Re: 6th grade problems

[Guest guest]

In a message dated 10/8/2004 5:47:10 AM Eastern Daylight Time,

soccrnurz1@... writes:

Today was the last straw. The teacher we are having the most difficulty with

sent home a poor progress note because of class attendance and missed work.

She has a B average on tests in this class and I have offered to do anything

we can at home. I was told it is all the class discussions she is missing.

Her absences are only due to being pulled out according to the IEP.

Why is she being pulled out? The current educational philosophy and approach

is to not have pull-outs because they disrrupt things too much and the kids

miss a lot. How much time does she need daily? Why can't it be done in a

specific time slot? What is in her schedule that could be rearranged or is not

really necessary. The services are necessary, so what could be dropped to free

up a class period.?

Once Ian started middle school there was no reason to pull him out of class.

His (TOD) services were done during its own separate period -- which we

insisted on. We could not see how Ian would be able to keep up on his classes if

he was being pulled out. That hadn't worked in 4th or 5th grade, so we

figured it would be worse in middle school.. Music became harder and harder for

him

to follow, so it was dropped as an elective. In high school, he is language

exempt so that period was freed up and used for services. He'll fill his

music requirement with art classes.

Middle school was a new world. More work and more personal repsonsiblilty. A

lot of kids find it hard to make the transition, not just kids with issues.

Pulling a kid out of class only makes it harder.

I'd start by calling and arranging a meeting with her guidance counsleor to

talk about rearranging her schedule so that there are no pull-outs. If it

needs an IEP meeting to make that happen, then call for an IEP asap. The longer

the year goes on, the harder it will be for her to transfer into new classes

and be up-to-date with the classwork. It sounds like they have arranged her

schedule to be convenient for the adults and not taking all her needs into

consideration. A kid cannot handle classwork if she's not in the class.

Each year before classes start our TOD meets with the new teachers to

explain what Ian's issues are and what they can do to support him -- as well as

what they are required to do in order to meet his needs. Are all of you

daughter's teacher apprised of her needs, of what it takes to teach a D/HOH kid

in a

mainstreamed classroom setting? This is part of Ian's IEP (504 plan) so there

has to be teacher training every fall.

Anyway -- I'd start with a call to discuss how her schedule needs to be

revised. The source of the problem isn't her ability to do the work, it's being

yanked out of class.

Best -- Jill

[Guest guest]

--- You wrote:

Today was the last straw. The teacher we are having the most difficulty with

sent home a poor progress note because of class attendance and missed work.

She has a B average on tests in this class and I have offered to do anything

we can at home. I was told it is all the class discussions she is missing.

Her absences are only due to being pulled out according to the IEP.

--- end of quote ---

Hi - I'd echo Jill's comments and would say that I also have a 6th grader with

ADD and hearing loss (it's a real fun combo, isn't it?!). He has " LC " (learning

center) daily and that's when we do focused work with Tom on areas he needs

assistance with. Pulling him out of any class would be really hard at this

point because he woudl miss so much.

Barbara

[Guest guest]

--- You wrote:

Today was the last straw. The teacher we are having the most difficulty with

sent home a poor progress note because of class attendance and missed work.

She has a B average on tests in this class and I have offered to do anything

we can at home. I was told it is all the class discussions she is missing.

Her absences are only due to being pulled out according to the IEP.

--- end of quote ---

Hi - I'd echo Jill's comments and would say that I also have a 6th grader with

ADD and hearing loss (it's a real fun combo, isn't it?!). He has " LC " (learning

center) daily and that's when we do focused work with Tom on areas he needs

assistance with. Pulling him out of any class would be really hard at this

point because he woudl miss so much.

Barbara

[Guest guest]

--- You wrote:

Today was the last straw. The teacher we are having the most difficulty with

sent home a poor progress note because of class attendance and missed work.

She has a B average on tests in this class and I have offered to do anything

we can at home. I was told it is all the class discussions she is missing.

Her absences are only due to being pulled out according to the IEP.

--- end of quote ---

Hi - I'd echo Jill's comments and would say that I also have a 6th grader with

ADD and hearing loss (it's a real fun combo, isn't it?!). He has " LC " (learning

center) daily and that's when we do focused work with Tom on areas he needs

assistance with. Pulling him out of any class would be really hard at this

point because he woudl miss so much.

Barbara

[Guest guest]

Hi Jill,

The problem is she is not in middle school yet. In our town 6th grade

is still in elementary school, but they run it similar to middle school in

the fact that they go to a different teacher for each subject - to prepare

them for middle school. There is no flexibility in her schedule. They do have

music, gym and art once a week in the morning. Unfortunately there is only one

TOD for this very large city. She teaches across town in the mornings and

sees the kids in other schools in the afternoons. My daughter is seen 2-3

afternoons a week for one hour. Also there is no way auditory training to use

the

implant can be done in the classroom. Life will probably be easier when she is

in middle school and high school and we have a schedule that we can adjust.

[Guest guest]

Hi Jill,

The problem is she is not in middle school yet. In our town 6th grade

is still in elementary school, but they run it similar to middle school in

the fact that they go to a different teacher for each subject - to prepare

them for middle school. There is no flexibility in her schedule. They do have

music, gym and art once a week in the morning. Unfortunately there is only one

TOD for this very large city. She teaches across town in the mornings and

sees the kids in other schools in the afternoons. My daughter is seen 2-3

afternoons a week for one hour. Also there is no way auditory training to use

the

implant can be done in the classroom. Life will probably be easier when she is

in middle school and high school and we have a schedule that we can adjust.

[Guest guest]

Hi Jill,

The problem is she is not in middle school yet. In our town 6th grade

is still in elementary school, but they run it similar to middle school in

the fact that they go to a different teacher for each subject - to prepare

them for middle school. There is no flexibility in her schedule. They do have

music, gym and art once a week in the morning. Unfortunately there is only one

TOD for this very large city. She teaches across town in the mornings and

sees the kids in other schools in the afternoons. My daughter is seen 2-3

afternoons a week for one hour. Also there is no way auditory training to use

the

implant can be done in the classroom. Life will probably be easier when she is

in middle school and high school and we have a schedule that we can adjust.

[Guest guest]

My son is in 4th grade has a CI and ADD plus other stuff, but he gets

extended time for all work and especially what he may miss in pull

out. He has to be pulled out to work on issues with writing and

social skills by the resource teacher and by the TOD. The TOD comes

during his specials time. He typically has been pulled out from

social studies class because it is not a " build upon your knowledge "

subject like the others.

His school has specified times of day for any type of resource work

so that major classes are not missed and the TOD has to come during

those times, as does the writing teacher.

My other son is hearing but has ADHD and bipolar disorder. He is in

6th grade and it is middle school here. They have a class called

cirriculum assistance where they work on missed work and that is when

the deaf child at his school has her pull out. He also has extended

time on homework and classwork. He does not need it for testing. I

can tell you the teachers gave me a hard time and told me they don't

do that in middle school...haha they found out they do real quick...

like after I was done with the IEP compliance officer for the

county. He does miss alot of class because of his asthma and

medication side effects and only one teacher gives me a hard time on

that. I just tell her to please review his IEP because he has

accomodations for missed work. The other day she told him not to

worry about a missed worksheet but when the weekly grades came he has

a ZERO. I informed her that it was her fault that he did not retake

the work because he had asked her several times and been put off.

She gave it to him that day. (hehe)

Now, I think they were afraid that I wanted him to be turning in work

weeks later, but that is not the idea. I explained to them that the

idea was to get the work done within 2 days tops, preferrably one day

late but if he was having emotionals swings it may be a few days.

Like hearing loss, none of them understand the issues of a child with

ADHD and bipolar with raging preteen hormones.

My suggestion would be to get extended time added to the IEP if you

don't have it. Hopefully, that will help. And they can not punish a

child for missing class for pull out that is in the IEP. These

people need to wake up and smell the coffee! What both my kids do is

complete the work on the weekends that they miss or can't get done in

the week. They don't really like to do it but they don't really get

a choice (grin) because I don't want them to miss any information.

I hope it all works out.

Elaine

[Guest guest]

My son is in 4th grade has a CI and ADD plus other stuff, but he gets

extended time for all work and especially what he may miss in pull

out. He has to be pulled out to work on issues with writing and

social skills by the resource teacher and by the TOD. The TOD comes

during his specials time. He typically has been pulled out from

social studies class because it is not a " build upon your knowledge "

subject like the others.

His school has specified times of day for any type of resource work

so that major classes are not missed and the TOD has to come during

those times, as does the writing teacher.

My other son is hearing but has ADHD and bipolar disorder. He is in

6th grade and it is middle school here. They have a class called

cirriculum assistance where they work on missed work and that is when

the deaf child at his school has her pull out. He also has extended

time on homework and classwork. He does not need it for testing. I

can tell you the teachers gave me a hard time and told me they don't

do that in middle school...haha they found out they do real quick...

like after I was done with the IEP compliance officer for the

county. He does miss alot of class because of his asthma and

medication side effects and only one teacher gives me a hard time on

that. I just tell her to please review his IEP because he has

accomodations for missed work. The other day she told him not to

worry about a missed worksheet but when the weekly grades came he has

a ZERO. I informed her that it was her fault that he did not retake

the work because he had asked her several times and been put off.

She gave it to him that day. (hehe)

Now, I think they were afraid that I wanted him to be turning in work

weeks later, but that is not the idea. I explained to them that the

idea was to get the work done within 2 days tops, preferrably one day

late but if he was having emotionals swings it may be a few days.

Like hearing loss, none of them understand the issues of a child with

ADHD and bipolar with raging preteen hormones.

My suggestion would be to get extended time added to the IEP if you

don't have it. Hopefully, that will help. And they can not punish a

child for missing class for pull out that is in the IEP. These

people need to wake up and smell the coffee! What both my kids do is

complete the work on the weekends that they miss or can't get done in

the week. They don't really like to do it but they don't really get

a choice (grin) because I don't want them to miss any information.

I hope it all works out.

Elaine

[Guest guest]

My son is in 4th grade has a CI and ADD plus other stuff, but he gets

extended time for all work and especially what he may miss in pull

out. He has to be pulled out to work on issues with writing and

social skills by the resource teacher and by the TOD. The TOD comes

during his specials time. He typically has been pulled out from

social studies class because it is not a " build upon your knowledge "

subject like the others.

His school has specified times of day for any type of resource work

so that major classes are not missed and the TOD has to come during

those times, as does the writing teacher.

My other son is hearing but has ADHD and bipolar disorder. He is in

6th grade and it is middle school here. They have a class called

cirriculum assistance where they work on missed work and that is when

the deaf child at his school has her pull out. He also has extended

time on homework and classwork. He does not need it for testing. I

can tell you the teachers gave me a hard time and told me they don't

do that in middle school...haha they found out they do real quick...

like after I was done with the IEP compliance officer for the

county. He does miss alot of class because of his asthma and

medication side effects and only one teacher gives me a hard time on

that. I just tell her to please review his IEP because he has

accomodations for missed work. The other day she told him not to

worry about a missed worksheet but when the weekly grades came he has

a ZERO. I informed her that it was her fault that he did not retake

the work because he had asked her several times and been put off.

She gave it to him that day. (hehe)

Now, I think they were afraid that I wanted him to be turning in work

weeks later, but that is not the idea. I explained to them that the

idea was to get the work done within 2 days tops, preferrably one day

late but if he was having emotionals swings it may be a few days.

Like hearing loss, none of them understand the issues of a child with

ADHD and bipolar with raging preteen hormones.

My suggestion would be to get extended time added to the IEP if you

don't have it. Hopefully, that will help. And they can not punish a

child for missing class for pull out that is in the IEP. These

people need to wake up and smell the coffee! What both my kids do is

complete the work on the weekends that they miss or can't get done in

the week. They don't really like to do it but they don't really get

a choice (grin) because I don't want them to miss any information.

I hope it all works out.

Elaine

[Guest guest]

I'd have to ditto what others have said. Since she will be pulled out and the

teachers are aware of this (since it is in her IEP) the teachers need to come to

terms with that. They can't punish her for what she has missed and they should

be able to give her the work to makeup. If the in class discussion is on a

chapter that they have read, then she would be responsible for the information,

but to lower her grade because she wasn't taking part in the discussion seems a

little harsh....even for a child not having any special needs. It stinks when

a teacher just " doesn't get it " . Maybe you could have the TOD speak to this

teacher and explain why these pull out sessions are necessary for your daughter?

Or, is is possible to get a different teacher for that subject? I guess what I

really don't understand is why the teacher is being so difficult (I have a

degree in education, so this stuff burns me up). It's not optimal for them to be

loosing class time, but if it's what's

happening, then you need to work around it the best you can. I can't believe

that they haven't run into this problem before. There are always kids getting

pulled from class for something....speech, OT, PT, enrichment, gifted, ect.

I'm guessing that each class goes through a rotation. Maybe she could be

switched into another class so that in the afternoon that class is in something

that can be missed.

I hope you can solve this problem.

Debbie mom to , 5, mod/sev SNHL and , 2, hearing

" I'm through accepting limits, Cuz someone says they're so. Some things I

cannot change, But till I try I'll never know " Defying Gravity from

" Wicked: The Musical "

__________________________________________________

[Guest guest]

I'd have to ditto what others have said. Since she will be pulled out and the

teachers are aware of this (since it is in her IEP) the teachers need to come to

terms with that. They can't punish her for what she has missed and they should

be able to give her the work to makeup. If the in class discussion is on a

chapter that they have read, then she would be responsible for the information,

but to lower her grade because she wasn't taking part in the discussion seems a

little harsh....even for a child not having any special needs. It stinks when

a teacher just " doesn't get it " . Maybe you could have the TOD speak to this

teacher and explain why these pull out sessions are necessary for your daughter?

Or, is is possible to get a different teacher for that subject? I guess what I

really don't understand is why the teacher is being so difficult (I have a

degree in education, so this stuff burns me up). It's not optimal for them to be

loosing class time, but if it's what's

happening, then you need to work around it the best you can. I can't believe

that they haven't run into this problem before. There are always kids getting

pulled from class for something....speech, OT, PT, enrichment, gifted, ect.

I'm guessing that each class goes through a rotation. Maybe she could be

switched into another class so that in the afternoon that class is in something

that can be missed.

I hope you can solve this problem.

Debbie mom to , 5, mod/sev SNHL and , 2, hearing

" I'm through accepting limits, Cuz someone says they're so. Some things I

cannot change, But till I try I'll never know " Defying Gravity from

" Wicked: The Musical "

__________________________________________________

[Guest guest]

I'd have to ditto what others have said. Since she will be pulled out and the

teachers are aware of this (since it is in her IEP) the teachers need to come to

terms with that. They can't punish her for what she has missed and they should

be able to give her the work to makeup. If the in class discussion is on a

chapter that they have read, then she would be responsible for the information,

but to lower her grade because she wasn't taking part in the discussion seems a

little harsh....even for a child not having any special needs. It stinks when

a teacher just " doesn't get it " . Maybe you could have the TOD speak to this

teacher and explain why these pull out sessions are necessary for your daughter?

Or, is is possible to get a different teacher for that subject? I guess what I

really don't understand is why the teacher is being so difficult (I have a

degree in education, so this stuff burns me up). It's not optimal for them to be

loosing class time, but if it's what's

happening, then you need to work around it the best you can. I can't believe

that they haven't run into this problem before. There are always kids getting

pulled from class for something....speech, OT, PT, enrichment, gifted, ect.

I'm guessing that each class goes through a rotation. Maybe she could be

switched into another class so that in the afternoon that class is in something

that can be missed.

I hope you can solve this problem.

Debbie mom to , 5, mod/sev SNHL and , 2, hearing

" I'm through accepting limits, Cuz someone says they're so. Some things I

cannot change, But till I try I'll never know " Defying Gravity from

" Wicked: The Musical "

__________________________________________________

[Guest guest]

In a message dated 10/8/2004 9:07:59 AM Eastern Daylight Time,

soccrnurz1@... writes:

There is no flexibility in her schedule.

Ah, your 6th grade is structured like our 5th grade was. But you know, I'd

go in and make the same comments and ask for the same things. They are having

the kids switch classes to move from teacher to tecaher, then they can adjust

those times. I would insist on it. Her afternoons with the TOD could be in

place of art or music (much as my kids would have hated to give those up)

I would argue that there IS flexibility in the schedule because the schedule

was created with changing classesd and " periods " to mimic 7th grade. Also,

they are not really in compliance with her IEP or educational needs if in

order to adddress her D/HOH issues, she is missing out on core educational

classes, are they? I would argue with them along those lines. Iwould bluntly

state

that they are setting her up for failure and causing emotional harm.

Don't back down if they try to put you off. If the TOD/AV service are the

things that can't change, then the other classes have to and they must make it

work.

In fourth grade our son had pullouts. We repeatedly raised this concern and

the teacher swore (in a meeting with the prinicipal and CSE chair) that she

was not teaching core curriculum during Ian's pullouts. She was lying. He

consistently did not have the reading and vocabulary week after week after week.

Then he was suddenly not getting any of the math instruction. And his failing

grades reflected this. He'd have good grades for what was done when he was

the classroom and be totally lost on what went on when he was gone. It was a

terrible year for that kid.

For 5th grade we insisted that they could rearrange the teachng schedule to

have electives or review/reinforcement work done when he was not in the

classroom. Since they create the schedule, they can adapt it. It worked. The

TOD's

time was set, they had to adjust to her, not the other way around. It took a

fight on our part, but it happened. They had placed him in the inclusion

class as well, so there was an extra teacher and extra aides. Thsis also made

the

scheduling thing less of an issue. There was plenty of other stuff that went

wrong in 5th grade, but missing classwork was not one of them.

So, don't be put off by some explanation that there are just too many

factors and variables to balance. Your child should not be suffering or missing

work due to her disability. I would argue that they are creating more problems

for her through a negligent attitude.

Best of luck -- Jill

[Guest guest]

In a message dated 10/8/2004 9:07:59 AM Eastern Daylight Time,

soccrnurz1@... writes:

There is no flexibility in her schedule.

Ah, your 6th grade is structured like our 5th grade was. But you know, I'd

go in and make the same comments and ask for the same things. They are having

the kids switch classes to move from teacher to tecaher, then they can adjust

those times. I would insist on it. Her afternoons with the TOD could be in

place of art or music (much as my kids would have hated to give those up)

I would argue that there IS flexibility in the schedule because the schedule

was created with changing classesd and " periods " to mimic 7th grade. Also,

they are not really in compliance with her IEP or educational needs if in

order to adddress her D/HOH issues, she is missing out on core educational

classes, are they? I would argue with them along those lines. Iwould bluntly

state

that they are setting her up for failure and causing emotional harm.

Don't back down if they try to put you off. If the TOD/AV service are the

things that can't change, then the other classes have to and they must make it

work.

In fourth grade our son had pullouts. We repeatedly raised this concern and

the teacher swore (in a meeting with the prinicipal and CSE chair) that she

was not teaching core curriculum during Ian's pullouts. She was lying. He

consistently did not have the reading and vocabulary week after week after week.

Then he was suddenly not getting any of the math instruction. And his failing

grades reflected this. He'd have good grades for what was done when he was

the classroom and be totally lost on what went on when he was gone. It was a

terrible year for that kid.

For 5th grade we insisted that they could rearrange the teachng schedule to

have electives or review/reinforcement work done when he was not in the

classroom. Since they create the schedule, they can adapt it. It worked. The

TOD's

time was set, they had to adjust to her, not the other way around. It took a

fight on our part, but it happened. They had placed him in the inclusion

class as well, so there was an extra teacher and extra aides. Thsis also made

the

scheduling thing less of an issue. There was plenty of other stuff that went

wrong in 5th grade, but missing classwork was not one of them.

So, don't be put off by some explanation that there are just too many

factors and variables to balance. Your child should not be suffering or missing

work due to her disability. I would argue that they are creating more problems

for her through a negligent attitude.

Best of luck -- Jill

[Guest guest]

In a message dated 10/8/2004 9:07:59 AM Eastern Daylight Time,

soccrnurz1@... writes:

There is no flexibility in her schedule.

Ah, your 6th grade is structured like our 5th grade was. But you know, I'd

go in and make the same comments and ask for the same things. They are having

the kids switch classes to move from teacher to tecaher, then they can adjust

those times. I would insist on it. Her afternoons with the TOD could be in

place of art or music (much as my kids would have hated to give those up)

I would argue that there IS flexibility in the schedule because the schedule

was created with changing classesd and " periods " to mimic 7th grade. Also,

they are not really in compliance with her IEP or educational needs if in

order to adddress her D/HOH issues, she is missing out on core educational

classes, are they? I would argue with them along those lines. Iwould bluntly

state

that they are setting her up for failure and causing emotional harm.

Don't back down if they try to put you off. If the TOD/AV service are the

things that can't change, then the other classes have to and they must make it

work.

In fourth grade our son had pullouts. We repeatedly raised this concern and

the teacher swore (in a meeting with the prinicipal and CSE chair) that she

was not teaching core curriculum during Ian's pullouts. She was lying. He

consistently did not have the reading and vocabulary week after week after week.

Then he was suddenly not getting any of the math instruction. And his failing

grades reflected this. He'd have good grades for what was done when he was

the classroom and be totally lost on what went on when he was gone. It was a

terrible year for that kid.

For 5th grade we insisted that they could rearrange the teachng schedule to

have electives or review/reinforcement work done when he was not in the

classroom. Since they create the schedule, they can adapt it. It worked. The

TOD's

time was set, they had to adjust to her, not the other way around. It took a

fight on our part, but it happened. They had placed him in the inclusion

class as well, so there was an extra teacher and extra aides. Thsis also made

the

scheduling thing less of an issue. There was plenty of other stuff that went

wrong in 5th grade, but missing classwork was not one of them.

So, don't be put off by some explanation that there are just too many

factors and variables to balance. Your child should not be suffering or missing

work due to her disability. I would argue that they are creating more problems

for her through a negligent attitude.

Best of luck -- Jill

[Guest guest]

Well said, as usual Jill!

Have you ever thought of making a living being a special ed. advocate for

parents?

The lawyer we used cost way too much and gave us little result!

You are extremely perceptive and well spoken! I am sure a lot of parents

could use the help when/if you decide to go back to work!

Thanks for the constantly addressing the heart of the issues. I've learned

so much from you.

Re: 6th grade problems

>

>

> In a message dated 10/8/2004 9:07:59 AM Eastern Daylight Time,

> soccrnurz1@... writes:

>

> There is no flexibility in her schedule.

>

>

>

>

>

> Ah, your 6th grade is structured like our 5th grade was. But you know, I'd

> go in and make the same comments and ask for the same things. They are

having

> the kids switch classes to move from teacher to tecaher, then they can

adjust

> those times. I would insist on it. Her afternoons with the TOD could be in

> place of art or music (much as my kids would have hated to give those up)

>

> I would argue that there IS flexibility in the schedule because the

schedule

> was created with changing classesd and " periods " to mimic 7th grade.

Also,

> they are not really in compliance with her IEP or educational needs if in

> order to adddress her D/HOH issues, she is missing out on core educational

> classes, are they? I would argue with them along those lines. Iwould

bluntly state

> that they are setting her up for failure and causing emotional harm.

>

> Don't back down if they try to put you off. If the TOD/AV service are the

> things that can't change, then the other classes have to and they must

make it

> work.

>

> In fourth grade our son had pullouts. We repeatedly raised this concern

and

> the teacher swore (in a meeting with the prinicipal and CSE chair) that

she

> was not teaching core curriculum during Ian's pullouts. She was lying. He

> consistently did not have the reading and vocabulary week after week after

week.

> Then he was suddenly not getting any of the math instruction. And his

failing

> grades reflected this. He'd have good grades for what was done when he

was

> the classroom and be totally lost on what went on when he was gone. It

was a

> terrible year for that kid.

>

> For 5th grade we insisted that they could rearrange the teachng schedule

to

> have electives or review/reinforcement work done when he was not in the

> classroom. Since they create the schedule, they can adapt it. It worked.

The TOD's

> time was set, they had to adjust to her, not the other way around. It took

a

> fight on our part, but it happened. They had placed him in the inclusion

> class as well, so there was an extra teacher and extra aides. Thsis also

made the

> scheduling thing less of an issue. There was plenty of other stuff that

went

> wrong in 5th grade, but missing classwork was not one of them.

>

> So, don't be put off by some explanation that there are just too many

> factors and variables to balance. Your child should not be suffering or

missing

> work due to her disability. I would argue that they are creating more

problems

> for her through a negligent attitude.

>

> Best of luck -- Jill

>

>

>

>

>

[Guest guest]

Well said, as usual Jill!

Have you ever thought of making a living being a special ed. advocate for

parents?

The lawyer we used cost way too much and gave us little result!

You are extremely perceptive and well spoken! I am sure a lot of parents

could use the help when/if you decide to go back to work!

Thanks for the constantly addressing the heart of the issues. I've learned

so much from you.

Re: 6th grade problems

>

>

> In a message dated 10/8/2004 9:07:59 AM Eastern Daylight Time,

> soccrnurz1@... writes:

>

> There is no flexibility in her schedule.

>

>

>

>

>

> Ah, your 6th grade is structured like our 5th grade was. But you know, I'd

> go in and make the same comments and ask for the same things. They are

having

> the kids switch classes to move from teacher to tecaher, then they can

adjust

> those times. I would insist on it. Her afternoons with the TOD could be in

> place of art or music (much as my kids would have hated to give those up)

>

> I would argue that there IS flexibility in the schedule because the

schedule

> was created with changing classesd and " periods " to mimic 7th grade.

Also,

> they are not really in compliance with her IEP or educational needs if in

> order to adddress her D/HOH issues, she is missing out on core educational

> classes, are they? I would argue with them along those lines. Iwould

bluntly state

> that they are setting her up for failure and causing emotional harm.

>

> Don't back down if they try to put you off. If the TOD/AV service are the

> things that can't change, then the other classes have to and they must

make it

> work.

>

> In fourth grade our son had pullouts. We repeatedly raised this concern

and

> the teacher swore (in a meeting with the prinicipal and CSE chair) that

she

> was not teaching core curriculum during Ian's pullouts. She was lying. He

> consistently did not have the reading and vocabulary week after week after

week.

> Then he was suddenly not getting any of the math instruction. And his

failing

> grades reflected this. He'd have good grades for what was done when he

was

> the classroom and be totally lost on what went on when he was gone. It

was a

> terrible year for that kid.

>

> For 5th grade we insisted that they could rearrange the teachng schedule

to

> have electives or review/reinforcement work done when he was not in the

> classroom. Since they create the schedule, they can adapt it. It worked.

The TOD's

> time was set, they had to adjust to her, not the other way around. It took

a

> fight on our part, but it happened. They had placed him in the inclusion

> class as well, so there was an extra teacher and extra aides. Thsis also

made the

> scheduling thing less of an issue. There was plenty of other stuff that

went

> wrong in 5th grade, but missing classwork was not one of them.

>

> So, don't be put off by some explanation that there are just too many

> factors and variables to balance. Your child should not be suffering or

missing

> work due to her disability. I would argue that they are creating more

problems

> for her through a negligent attitude.

>

> Best of luck -- Jill

>

>

>

>

>

[Guest guest]

,

Thank you so much ... I'm a little stunned. I think of myself as outspoken

(an understatement), nosey and just plain bossy at times. I would have no idea

of how to be an advocate or be sure I was giving good advice. I just don't

know tha law well enough. What I know is limited to our own little collection

of experiences and what the lawyers and friends taught me. So, I'll glady

share any part of that to help another parent avoid having our experiences. But

advocating ... I'm just not sure how to do that.

Thanks again for the kind words.

Jill

[Guest guest]

,

Thank you so much ... I'm a little stunned. I think of myself as outspoken

(an understatement), nosey and just plain bossy at times. I would have no idea

of how to be an advocate or be sure I was giving good advice. I just don't

know tha law well enough. What I know is limited to our own little collection

of experiences and what the lawyers and friends taught me. So, I'll glady

share any part of that to help another parent avoid having our experiences. But

advocating ... I'm just not sure how to do that.

Thanks again for the kind words.

Jill

[Guest guest]

Hi Everyone,

I just wanted to thank you all for your advice. It has been very

helpful, I have a lot of good information to bring to the IEP meeting. The good

news - her other teachers have commented that my daughter never should have

been given the progress note, because as said here she can not be help

responsible for missing things d/t complying with her IEP. Second bit of good

news -

the teacher we are having the issue for should be gone to a new job in a

week. Now I know someday we will have to deal with these kinds of teacher for a

whole year, but for now I say good bye to her!

When the new science teacher starts the TOD is going to conduct

another inservice for all the teachers. Hopefully this will help a little.

Thanks again,