Parent-teacher conference

Key facts · Part 1 Essentials

• Standards: the goals for each grade. Curriculum is the materials.
• Standards-based scores: one to four scale, and a three means meeting the standard.
• I.E.P.: written plan with special instruction and goals.
• 504 plan: accommodations for equal access, such as extra time.
• Reading levels: independent level is easy alone, instructional level is with support.
• Benchmarks and percentile: a check-in test, where a percentile is not a percent.
• Three questions: strengths and the one thing to work on, comparison to grade level, and what to do at home.

Key facts · Part 2 Deeper

• Proficiency is a snapshot against the standard. Growth is progress over time. Ask for both.
• Accommodation changes how a child learns. Modification changes what is expected, and can affect credit or a diploma.
• Pull-out means the child leaves the room for help. Push-in means the specialist comes in.
• M.T.S.S. or R.T.I. means tiers of help. Ask which tier, how often, and when it will be reviewed.
• Developing and emerging mean approaching: not yet at standard. Needs reminders points to independence and organization.
• You can request an evaluation in writing at any time, even if the school wants to try tiers of help first.

Key facts · Part 3 Drill

• Standards are the goals for each grade. Curriculum is the materials. A three means meeting the standard, not a C.
• I.E.P. is instruction. Five-oh-four is access. An accommodation changes how. A modification changes what.
• Proficiency is the snapshot. Growth is progress over time. A percentile is not a percent.
• Pull-out means out of the room. Push-in means the specialist comes in. For tiers of help, ask which tier, how often, and when it will be reviewed.
• Ask your three questions, request an evaluation in writing at any time, and agree on a follow-up date.