Originally Posted by EarthRootsStarSoul
That's a great idea! Have her build her own portfolio of her best work. Put her in charge of her education, so she has something to care about. Then use the portfolio to work with her teacher to get her correct academic placement.
I agree this is a good idea.
Part of the idea I would explore would be the disconnect between what she CAN do and what she IS doing in the classroom.
I would meet with the teacher and discuss your concerns.
A few things that pop out are that she is crying, test scores and school performance, and you are concerned about HFA.
1. I would address the crying/anxiety. Try to do some social stories about 'what to do if__________'. Sometimes a little structure helps kids scaffold it to help themselves more. Getting over the initial anxiety can be the hardest. Role play scenarios like " I have a question......
" I dont understand the directions......" " I am all done with my work......." " I know the material......." and give her some empowerment to self-advocacy. Especially if she is quieter and less likely to stand out in a classroom.
2. The school/test score difference is something I would look at. A few things. Sometimes the format of achievement and IQ testing is something that 'fits' a childs personality and/or the setting allows the child to perform at their best. The setting and environment of assessment is much much different than school. What was her processing speed score? That can also impact ability to complete work and follow the classroom directions.
If you have a kid that does well in quiet, one on one setting then the testing setting is likely to enable him/her focus and really connect to the tester.
In school the presentation of teaching, the noisy format, the distractions of other kids/routine, the speed, the feedback from the teacher , the curriculum/methodology,etc can all impact classroom performance.
Also, who and how comprehensive was the testing? Did they do achievement testing as well as WISC (cognitive)? A difference in achievement testing and cognitive testing may show learning disablities. Or the most basic of achievement testing may not catch poor executive functioning, audio processing, fine motor, and other more subtle concerns that could impact school performance while still having a high cognitive testing.
Or is writing a difficulty? Even if your DD knows the material-- writing load increases in 1st and some bright kiddos struggle with the difference in verbal knowledge and ability to get it on paper.
3. I would explore HFA if you have concerns. It is very possible the noise, action, etc of the classroom could be causing sensory distress. (hypo /hyper alertness, sensitivities, etc). A child that is sensitive to a classroom setting can struggle to focus and really disconnect from the environment which would impact classroom participation and work.
Lastly, I would try to set up something with the teacher and your child. A connector of sorts, like a handshake, a daily sticky HI note, or a 'check-in' at math to just touch base if she has questions/is paying attention/completed work. Sometimes kids that dont seek one on one attention really really benefit from the teacher checking in on them individually, they dont get as lost in the crowd.
Have you checked her vision? Sometimes vision stuff pops up at this age and can really impact classwork. A simple eye exam can rule it out. Kids that do well with close work but have may have trouble seeing the board or vice versa.
Bring in a portfolio of work your DD has done at home independently. See what the teacher thinks and how it reflects what they are doing in the classroom: also discuss is small changes such as seating, challenge work and/or differentiated work, a classmate support (not academic but more of a positive role model that participates in discussions appropriately), more one on one from the teacher/aide, etc.
Also see if the style of teaching meshes well-- a very strong auditory learner or a strong visual learner, etc may have a teaching style that does not match their style of learning. This can led to frustration on the part of the student.