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Post by mattandchris on Nov 17, 2004 11:06:56 GMT -5
We are finally scheduled to have a 504 meeting next Monday. I have asked for the last couple of years for help but was denied even a meeting before. He is now in high school and finally I got a response. I really need to be prepared for this. He is so smart and not a behavior probem. He just has so little focus as far as completing any work and has huge organizational problems. Any suggestions?
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Post by dmom32002 on Nov 17, 2004 11:36:25 GMT -5
First, give us a idea how he tries to organize now, how much time inbetween classes. ANd are all the notes for classes coming home complete.
I will give a stab on what I would suggest but it changes in the way he tries to organize now.
First I would if notes are a problem. Have him given a copy of the teacher or another students notes, not that he doesn't take but extra.
I would have him placed in the closest area to the teacher in each class.
How about the teachers signing his assignment book that all the assignment is written down.
Now about turning in what have you tried.
donna
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Post by mattandchris on Nov 17, 2004 13:35:04 GMT -5
Matt is extremely disorganized. He does have plenty of time between classes and is often able to get his homework to a class but will forget to turn it in. I think the copying notes idea is a good one. He has a hard time taking notes because he does not like to write. He used to really rely on what he would remember from class, whichwas a lot, but I have tried to get him to realize that things were going to get tougher and he needed to write things down. Having the assignment book signed is probably a good idea. One problem He has a lot of difficulty with are long term projects. It is hard for him to have a packet of work and be told it is due in 3 or 4 weeks. aA friend thought we should also ask for testing accomodations- this he thought would be helpful in the later high school years and for college.
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Post by dmom32002 on Nov 17, 2004 17:24:51 GMT -5
Yep testing accomodations are a good idea. ALso if you have a state test it will help. I would also ask for small groups if he does better testing wise.
Now I would also suggest that the teachers hand out the long term and even short term projects. But for you to also provide self addressed vanilla envelopes for them to put the same exact assignment in, Have them help him break the assignment down into sections, and put this and a time table on your copy. I would also have them record daily if he turned in homework. THis might be all the reminder he needs. Telling them that he usually has it just forgets to turn it in. THis way he would get a reminder maybe, or they could do a reminder.
I would also wonder not sure on 504, but with problems writing if a laptop or access to computer to type his assignments would help.
donna
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Post by mattandchris on Nov 18, 2004 9:33:50 GMT -5
I have been told that this is a meeting to decide whether or not a 504 ia appropriate or necessary. I have been told that there needs to be evidence that his ADHD significantly impairs his education. This kid has been on a slide since he left elementary. Last year I was told that he needed to be failing for them to do something. I think that an A/B student turning into a C/D with near Fs tossed in really needs to be considered. The comments for these grades have always been the same- he turns no work in. I know that he doesn't always do the work but a great deal of time he did do it as homework in front of me but still didn't turn it in. At the very end of last year the school did allow him to go to tutoring after school. He still did not turn in the work he did there. If this school turns me down again I am afraid for his future- will he even get through high school and will he be able to get into any school for further education. This is a bright young man, with no real behavior issues at school-aside from silliness and immaturity. I guess I thought with no child gets left behind and the importance our district has put on ranking they would be more helpful. I know they will not give me any promises about whether or not they will grant this request, but I will be keeping my fingers crossed fcr*ssing and I guess I will be working over the weekend to write down all the points I need to make.
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Post by dmom32002 on Nov 18, 2004 13:43:03 GMT -5
You have good points, First is there a general intervention plan in place. If not they should at the least do this. Bring it up. It can work just like a 504 if they try to turn the 504 down.
I would also ask do you have a doctor that has been doing the meds all the time, do you have a counselor he sees. These are two sources to help document all the things you have done to try and that he needs intervention.
The A's , B's child that went to C's and D's is good, but if someof these classes especially the academic are mainly D's, and F's and would be maybe A- and B+ this is more to push.
I would also tell what all you have tried,, Like have you tried the assignment book, but the teachers refused to sign it or check it.
Have you tried test in a small group, but the school said no, or didn't do it.
If you have document when and who. Hopefully you can prove one case were they worked and one were they didn't do and he didn't do well.
Also when it comes to the notes, from someone else, is there a year that he had this given to all the kids, so he had them and used them. Even if its in say before 5th grade use it as a can we try again. If its middle school this is even better it proves it worked.
Keep asking, i'll help you wiht this.
donna
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Post by mattandchris on Nov 22, 2004 10:34:43 GMT -5
We go this afternoon and I am a bit nervous. I have written down the reasons I feel a 504 is necessary: • Dramatic drop in grades from structured elementary to secondary. Went from A/B to C/D. •Inability to turn in assignments. These are many time done but not turned in. •Inability to remember deadlines. •Inability to stay focused on long-term assignments.
Last year I tried to talk with have weekly updates from the teachers, since last year I couldn't even get a meeting about a 504. This did not work. I would only hear from 1 or 2 of his teachers. I am just tired of getting the brush off. Here are some of the things I am asking for:
•Break long assignments into smaller one with shorter deadlines. •Send us a copy of larger assignments so we are aware of what needs to be completed. •Weekly communication. •Provide alternative environments with fewer distractions for test taking.
Does this sound reasonable? I am also going to see if there is any chance they could give me a math book for at home, since he is continually forgetting his at school. Any other suggestions?
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Post by dmom32002 on Nov 22, 2004 12:47:22 GMT -5
Yes it sounds good. I would emphasis that the contact with teachers weekly is needed and that this is one of the reasons you strongly need a 504 plan. THis is usually something they will do more if someone is making sure its done.
I think the math book at home is a reasonable idea.
donna
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Post by Mayleng on Nov 22, 2004 13:28:45 GMT -5
Sounds good to me.
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Post by mattandchris on Nov 22, 2004 14:17:10 GMT -5
Thanks for the reassurance. I really need it
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Post by d on Nov 22, 2004 15:14:03 GMT -5
All of it sounds very reasonable to me too. I do have a pet peeve about weekly progress in my district for middle school on up. The system here is that the kids have to pick up a weekly progress report from the main office every Friday morning. They are then responsible for securing comments from each of their teachers that day. My reaction to that was 'Who in the heck devised this one? Who gave the *ADHDers* something like 10 more things to remember? ' (picking up the form plus 8-9 teacher signatures). I know it works for some, but it struck me as very strange.
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Post by dmom32002 on Nov 22, 2004 19:47:05 GMT -5
Yes that isn't a good process. What some here do is have the first class give the progress reports out to start the day. I know some adhd kids parents though go through the counselor and have them get the grades together and send in the mail.
donna
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Post by mattandchris on Nov 22, 2004 22:11:28 GMT -5
Well, we did have a good meeting. He didn't get a 504 plan, but they are giving him what they call a regular education intervention plan. It's new in our district. It is basically the same as a 504 but not saying he has a disability which would require it. The counselor said that Matt was in a grey area because his grades were not too bad. He is still going to have accomodations- most revolve around communication. The teachers will be emailing me once per week or when assignments are not turned in or are not complete. They are also going to work with him on recording assignments written on the board and will be sending me copies of the assignments. It all seems pretty reasonable to me. If it doesn't work we will revisit the idea of a 504..
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Post by dmom32002 on Nov 24, 2004 17:05:58 GMT -5
There are lots of times the general intervention plan works good. Just make sure you have them reconvene if they wont follow the rules.
donna
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Post by mattandchris on Nov 24, 2004 23:26:51 GMT -5
I am hoping this will work. They have said that if they see a drop in grades we would re-look at the 504. Unlike last year, the high school at least seems to want to work with us. We will be keeping our fingers crossed fcr*ssing
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Post by mattandchris on Dec 2, 2004 10:30:43 GMT -5
All the paper work has gone through. Now I need some advice. Should I contact each teacher to make sure we are all on the same page or do I assume they will let me know when there is a problem?
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Post by Mayleng on Dec 2, 2004 10:59:06 GMT -5
Don't assume anything. Talk to the teachers and make sure everyone is on the same page.
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Post by mattandchris on Dec 2, 2004 11:22:27 GMT -5
That's kind of what I thought, I just didn't know if I would be making myself a pain, but I guess at this point I really don't care. When I was easy to get along with I got no help.
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Post by mattandchris on Dec 2, 2004 15:06:47 GMT -5
Good thing I emailed all of the teachers. So far I have heard back from 4 of 5 teachers and none have received the education plan. All seem pretty willing to help me out. Of course he is already down to Cs and Ds. It is going to take a lot of work from all of us to get this kid back close to where he should be.
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Post by mattandchris on Dec 8, 2004 10:58:18 GMT -5
Here is proof that even when they say they are going to get a plan going, you have to double check: Last Tuesday we made the final revision on Matt's accommodations. At the end of the week I contacted all teachers- just to be sure we were on the same page. None had heard about or seen the plan. We had conferences on Monday and saw the counselor- he had "forgotten". He had even forgotten to add the last accommodation. We did it right then. I will be checking with all teachers again tomorrow -I think they should all have it by then. Without all the constant checking it sure is easy for a child to fall through the cracks.
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Post by Mayleng on Dec 8, 2004 12:14:04 GMT -5
This is the reason why I say never assume anything with regards to the school. You would think they would be more efficient.
As for the counselor forgetting to get the accomodations and plans completed - shame ont him. How can he forget to do this and this is a major part of his job: TO HELP THE KIDS.
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Post by dmom32002 on Dec 8, 2004 12:35:47 GMT -5
I agree with Mayleng.
Can I make a suggestion too. If the teachers still don't have it when you check today or tomorrow. Send a letter to the superintendent of schools, showing the names of the teachers that have responded back that they never received the plan. Also that the counselor keeps just forgetting, that you are setting up a paper trail for it all doing it in writing I would note.
the date first written, when you asked if the teachers had gotten. When you received word they hadn't.
I would also send a copy to the principal in the building, this might be grounds for a 504 plan immediately if it still hasn't been carried out.
donna
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Post by d on Dec 8, 2004 12:48:46 GMT -5
Here is proof that even when they say they are going to get a plan going, you have to double check: Last Tuesday we made the final revision on Matt's accommodations. At the end of the week I contacted all teachers- just to be sure we were on the same page. None had heard about or seen the plan. We had conferences on Monday and saw the counselor- he had "forgotten". He had even forgotten to add the last accommodation. We did it right then. I will be checking with all teachers again tomorrow -I think they should all have it by then. Without all the constant checking it sure is easy for a child to fall through the cracks. I'm so unsurprised. I've had similar. One of dd's critical teachers left off 504 cc list. No briefing to the teachers. No explanation of why/how to give the the accomodations - just one sentence. We revised the 504 as an interim late Oct. to put a time limit on her HW. Again, not communicated to any of her teachers. Straighten the immediate situation out as vocally as you need to but make sure it gets done. Then so not to appear as PIA mother, wait two weeks and leave messages for all his teachers asking "How is his new 504 working out? Is it making a difference?". You will be able to read their reactions as to whether they rcvd. it. On the outside chance they say "no difference" your response smiling should be "well it is early..." Lastly, get yourself OUT of the role of 504 police. After this first teacher contact, limit teacher communication to how your son is doing, potential issues, etc. Any future 504 "infractions" should be directed through the 504 coordinator - one person at the school held accountable - shouldn't be you & it's not your job.
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Post by dmom32002 on Dec 8, 2004 16:38:18 GMT -5
She didnt' get a 504 plan, she has a general intervention plan from the school. The difference is that usually no one is held accountable.
donna
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Post by Mayleng on Dec 8, 2004 17:33:06 GMT -5
She didnt' get a 504 plan, she has a general intervention plan from the school. The difference is that usually no one is held accountable. donna Hell! even with a 504 or IEP no one is held accountable.
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Post by mattandchris on Dec 8, 2004 18:52:42 GMT -5
The 2 actually look the same, whenI asked the difference in accountability, The counselor actually said he could not guarentee that teachers would follow through with either plan. It's hard to believe that he would actually admit that to me.
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Post by dmom32002 on Dec 8, 2004 19:21:22 GMT -5
The 504 plan is a civil rights violation and that is what would make the school and teachers accountable.
donna
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Post by Mayleng on Dec 8, 2004 20:08:56 GMT -5
The 504 plan is a civil rights violation and that is what would make the school and teachers accountable. donna I know, but you will still have to convince the OCR people to fight, and they only fight if they can get a group who's right's have been violated. It all sounds good on paper, but reality is a different story. I am very jaded as you can tell.
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Post by dmom32002 on Dec 8, 2004 22:49:25 GMT -5
Mayleng
You are right, but if I don't hold out hope that I can win for my parents with 504 plans, then I'm not the advocate I think I am.
I have no luck if the school puts a general intervention together making them make it work. But I can use my ammunition on a 504 team. I will address Ocr too.
donna
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Post by d on Dec 9, 2004 8:18:30 GMT -5
Donna, always hold out hope and I respect that you have chosen to be an advocate. I have with my school district for so many years. While my dd has in general been doing very well over the years, it is because we her parents have made it our mission to learn everything we can and protect & advocate for her every step of the way. Sometimes I feel worn down and cynical but know we can't or won't ever give up. In my dealings with the district, I have encountered agenda/bias, ignorance, ego, mistruths, 1/2 truths, questionable interpretation of fed and state law, settling for less/minimal, IEP negotatiations that are NOT based on the child but the "professionals" at the table and so much more. In this same district my dd has also been privileged to be surrounded by outstanding talented teachers, a principal and asst. principal who may not completely understand but have been accomodating, flexible and inventive in their suggestions. My favorite saying used to be "an informed parent is their child's best advocate". I think I'm going to make that my siggy here.
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