Daily Planners and MoCo Middle School - ARGH!!

[Anonymous]

Does your school use this same daily planner? if so how is it working for you? Or is your student allowed to use whatever homework tool works for them?

My DS is in 6th grade in a MoCo public. lots of accommodations but still highly disorganized. homework time is a disaster due to not knowing or understanding what is due when. And lets not even discuss Advanced planning, study skills...he has no idea how to study for tests.

Edline is "ok" but not always consistent. Teachers post due dates but not always with supporting documents needed to complete the assignment. For typical kids this isn't a problem but with my DS with significant executive functioning and ADHD challenges this is a disaster because many times he doesn't know which packet in his binder is associated with the assignment. Also I HATE the daily planner he is being forced to use. Its counter-intuitive, at least the way his school wants the students to use it. Also his handwriting is atrocious. So bad that even HE cannot read what he's written. Then he ends up emailing the teacher at the 11th hour to get the assignment explained to him because he can't read his own writing or remember what to do for the assignment.

Again, he has a lot of accommodations but things still aren't gelling for him.

TIA

[Anonymous]

Unfortunately, this is just life. Our DC is in Arlington, also with lots of accommodations, but no planning/study skills whatsoever. This is just where kids are -- if there are SNs like ADHD and LDs, it's that much worse. We work at it with DC, the school does too -- hoping it eventually clicks...

[Anonymous]

Anonymous wrote:Unfortunately, this is just life. Our DC is in Arlington, also with lots of accommodations, but no planning/study skills whatsoever. This is just where kids are -- if there are SNs like ADHD and LDs, it's that much worse. We work at it with DC, the school does too -- hoping it eventually clicks...

Thanks PP, not sure if I take comfort in knowing that we're not alone in our struggles. That said, continuing to use tools that do not work will accomplish only one thing, create the same disastrous results day in and day out. struggles, hair pulling, crying and endless hours looking for lost books, homework assignments etc.. So negative and counter-productive!!

Our kids deserve just as much of an opportunity to succeed by using tools that are created specifically for them. The tools currently being used are created for "the majority" . This isn't fair for kids with organizational challenges, its a set up for failure. I am so tired of trying to swim against the tide. By the time Wednesday rolls around I am literally wiped out from the stress.

I am going to "kindly request" (demand) that we be permitted to use a system that works for my DS. For starters toss that huge, ridiculous binder where all the subjects are in one binder. he is on an odd/even schedule. why should he carry math around with him on a day when he doesn't have math?? Its just more opportunity to lose stuff.

I am also going to request that he be given a clearly written and detailed homework assignment directly from the teacher. Forget about him writing down his own homework. He misses half the stuff the teacher is saying, scribbles etc. Eventually he will be able to do this on his own but not for a few years. Kids with ADHD - at least my DS - are anywhere from 2-4 yrs behind their peers in maturity and self-reliance. Asking DS to use the current binder/planner system other 6th graders use is the same as asking a neuro-typical 3rd or 4th grader to use this same system. Just not fair.

thanks for listening to my rant. I'm in a horrible mood this morning

[Anonymous]

I have a child with similar issues in Arlington Public Schools and have found it very helpful to address these types of things directly with the teachers AND to sit down with my son to have him brainstorm his own solutions. This has been an issue since second grade and so far none of his teachers have been inflexible and insisted that he stick exactly to the prescribed organization system.

Not every kid is the same and things change over time so you need to be open to trying new things and moving on if you don't at first succeed. For example, in 7th grade we have moved from multiple binders (in 6th grade) to one binder, and this has been GREAT for my son, because previously he was constantly mixing his binders up and bringing the wrong ones home/to class.

We have managed to work out creative solutions to most of his issues but the key has always been for me to talk my son through each step of the day to find out exactly where the "sticking points" are and then try to figure out a solution. For example, last year it turned out that he visited his locker three times a day to pick up materials for the next chunk of classes, but he was grabbing the wrong stuff. We solved this by putting different colored tape on all his materials that corresponded to each of the three "chunks" of the day, so he could just look in his locker and think, "ok, it's after lunch so grab everything orange" without having to think about it.

Rather than asking his teacher to write his homework, can I suggest that you consider starting with him trying to write it down and then having the teacher to an agenda check to supplement? This way he at least can work on developing the habit with the teacher acting as a backup. This worked well for my son.

[Anonymous]

Anonymous wrote:Does your school use this same daily planner? if so how is it working for you? Or is your student allowed to use whatever homework tool works for them?

My DS is in 6th grade in a MoCo public. lots of accommodations but still highly disorganized. homework time is a disaster due to not knowing or understanding what is due when. And lets not even discuss Advanced planning, study skills...he has no idea how to study for tests.

Edline is "ok" but not always consistent. Teachers post due dates but not always with supporting documents needed to complete the assignment. For typical kids this isn't a problem but with my DS with significant executive functioning and ADHD challenges this is a disaster because many times he doesn't know which packet in his binder is associated with the assignment. Also I HATE the daily planner he is being forced to use. Its counter-intuitive, at least the way his school wants the students to use it. Also his handwriting is atrocious. So bad that even HE cannot read what he's written. Then he ends up emailing the teacher at the 11th hour to get the assignment explained to him because he can't read his own writing or remember what to do for the assignment.

Again, he has a lot of accommodations but things still aren't gelling for him.

TIA


Actually, this is a problem for "typical" kids, and I wish MCPS would realize it. My DC had a concussion and was out of school on and off for months. Ultimately, DC got a 504 plan (which took months, which is illegal). Even after the 504 we had problems with MANY teachers not posting assignments to Edline -- neither assignments to be completed, nor graded assignments. Only 2 out of 7 MS teachers reliably used Edline. Oddly, DC was in a magnet MS and our home MS teachers used Edline much more (because, I'm sure at our West-county, wealthy, MS, parents demand it!)

This is not only an issue for Sped kids but for all kids. I encourage parents to complain when Edline is not being used. Edline benefits kids with ADHD and other LDs, but it also benefits the child who was sick for a day or two, or who has divorced parents and ended up at one house having left the worksheet at the other, or the kid who is also working after school who left the worksheet at school because he was so tired, etc.

It is a Universal Design for Life issue -- meaning that MCPS should be designing school so that ALL children have access to it -- diagnosed, undiagnosed, with an IEP or 504 and without, etc.

Plus, frankly, in this day and age, it's also an aspect of a child's development toward working in the real world whether at school or in a job -- to be able to pull work posted independently and complete and turn it in electronically and follow up electronically.

Parents pay for Edline thru their taxes, and parents should demand that MCPS teachers use it regularly.

My other DC is not yet in MS. We don't "ask" the school anymore for permission to change planners or folders or the way we use them. I simply make the change and inform the school in writing of the new planner or binder, why it is organized the way it is or why the change was made. That leaves it to the school to say "no" and why. It puts them in a position of looking obstinate and unreasonably non-cooperative. The only thing in middle school about the existing planner is that the planner is sometimes used as a "hall pass". There are many ways to address that -- simply rip the "hall pass" page out and put it in your own planner or make a new "hall pass" page of your own. Plus, when DC starts being able to turn in homework on time, then the teachers stop complaining any way.....

What accommodations do you have for executive functioning in an IEP or 504 plan? Are these in the plan but just not being implemented? Or are they not even in the plan? If you don't have them in the plan, then start documenting for a half quarter or so the failure to get, understand, complete and turn in homework and how it is affecting grades. This will involve a polite note to the relevant teacher about each assignment gone astray, as well as printouts of Edline to show what has been posted when.

Once you have the documentation, call for a review meeting to get the plan updated. Show the documentation, how it impacts grades, and ask for specific plan changes.

If there is a plan but it is not being implemented, document the failures. First email is a polite one to the teacher. Second failure generates an email to the principal with a CC to the sped or 504 coordinator, forwarding the first failure and providing additional info about the second failure. Third failure is a complaint filed or an email directly to the head of special ed with a cc to the principal and teacher, complaining about systematic failure to implement IEP and asking for correction closing with a wish that the problem can be solved cooperatively so that you do not "have to resort to your due process options".

After that, file a state complaint.

[Anonymous]

Oh I know exactly where you are! We were there last year (6th) with my daughter. After many struggles just like your ( oh the tears!), we finally met with key teachers and admin. We had her tested and found similar issues. She began going to the guidance counselor at the end of each day to make sure she had all her assignments recorded correctly. Then she began working with a tutor to get them done. Both things were a godsend! Her stress and ours greatly diminished. But I fully agree with the PP who said it's important to walk through the day and ask your son what the sticking points are. That helps them identify what the problems may be and help generate solutions. Not only is this effective but it's instructive for them too in learning how to cope. Good luck and fwiw 7th has been like a walk in the park!!

[Anonymous]

My son uses the school planner but it's not required. He can use anything. He's tried other things but really it didn't matter which one he used. At the end of each class he goes to the teacher and gets it checked and signed. That way if anything is missing or incorrect the teacher can help fix it.

[RedTailHawk]

Not MS but sending sympathies your way. Our ES uses "special" planners the PTA helps fund. It's nice that they have lines to write on but the pages are cluttered will all sorts of extra trivia facts and stuff. I think most kids in the class like the fancier ones (as opposed to standard MCPS issue ones) but for *some* kids a design without all the distractions would work so much better. Ugh.

[Anonymous]

Anonymous wrote:Oh I know exactly where you are! We were there last year (6th) with my daughter. After many struggles just like your ( oh the tears!), we finally met with key teachers and admin. We had her tested and found similar issues. She began going to the guidance counselor at the end of each day to make sure she had all her assignments recorded correctly. Then she began working with a tutor to get them done. Both things were a godsend! Her stress and ours greatly diminished. But I fully agree with the PP who said it's important to walk through the day and ask your son what the sticking points are. That helps them identify what the problems may be and help generate solutions. Not only is this effective but it's instructive for them too in learning how to cope. Good luck and fwiw 7th has been like a walk in the park!!

How often does your dd meet with a tutor? We have a tutor once a week, and I am the "tutor" the other days. My dd is only in 3rd grade, and is already experiencing these issues.

[Anonymous]

Anonymous wrote:Does your school use this same daily planner? if so how is it working for you? Or is your student allowed to use whatever homework tool works for them?

My DS is in 6th grade in a MoCo public. lots of accommodations but still highly disorganized. homework time is a disaster due to not knowing or understanding what is due when. And lets not even discuss Advanced planning, study skills...he has no idea how to study for tests.

Edline is "ok" but not always consistent. Teachers post due dates but not always with supporting documents needed to complete the assignment. For typical kids this isn't a problem but with my DS with significant executive functioning and ADHD challenges this is a disaster because many times he doesn't know which packet in his binder is associated with the assignment. Also I HATE the daily planner he is being forced to use. Its counter-intuitive, at least the way his school wants the students to use it. Also his handwriting is atrocious. So bad that even HE cannot read what he's written. Then he ends up emailing the teacher at the 11th hour to get the assignment explained to him because he can't read his own writing or remember what to do for the assignment.

Again, he has a lot of accommodations but things still aren't gelling for him.

TIA

OP, I could have written your post! In fact, I started a few threads recently asking which accommodations are working for people.
Here, look on the bright side...your son is at least emailing the teachers directly! That is HUGE. I am sitting here emailing teachers now on behalf of my DC (after crying, etc and finally getting work done on a Friday afternoon).
And at least it sounds like you are not getting snide asides from the teachers, like the ones I've seen in email.