Just talked to the 504 specialist and went round the wheel again.
Now the question is offered: is straight A what the difficult child wants?
I am sick to death of the educators hedging on:
using testing to verify weither or not any meaningful change is evidenced
from the testing upon which the IEP was founded.
If there is NO CHANGE then the student remains a qualificant and the fact that the services have not been provided apropriately to his FAPE IDEA IEP
are evidenced.
If there is CHANGE then whatever the student now requires are balanced upon a new testing battery and not on
teacherwishfulneglect!
Chech this out the teachers are showing a trend to a cap level at the bottom tested abillity prior to ANY services whatsoever.
this implys that the result is the teacher have a lack of any motivation to engage the learner in an increased compitence. The low score remains the top level?
The gpa is going down each year a little more.
It is not a will of the learner issue. it is a practical abscence of the appropriate educational attention to the learners needs.
Again the central topic I am hearing is "a system" for the teachers to communicate the assignments in a timely manner to me (?)
What is missing is any effort at the school to bridge this tiny time need by a caring teacher to actualize the process to details for the completions as the teachers require to receive these to acquire the habits of academic excelence.
I understand the thinking to "let go and let the adolscent control his learning" we have so many youths hanging onto all manner of substances rather than to learn the skills to learn and move forward. My best assessment is that when adults "let go" and watch the many young people go into useless wastelands it is a form of neglect.
The communication has not been effeciant when e-mail and phone lines offer the teacher the almost immediate contact to home. what more advancement can be required befor the students in the rooms over seven hours each day are given the meaningful input for their educational achievement?
Now the question is offered: is straight A what the difficult child wants?
I am sick to death of the educators hedging on:
using testing to verify weither or not any meaningful change is evidenced
from the testing upon which the IEP was founded.
If there is NO CHANGE then the student remains a qualificant and the fact that the services have not been provided apropriately to his FAPE IDEA IEP
are evidenced.
If there is CHANGE then whatever the student now requires are balanced upon a new testing battery and not on
teacherwishfulneglect!
Chech this out the teachers are showing a trend to a cap level at the bottom tested abillity prior to ANY services whatsoever.
this implys that the result is the teacher have a lack of any motivation to engage the learner in an increased compitence. The low score remains the top level?
The gpa is going down each year a little more.
It is not a will of the learner issue. it is a practical abscence of the appropriate educational attention to the learners needs.
Again the central topic I am hearing is "a system" for the teachers to communicate the assignments in a timely manner to me (?)
What is missing is any effort at the school to bridge this tiny time need by a caring teacher to actualize the process to details for the completions as the teachers require to receive these to acquire the habits of academic excelence.
I understand the thinking to "let go and let the adolscent control his learning" we have so many youths hanging onto all manner of substances rather than to learn the skills to learn and move forward. My best assessment is that when adults "let go" and watch the many young people go into useless wastelands it is a form of neglect.
The communication has not been effeciant when e-mail and phone lines offer the teacher the almost immediate contact to home. what more advancement can be required befor the students in the rooms over seven hours each day are given the meaningful input for their educational achievement?