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- Name: PaulaV
- Email: j.p.valliere@adelphia.net
- Country: USA
- Comment: On teaching to mastery and differentiated instruction... I would definitely say my son was not taught mastery of basic math facts or much else in regards to math in first or second grade. Only when he took a test at Kumon did I realize just how far behind he was although his teachers (past and present) have told me he is doing fine in math. REALLY?! He was placed in an all inclusion class this year. When I questioned why, I was not given a straight answer. All that I was told was that he has trouble following directions and focusing. Also, it is almost as though there are five different third grade classes at our school...two non-inclusion and three inclusion classes. The non-inclusion classes are not even on the same hall has the rest of the third graders. All the third grade classes are taught the same thing, but in a different sequence. I do not have a problem with that. Differentiated instruction or flexible achievement grouping? I am not sure which. I was told the teachers do not have to use the same worksheets...you know, each teacher has a different teaching style. What I want to know is where does my son fall among his peers? His teachers nor the principal will say. One might suggest he was placed in this class because of math skills or the trouble with focusing and following directions. Okay. Then tell me that. Tell me what I can do to help him. I feel the school thinks he is slow in math therefore he must be dumber all the way around and can't handle a rigorous curriculum. (I think SteveH said that.) My son seems to do fine in science, social studies and reading. He has a great attitude. He is eager to learn. My husband and I moved him from the slow, inclusion class. Trust me...it was a battle. The principal did not want to move him. She said he was with a good peer group. When I asked her which peer group would that be she did not answer my question. She changed the subject. That is another thing...it is almost as though there are different tiers of inclusion classes...the ones with serious LD problems, less severe and so on. My son doesn't have an IEP nor has it been suggested that he have an assessment. However, how can you get to third grade and have trouble with focusing and following directions and be placed in the bottom of the third grade without some assessment? Was his last class a remediation class? Why would he need to be remediated? Isn't that something you would want to tell the parents? Of course it is! My son's current class is full of "ultra-achievers" says the teacher. Okay. That is wonderful. Are they ultra-achievers all the way around? In every subject? I find that hard to believe since there are kids in my son's class who clearly need extra help. I have volunteered in the classroom. I have quietly enrolled my son in Kumon. I have been told not to tell the school. My husband and I are going to privately have our son tested for ADHD. Hopefully then we can get some answers. Thanks to all who comment on this wonderful site. If you have any suggestions or comments, please feel free to share them. PaulaV
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