Reply to Why does Deal assign SO MUCH HOMEWORK?

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[quote=Anonymous]OP:  I feel your pain.  I have an SN kid in 6th at Deal.  He has an IEP.  I agree with PP that he does have a lot of free time, but the difference is that he does need more time to do HW than other kids.  So, he doesn't have "free time" that other kids have.

I don't want to scare off other parents who are afraid there is too much HW - I am not sure it is too much HW for the average kid.  When honor rolls came out, 2/3 of 6th grade made Principals' Honor Roll ( all As) or Honor Roll (As and Bs).  ( I do wonder about the other 1/3.)  The staff at Deal offer every opportunity to make-up work, re-take tests, get extra tutoring.  It's there if you need it.  The teachers are there if you need them.  But here is the IB difference:  towards the end of every quarter, you are asked to do a summative exercise in which you showcase all the things you learned through a special project.  Some have been done in class - like science - but others have to be done at home - like geography.

Is it too much HW for a special needs kid?  Regular HW and special projects.  Yeah and he has executive functioning issues.  Multiple end of quarter projects are really difficult for him because it means trying to do things in little steps which is harder than you think when your organizational skills are not good.  So I get the 'this is eating us alive' feeling too.

OP: Here is what I did:  I went to the teachers (and with the exception of the math teacher who wants HW in when it it due since it is synchronized to the lessons), we are in agreement that as long as work is finished by the end of the advisory, we can pace it.  We cut back on the number of math HW problems also.  My DC has a language based disability, so anything with writing takes a much longer time, so we just miss those interim deadlines if we have to.

I have asked the teachers to work with him on how to take notes and summarize.  This is the most important skill he needs to acquire, especially since he has a language based disability, so reading and writing is very, very hard.

Push back - only use Edline to determine what's missing.  Don't beat a dead horse - my child likes to do the easy HW first and I won't let him.  He can handle the easy stuff when he is more tired, so I make him do hard stuff first.  And I am letting him "fail".  The SpEd team asked us to step back and help him less this advisory so they can see his weaknesss and give more targeted support.  So he will be finishng this quarter with a very poorly done English project.  He had problems organizing it, and writing it.  He is a competitive kid and is unhappy that he will not get all As this advisory.  But we have been trying to teach him to self-advocate since he is allowed modified HW and he didn't ask.   He also did not ask for enough help this quarter for this project.  It's his work and we have to let him learn to ask for help.   But it's true that he sees his peers and he feels he has to keep up.  Other kids parents have said that their kids feel the pressure and that the constant access to Edline just adds to that.  They did tell the kids to not freak out about it, but it is only human to look at your grades when you get an e-mail every week.  GL!  [/quote]

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