Well, it happened.

Cooper scored his first “F” for failure to master on the second sight-word test of the year.

Am I upset? Well...yeah, a little. But, it's not like I haven't been expecting this day. Am I disappointed? Yes, though not necessarily with Cooper. No, I'm disappointed with myself, because I know I could have done more to help him understand the subject. After all, I'm a writer, right? Sight words, language, ABC's, spelling...I mean that's kind of my thing, right?

Surely I can teach my son a thing or two about reading.

But then I remember. It's not our that Cooper has delays in cognition and language. It's just the way he was made. Of course, this “F” does raise concerns—is he receiving the extra help his IEP says is allowed? Is his general teacher even aware that Cooper is supposed to have modifications to help him perform better on his schoolwork? 

I know I “talk” quite a bit about IEP's and how important it is for everyone involved to know and understand what a child's Individualized Education Program really means. But it's situations like this—a failed test score—that the importance of an IEP really comes into play. Cooper's IEP, for instance, states that he is allowed special modifications that include assistance from a teacher with graded schoolwork, including tests.

Now, don't read me wrong—I'm not trying to be one of those parents who believes my child should be given a passing score because of his needs. I just want to be sure he's given every opportunity to succeed, despite his delays.

The first “F” didn't sting quite like I thought it would, in fact, I hate to even call it a failure.

It just serves as a reminder to me that I have to step up my game as the parent. It reminds me that Cooper's opportunities for success in overcoming his struggles begins at home, with his dad and me.

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