Thanks for all your comments yesterday. I conferenced with Jonathan's math teacher yesterday. Since you've been a part of this journey with us the last couple of months, I'd like to share the results of the meeting. But before I start, let me "catch up" our new friends. (So they won't have to read through lots of previous entries to find out what we're talking about.)
- Jonathan's three IQ tests show him in the 98-99 percentile when it comes to non-verbal abilities. In the classroom these are reflected in math skills and visual-spatial reasoning. Since preschool he's earned 100 percents on "pre-tests." This means he has mastered the material before the teacher taught it.
- Since preschool I've questioned the school's ability and willingness to challenge him in the area of math. The answer: "We are challenging him, but we really can't accelerate him until he's mastered his math facts (addition, subtraction, multiplication, division)."
- This year the school did place him in "honors" math which in effect will accelerate him. They are teaching 5th grade level math after they make sure he's mastered the 4th grade skills. (You know what I'm talking about, all children are being tested to assure "proficiency of grade level skills" -- No Child Left Behind.)
- Jonathan's father, Scott, also has exceptional math abilities. When Scott was a little older than Jonathan, his math teacher gave Scott the next grade level math textbook and sat Scott at the back of the room. When he finished a chapter, Scott would tell his teacher and take a test. I asked about this option for Jonathan. However, considering Jonathan's need for social skills, the IEP team suggested we don't "isolate" him. Instead, they suggested Jonathan be made a peer mentor and use his strength (math) and work on his weakness (verbal reasoning and social skills) by teaching other students how he answered the problems.
- Finally, yesterday in my blog, I reported that in both math and reading Jonathan has tried to work around his other weakness (writing) by assigning numbers to words and then using those numbers in the blanks so he won't have to write the words. His answers were correct; however, he did not get credit because he did not follow directions -- "write" the words in the blank.
Okay, thanks to my old friends for allowing me to bring our new friends up to speed. Teacher obviously talked to a number of people before I came in. He sprinkled the names of Jonathan's assigned general education teacher and the school principal throughout the conference, as if to lend authority to what he was saying. He is a younger teacher, but has taught for a number of years. I couldn't tell if he was nervous or drinks a lot of caffeine. I found my questions or comments lost between his breathless dialog. I felt stressed just sitting across from his hyper-drive speech and super-charged personality. However, I really liked him and feel he's a great fit for Jonathan.
I feel Teacher has a great handle on Jonathan's strengths and weaknesses. Teacher explained how he's accelerating Jonathan within the classroom environment. Cool! Finally, a teacher who understands Jonathan and is willing to challenge Jonathan were he is at. Teacher will be teaching Jonathan sixth grade skills, according to our state's standards.
(I deleted three paragraphs of explanation. You're welcome.)
I already admired Teacher before the conference because he was teaching Jonathan how to take notes. (I don't believe note taking is a skill taught in our county before sixth grade.) Teacher has also given his students different templates for how to answer the BCRs -- "brief constructed response" (we called them "short answers" in my day) on math tests. In addition, I'm excited about Teacher's master's degree project. He is setting up a "virtual classroom" where he'll send out computer problems on the Internet for his students to solve at home. He's also creating a "chat room" for the students to help one another solve the math problems. Computers and math, two of Jonathan's favorite things. The Lord reminded me once again how He is ultimately watching out of Jonathan's interests better than I could possibly do on my own.
Finally, we talked about the not getting credit for not "writing" the correct answers. Teacher said he does this because the state-wide assessments won't give students credit for their answers if they aren't written, so the Teacher is holding the students to the same standard. (Okay, I'm a reasonable person, I understand the statewide assessments are actually report cards on the teachers and schools, which effect their paychecks and working environment. I'll teach/encourage Jonathan how to play nice.)
Thanks for all your comments yesterday. I conferenced with Jonathan's math teacher yesterday. Since you've been a part of this journey with us the last couple of months, I'd like to share the results of the meeting. But before I start, let me "catch up" our new friends. (So they won't have to read through lots of previous entries to find out what we're talking about.) 
Comments (4)
I'm so happy for Jonathan! Finally, his talents won't have to go to waste for the sake of societal conformity! God be with you as He uses you to be the most fitting instrument in preparing Jonathan and your other children to become His blessed servants.
Martha
as a future teacher I find this really interesting =)
hmmm, ask the Teacher to give your son 1/2 credit for his work, so that your son still receives credit for what he knows, but not for putting it in the right notation, phrase it more like a "way to boost his confidence" then a "but he's RIGHT" say more like "i know it doesnt meet the standard, but i think it would mean a lot to him if he got some credit, especially since he came up with a way of working around his weakness, showing he 1. recognizes it 2. is willing to work around it" and then maybe ask for extra time (which he may already get) so that he has time to essentially do the assignment "twice" once by putting in numbers, and a second time by "substituting" it back in, which you can say is a basic math skill for algebra, so it will help him in his strengths as well.
although isolating Jonathan is not a good idea, that doesn't mean you can't provide him with enrichment to do at home either =) although he might not get to write the test, he would still be captivated by the information, and it's always good to encourage learning, especially independent learning, so just go and buy him material and see how that works, if you can't afford it (textbooks are expensive =P) then just go to the library, and photocopy things for him and stuff =) or find stuff online =)
I also have this problem with Brandon, on the opposite side of the coin. He's excellent in reading and writing and poorer in math skills. Although he was progressing with the math skills just fine until they stopped his all-year schedule and he had the summer off. Then that regressed by six months. I struggled with the teachers about advancing him and they all marveled over his reading capabilities. He reads chapter books out of the library because the librarian said "I just can't stand to see him read the books for younger children when he is capable of so much more." God bless that woman! His 2nd grade teacher also lets him choose advanced books for free reading time but he still has to read the stories that are assigned to all students. When he reads at a pace of 139 words per minute (peers tested at average of 27 wpm), he could quickly go through his text book and has, already, on his own at home. They don't test for comprehension at this age/stage but no one doubts that he fully understands the stories.
I understand about the need not to isolate but when I was in school, the teacher would often let me do the assignments ahead of the other kids. I took English in high school, during freshman year.. I'd show up once a week to turn in the previous week's assignments and take a test. The same for Social Studies or any language based classes. I spent extra time working on my math since that always took so long... I don't know why they can't do that today.... I have Asperger's and social issues all my life but I managed just fine.
As a special education teacher, it's good to see regular education teacher knowing what's up (: I've had far too many colleagues who did nothing for different learners/only taught they way that they were taught.
Basically, he did everything right. Sadly, the state tests are graded only one way, and your son will need to meet "these standards", but definitely keep in touch with math teacher. Maybe see if he can recommend enrichment programs for at home/summer. Luckily, as he gets into middle/high school, there will be more potential/math clubs that he can participate in to further love his strengths, and connect with peers!