It’s report card time and time to see how the first half of the school year went. If your child’s report card reflects solid grades and good work habits, some sort of celebration is in order. One of my co-workers learned that her daughter earned a 96 in an advanced math class. She offered to buy ice cream, but her daughter wanted her bedroom painted instead. Fair enough!
If, on the other hand, you were disappointed in your child’s progress or performance, there is still time to turn things around. You and your child can press the reset button by looking for ways to improve on things that you have been doing. Think about changes that can be made on many possible levels.
- If your child has poor sleeping habits, try establishing a bed-time routine that gradually steps down the amount of activity and stimulation in the household. A well-rested brain functions better.
- If your child wastes time in the evening and then stays up late doing homework, set a firm cutoff time to stop working, shut down the computer and place everything in the backpack (which will “live” in a designated spot in another room). Then start winding things down toward bedtime. Provide prompts and reminders earlier in the evening to serve as fair warning. It may take a couple of incomplete assignments or disappointing test grades to get the real message across. Don’t cave in though, because it is essential that students develop good work habits, including learning how to effectively manage their time, if they are going to be able to sustain their success throughout the school and college years. Showing up for class exhausted and inattentive will eventually take its toll. Throwing together projects at the last minute and cramming for tests will also lead to poorer quality results that your child will take less pride in. I know this first-hand from my experience as person who went through school with undiagnosed ADHD.
- If your child is overwhelmed by an over-packed schedule that doesn’t leave enough time for schoolwork and “down time,” consider taking a break from one of the activities. Unless your child is talented enough that a sport or cheerleading scholarship is a real possibility, they might be better off burning the candle from only one end. Keep the activities that give them joy, and set aside those that are on the schedule just because of habit.
- If your child has an IEP or Section 504 accommodation plan, review it to see if it adequately addresses her current needs. It might be time to update the accommodations and supports to match performance expectations that tend to get higher each year. Get your child’s input so that any changes are going to be ones that they think will be helpful and will cooperate with.
- Re-establish lines of communication with teachers and other school staff. If your child will have different classes for the 2nd semester, there may be new teachers who may not be aware of his special needs or the fact that you are a concerned and involved parent who expects to be considered an equal part of your child’s educational team. Set a positive tone and let them know that you are looking for this semester to be better than the last one.
- Look for any other areas where a change for the better might be possible: diet and nutrition, general health and well-being, mental health, organization (personal and/or household), social skills, etc. Consult with trusted friends, family and professionals to see if they have any suggestions.
If things are going great, keep doing what you are doing. If not, try something different that might lead to better results. Remember, there can be no growth without change!
We are just about at the halfway point in the school year. Report cards will be coming home. If your child receives special education services you should also get a report on his/her progress on their IEP goals. This is a great opportunity to think about how things are going and whether or not some changes need to be made. Ideally, we would all like to have a happy, socially-successful child who is learning and developing at or above the expected rate in all areas. If that describes your child, you should give a word of thanks to all who have helped make this happen!
If your child’s grades are lower than you think they should be, try to get to the root of the problem. Is your child having difficulty learning the material being taught? Is he doing poorly on tests even though he seems to understand the work? Is she doing fine on tests, but has a low grade average because of zeros for several school assignments that were never completed or turned in? Has your child missed a lot of instruction because of disciplinary actions that have taken him out of the classroom too many times?
Even if the grades are okay, there may be other reasons to be concerned. The grades may seem to be inconsistent with what you see when your child is doing home work. The progress on IEP goals may be moving much slower than expected. Instructional assessments may show that the gap between your child’s skills and the achievement standard for his grade is getting wider instead of more narrow. Is your child saying, or showing, that she does not want to go to school? Are you getting more reports about problem behavior at school?
If you do see any red flags, the first action to take is to try to understand what is working and exactly where there may be some problems. Talk to your child and your child’s teacher(s). Ask what you can do at home to help your child be more successful. Work with the teacher(s), other school staff, and the IEP team as appropriate to come up with solutions to any problems that are identified. Make adjustments in terms of instruction, materials, strategies, accommodations, services, supports, environment…whatever makes sense for your child at this time. Keep an eye on things to see if there is improvement or a need to try something else.