WM2025EHS

To add context, Carolyn Rowlett, I am scheduled to provide services virtually, but she rarely shows up. However, when she does show up, that's a great idea to work with her on flash cards. I should be able to get some data that way. JSD24 there is a goal, so thank you for that reminder to connect the two! (I have a severe concussion at this time, so I'm trying to accommodate myself and rely on my resources (and gazillion sticky-notes!) when I need to refresh something!) Lisa Lightner thank you for the reminder that I need to frane the discussion around the skill, not the tool!

I have a question. I teach high school, mostly resource math and ELA. I have an IEP meeting coming up where it got pretty contentious at last year's meeting. The student has a SLD in math calculations. Mom wants the student to be able to use a calculator for everything. I pushed back, saying we want to grow her skills. The team decided that we would leave the use of a calculator in the IEP as an accommodation, but only for non-basic calculation problems. (Because I want her to practice those basic calculations.) She also has an accommodation to use a student-completed multiplication chart. Her skills have benefited from this. However, she is a distance learner this year, so I have no new data suggesting her skills are continuing to benefit, nor do I have a way to monitor whether she's using a calculator for every problem. Do you have any suggestions as to how to approach this to help mom feel like we're all on the same team instead of adversaries?