Work frustration... again...

[Veronica]

I referred a student to our resource teacher for testing. Initial results indicate that the student won't qualify for additional classroom help and assistance with state testing because the student is performing at their ability level. Okay, I am teaching 4th grade and this student's classroom performance level is about grade level 1.5. We have no place for kids like this. The student's IQ is too high for a Special Day Class, but not high enough for any additional help. This makes no sense to me. The student is not going to be successful in regular ed. The student is going to continue to score Far Below Basic on state tests.

This is the lowest class I have ever taught. I have three other kids who are in similar situations, although not quite as low and a new kid starting today whose report card indicates similar issues. That's 5 out of 30, 1/6 of the class who are low functioning. It's demoralizing.

I asked one of them what six divided by two was yesterday. He didn't know. He could only figure it out when I held up six fingers, three on each hand. I am starting off every day wanting to cry before I even get to work. I know it's just that I'm stressed about state testing coming up and frustrated by a lack of progress despite all my effort.

Veronica

[Blueberry]

(((((((Veronica)))))))

I wish I had some words of wisdom to offer, but I don't

[smilingcat]

Sorry to hear about the woes. If any thing, the school year end is in sight.

[Crankin]

That doesn't sound right. How could he be making effective progress at a 1.5 gl in gr. 4? What is his IQ? If he falls in the "gray area," of about 75-85, sometimes the formulas that are used make it impossible to qualify a kid.
So, he doesn't qualify for a self contained class, but what about resource/inclusion services? And how can this decision be made based on preliminary testing by the teacher? If a parent requests a sped eval, then by law, it has to be done, within 30 school days. A full evaluation. You should look for scores that compare his IQ to his achievement, i.e. WISC scores compared to Woodcock Johnson scores.
This is against the law. It doesn't sound right and wouldn't fly here or where I taught in AZ. One teacher does not get to make that decision!

[Veronica]

Thanks for the support. Writing out my woes, helps me gain perspective.

I am still waiting to hear the psych report. I have my fingers crossed that they will find some reason to get the student into resource.

My day did end well. Two former students came to visit me. They were 5th graders in my class of 2001 and are are 21 and 22 now. It was a neat visit and the timing was perfect.

And I just need to stay focused on the fact that I do have sweet kids, who want to learn. They are generally kind to each other and really do try. Some people just have different gifts. I need to pretend that administration does not exist!

Veronica

[Crankin]

Those visits make everything worthwhile.
Last spring, a young man escorted us up the stairs at a tapas restaurant in Boston. I really didn't see his face, as I was behind him. When we got upstairs, and I was taking off my coat, he looked at me and said really loud, "Mrs. M????" It was one of my all time favorite kids, who is now a student at Northeastern U. I had his sister, too and was very close to his mom. He gave me a huge hug, which induced tears. Our friends didn't quite get it, but it put in me in a great mood for a long time!