ADDISYN -- end of 4th grade -- homeroom teacher Ms. Pribyl
ADDISYN survived 4th grade!
--Academically-- Addisyn started out strong this year staying on top of her work since the HW routine is so much more consistent this year. About a 1/4 into the year she started to struggle forgetting HW and doing poorly on tests, so we stepped in the parental monitoring of planner and work completion. I used to just ask "Is HW done", but now I require to actually SEE it, and
check her planner for any items she forgot to do at all.
At the 1st trimester reporting in November we got a Parent Conference. In 4th grade, the teachers have the student sit in on conferences and be part of the self-evaluation process. While it felt awkward at moments for Addisyn, I'm really glad she was there. The 4th grade teachers are really good at having the students reflect and self-evaluate.
As of November, her reading level was scored as "N" (a little low, but I was seeing her read harder stuff at home so she either isn't processing what she reads or it takes too long to process). At the end of the year, the fourth grade goal is "R" and Addisyn is almost there, having moved up to level "P".
By the final report card, Addisyn met or exceeded expectations in all subject areas, with just one area of concern in word decoding and reading fluency. She particularly excels in math concepts (just needed to memorize multiplication still for speed).
As part of California state testing (CAASPP), Addisyn showed good scores in both ELA and Math. Her scores were at the "met" level and slightly higher than the state average in both areas.
This spring, upon recommendation of the neurologist, we pursued a "504" for Addisyn at school. Because her tics can be distracting and interfere with her focus, she now has documentation that requires the school and teachers to accommodate her when needed. It is not a lighter work load, but things like seating arrangements and time on tests or assignments when her tics are active. So far, her teachers mostly are aware and supportive anyhow, but we feel better knowing this is documented since we don't know what her future brings or how school will change in the next few years.
Addisyn enjoyed Safety Patrol, the book "Wonder" read aloud to class, Pioneer Day, and Poetry Cafe w/Mrs. Dilgard.
--Socially-- Addisyn named friends including Ellie, Layla, Gabby A, Ava M, and a few more. She has had some friendship troubles this year, struggling to feel included at school. She does well with one-on-one get-togethers after school compared to groups/cliques at school (recess or group work in class). Our 4th grade introvert is learning to find her way in the social atmosphere.
PIPER -- end of 2nd grade -- Ms. Roach
PIPER passes 2nd grade.
--Academic-- Piper does well in school and is eager to learn. She is a hard worker in class, helps others, and gets along with others in her classroom. As of November at 1st trimester parent conferences, Piper was scored at an "M" reading level, which is right in the middle for 3rd grade.
I wish she'd remember to bring in her reading log on Mondays the due date, but at least she does them and turns them in on Tuesdays. She is responsible with her Chromebook and usually remembers to charge it overnight without reminders. She was really good about getting her math sheet done quickly each afternoon.
By the final report card, Piper has exceeded grade level expectations in almost every area. She
is a strong student because she loves learning. She WANTS to do the work and understand. Her
teacher Ms. Roach consistently says that she is a good role model and helpful to others in her class.
Piper wrote "I feel smart at school" on her autobiographical poem. I am so glad that she feels confident in herself an in her work. I got to volunteer in her classroom every other Monday and could see she appreciated me caring enough to be there. I hope in several years we will enjoy reading her weekend journals from this year.
--Social/Interpersonal-- Piper named some friends at the end of the year, including Adanya,
Madison, Gianna, and Sophie. At the end of the year she sat at a table with Carter. We see Ms. Roach at church occasionally.
MARISSA -- 3yr old preschool -- Ms. Batol
--Academically-- Marissa is cognitively ready for Kindergarten, but she does not meet the age requirement, even for TK (Transitional Kindergarten is an extra year of kindergarten for those who turn 5 during the second half of the school year). She can count, sort, draw recognizable pictures, focus, listen, express herself, work in groups or independently, and is patient and considerate at school. Mrs. Batol says she enjoys school and likes to participate in all activities. She respects
others and is not afraid to ask for help from an adult.
--Socially-- Marissa really developed her social and motor skills at the playground. She would tell me how she tried to make new friends each day (even if she couldn't remember their names at the end of the day). At the end of the year she could name many, including: Ketsia, Temina, Hope, Gino, Jayden, Kendall, Zoey, Alex, Aaron, and "more, there's more." But then clarified that Jayden is NOT her friend because he's not there anymore, and not Joseph because "he's not a good boy." She loves her time playing with her friends at school both in the classroom and at the playground.
Did she enjoy preschool? Clearly yes... an hour after I picked her up on the last day of school she said, "I REALLY want to get signed back into SCHOOL!"
"awww, do you miss school?" "uh huh"
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