My 12 year old is starting 8th grade in the fall. He has a 504 with a few very simple accommodations including seating, checking his planner to make sure he writes down assignments, etc. About two out of his 6 teachers have actually done this consistently, but they are the two or three who assign the bulk of his homework, so it has worked out alright. None of his teachers have been very concerned with communicated about missing assignments in the classroom or problems with testing. We are aware, of course, when the grades come out and are low.
Here’s the question- although we spend a good deal of time helping with homework, getting tutors, etc., my son continues to do badly because, when it comes to tests, he freezes up and consistently gets D’s or F’s. This is partly because he will not bring home a book and voluntarily study. It is very discouraging for us all. He is a bright child, and these grades do not really represent his knowlege base, but he is not eligible for any resource help because he is on an intradistric transfer.
In addition, he is very social and gets easily distracted by his friends and,despite medication (at a very low dose as he has side effects), he continues to get “needs improvement” on his citizenship grade because of excessive talking and disrupting the class.
We have talked and talked about how to improve grades and GPA, as he seems to care and feel embarrassed about them. We have explained that the talking, etc. does not endear him to his teachers (although he is generally liked), and is bound to get him a lower grade. Thus far, all this has not helped.
I am at a loss as to what to do next short of going to school every day and making each teacher talk to me. Any ideas?
Re: What More Can We Do?
Thanks, Amy, those are good ideas. I think part of the problem too is that he simply would rather play than buckle down. He hates to go to the algebra tutor, I think deliberately doesn’t bring the books home because he doesn’t want to study, and passes on offers to retake tests. That is what is so frustrating, especially when he looks at his grades and GPA and feels sad and discouraged. He just doesn’t seem to get it (or doesn’t want to accept that fact) that you reap what you sow. He is younger than most the kids— he will be 12 in 8th grade, and I am really hoping that maturity will kick in as far as wanting to put more effort into school. I hope I’m not dreaming here…
Re: What More Can We Do?
AC,
I am a regular education teacher working on my masters in special education. Your question couldn’t come at a better time. I am taking classes that I think will be very benefical to you. First, let me commend you for asking questions and being involved. I have a teacher that told my class that we have to be an advocate for the people we are teaching. That goes for parents too. Sometimes parents are the only advocates the child has. So, keep it up. Secondly, even when it looks like there is never going to be light at the end of this tunnel, DO NOT GIVE UP!! Your child notices everything you do. If he thinks you don’t care, he won’t care.
Now, to the question. GO TO THE SCHOOL!! By law, ALL of your son’s teachers are to be following his 504 plan. Not some of the plan and not some of the time. It is your responsibility to check up behind those teachers and make sure that they are doing their job. If your are not too familiar with IDEA’s 504 plan and the legal aspect behind it, this website will help.
http://members.tripod.com/~BrianKelley/SpecialEDpapers.HTM
Click on 504 plan and it has everything. Take this to the school. Let them know that you are doing your homework. Make them very aware that you will be present and will be checking to see that the 504 plan is being used. Yes, they will begin to hate the sound of your voice. Who cares? Most of them will follow the plan just so they won’t have to talk to you. They will get over it. It’s their job. Don’t let them shove you around. These are your child’s legal rights.
Another thing that you might consider is revising the 504 plan. Here are a few tips that I found that might help and the website that I got them from. These could also help in his behavior in the class.
1. Place his seat near the teacher or next to a peer for help.
2. Place seat away from distractions.
3. Modify assignments.
4. Give assignments one at a time and then even fold the assignment in half so that it is not so overwhelming.
5. Make contact with the parent at least once a week.
6. If the child is distracted, walk by the desk and touch shoulder- don’t call out name- this is embarrassing.
7. Never assume anything.
8. Allow the use of a tape recorder.
9. Allow use of the resource room for testing and longer periods of time.
10. Make RIGHT marks instead of wrong marks.
** This one would definitely help you with the tendency not to bring books home**
11. Send a copy of the book home to the parents to use.
www.angelfire.com/ny/Debsimms/education.html#ideas
In my class, with some of my ADD students, I ask them to keep a notebook that I check off when we have homework. The parent checks the notebook when they come home. I also have a behavior sheet that I send home on their behavior for the week.
The main thing that I definitely think will help you and your son is to give positive reinforcement. Set up a plan with your son that if he brings home his book for so many days in a row, he’ll receive some kind of reward. This doesn’t mean that you have to buy him something. Set up a behavior plan with the teacher. If he behaves properly for so many days and completes the assignments, he’ll receive a reward. Let him be involved in the making of the plan. Place reactive strategies if he messes up.(If he doesn’t bring his book home, if your on a point system, he loses so many points.) Point systems are easy once started. There has to be a goal to reach at the end though. This is a website for the book we use in class that gives great examples and ideas on how to use positive reinforcement to increase a behavior.
http://vig.prenhall.com/catalog/academic/course/1,4095,3002,00.html
If this doesn’t come up, go to www.prenhall.com
Then click on the discipline finder and scroll down to psychology and click.
Then scroll down on the left to Clinical Abnormal Psychology and click on Behavior Modification. The name of the book is Behavior Principles in Everyday Life
The book is a great reference in using positive reinforcement. I will also advise you to stay away from punishment. You are not increasing the behavior that you want, studying, etc. You are only decreasing the other things he is doing. You can use a plan for everything. It doesn’t always have to be a formal one. Use it for everything from grades to behavior to chores at home.
In conclusion, please stay involved. Use your knowledge of the 504 plan and be a strong advocate for your son. From a teacher’s standpoint, it is a blessing to see a parent that wants to help their child. It’s not too late. He can still succeed in school. But, he is going to need your help. Sorry this has been so long. I am very passionate about teachers doing their job and making sure that these kids succeed. What other reason do we have to be teachers?
Windy Brewer
Re: What More Can We Do?
Wow, Windy, I must say I have never seen a regular ed teacher so cooperative and positive about the use of accoms. Unfortunately, I’m picking up by my friends who are teachers, that they hate the accomodations and don’t have time. You are a breath of fresh air. Thank you for reminding us there are still some really great teachers out there.
Re: What More Can We Do?
I am currently a returning student 3 semesters from teaching special education and think that this is great advice! Staying on top of the school is paramount to success for any child. Schools aim to do the best they can, however, children too often get lost in the red tape and politics of the administration. Special education students encounter the most of this and can easily be pushed aside by not only the administration, but also teachers (as was noted in the original question), students, etc. As was said so well in the prior post, stay informed and involved for the sake of your child!
Jessica Faurote
Re: What More Can We Do?
I am currently a returning student 3 semesters from teaching special education and think that this is great advice! Staying on top of the school is paramount to success for any child. Schools aim to do the best they can, however, children too often get lost in the red tape and politics of the administration. Special education students encounter the most of this and can easily be pushed aside by not only the administration, but also teachers (as was noted in the original question), students, etc. As was said so well in the prior post, stay informed and involved for the sake of your child!
Jessica Faurote
My son’s math teacher had one child who would come after school to take his tests, we considered that also. You could ask for opportunity to retake the test for grade improvement, possibly during a study period or lunch or after school. My son does this too with his tests, he is on an iep so we have the retakes written in. His teachers also gave the whole class opportunities to correct tests and get half credit which would be added to the first score. Doesn’t help too much when the score is a 30 though.
One other thing, you could ask that the teachers write in the planner when the tests are to be given and have a set of texts for home, that way, you will know that he needs to schedule study time and can help out. Forgotten books wouldn’t be an excuse. Hope this helps. Best wishes.