Prepare in Advance for Teacher Conferences
Teachers don’t always have time to communicate with parents on a regular basis. Things get missed – all the time. Parents can be surprised by how much they learn when information is directly requested.
If you are already aware of things you need to monitor, write down your questions so you don’t forget. If your child has a formal school plan, bring it to the meeting. Turn to the Goals section and ask the teacher about progress or challenges. Turn to the section with the Accommodations. Ask if they are helping and if changes or additions are needed. Look at your child’s grades together and talk about concerns. Can you see work samples or graded tests?
Some parents suspect concerns, but they have received very little input from the school. Below are some targeted questions to consider across age groups. Consider the ones that seem most relevant for your child:
Preschool (Ages 3–5)
- How does my child interact with other children during free play and structured activities?
- Does my child follow classroom routines and directions independently, or do they need extra help?
- Are there any concerns with attention, impulsivity, or excessive activity?
- How does my child communicate their needs and ideas—do they use words clearly and socially?
- Are there any delays or difficulties in learning letters, numbers, or other pre-academic skills?
- How does my child handle transitions or changes in routine?
- Have you noticed any repetitive behaviors or sensory sensitivities?
Elementary (Grades K–5)
- Is my child reading, writing, and doing math at grade level? Are there specific areas where they struggle or excel?
- Does my child stay focused during lessons and complete assignments without frequent redirection?
- How does my child interact with classmates—are there any concerns with social skills or peer relationships?
- Do they follow multi-step directions and manage their time well during classwork?
- Are there signs of frustration, anxiety, or low confidence during academic tasks?
- Have you noticed any repetitive behaviors, sensory sensitivities, or challenges with changes in routine?
- Are there patterns in missing assignments, disorganization, or forgetfulness that could suggest attention difficulties?
- How can I support my child during homework?
Junior High (Grades 6–8)
- How does my child manage longer assignments/projects, deadlines, and organizational tasks? What about working in groups?
- Do they participate in class discussions and show understanding of the material?
- Are there issues with attention, impulsivity, or staying on task across subjects?
- How does my child get along with peers—have you observed any social challenges or signs of isolation? What about teasing?
- Have you noticed signs of stress, emotional regulation issues, or changes in mood?
- Are there specific academic areas where you suspect a learning difficulty?
- Do you think my child would benefit from any additional support, summer learning activities, or tutoring?
High School (Grades 9–12)
- Is my child keeping up with the academic demands in their classes? Are there subjects where they’re consistently struggling or excelling? What about working in groups?
- How well does my child manage deadlines, homework, and long-term projects? Do they need frequent reminders or support?
- Are there noticeable issues with focus, impulsivity, or mental fatigue during class?
- How does my child engage with peers—do they seem socially connected or more withdrawn? Any peer teasing?
- Do they advocate for themselves when they need help, or avoid seeking support even when it’s needed?
- Have you noticed any signs of anxiety, low motivation, or mood changes that might impact learning?
- Are there academic or behavioral patterns that suggest a learning disorder or attention-related challenge?
- Would you recommend any academic, emotional, or social support over the summer to help them prepare for next year or postsecondary plans?
Now matter the age of your child, if concerns are emerging or worsening, ask the school team your child would benefit from an evaluation of their strengths and weaknesses. If concerns are not time sensitive and they are very focused, you can request that the public school complete an evaluation. Keep in mind that the school cannot give a diagnosis and their evaluation will focus on cognitive and academic skills. If you have concerns about attention, executive functioning, social development, emotional symptoms or behavior, the school may not be able to inform these concerns.
If you think a comprehensive evaluation may be needed, reach out by email for a free consultation: [email protected]
