Ok, four weeks later and I'm in a different place now. Her actual IEP is next week, but I don't have to give them a final answer on the retention yet. Just last Friday, I spoke to the mother of a first grader who was having trouble reading. So much trouble that she elected to remove the child from school in order to provide the copious one-on-one time that she needed to learn to read. Her plan is to revisit kindergarten and all of first grade over four months. So far, she has been making good progress. She's doing 21 days of curriculum each day.
After that conversation, I started thinking that maybe we could do the same thing over the summer to catch Demi up in math. Would it really be possible to revisit weak areas from kindergarten, review the first half of first grade, and push through the last half of first grade so that she has a firm grasp on all the concepts of first grade? A decided maybe.
Additional issues we'll be dealing with this summer: juggling vitamins/meds for attention and vision therapy to repair binocular vision. A full plate, no doubt, but not impossible.
In order to judge the effectiveness of attention meds, I would have to be working with her in an educational setting. "Summer School" would assist me in making better judgments about those meds. Same goes for vision therapy. With a structured schedule for school, I would have to incorporate 10-15 minutes each day for vision therapy and also be better able to judge whether the therapy is making any difference.
Challenge: She resists my efforts to teach her or work with her. She immediately starts negotiating whenever I say it's time for homework. It's a frustrating experience for both of us. How will I overcome that attitude? I suppose the answer is to "make it fun," but I seem to be incapable of doing that. I believe I was cheated on the creativity gene.
Suggestions?
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