Story Cubes: DS will now throw a fit if he even sees them, so no, we haven't used them. We've worked on some of these skills through other means, but encountering a lot of resistance. The summer successes are getting him to read fiction he hasn't previously read.
Not bad (I'm sorry but the Story Cubes thing made me laugh--only gallows laughter, but I relate). Our summer "successes" include some very basic hygiene accomplishments and, um, he has Minecraft server now.
What he does learn (under duress) is how to cast what he already knows into a school-appropriate form. I personally view this as important skills, and showing ones work serves more than just "because the teacher wants it." Our hope is that these skills become more automatic, and eventually he will be able to prove with more that just the right answer that he has intuited math that hasn't been instructed. To me, it's all about being able to lay out a logical argument, which should be applicable to any situation.
Another little laugh about "duress" just because. I wish I understood math better--I probably have an LD. I like the emphasis on it being a logical argument. That resonates. Sadly, DS really has a lot of aptitude in this area...but early in the school year, when he attended a team meeting in which his math teacher stated "DS doesn't like math and doesn't care about it," he seemed to take that as gospel and kept parroting it back to me. All I know is that he *used* to really love math, it was his hobby as a young child. Not sure what happened. He did, in a rare moment of introspection, state he wished he'd understood that when he took the placement test, it determined his...placement. He was in the lower math class instead of HS Algebra, but I had no idea he'd not taken the placement test seriously.
We are fortunate to be in a very different situation as you with regards to the school. Yes, I meet with the teachers before school starts because everyone in the school is on board with helping DS succeed and progress on his weaknesses. I'm meeting with the principal and DS's homeroom teacher tomorrow. The agenda is to sort out a few concerns, and to give the teacher a head start on understanding DS. DS is also on an IEP, which gives us a solid frame work within which to address the exact issues you're sorting through: handing in homework with work shown is part of his IEP, and it's separate from performance on tests. Seeking help as appropriate is also an IEP goal for him, under his EF goal.
I am planning to ask (again) for an evaluation, but we will begin the year with 504--hope I can manage to have it appropriately revised and implemented. Not relishing the idea of being the 504 Police but I guess I will do what needs to be done. I like what you've shared here regarding goals. We need goals.
In your situation, if this teacher seems receptive, I'd ask for a meeting with a collaborative tone: "DS is on a 504. This subject is an area of intense interest, and I anticipate that this class could be an experience where we see a huge amount of growth -- or he can end up irritating everyone in the room. I'd like to meet so that we can figure out a way to make set the year off in a way that he learns appropriate classroom discussion skills." It puts it right out that you know your kid isn't perfect and that you want to work together.
I like this a lot, too, thank you. The only thing I think I'll change is that I'm not going to use the word "irritating." Even though it's 100% accurate. It seemed to me that last year, any time I opted for a word like that in my communication--it seemed to open the floodgates for nonspecific, unhelpful feedback, with an emotional undertone. I'm thinking I need to keep it very concrete (ironic, yes?) and describe behaviors that are likely to occur without proper supports in place.
