SEED 522 Multi-genre Blog Post 6
504 Meeting
Student: Jack, 8th grade
Attendees: Parents, school liaison, guidance counselor,
school psychologist, teachers from math, English, science, and history.
School Liaison: Thank you all for attending. We are here to
discuss Jack, and to determine how to work together to address the issues he
has been having. His parents, Jim and Susan, would like to brainstorm with us to
help Jack benefit more from the school experience, improve his grades, and find
ways to stay out of trouble. From what I have heard, it seems like a 504 would
be in order.
Susan: Yes, thanks for meeting with us. Jack has really be
struggling here lately, and we appreciate your help in trying to figure out
what to do.
Math: Well, he is a great kid, funny, outgoing, but he does
not seem to be able to focus for long periods or time, and he wanders over to
other kid’s desks during in-class assignments and converses with them. I have
had to ask him to go into the hall a number of times. He seems to think it is a
privilege to get out of the classroom. I am afraid it is backfiring.
Jim: Sounds like Jack. Always looking for a way go get out
of class.
(Susan kicks Jim under the table)
School liaison: I
understand you have some results from the psychological study?
Psychologist: Yes, we have his full testing results right
here. Very intelligent, sociable, popular. But there are some areas of concern.
Moderate to serious ADHD. Inability to sit still. Difficulty staying focused or
getting his work done Also, possible oppositional defiance disorder.
Jim: Sounds like him. Seems to think every adult is
incompetent or out to get him. Does not have much respect for authority. He always
thinks he has the answer to everything.
Psychologist: So, have you taken any steps recommended by
the testing results?
Susan: Yes, we have taken him to see a therapist, though he doesn’t
seem to want to participate much. He doesn’t see anything wrong and thinks this
is a waste of time. Also, we have started him on Ritalin. He has taken it over
the last week. He said it is helping.
History: I have noticed he has been sitting for longer
periods of time. Even seemed to be participating a bit more this week.
Science: I haven’t noticed a change. He is still always
ready to go home by the time he hits my class, which is last period.
Susan: Well, there was some discussion that the medication
might not last all day. He has some lower dose pills that we offered to bring
to school that can get him through the last period or two. Problem is, he would
have to take them at the nurse’s office. He doesn’t want to be seen by his
friends going there every day.
Psychologist: Makes sense. Looks like from the report he is
very conscious of what others think of him.
Jim: Yeah, he always asks us to drop him off a block from
school or soccer practice. Not like I have an old beater car or anything.
Psychologist: I have seen all of these “personality” quirks,
and they are often related. Kids with ADHD often suffer from other disorders. Pretty
typical to be unable to sit for long periods of time. Sometimes they need to just
walk around a bit, have a break. Sounds like Jack is no exception.
School Liaison: So, ideas?
English: I’m fine if Jack wants to stand up, or walk in the
hall for a few minutes. As long as he does not bother the other kids.
History: We can definitely give him extra time to finish tests,
and allow him to hand in late assignments with no penalty, within reason.
Science: Yeah, that would be much easier than having to keep
telling him to sit still. It’s so distracting. Would be a win-win for everyone.
Susan: and if he were allowed to hand his assignments in
without penalty, that would alleviate so much stress at home. Every time we
turn around, he has missed another assignment. Then he gets all freaked out.
Says he hates school. Blames the teachers for not telling him what is due and when.
I keep telling him to check his Blackboard account for assignments, but he
doesn’t seem to remember to do it.
Psychologist: Right, executive functioning issue. That’s part
of it also. Reminders would be helpful as well.
Guidance counselor to teachers: If you send me your weekly assignments,
I can compile them into a single e-mail, and send them to Jack and his parents.
That way you have everything in one place.
Jim: That would be great. My teachers would never have
gotten this involved with my problems. Other than the parent/teacher conferences,
I don’t think they ever talked with my parents.
Psychologist: Well, it’s a new world. We know so much more about
what interferes with student learning, and these issues are more widespread
than we ever thought. If we don’t address it, so many kids will fall through
the cracks. It works best if we collaborate with the parents, so we are all on
the same page.
Susan: Well, we appreciate all the time and concern.
Guidance Counselor: You just need to work with Jack at home,
make sure he knows what is due, and help him stay on top of it. With the new
medication, he should have a much easier time focusing on the work. With this
multipronged approach, I am sure we will see quick improvement.
Susan: Sounds great. What next?
School liaison: We will put together a draft with the help
of the teachers. Then send it to everyone, including you guys, for review. We
will incorporate any good suggestions, then finalize it with everyone’s
agreement. Then it will be official. When he goes off to high school, it will
be part of his record there as well. Teachers will be notified of his 504 so they
can make the same accommodations.
Jim: Great, thanks for all the help. Going to make a huge
difference for everyone.
School liaison: No problem. We do these all the time. Thanks
for coming in.
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