So glad you checked in, Bluemagic, I was hoping you would.
What happened at the first meeting late freshman year was intimidating. All DS teachers plus counselor, psychologist and vice-principal in the room.
Yes, DS will be most uncomfortable: counselor (new this year), social worker, dean, psychologist, "intervention specialist" from special ed, and all his teachers via assessment surveys they filled out, the teachers won't be there in person.
And that is part of the problem. He doesn't like being the focus of attention at all, and that includes his work being the focus. He does just fine in group presentations and group performances. He just can't do it by himself.
He really is where he needs to be academically. He is working ahead of the curriculum in calc and comp sci, and understands the course content in physics, all APs. In his two honors classes, he likes the pace of the class and the ability/energy of the other students.
They wanted to ASSIGN him to go to one of his teachers once a week.
I actually think the study hall assigned to a particular teacher on certain days or under certain circumstances (after a paper is assigned or before a lab is due, or after a poor test) might be helpful, to foster the teacher-student conversation that he avoids, and from there I hope that he will be able to show them his work. He has terrific teachers this year, he likes them all, likes his classes, likes his classmates. I think he doesn't like or trust himself. He already sees the social worker one study hall a week, for a homework check, and to facilitate make-up tests, individual meetings with teachers, and assignment delivery. He doesn't like it, of course.
All underclassmen have a study hall if they don't have a class scheduled. DS's music teacher got him assigned to her room during his, which is so much better than a regular study hall. He grabs a practice room and can be alone, do homework, practice, compose, move around, chat if there is anyone else there. It is a privilege that could change, but he needs it. I will hold on to that for him.
PolarBear, thank you so much for the advice, and the difference between the school's perspective and mine.
Another piece of advice - these meetings (from the teacher and staff perspective) tend to be focused on the short term what-do-we-do-right-now to solve an issue that's happening in class - which makes sense - they are looking at things from the school management point of view. You, otoh, need to look at the big picture and long-term goals: what is the challenge that is preventing your ds from functioning as he is expected to in this environment, does it impact him in other ways, and is it something that can/needs to be remediated
I had not thought of it that way. And thank you for the suggestion to check my state BofEd policies. I went to check it out and it is a wealth of information.
