imahawkeye1990
New Member
My son goes to a high school that has increased their grading scales this year. Roughly.....this is it 95%-100% =A, 94-86 = B, 85-75 = C 74-66 = D, <than this = F.
He has dyslexia & ADHD & has had an IEP since 2nd grade.
Every year he continues to make improvements & especially over the last year he's shown tremendous improvement.
This is his first year at the "regular" high school in our district. Up until now he's attended a charter Montessori school.
At the beginning of the year, I watched him work his tail end off.....coming home & religiously doing his homework every night after school. He balanced this with football practice & lifting weights nearly every day as well.
He's working roughly in the low to mid 80 %'s which is ending up to be all C's. His confidence & self-esteem has pretty much bottomed out now as he is finding (like many other times in his life dealing with his diagnosis) the attitude "no matter how I hard I try it's never good enough."
The worse he feels, the less effort he puts in it because he figures it doesn't matter anyway.
In his IEP meeting, his Special Education. teacher & I decided we were going to write into his plan that they needed to use the traditional grading scale for him (90-100, 80-90, etc.) The administration is now fighting this because they say his IQ is 6 points over average.
Does anyone have any experience with accomodations in grading scales or any advice for how I might proceed? I have a meeting with the asst. principal and the dist. Special Education. director next week.
Thanks, Kim
He has dyslexia & ADHD & has had an IEP since 2nd grade.
Every year he continues to make improvements & especially over the last year he's shown tremendous improvement.
This is his first year at the "regular" high school in our district. Up until now he's attended a charter Montessori school.
At the beginning of the year, I watched him work his tail end off.....coming home & religiously doing his homework every night after school. He balanced this with football practice & lifting weights nearly every day as well.
He's working roughly in the low to mid 80 %'s which is ending up to be all C's. His confidence & self-esteem has pretty much bottomed out now as he is finding (like many other times in his life dealing with his diagnosis) the attitude "no matter how I hard I try it's never good enough."
The worse he feels, the less effort he puts in it because he figures it doesn't matter anyway.
In his IEP meeting, his Special Education. teacher & I decided we were going to write into his plan that they needed to use the traditional grading scale for him (90-100, 80-90, etc.) The administration is now fighting this because they say his IQ is 6 points over average.
Does anyone have any experience with accomodations in grading scales or any advice for how I might proceed? I have a meeting with the asst. principal and the dist. Special Education. director next week.
Thanks, Kim