First Report Card

I have a backlog of blogs to post, but I wanted to get this one out ASAP since it's fresh on the brain.  This morning Dave and I had our Parent Teacher conference with Drew's TK teacher, and we also got his first Report Card.

The short version, Drew's an intelligent but emotional kid.  While scholastically he's ahead of the game, but socially/emotionally he's a little behind and there are areas of concern - which ultimately were the reasons behind our holding him back into TK.  The teacher said we made the right call - you could hear the sighs of relief from Dave and I.

Here's how he's "Graded"
P= Proficient (highest achievement possible)
OT = On Track (age appropriate)
E = Emerging (needs a little work)
AC = Areas of Concern (serious problems)
X - Not Yet Taught/Assessed

There were four categories in which he's graded:
1. Social/Emotional
2. Language Arts
3. Math
4: Physical Development
5: just teacher comments

1. Social/Emotional:

• Seeks adult help when appropriate - E
  Notes: Working on this. Sometimes waits too long. (this was the biggest area of concern and I'll touch on this at the end)
• Engages in cooperative activities with peers - E
• Exhibits impulse control and self-regulation - E
  Notes: working on this (this goes along with the first bullet point, again to be discussed later)
• Works Independently - OT
• Participates in group activities - OT
• Demonstrates caring for others - E
• Follows Playground Rules - OT
• Follows classroom rules and procedures - OT
• Separates from parents/caregivers without stress - P
• Follows Directions - OT

2. Language Arts

• Writes own first name in Titlecase - P
• Uppercase letters 5 10 15 - P
• Lower case letters 5 10 15 - P
• Exhibits beginning sound awareness - P
• Exhibits rhyme awareness - X
• Listens while others are speaking - OT
• Shares ideas with others - OT
• Actively engages in writing activities - OT
• Actively engages in reading activities - P

3. Math

• Understands that numbers represent quantity - P
• Recognizes numbers in random order (0-12) - P
• Uses one-to-one correspondence to count objects (12) - X
• Recognizes common shapes - X
• Counts orally 1-20 - P
• Sorts by one attribute - X
• Extends simple patterns - X

4. Physical Development

• Demonstrates gross motor skills (balance, jump, run, climb) - OT
• Demonstrates sense of body in relation to others - OT
• Demonstrates fine motor skills (cut, color, draw) - OT
• Performs basic self-help/self-care tasks - E
  Goes back to the behavior issues mentioned earlier 
• Uses Small Manipulatives effectively - OT

5. Trimester Comments

• Drew is a serious, eager student who loves the learning process.  He was very sensitive at first but now is doing better most of the time.  He is a strong reader and enjoys sharing his great ideas in both a large and small group setting.  He also loves a leadership role.  His math skills are strong.  We are focusing on following directions, working with others and problem solving.  He makes great connections from our stories to real life experience.  Good work Drew!

 So the discussion was 70% about Drew's inability to be assertive and explain what his "problem" is before losing his cool - usually resulting in a floodgate of tears.  His teacher mentioned a few incidents - one in which he freaked out about his shoe coming untied during a classroom activity and she just had to have him sit to the side until he calmed down and the activity was finished (he was being really disruptive).  Another incident was about his backpack and not finding his library book inside - it was under the popcorn we were supposed to bring for his Halloween party.  Rather than take out the popcorn and look for the book he just lost it saying he couldn't find his book.  Another example yet, when he was paired up with a partner and they had to find a pencil (or other tool) in a box and there weren't two... Drew started crying and the other kid gave him the "tool" and raised their hand to get a new one - rather than Drew doing that to begin with.

We told Mrs. Ferren we see the same reaction at home for times where he can't find a particular toy - even if it's right in front of him or even buried in his toy bins/box.  We both think this is coming from laziness (my word) and his ability to cry and make whatever he wants happen, happen.  For example kids and parents jump to his rescue at school when he cries making his "problem" go away.

She said this was a major area of concern that she (and we) need to continue focusing on as it could be a major issue that may need intervention if this continues in the coming two or so years.  She says it's over the top - and I sort of agree - that if he doesn't get over it, other intervention may be needed - whatever that may be.

While I'm ending on a "negative" note, it really was a positive discussion. She said he is definitely one of the smartest in the class and she knows he has it in him to excel, he just needs the extra boost emotionally.