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<blockquote data-quote="exhausted" data-source="post: 424098" data-attributes="member: 11001"><p>Junior high is always a worry-for all kids. I'm glad your planning now and that you have such a good support where she is. A 504 plan is a good idea. We did this for our boy. But honestly you will have to "ride herd" on the teachers. We also taught our boy to advocate for himself as these teachers are often overloaded and they don't always plan for their sp. ed. and 504 (let alone gifted)students. Start now having her ask for what she needs from her teacher. I actually called or emailed each teacher weekly about my son and asked, "What have you written in your plans for my son this next week?" Testing time is big-I really micromanaged this-any test he didn't do well on-I called and asked if he had been accomodated and asked for retakes when they had not done their job.m This included finals and state testing. I included the Occupational Therapist (OT) in all 504 meetings (added come expertise) and I refused to have a meeting if all his teachers could not be there (tricky when you have 6-8 teachers).</p><p> </p><p>Walking in the halls may be a trick for your girl-they are packed and Jr. high kids just barrell down them (at my school at least). I'm wondering how to handle this? Maybe she could leave class 2 minutes early to avoid the huge crowds. Preferential seating is a must for her as it was for my boy-this is where they can learn to advocate for themselves.</p><p> </p><p>As I teacher, I always appreciate the involved parents. They keep me focused on their kids' needs and honestly, we teachers need this sometimes. A less experienced teacher may take it personally, however they need to learn that they are responsible for those IEPs and 504 plans and parents have the most power. When I sensed defensiveness, I just explained how much I cared about my kid and I understood their stresses, but he was important and I would continue to be involved and supportive whenever they needed me. Most came around-a few never did, but I did not "go-away", or let them intimidate me. I did have to go over a few heads in high school. Just be prepared. </p><p> </p><p>Orginization is huge- we made one binder which had tabs and folder pockets for each class. One pocket was for unfinished work, the other was for work to be turned in. Each section had paper. We put a pencil pocket in as well. We just got in the habit of looking at that thing every night and going through it. Locker......this was a disaster for both kids. We ended up writing in the 504 that my son could keep a backpack (against the rules in many Jr. high and high school)- he had to leave it in the front of each class, but he could keep his books and binder and lunch in one place. His school didn't have many textbooks so this worked. For my daughter, I ended up going in every week and helping her get the locker organized. Neither kid had developed good enough skills to keep it together without my help in the oranization catagory. 23 year old son does now-just took longer.</p><p>Hope something here helps-hugs!</p></blockquote><p></p>
[QUOTE="exhausted, post: 424098, member: 11001"] Junior high is always a worry-for all kids. I'm glad your planning now and that you have such a good support where she is. A 504 plan is a good idea. We did this for our boy. But honestly you will have to "ride herd" on the teachers. We also taught our boy to advocate for himself as these teachers are often overloaded and they don't always plan for their sp. ed. and 504 (let alone gifted)students. Start now having her ask for what she needs from her teacher. I actually called or emailed each teacher weekly about my son and asked, "What have you written in your plans for my son this next week?" Testing time is big-I really micromanaged this-any test he didn't do well on-I called and asked if he had been accomodated and asked for retakes when they had not done their job.m This included finals and state testing. I included the Occupational Therapist (OT) in all 504 meetings (added come expertise) and I refused to have a meeting if all his teachers could not be there (tricky when you have 6-8 teachers). Walking in the halls may be a trick for your girl-they are packed and Jr. high kids just barrell down them (at my school at least). I'm wondering how to handle this? Maybe she could leave class 2 minutes early to avoid the huge crowds. Preferential seating is a must for her as it was for my boy-this is where they can learn to advocate for themselves. As I teacher, I always appreciate the involved parents. They keep me focused on their kids' needs and honestly, we teachers need this sometimes. A less experienced teacher may take it personally, however they need to learn that they are responsible for those IEPs and 504 plans and parents have the most power. When I sensed defensiveness, I just explained how much I cared about my kid and I understood their stresses, but he was important and I would continue to be involved and supportive whenever they needed me. Most came around-a few never did, but I did not "go-away", or let them intimidate me. I did have to go over a few heads in high school. Just be prepared. Orginization is huge- we made one binder which had tabs and folder pockets for each class. One pocket was for unfinished work, the other was for work to be turned in. Each section had paper. We put a pencil pocket in as well. We just got in the habit of looking at that thing every night and going through it. Locker......this was a disaster for both kids. We ended up writing in the 504 that my son could keep a backpack (against the rules in many Jr. high and high school)- he had to leave it in the front of each class, but he could keep his books and binder and lunch in one place. His school didn't have many textbooks so this worked. For my daughter, I ended up going in every week and helping her get the locker organized. Neither kid had developed good enough skills to keep it together without my help in the oranization catagory. 23 year old son does now-just took longer. Hope something here helps-hugs! [/QUOTE]
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