write a quick note next to the equation or questions such as:

“I don’t know what to do with the 8.”

“I don’t know the next step.”

“I can’t find the answer in paragraph 2.”

This demonstrates to the teacher that the student did attempt to do the homework and should receive credit. It also allows the teacher to use the homework as a diagnostic tool to determine the appropriate support s/he will need to provide your child.

STUDYING

Many parents report they studied with their child, their child knew the material when they went to school, however, performed poorly on the test/quiz. Many times, older students’ study on their own and perform poorly on a test or quiz. The method a student used to study for a test or quiz is very important data.

You want to observe and note:

•   Did you verbally ask your child questions and s/he responded verbally?
•   Did you present the study material to be studied in a visual manner, written form: flash cards, repeated writing of a word or definition?
•   Did you use verbal response and visual aids together?

Your child may be a verbal learner. If the test is a written test they may score poorly on the test. If your child has a reading issue, written tests will be more challenging for them. It is important to note how your child studied.

Read, Read, Read

If your very young child can’t read – read to her/him. Ask your child to point to specific pictures on a page. This builds vocabulary and a love of reading.

If your child is an emerging reader – listen to him/her read and continue to read aloud to him/her. This allows you to observe and note if your child struggles with letter/sound identification, has difficulty remembering sight words, as well answering comprehension questions you can ask. This is collectable data.

If your older child can read independently – read the same book as him/her and have book discussion. This is an opportunity to informally assess your child’s reading skills such as comprehension, ability to infer, summarize, and retell. This is collectible data.  

Having work samples and data to support the academic concerns for your child is indisputable when seeking out interventions or evaluations for your child. Stay organized. Be patient with your child. Your hard work and diligence will benefit your child.

Need some support or have questions? Feel free to request a Free 30 Minute Consultation at https://www.advocate4students.com/free-consultation-offer  I can’t wait to speak with you!

The first report card of the school year should be a catalyst for parents. The first report card is not only a reflection of how the student achieved on assessments, quizzes, and tests, but also indicates if a student completed and handed in assignments. Many districts now use report cards that provide an array of information such a students’ ability to demonstrate mastery of a specific standard in the curriculum, behavior, work habits, and social interactions. The first report card is a reflection of how your child performed during the first marking period and it also can serve as a predictor of how your child may perform for the remainder of the school year.

In many school districts, during the first marking period, the first few weeks of school are used to review the previous year’s curriculum. Schools use the first few weeks as a refresher due to the ‘summer slide’. (The ‘summer slide’ being the 8-10 weeks students had off without engaging in or maintaining academic content.) After a few weeks of review, teachers then go on and introduce the grade level curriculum. It can be the ‘easiest’ marking period for students.

If your child did not do well in the fist marking period it is necessary for parents to develop an understanding of why their child’s grades reflect an academic or behavioral struggle. Becoming upset at your child or his teacher(s) is not beneficial. Understanding the why behind your child’s struggle is what will lead parents to intervening in an effective way.

Developing an Understanding

With a problem-solving mindset request a conference with your child’s teacher(s). Prepare for your meeting with the objective of understanding where your child is struggling. Create a list of questions to guide your discovery of what is going on with your child in school in order to create solutions. To follow are sample questions parents may find beneficial:

1. Is my child prepared for class? (Has all supplies, assignments, arrives on time)
2. Is my child engaged in class? (participates, contributes, is awake)
3. Does my child behave?
4. Does my child meet your expectations as a student? (note taking, staying on task, performing at the level the teacher expects, etc.)
5. What are my child’s strengths in your class?
6. Where do you see my child struggling in your class?
7. How can my child do better in your class?
8. Is there any support the school or teacher can offer your child with her struggles?

Listen to the responses the teacher(s) shares. Don’t take any feedback or input from the teacher as a personal attack on you or child. Take notes.

Follow Through

Once again, with a problem-solving mind set, review what the teacher(s) shared with you. If a teacher suggested after school help – take her up on it. If a teacher wants to refer your child to the school Response To Intervention (RTI) Team, follow up to make sure it happens. Keeping an ongoing line of communication with your child’s teachers.

If the teacher tells you your child is disorganized, does not complete homework, or needs to study more – that is your new priority at home. As your child’s parent it is your responsibility to help your child develop these skills outside of school. Make time in the evening to sit with your child to study for quizzes and tests, organizing backpacks and folders, and charging Chromebooks.  

If the teacher recommends your child stays after school for help with her or suggests the school Learning Center, follow through with the teacher to ensure it is arranged. Follow through with your child to ensure they attended. It is acceptable and may even be necessary to check-in with the appropriate school personnel to make sure your child attended.

The Need for Taking Proactive Steps

The first report card can very well be a predictor of your child’s school year. The goal in taking pro-active steps with your child, her teacher(s) and at home is to identify any true issues. After identifying any issues, putting a plan in place to address them, and observing if the steps you are taking makes a difference is important.

 If your child struggled in the first marking period and you took steps to address those issue during the second marking period but there is little to no change in your child’s academic achievement, you have data to demonstrate to the school district that your child may need to be put on the Response to Intervention/SRBI program or move for to evaluate your child for a learning disability.

If parents wait until the second or third marking period report card to take proactive steps, or for the school to offer a higher level of interventions, more than half of the school year will have passed. It will be too late for your child to recover from poor grades or for the school to take effective measures.

Being pro-active is accelerating the process of interventions and supports your child may need and is entitled to. However, as parents you have to show up as contributing, conscientious members of your child’s educational team. Parents cannot leave to it the teacher or the school to do it all. Parents must engage in their child’s education. Should parents experience resistance, contacting an Educational Advocate is most beneficial.

The Support of an Advocate

Should you feel your efforts to be proactive in your child's education are being ignored or rebuffed, an Educational Advocate can assist you. Advocates bring experience as educators to the team. Advocates guide parents in understanding what school districts can do and the guidelines they have to follow. Advocates remind school districts what their timelines are and resources they should be accessing. An advocate brings the parents and the school together to work collaboratively.

Contact Anne Cunningham, Educational Advocate - http://www.advocate4students.com/contact-us