Post by tingngabe on Feb 21, 2017 14:28:01 GMT -5
Well, things were going so well in public education until this year. It has been a battle from the word go. Below is a follow-up email I would like to send the team. My son is struggling in the ELA typical/LS setting. The teachers say he is fine, but sending me emails that he is failing ELA. Today however, his grade is a C. I was also told there is no other option for ELA placement. He is in grade 6 with reading level of 2-3rd grade. He has made progress. He is being asked to do modified 6th grade work. His cog skills are normal. I am so tired of this team. Today, the sped ed director told me my emails were negative. My emails are short and to the point. Stating only the facts. I personal think the whole team is negative. Until today, I loved the sped ed director. Today, I saw a different side of them. I don't ask for many accomidations. My kiddo is LD and has autism.
Hello
I wanted to send a follow-up email regarding our meeting today and to thank you all for meeting with me. I know you are all working hard to help C. I am happy to hear his reading scores have improved. Below are the points we hit upon today. Please feel free to email me if there are any discrepancies.
Today we discussed C's current ELA placement and how we can modify his work so that longer projects are easier for him to complete in a timely fashion. According to his ELA teacher and LS teacher, this is already in place for all LS students. However, C is still struggling to complete work. In addition to not being able to complete his work, he is also refusing help from his LS teacher or any other teacher. As discussed during the meeting, I would like to be informed as to when he is refusing help from his teacher so that I can remind him that he needs to allow his teachers to help him. At this time C has a C in ELA. Prior to today's meeting he was failing ELA due to incomplete work. He has since completed his missed assignments. We also discussed a different placement for ELA as C is still at a 2nd-3rd grade level for reading and language arts. He still writes in fragmented sentences, has multiple grammar errors, and struggles to read and complete grade level work with modifications. According to the team, there is not an appropriate placement available for C in his current academic setting. C will continue to complete longer projects as directed by his ELA teacher and LS teacher. No other modifications are being put into place. I will continue to be notified if his grade drops below a C.
We also discussed the results of the on/off task behavior evaluation. According to the two times C was observed, he was not off task often enough to warrant concern. I however, have concerns based on past comments and evaluations. In fifth grade, C's team completed an ADHD risk assessment that was turned into the pediatrician. The outcomes of that assessment showed many areas of off task behavior, ADHD tendencies. Moving forward, A will sit in on C's classes to assess his on/off task behavior. We also discussed the behavior chart that was to be in place after the holidays. According to the team, C stated, "It doesn't work for me." and "I don't need to do that." I was under the impression this behavior chart was to be used as part of the assessment for off task behavior in the classroom.
Thank you for your time. I look forward to working with said school district in providing C an appropriate education. Please include a copy of this email in C's permanent educational file.
Hello
I wanted to send a follow-up email regarding our meeting today and to thank you all for meeting with me. I know you are all working hard to help C. I am happy to hear his reading scores have improved. Below are the points we hit upon today. Please feel free to email me if there are any discrepancies.
Today we discussed C's current ELA placement and how we can modify his work so that longer projects are easier for him to complete in a timely fashion. According to his ELA teacher and LS teacher, this is already in place for all LS students. However, C is still struggling to complete work. In addition to not being able to complete his work, he is also refusing help from his LS teacher or any other teacher. As discussed during the meeting, I would like to be informed as to when he is refusing help from his teacher so that I can remind him that he needs to allow his teachers to help him. At this time C has a C in ELA. Prior to today's meeting he was failing ELA due to incomplete work. He has since completed his missed assignments. We also discussed a different placement for ELA as C is still at a 2nd-3rd grade level for reading and language arts. He still writes in fragmented sentences, has multiple grammar errors, and struggles to read and complete grade level work with modifications. According to the team, there is not an appropriate placement available for C in his current academic setting. C will continue to complete longer projects as directed by his ELA teacher and LS teacher. No other modifications are being put into place. I will continue to be notified if his grade drops below a C.
We also discussed the results of the on/off task behavior evaluation. According to the two times C was observed, he was not off task often enough to warrant concern. I however, have concerns based on past comments and evaluations. In fifth grade, C's team completed an ADHD risk assessment that was turned into the pediatrician. The outcomes of that assessment showed many areas of off task behavior, ADHD tendencies. Moving forward, A will sit in on C's classes to assess his on/off task behavior. We also discussed the behavior chart that was to be in place after the holidays. According to the team, C stated, "It doesn't work for me." and "I don't need to do that." I was under the impression this behavior chart was to be used as part of the assessment for off task behavior in the classroom.
Thank you for your time. I look forward to working with said school district in providing C an appropriate education. Please include a copy of this email in C's permanent educational file.