<p>My D’s middle school is organized into community groups. Each community has one teacher for each of the major subjects and maybe 150-200 students who rotate through those teachers. Parents will contend there are substantial differences among these communities as far as academic rigor, quantity of homework, and teaching styles. The school insists this is not so. In fact, once a community gets a strong reputation, they switch teachers for the following year to avoid labels like “the hard/easy community”, or the “community where the popular kids are.” This background is to given to establish that a request for change of community for academic reasons is unlikely to be entertained.</p>
<p>That said, D is in a grouping whose teachers seem to share a similar teaching style which is heavy on collaborative learning, group work, and discussion (Socratic seminars, writing workshops). Also, the grading policy employed by this community gives heavier weight to classwork and cooperation with others, than what we were used to. My D has weak social skills (is on the autism spectrum, but is completely mainstreamed), has some difficulty with expressive language, and generally can learn well but learns at a slower pace than the average child. She is diligent, stays on task, and doesn’t goof off in class. She is friendly and easy-going, but isn’t likely to be a group leader/take-charge organizer or spokesperson who is noticed and rewarded with a higher participation grade.</p>
<p>One concern I have is that classwork often consists of practice employing a new concept or skill. If you grade my D’s work on day 1 of practice, she might be doing C-F work because her atypical brain hasn’t processed everything yet. But once she masters the skills and concepts, her work will be A or B quality. Last year, she seldom scored below 95 on any test. Similarly, her homework might not be perfect, but her test answers will be. Already I am seeing her averages being brought down by these classwork grades. </p>
<p>Ideally, D would become normal all of a sudden. But in the meantime, what can I do to counteract this problem and avoid having her grades lowered to the extent that she is dropped out the honors level classes for next year and beyond? Mastery in time for quizzes, tests, and finals is not the problem, but mastery on day 1 of the topic’s presentation is.</p>
<p>No, since the school refuses to acknowledge that the communities have any substantial differences among them. They don’t want parents begging for their kids to be in the “smart group” or whatever.</p>
<p>Check your district policies. Our district actually has a policy that discusses a teacher grading work that has not been mastered yet. Can not quote it directly, but I have referred to it in the past.</p>
<p>She has an IEP but is being de-classified this month. The CST says they can’t justify services any longer, given that D has overcome a lot, is managing well, and is now in some advanced classes. I asked about a 504 but was told she needed a medical reason, which she doesn’t have.</p>
<p>You should have a sit-down meeting with the resource staff and the teachers in her community group, and learn what their plans are for working with her learning differences. If they don’t have a plan, then you need to discuss setting one up and working with it for at least a semester before her IEP is eliminated completely.</p>
<p>Wait, if she had an IEP and it’s been completed, then the next step is often a 504. A 504 addresses “disabilities”–nothing in there about medical reasons. You need to talk to your superintendent’s office.</p>
<p>We have a similar set up in our junior high. hm1 is right. If you want her to have some help available to her or at least have a more thorough understanding of her options, schedule an official team meeting. Schools are eager to reduce unneeded services. Sometimes they get ahead of of themselves with this process. When was your daughter last tested (or had a “big” 3 year review)? She may need some supports to optimize her education. Calling a team meeting forces them to take a second look. I have experience where a team wanted to put DC on a 504 post IEP in middle school and when they wrote it up as a 504 (more than once), they realized it read like an IEP and didn’t work. I knew from the beginning that they did not have a leg to stand on with the change, worked behind the scenes to have things in order and let it play itself out. Kids who work hard, progress well and create no problems are sometimes penalized by going to the top of the “we’re done” list.
That said, I have a slightly different perspective on her placement issue. You haven’t said what grade she is in, but middle school can be a good place to add skill sets with less risk to GPA than high school. If team work and discussion formats are challenging, I might look at ways to get appropriate support through the process above so she can make gains. They may be able to help her through an IEP or individual teachers who step up with extra support during non class time. If nothing else, it may be the way to make the best out of a situation that won’t be changed. By way of encouragement, above-mentioned child is now thriving in college. Good luck!</p>
<p>504s have nothing to do with medical issues. My younger son had one with typical accommodations like sitting in the front of the class, access to a keyboard for tests, and extra time.</p>
<p>A 504 plan seems the way to go. Medical issues can be addressed with a 504 along with “learning disabilities”… autism spectrum, ADHD, other diagnosed issues that require educational modifications. I do agree with Travelnut that middle school is a good time to allow your student to work through a new model for learning. But a 504 will set up a smoother transition to high school and a plan will be in place to protect her right to an environment that supports her achievement when grades matter. Good luck!</p>