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<blockquote data-quote="svengandhi" data-source="post: 620393" data-attributes="member: 3493"><p>I just got my sons' progress reports.</p><p></p><p>Babyboy is 14, in 9th grade and was diagnosed with dyslexia in 7th grade. Prior to that, he had misdiagnosed visual issues which caused him headaches and he had anger issues, commonly referred to as "self-regulation" issues. Here is his progress report:</p><p></p><p>"Social/Emotional/Behavioral Goals -</p><p>When Babyboy expresses a negative emotion at school (e.g., frustration, anger, anxiety, sadness, impulsivity), he will identify and appropriately use a coping skill (e.g., perspective taking, assertive communication, deep breathing, problem solving, planned positive activities) to maintain acceptable school behavior.</p><p></p><p>Criteria - 90% success over 10 weeks. Method: structured interview Schedule: by end of each marking period.</p><p></p><p>He is progressing satisfactorily and is expected to achieve the goal."</p><p></p><p>I can see that he is making progress by the fact that none of his teachers are calling or e-mailing to complain about his behavior and that he has not been suspended or had detention this year. On his recent report card, several teachers stated that "he is a pleasure to have in class."</p><p></p><p>I like the fact that the methods are included in the report. He is almost 15 so perspective taking can be embarked on with him since he is old enough to grasp the fact, for instance, that when he refused to complete a math test and got an 8 on it, it ultimately resulted in a quarter grade of F. He was able to participate in an inschool tutoring program which will hopefully raise next quarter's grade and he has promised to attempt to complete all future tests (note to Common Core enthusiasts, this is what happens when you completely change the way you teach math to a bright but not math gifted child).</p><p></p><p>I have to contact the teacher about his other goal, which is that he will learn 5 new learning strategies (how to remember material) and demonstrate these strategies when completing classwork, projects or tests. I want the methods to be outlined so that I can 1) talk to him about them, 2) implement them at home and 3) judge if they are working.</p><p></p><p>I think that some of the methods listed in my son's IEP can be used in your child's situation.</p></blockquote><p></p>
[QUOTE="svengandhi, post: 620393, member: 3493"] I just got my sons' progress reports. Babyboy is 14, in 9th grade and was diagnosed with dyslexia in 7th grade. Prior to that, he had misdiagnosed visual issues which caused him headaches and he had anger issues, commonly referred to as "self-regulation" issues. Here is his progress report: "Social/Emotional/Behavioral Goals - When Babyboy expresses a negative emotion at school (e.g., frustration, anger, anxiety, sadness, impulsivity), he will identify and appropriately use a coping skill (e.g., perspective taking, assertive communication, deep breathing, problem solving, planned positive activities) to maintain acceptable school behavior. Criteria - 90% success over 10 weeks. Method: structured interview Schedule: by end of each marking period. He is progressing satisfactorily and is expected to achieve the goal." I can see that he is making progress by the fact that none of his teachers are calling or e-mailing to complain about his behavior and that he has not been suspended or had detention this year. On his recent report card, several teachers stated that "he is a pleasure to have in class." I like the fact that the methods are included in the report. He is almost 15 so perspective taking can be embarked on with him since he is old enough to grasp the fact, for instance, that when he refused to complete a math test and got an 8 on it, it ultimately resulted in a quarter grade of F. He was able to participate in an inschool tutoring program which will hopefully raise next quarter's grade and he has promised to attempt to complete all future tests (note to Common Core enthusiasts, this is what happens when you completely change the way you teach math to a bright but not math gifted child). I have to contact the teacher about his other goal, which is that he will learn 5 new learning strategies (how to remember material) and demonstrate these strategies when completing classwork, projects or tests. I want the methods to be outlined so that I can 1) talk to him about them, 2) implement them at home and 3) judge if they are working. I think that some of the methods listed in my son's IEP can be used in your child's situation. [/QUOTE]
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