Math is an area that is extremely frustrating for me right now. Our district moved to an 'integrated math' curriculum the year C started kindergarten. Regardless of my feelings about that curriculum, I'm frustrated because the district's policy seems to be that all students will march through the curriculum at the same pace. I have not found any documentation that this is official policy but this is what teachers are telling me, and but if it is the policy re math it is in direct contradiction to the same district's policy on gifted education which specifically lists acceleration and differentiated instruction as ways to meet gifted students' needs.
This is a really common issue.
First, I’ve noted that teachers and districts get very skiddish around shifts in curriculum. Right now, changes in curriculum are also happening in concurrence with changes in standards, making teachers extra leery. In a very real way, teachers and administrators are forced to be concerned about gaps. Teacher evaluations are now dependent upon how well their students perform on state tests, so going into a test like that with a gap is something they will protect against, even if it means keeping a child in a classroom where they don’t need 90% of the content. To make matters worse, if you’re in a state that will be using the PARCC tests, then they’re extra worried about that wild card.
You have the district policy for gifted education that lists acceleration and differentiated instruction as a way to meet gifted students’ needs. That’s a great first step. Next you need a sense of where your child stands.
Being able to take the teacher’s viewpoint really helps in these discussions. Differentiation is something that is really hard for teachers. Sometimes it’s not directly available in the curriculum, and often those materials need additional instruction. This takes time away from students who have significant grade-level gaps.
If I were to do this a fourth time (as in, I’ve gone through 3 math accelerations with my kids) I would do the following:
Always talk to the teacher first. I would ask where does your child stand relative to the curriculum and how his needs to be challenged are being met daily. If you can go in with a collection of evidence of above-level or divergent thinking, that’s an excellent jumping off point, particularly if the (inevitable) conversation is about how your child presents a different side of himself in school than at home.
After a general discussion with the teacher, my strategy is to measure my child’s gaps for the present grade level and for the one above. I would measure them against both reading the standards and test them against an end-of-year test that follows the standards. Singapore Math Standards Edition tests appear fairly well balanced, and they have solid guidelines for grade level placement. I would then plug all gaps existing through the grade level I think my child should place in, following the model of “Diagnostic Testing -> Proscriptive Instruction” as found in Assouline’s Developing Math Talent book.
For example, if my child is currently half way through second grade, I would give my child the 2A, 2B, 3A, and 3B tests stretched out over several weeks. For any problem missed, I would identify the issue, and plug the gap, and make certain the concept was solid, then provide the next test. If the child misses more than 20%, it’s time to stop. If my child is strong through 2B, but falters in the 3rd grade material, I’d return to the classroom teacher and bring in gifted services to establish clear guidelines on providing consistent differentiated instruction (=teacher time) and coursework. If my second grader is scoring above 80% through 3B and I patch all gaps, I would go in with confidence asking for a single subject acceleration in math.
I would then call the principal and make the request that my child be evaluated for a single-subject acceleration in math as outlined in the district’s gifted education policy. Testing takes time and the school will need to adjust their daily calendar to accommodate a child bridging grade levels. Putting in such a request is often best done before spring break, so now’s the time to be thinking through where you assess your child’s needs and talking to the teacher.
First, I’ve noted that teachers and districts get very skiddish around shifts in curriculum. Right now, changes in curriculum are also happening in concurrence with changes in standards, making teachers extra leery. In a very real way, teachers and administrators are forced to be concerned about gaps. Teacher evaluations are now dependent upon how well their students perform on state tests, so going into a test like that with a gap is something they will protect against, even if it means keeping a child in a classroom where they don’t need 90% of the content. To make matters worse, if you’re in a state that will be using the PARCC tests, then they’re extra worried about that wild card.
You have the district policy for gifted education that lists acceleration and differentiated instruction as a way to meet gifted students’ needs. That’s a great first step. Next you need a sense of where your child stands.
Being able to take the teacher’s viewpoint really helps in these discussions. Differentiation is something that is really hard for teachers. Sometimes it’s not directly available in the curriculum, and often those materials need additional instruction. This takes time away from students who have significant grade-level gaps.
If I were to do this a fourth time (as in, I’ve gone through 3 math accelerations with my kids) I would do the following:
Always talk to the teacher first. I would ask where does your child stand relative to the curriculum and how his needs to be challenged are being met daily. If you can go in with a collection of evidence of above-level or divergent thinking, that’s an excellent jumping off point, particularly if the (inevitable) conversation is about how your child presents a different side of himself in school than at home.
After a general discussion with the teacher, my strategy is to measure my child’s gaps for the present grade level and for the one above. I would measure them against both reading the standards and test them against an end-of-year test that follows the standards. Singapore Math Standards Edition tests appear fairly well balanced, and they have solid guidelines for grade level placement. I would then plug all gaps existing through the grade level I think my child should place in, following the model of “Diagnostic Testing -> Proscriptive Instruction” as found in Assouline’s Developing Math Talent book.
For example, if my child is currently half way through second grade, I would give my child the 2A, 2B, 3A, and 3B tests stretched out over several weeks. For any problem missed, I would identify the issue, and plug the gap, and make certain the concept was solid, then provide the next test. If the child misses more than 20%, it’s time to stop. If my child is strong through 2B, but falters in the 3rd grade material, I’d return to the classroom teacher and bring in gifted services to establish clear guidelines on providing consistent differentiated instruction (=teacher time) and coursework. If my second grader is scoring above 80% through 3B and I patch all gaps, I would go in with confidence asking for a single subject acceleration in math.
I would then call the principal and make the request that my child be evaluated for a single-subject acceleration in math as outlined in the district’s gifted education policy. Testing takes time and the school will need to adjust their daily calendar to accommodate a child bridging grade levels. Putting in such a request is often best done before spring break, so now’s the time to be thinking through where you assess your child’s needs and talking to the teacher.