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| Sun, 09-17-2006 - 5:13pm |
In a previous post, I mentioned that I was having issues with DD's teacher and the use of a behavior program that attaches letter grades to behavior. Below is my first draft of a letter to her teacher in response to the most recent "Friday Folder" note. I'd love your thoughts, opinions, etc. Please note that I also believe DD's 1:1 is being used to assist other children as well, which is a secondary reason of why I want to call a team meeting. (To make sure the teacher KNOWS that's will not be tolerated.)
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Regarding Claire’s PBIS grade, thank you for your offer to adjust the grading scale. However, I think we need to reconsider its appropriateness.
My husband and I feel that the fact that she is incapable of understanding the process makes it inappropriate for her. In essence, you’re using the Think It Through as a Time-Out, which I’ve been told repeatedly is not the intent of the program. Historically, Time-Out has not been a successful means of discipline for her. However, even if Time-Out was an effective means of discipline for Claire, she is not capable of considering whether or not she’s making good or bad choices. Furthermore, it is impossible for her to communicate her thoughts in these types of situations, let alone verbalize them in any meaningful form. It should also be noted that Claire does not fully understand the difference between what an “A” means and what a “F” means. Most importantly, utilizing this type of behavior modification program for Claire undermines the green-yellow-red light reward system we’re trying to institute, as you are, in essence, punishing her twice for the same offense.
While academically, Claire may be at or even above grade level, psychologically she functions at the emotional level of a 4 year old, and that’s being generous. This needs to be taken into consideration at all times. The reality is that if she only has two meltdowns a week, she’s giving you her absolute best.
While I was hoping to wait until further into the semester to do so, I feel that we need to call another IEP team meeting to consider a Functional Behavior Assessment and/or a Behavioral Intervention Plan.


I think it sounds great. You are to the point, not accusatory and very clearly get your point across. At least to me you did and I'm new here! The only thing I would recommend is to sit on the letter for a day or two, then revisit it and see if there is anything you would change or want to add. THEN send it in.
Good luck! I hope you can get everything resolved soon for your DD.
Jenni
Jenni
proud Mom to Christopher and Kimberleigh
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I like it, however I would change the bit in the middle. I wouldn't focus so much on she can't process and discuss better choices as likely this is a skill you will want her to learn eventually.
Rather I would point out simply that her red, yellow green program is effective for her. YOu feel the other is not effective and having 2 programs would be confusing. You can say you don't feel that her communication skills are not yet to the point that she would really benefit from that method.
I would keep definitely keep the IEP request and much of it as it is. On the one hand often teachers need reminders of where exactly our kids are at in thier understanding and that they don't understand as much as it would seem. However, it is a slippery slope and it could be a concern if you go to into her being behind then they may set thier expectations too low for her or start with the "well maybe she isn't appropriate for inclusion" stuff.
Renee