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<blockquote data-quote="Tiapet" data-source="post: 359679" data-attributes="member: 455"><p>I have homework issues big time here with my younger difficult children. Both have IEPs as well. The older of the two has it written in her IEP for several years now that it is <strong>mandatory</strong> that the teachers communicate with me by email regularly (I even had to go so far as to have to have written the exact amount of days ) or else no homework ever got done and I'd never know until the end of the marking period. Ms queen would also erase in her agenda anything that was written as well as tell me it was done when it wasn't done. The teacher has to initial it at end of day and now it has to be written in pen. The teacher has a blackboard (online) page where assignments are suppose to be but I've found it to be totally inaccurate and assignments aren't posted on there much regularly at all. I, in turn must check and sign the agenda (assuming she brings it home or shows it to me) and new this year I have to not only sign it (not just initials like I used to) but full signature and sentence saying I saw it. They have a 3 handwriting samples from me because queen decided to take to forging my signature! (at 12!) She should have long been past this. We have cut her homework load down even because school knows it's a losing battle at home and we are facing far many more difficult issue that take precedents.</p><p></p><p>As for little dude, his is more of the typical ADHD/ODD variety. He is very disorganized. He forgets things a lot. He also has written in communication to his IEP because so much time would pass before I'd find out about missing homework (I would think teachers would want to stay on top of this but I do realize they have a lot of kids to handle too). So for him, agenda must be checked and signed if he remembers it. He has to have help on the other end getting things written into it properly and making sure things are actually put into backpack or handed in (so many times he's left homework in bottom even though it was done, just not turned in). Now teacher emails after 2 days if homework is not turned in. That is his grace period so we don't get backed up. He does also get leeway on homework time because with the ODD his mood fluctuates in getting it done. He could do 3 days of work in 1 day sometimes but nothing another day. Somehow it balances out, thankfully for him. He is a better student then queen. She absolutely hates anything academic and struggles all the way around so it's so much more of an issue.</p><p></p><p>Having said all this and knowing mine are slightly younger (5th and 6th graders), my opinion would be that if none of this was part of things already in place and no one was concerned to begin with to make it happen (apparently the math teacher seems to be either blind/ignorant or letting it slide for another reason) then why make it an issue now? </p><p></p><p>Sounds like you have a situation on your hands that could use the basket thinking technique in general overall with all that is going on. With each thing that happens and you struggle with what to do put priority on it. Like A- absolutely will NOT tolerate (for us it's violence and that gets addressed and can not slide), b- needs to be addressed but not exact at the moment (for us it's cursing/lying, etc..), and finally C- things that are a problem but in the grand theme of things, probably aren't going to mess "your" life up, just hers and be<em> annoying</em> to you (for us it could be something like messy rooms, stuff left around the house that creates mess) I hope that helps a little.</p></blockquote><p></p>
[QUOTE="Tiapet, post: 359679, member: 455"] I have homework issues big time here with my younger difficult children. Both have IEPs as well. The older of the two has it written in her IEP for several years now that it is [B]mandatory[/B] that the teachers communicate with me by email regularly (I even had to go so far as to have to have written the exact amount of days ) or else no homework ever got done and I'd never know until the end of the marking period. Ms queen would also erase in her agenda anything that was written as well as tell me it was done when it wasn't done. The teacher has to initial it at end of day and now it has to be written in pen. The teacher has a blackboard (online) page where assignments are suppose to be but I've found it to be totally inaccurate and assignments aren't posted on there much regularly at all. I, in turn must check and sign the agenda (assuming she brings it home or shows it to me) and new this year I have to not only sign it (not just initials like I used to) but full signature and sentence saying I saw it. They have a 3 handwriting samples from me because queen decided to take to forging my signature! (at 12!) She should have long been past this. We have cut her homework load down even because school knows it's a losing battle at home and we are facing far many more difficult issue that take precedents. As for little dude, his is more of the typical ADHD/ODD variety. He is very disorganized. He forgets things a lot. He also has written in communication to his IEP because so much time would pass before I'd find out about missing homework (I would think teachers would want to stay on top of this but I do realize they have a lot of kids to handle too). So for him, agenda must be checked and signed if he remembers it. He has to have help on the other end getting things written into it properly and making sure things are actually put into backpack or handed in (so many times he's left homework in bottom even though it was done, just not turned in). Now teacher emails after 2 days if homework is not turned in. That is his grace period so we don't get backed up. He does also get leeway on homework time because with the ODD his mood fluctuates in getting it done. He could do 3 days of work in 1 day sometimes but nothing another day. Somehow it balances out, thankfully for him. He is a better student then queen. She absolutely hates anything academic and struggles all the way around so it's so much more of an issue. Having said all this and knowing mine are slightly younger (5th and 6th graders), my opinion would be that if none of this was part of things already in place and no one was concerned to begin with to make it happen (apparently the math teacher seems to be either blind/ignorant or letting it slide for another reason) then why make it an issue now? Sounds like you have a situation on your hands that could use the basket thinking technique in general overall with all that is going on. With each thing that happens and you struggle with what to do put priority on it. Like A- absolutely will NOT tolerate (for us it's violence and that gets addressed and can not slide), b- needs to be addressed but not exact at the moment (for us it's cursing/lying, etc..), and finally C- things that are a problem but in the grand theme of things, probably aren't going to mess "your" life up, just hers and be[I] annoying[/I] to you (for us it could be something like messy rooms, stuff left around the house that creates mess) I hope that helps a little. [/QUOTE]
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