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