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I knew it would end up like this...
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<blockquote data-quote="ksm" data-source="post: 526376" data-attributes="member: 12511"><p>OK, here is the email I sent to the English teacher and the principal.... I hope I get a decent response.</p><p></p><p> </p><p>I thought I would give you an update on how things went at home regarding the report that is due today. You don't have to mention this to Jxxx- as that will make her more defensive and less willing to continue working on the report. She didn't have the memory stick at school on Friday, so she couldn't download where she was when she left school. She says you offered to let her call after class time - but she forgot. She thinks she can do this in class today, but I know it takes her longer than what she expects. She said she forgot her outline of her report, so was unable to finish working on it at home. Of course, I really don't grasp how that can keep her from doing the report... as she is the one who wrote the outline... she should have an idea on where the report was headed. She did hand write one or two paragraphs but that was it. She is free to stay after school today if that will help. I asked her about an "intervention" so she can work on it during the school day, but she wants to do this her way. She did say, maybe tomorrow...</p><p> </p><p>I have been thinking about the problems she faces in school. Yes, she is a fairly good student, not a behavioral problem, and basically not a huge distraction in class. She does fairly well in her other classes, but those don't require a prolonged plan of action. She participates well in singing and PE. There is not much in the way of homework for TACS. In math, they do most the work in class and hand it in that day. Social studies have handouts that they complete and hand in. Science is part hands on and not a lot of working on her own at home. She is smart and grasps the information she is learning about the holocaust. But, this "executive function" area of learning is the part that I have been trying to get her help in. Even the testing done by K Hxxxx shows that she she has an above average IQ but is on the lower level for processing speed. She might keep it all together at school, but the stress then comes out later at home. This isn't just an English class problem. Things at home that takes several steps are difficult for her to finish also. She gets distracted, discouraged and then gives up. She can't even remember things she really wants to do, let alone things she doesn't want to do!</p><p> </p><p>I can assure you that when I read the assignment involved "50 note cards and research" I knew it wasn't going to come together. It never does. No matter how much I offer help, try to get her to set aside time to work on it, offer rewards, anything at all... it just doesn't work. I am not saying that it is an inappropriate assignment... it is for the majority of students... but it is not something that she is capable of on her own. She doesn't have a concept of the time involved, the work needed, and how to get from point A to point B on a project like this. She doesn't even seem to figure out how to use the information on the notecards to form the report. This is the area of school that I feel an IEP or some type of plan that would be beneficial. </p><p> </p><p>If you or Mr. Exxxxx has any ideas, I would be open to suggestions. I know that Jxxxxx will be reluctant to take advice today, but I would like to know if there are any alternatives to get her the help she needs.</p></blockquote><p></p>
[QUOTE="ksm, post: 526376, member: 12511"] OK, here is the email I sent to the English teacher and the principal.... I hope I get a decent response. I thought I would give you an update on how things went at home regarding the report that is due today. You don't have to mention this to Jxxx- as that will make her more defensive and less willing to continue working on the report. She didn't have the memory stick at school on Friday, so she couldn't download where she was when she left school. She says you offered to let her call after class time - but she forgot. She thinks she can do this in class today, but I know it takes her longer than what she expects. She said she forgot her outline of her report, so was unable to finish working on it at home. Of course, I really don't grasp how that can keep her from doing the report... as she is the one who wrote the outline... she should have an idea on where the report was headed. She did hand write one or two paragraphs but that was it. She is free to stay after school today if that will help. I asked her about an "intervention" so she can work on it during the school day, but she wants to do this her way. She did say, maybe tomorrow... I have been thinking about the problems she faces in school. Yes, she is a fairly good student, not a behavioral problem, and basically not a huge distraction in class. She does fairly well in her other classes, but those don't require a prolonged plan of action. She participates well in singing and PE. There is not much in the way of homework for TACS. In math, they do most the work in class and hand it in that day. Social studies have handouts that they complete and hand in. Science is part hands on and not a lot of working on her own at home. She is smart and grasps the information she is learning about the holocaust. But, this "executive function" area of learning is the part that I have been trying to get her help in. Even the testing done by K Hxxxx shows that she she has an above average IQ but is on the lower level for processing speed. She might keep it all together at school, but the stress then comes out later at home. This isn't just an English class problem. Things at home that takes several steps are difficult for her to finish also. She gets distracted, discouraged and then gives up. She can't even remember things she really wants to do, let alone things she doesn't want to do! I can assure you that when I read the assignment involved "50 note cards and research" I knew it wasn't going to come together. It never does. No matter how much I offer help, try to get her to set aside time to work on it, offer rewards, anything at all... it just doesn't work. I am not saying that it is an inappropriate assignment... it is for the majority of students... but it is not something that she is capable of on her own. She doesn't have a concept of the time involved, the work needed, and how to get from point A to point B on a project like this. She doesn't even seem to figure out how to use the information on the notecards to form the report. This is the area of school that I feel an IEP or some type of plan that would be beneficial. If you or Mr. Exxxxx has any ideas, I would be open to suggestions. I know that Jxxxxx will be reluctant to take advice today, but I would like to know if there are any alternatives to get her the help she needs. [/QUOTE]
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