Accommodations

This wasn't the post I had been thinking of writing over the past couple of days, but I guess I have to go with what is current, right?

Emily forgot her math homework in her locker...again. This makes five homework assignments that she has actually done, and somehow misplaced or otherwise didn't turn in, in math alone. I have a whole post on why I think homework should be outlawed, but for now, it is what it is, and she needs to be not only doing it, but turning it in as well.

Here's my issue. I think it absolutely stinks that she did her homework, and because she did something a little absentminded by leaving it in her locker, she is not going to get full credit for it. Apparently, if she turns it in today she will get what she referred to as an "effort grade" but it will not be held in as high esteem as if she had turned it in today.

I am torn about this. Part of me thinks that this might teach her something, and help on the road to better organization, but, the other part of me recognizes that this type of thing is a true disability for her and that she should not be excluded from getting the grade she deserves for doing the work. I am quite sure she could have an accommodation added to her 504 Plan that allowed her to have her homework in by the end of the day and still get full credit. I just don't know, in the long run, if that would be a good thing or not.

Here's the other piece that bothers me. Emily got her first progress report the other day. She has all B's and one C in math. A c? Is not a bad grade. It's average. The point is, and I will be elaborating on this further in a future post, if a C is a grade that not only can she get at her current level of organization/disorganization, but one that she is satisfied with, than that should be all that matters. There seems to be this underlying pressure in the world to do better, be more, get more, and it's wrong. If she's happy with a C, then that should be good enough.

Organizing Ideas

Acronyms. Emily seems to respond quite well to them and said as much while doing a recent math assignment on order of operations. She said, "PEMDAS...Please excuse my dear Aunt Sally" but really it means, "Parenthesis, Exponents, Multiplication, Division, Addition, Subtraction, just so you know, Mom."

So...I need to think of a good acronym or two for things such as, "Don't forget your homework" and "Remember to bring everything home that you need" and "English class starts at 8:03 not 8:10."

I am being a little silly here, but really? I think this type of thing might work. I bet this is something I could find on line...like an acronym creator or something.

I am having a hard time coming up with other ideas. I already have the typical ones in place...a set time and place for homework, reminders before she leaves to turn her homework in that she has done at home, chatting with her about her day, and being involved with the school (as much as possible in middle school at least). Does anyone else have any thoughts?

Emily's Middle School Experience So Far

Mostly? It's been good. I mean, she seems happy (most of the time at least), likes switching classes and seems to like her teachers. Really the only thing that has been too much for her? The absurd amount of organization that they expect out of an 11 year old, let alone one who has more trouble with this sort of thing than the everyday 11 year old.

For lack of a better way of wording this, I am going to list the "problems" we have had with organizational type things so far this year:

-lost her agenda that she needs everyday.
-missed two math assignments (although they weren't technically missing, she had them in her folder and just forgot to turn them in when the teacher asked).
-forgot a rough draft of a paper she needed in order to write the final draft.
-forgot to bring home a modified study guide her social studies teacher gave her ( but YAY for her social studies teacher actually following her 504 plan)
-has been late to math class once
-is late to homeroom frequently( although in all fairness her bus is one of the last ones to arrive thanks to us living on the other side of town, but I am fairly certain it arrives in plenty of time for her to get to class).
-forgot to write a rough draft of a paper, or even tell me about the final draft being due...found out when I called the homework hot line.

To me? This seems like a lot...considering we are only ending the 2nd full week of school. There are some people who are going to argue that this is just a "kid being a kid." while I agree on some level, the truth is? This is by no means some thing we can let go, nor is it something that I think most kids go through. If that were true, that all kids in her age group were this disorganized, I sincerely doubt the expectations of those in charge would be the same. In other words, if it was the norm for kids her age to forget their things, lose their things and be late to things, it would be unlikely that those in charge would expect that of them, or at least not to the degree that they do. It's not like I am saying that makes it so there is something wrong with Emily...just that she's a little more unique than one might think, and perhaps her way of doing things (or even not doing them) is a little different then what would be considered "average" for her age. The bottom line is, while I don't think it's ok to insist on doing anything to inherently change her, if she is to "survive" in this crazy little world called "middle school"she is going to have to make some changes in the way she does things.

I spoke with her guidance counselor the other day. She in turn met with Emily yesterday. I also know that the guidance counselor has been going to all of the classrooms during SSR time (Silent Sustained Reading) and speaking with all of the 6th grade classes about middle school, organization, "talk aloud strategies" and various other things. Both the guidance counselor and Emily's math teacher who I met briefly at Open House have said Emily has a wonderful attitude, is willing to accept help, and that she is a "good kid." So that will certainly help her in the long run.

Next Up: Organizing ideas...both mental and physical that may help.

Middle School:Expectations

This will be the first in a short series of posts. If I were to include all my thoughts on this subject in one entry, you could potentially be reading for days!

I thought I would start by listing quite literally what was expected of Emily as far as what she needs for each class, and what she is expected to remember to bring with her to each class.

Chorus (yes she actually needs stuff to go sing): black 3 ring binder, 2 pencils, composition notebook, agenda. Students will write journal entries in the comp book at the end of every chorus class. Concerts are mandatory. There are two each year.

World Geography: 2 inch 3 ring binder, notebook dividers, colored pencils, textbook,agenda.

Math: 2 inch 3 ring binder, notebook paper, pen, pencil, textbook, agenda. 3-4 nights homework will be given. Late homework=no credit.

ELA (you ready for this?) agenda, homework folder, SSR book, pencil, reading notebook, writing journal, reading log, 2 textbooks.

Science: white notebook, text book, agenda, pencil.

The school uses the "rotation" scheduling approach, so they have classes on an A B C schedule. They also have specified locker breaks, in which they are allowed to go back to their lockers to trade books etc. for the next class.

Let's use an "A" day as an example. On an "A" day she needs to have the following with her in the morning before her next locker break: 2 inch 3 ring binder, notebook dividers, homework folder, colored pencils, textbook,agenda,white notebook, text book.

At her next locker break she needs to have/remember all of this: 2 inch 3 ring binder, notebook, pen, pencil, textbook, agenda, homework folder, SSR book, reading notebook, writing journal, reading log, 2 textbooks.

At her final break of the day she needs to remember to bring home her agenda, homework folder, and any textbooks or binders/notebooks she may need to complete her homework.

Oh, and did I mention that they are not allowed to carry their backpacks around the building? Taken directly from the handbook: In order to avoid congestion in the corridors, and to assist students in the organization and care of books and materials, backpacks and book bags may not be carried during the school day. Upon entering the building, backpacks, book bags, and gym bags will be placed in the student lockers.Locker breaks will be held periodically throughout the day. I have yet to be in there when the hallway was bustling with kids going to a fro, but let me tell you, on the few occasions in which I have been there (including tonight for Open House) the hallways seem plenty wide, as do the cluster areas where the lockers are located. This seems like a silly rule to me, and if I were in charge,I would be more concerned with books being dropped, or pencils being slipped on, or any other number of things that could occur when kids are carrying armloads of books around.

Anyway, is it me, or does this seem like a lot for even a "regular" kid who doesn't have issues with organization or attention, above and beyond what would be considered normal for the age?

Elementary school, for all it did do, certainly did not do an adequate job preparing Emily for the "big leagues", at least on an organizational level. I am appalled by most of what is expected of her.

Emily's 504 Plan: The Details

Emily is currently on a 504 Accommodation Plan based on her diagnosis of ADHD. Her plan is reviewed every March, and added to or changed if needed. Her current accommodations are as follows:

-Preferential seating
-Parent/teacher communication as needed
-Reminders to bring home important papers at the end of the day
-Frequent verbal cues prior to giving directions and transitioning
-Rules and expectations should be clear, explicit, and consistently reviewed for understanding
-Small group and alternate site for testing
-Checklists and graphic organizers
-Time lines for longer assignments
-Check agenda and material daily
-Study guides and outlines as needed

I can tell you right now, only some of these are being adhered to. I really don't see it as much of a concern now (although I often wonder how much better she would be doing if she was more organized and together, which would be helped by following the above accommodations) but I am so concerned about next year (middle school) that I am practically having anxiety attacks about it. As it stands right now academically, she is doing well enough to succeed (mostly 3's which is Middleboro means at grade level standard). Could she be doing even better if she was more organized both mentally and physically? I think so. I haven't really worried to much about it because at grade level standard? That's not something to be concerned about really, is it? Unless of course (which my counselor pointed out and I have often thought), she is gifted. Then, at grade level standard might be a concern. What really worries me about next year though, is how much more organized she will need to be (compared to elementary school) just to get by, let alone get to grade level standards or beyond. While I hope some of the needed organization skills will come with maturity, I also know that some of this? It's just the "way she is." Did I mention she has a known abnormality (diagnosed via MRI during the whole Epilepsy diagnosis saga) in the frontal lobe of her brain (the very area which "controls" the so called executive functions of the brain, as well as planning and memory)? So yes, maturity may help, but I question how much it will help.

I feel like I have failed her in a way, not really taking the necessary steps to make sure her 504 plan accommodations are being met. I don't want to be known as "one of those parents" who constantly calls the school, demands services for their child, and in general is just a pain in the ass. Because really? I'm not. Also, authority figures that by the very nature of their job title and/or degree are supposed to know about these things and have a tendency to make you feel inferior, they scare me. Scare the hell out of me if I am being honest. For some reason I live in this world which I think , "If there's a plan in place, they must be following it because well, they're supposed to." After I bang my head on the desk though and come back to reality, I know that while the plan is there, it may not be being enforced and the only way it will be is if I make sure that it is. To that end, not only am I going to take some initiative and meet with the necessary people prior to next year even starting, I am going to request that the following accommodations be added to her existing plan:

-tap on desk or use some other code to bring child back in to focus.
-notify family immediately of any missing or late assignments by phone or email.
-provide Emily with a simple outline and/or notes for lectures.
-allow for expedient make up of late or incorrectly done homework. If deduction for lateness works to the curb problem, keep doing it. If not, recognize the problem as an uncorrectable disability.
-provide an extra set of books for home.

I think the addition of these accommodations, combined with maturity and medication, will really get Emily off on the right foot for the beginning of next year.

Pictures For Emily

Below are two pictures that I have taken for Emily to be used in her "visual aid" book described in the post below titled, "Conference: Executive Functioning." There will be many more pictures to add to this of course, but this is a good start.

Ready for school!



AN example of homework materials needed!

Conference: Executive Functioning.

As mentioned, I recently attended the Annual Visions Of Community Conference sponsored by the Federation For Children With Special Needs. One of the three workshops I attended was called, "Executive Function Skills" and, it was, by far my favorite.

For those who may be unfamiliar, executive functioning is a term that refers to an array of cognitive functions associated with being able to generate and executive a strategy for managing unfamiliar or open ended tasks. Executive functioning skills include self regulation( or arousal, attention, and emotion) and task management skills such as organization, planning and self monitoring. Executive functioning also encompasses problems with cognitive organization.

The presenter, besides being obviously familiar with what exactly executive functioning is, was probably one of the best public speakers I have ever seen. She kept my attention throughout, was humorous, and very well informed in her area of expertise. She gave an excellent description of the different parts of the brain, which part was responsible for what, and how it all came in to play regarding executive functioning. She gave "real life" examples (some of which I could completely relate to and understand) and overall, presented a very engaging, informative and useful workshop.

Perhaps the most interesting and beneficial part for me was the "what to do and how to help" part of the workshop. I had researched on my own exactly what EFD was and how the different parts of the brain affected it (although the refresher was nice and I did learn a number of things I did not already know in this regard), but had not had a lot of success looking at the different things that I could employ in my everyday life with Emily.

Before I get any further in to the "what to do and how to help" part of this, there were three very critical things I learned. The first thing was in regard to the connection between attention and executive function. At any one time, the human brain can only hold on to 7 (+ or - 2)pieces of information at a time. In a child, the capacity to hold information is less, as their attentional systems are still developing. In a child with EFD, who has trouble with cognitive organization, the ability of the mind to hold information is diminished even further. Another key piece that I really felt was important was this: There is an unfortunate tendency for some parents and teachers to assume that their role as "helper" requires that they assume responsibility for executive dimensions of tasks. This means doing such things as settings goals for the child, planning and organizing all of their activities, and solving their problems. Doing for them is not teaching them how to use their executive functioning skills themselves. The predictable outcome is learned helplessness and oppositional behavior. This leads to the last critical thing: Don't cue to do, cue to know what to do. Again, if you do it from the, they will never learn how to do it themselves. Ask questions like, How long do you think it will take? How did you manage or know how to do it? Have you done anything like this before? How did that work out? How are you going to know what is most important? What do you want it to look like? How much time did it take you the last time you did this? This will teach them to reassess and evaluate on their own what has worked best, how to estimate time, and feel a sense of accomplishment when they have completed a task.

The main concepts taught in regard to how to help a child with EFD were; teaching forethought, teaching self directed talk, making visual aids, reading the room and minimizing multitasking. In the interest of organization, I have broken each one down in to a list form, with a description of what each concept is, and how to "make it work" for your child.

1. teaching forethought

-Ask questions like, "What will it look like if...?", "How do you see yourself?", If everything goes your way, what will it look like?" Example: American Idol is on at 8. You have told your daughter that if she wants to watch it, she needs to finish her homework first. You go in, help her set up to get it going, go put a load of laundry and come back to check on her, only to find out she hasn't even started. Initiation is a HUGE problem for people with EFD. Generally, prioritizing and goal setting is difficult. So, you ask her, "Where do you see yourself at 8 tonight? On the couch with me watching AI or doing your homework?" This helps present a "mental image" and involves your daughter by asking her where she sees herself. The steps for teaching this skill are as follows: Set a goal. Ask, "what will it look like if your achieve your goal? Look ahead. Ask, "What time will it be? Look back. Ask, "Have you been in this situation before?" "What would you do differently next time?" "What would you repeat?" Plan. Gather everything needed to accomplish your goal. Do. Do it. Stay on the timeline. Set up time checks. Are you on track? Review. "How did you do?" "Does it look like what you pictured?"

2. Teaching Internal Self Directed Talk

This was the one I found most interesting. Basically, this is teaching your child to use the "voice in their head. "You know the one that says, "Don't worry. Relax. Does this feel right? Does this make sense?" The teaching of self directed talk facilitates the development of working memory and speed of processing, and serves the cognitive functions of organization, and structuring behavior, all areas that Emily specifically needs help with. One method of teaching this was by doing it for them, literally. For example, if I walked in and saw Emily doing something she wasn't supposed to rather than speaking to her and giving her the chance to react with a "But Mom..." or a "Why can't I________?" which could lead to a potential fight and more stress for all, I would simply walk up behind her and say, "I bet Mom would be really upset with me if she saw me going this." Eventually, after a number of times doing this, the hope is that Emily would catch on and start using the "voice in her head" herself. Emily is right at the age where this method might not work well (younger kids are more impressionable etc.) but, I think I might try it anyway. In some respects, she is a "young 10" and she is right on the borderline as far as the age group that the presenter talked about.

3. Using Visual Aids

I became aware of just how visual Emily is when I read the results of her neuro-psych testing. She is definitely a visual learner which will make this next idea easy to employ (I hope)! Basically, the concept here is to get your child to "match the picture." So, for example, you would take a picture of what your child looks like when they are ready for school...coat, backpack, hat etc. Take a picture of what it looks like to do homework...complete with all materials needed and your child actually sitting and doing the work. Take a picture of the bedtime and morning routines. Then, put them in a small album or binder and when it comes time to complete one of the tasks, show your child the picture and say "match the picture." This makes it more of a game to them and perhaps, will make it easier to follow.

4. Reading The Room

Many children with EFD have difficulties with the concept of time, reading people, and assessing the situation. This is where S.T.O.P comes in to play.

S=Space and Situation: Assess the space you are in and the situation you are presented with.

T=Time: Ask, is this a good time? When do you need to be done? What other things do you have scheduled(look ahead)? Is the pace fast or slow?

O=Objects: Do you have everything you will need(make a list)? Are you using something that does not belong to you(ask first)?

P=people: Are you giving them your attention? Can you ear and understand them? Are they busy? Are they interested in what you are saying? Read their body language (facial expressions, body language).

This is something that most of us do the minute we enter a room, in the space of a few seconds. For someone with EFD, this kind of organized thought is not usually present and is a learned behavior. Teaching the concept of S.T.O.P. will help!


5. Multi tasking in most cases of EFD is an unheard of skill. Multi tasking requires organization and planning, skills that are generally not present in someone with EFD. So, things must be broken down in to manageable chunks, and worked on individually.

See it.

Say it.

Do it.

Shift it.


I have used this concept with Emily already with a writing assignment she had to do. We sat down, separate each topic she needed to write about it and she completed one at a time, until she was done. Looking at it in smaller pieces helps keep her from getting overwhelmed.

One pretty significant thing I learned about EFD was that it is greatly influenced by experience, teaching, and expectations in the environment. For people with EFD, skills that may seem implicit, are not and need to be taught in order to achieve success.