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Incompletes and Fs coming in on grades ... what does he DO in class?
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<blockquote data-quote="Tiapet" data-source="post: 564131" data-attributes="member: 455"><p>Terry I have a question, incase I missed it since lately I seem to miss things. When you were looking at the online grades what would you see on the particular assignments? For example:</p><p></p><p>1.With my difficult child most of his classwork was pretty good grades with some exceptions where he just flat out didn't do the work in class - learned</p><p>learned there was a conflict usually happening with the teacher (all different reasons depending on what teacher) so he would be passive about it and just not do the work (only hurts him).</p><p></p><p>2. With my difficult child he HATED homework and every grade that had to do with homework was F due to not being done - we learned and had a behavior specialist in charge of district involved that he's like a bottle of soda being shaken up all day in school. It takes all his energy to contain himself and be appropriate with his ADHD/other issues in school that once he gets home it's like the cork comes off that bottle and he explodes/releases and there is no way he can settle or be able to do anymore "busy" work (which is kind of what it is skill/drill work). The behaviorist said to school, who did not want to hear it or like it and refused to accept, if his grades are fine in classwork and his tests (both class and state) are fine it demonstrates he KNOWS the work then they should not require him to do any more work at home and put that in IEP. They still haven't.</p><p></p><p>3. With middle difficult child she didn't do her work in several classes and got F's for A) a teacher conflict - she was also being passive reactive, B) there was a bullying situation in another one, and C) if she missed a day due to sickness or appointments she refused to simply ask for the makeup work/information. </p><p></p><p>As you see in both situations just not doing the work is something they both did at different times and different reasons. It took a lot for us to finally get to the bottom of what was going on. In Mr. Busy's case it took 2 years to sort through it all. In Ms. Queen's case it took a year. I dreaded looking at the grades too because they were awful and I'd get emails constantly from teachers and their case manager of the IEP's at school about their work/grades even though they explicitly have IEPS and we've been over it.</p><p></p><p>I meet with the teachers in the beginning of every school year and go over with them the particulars of the difficult children and what I know works and don't work. It also gives me a chance to suss out them. I've learned that there are teachers right off the bat I know I'm going to have an issue with, with difficult child as they just don't "get" how these kids are no matter what I may tell them. Sure enough later in the year it is always the ones I think will have problems that do or that difficult child will have a problem with and grades become an issue. I do try to help them over and over again in many ways.</p><p></p><p>I find the best thing that has helped is to stay on them and keep going back and calling IEP meetings when I see that something is not working before it's too late. In a matter of 6 weeks I can see grades become detrimental as here (and in another place) if work is not dealt with (or the issue quickly it's too late and irrepairable and difficult child suffers. Not ALL teachers are like this but there are some. I'd say trust your gut with the teachers and actively listen to what they are telling you and what you know of your difficult child. Don't second guess. If it sounds strange, it may be. Try to find out what the issue is IN the classroom (or over all). Yes, a girlfriend may be contributing but I bet it's not really that.</p></blockquote><p></p>
[QUOTE="Tiapet, post: 564131, member: 455"] Terry I have a question, incase I missed it since lately I seem to miss things. When you were looking at the online grades what would you see on the particular assignments? For example: 1.With my difficult child most of his classwork was pretty good grades with some exceptions where he just flat out didn't do the work in class - learned learned there was a conflict usually happening with the teacher (all different reasons depending on what teacher) so he would be passive about it and just not do the work (only hurts him). 2. With my difficult child he HATED homework and every grade that had to do with homework was F due to not being done - we learned and had a behavior specialist in charge of district involved that he's like a bottle of soda being shaken up all day in school. It takes all his energy to contain himself and be appropriate with his ADHD/other issues in school that once he gets home it's like the cork comes off that bottle and he explodes/releases and there is no way he can settle or be able to do anymore "busy" work (which is kind of what it is skill/drill work). The behaviorist said to school, who did not want to hear it or like it and refused to accept, if his grades are fine in classwork and his tests (both class and state) are fine it demonstrates he KNOWS the work then they should not require him to do any more work at home and put that in IEP. They still haven't. 3. With middle difficult child she didn't do her work in several classes and got F's for A) a teacher conflict - she was also being passive reactive, B) there was a bullying situation in another one, and C) if she missed a day due to sickness or appointments she refused to simply ask for the makeup work/information. As you see in both situations just not doing the work is something they both did at different times and different reasons. It took a lot for us to finally get to the bottom of what was going on. In Mr. Busy's case it took 2 years to sort through it all. In Ms. Queen's case it took a year. I dreaded looking at the grades too because they were awful and I'd get emails constantly from teachers and their case manager of the IEP's at school about their work/grades even though they explicitly have IEPS and we've been over it. I meet with the teachers in the beginning of every school year and go over with them the particulars of the difficult children and what I know works and don't work. It also gives me a chance to suss out them. I've learned that there are teachers right off the bat I know I'm going to have an issue with, with difficult child as they just don't "get" how these kids are no matter what I may tell them. Sure enough later in the year it is always the ones I think will have problems that do or that difficult child will have a problem with and grades become an issue. I do try to help them over and over again in many ways. I find the best thing that has helped is to stay on them and keep going back and calling IEP meetings when I see that something is not working before it's too late. In a matter of 6 weeks I can see grades become detrimental as here (and in another place) if work is not dealt with (or the issue quickly it's too late and irrepairable and difficult child suffers. Not ALL teachers are like this but there are some. I'd say trust your gut with the teachers and actively listen to what they are telling you and what you know of your difficult child. Don't second guess. If it sounds strange, it may be. Try to find out what the issue is IN the classroom (or over all). Yes, a girlfriend may be contributing but I bet it's not really that. [/QUOTE]
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Incompletes and Fs coming in on grades ... what does he DO in class?
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