Provide a fictional email to the parents/guardians of one of your students that explains the student's progress toward learning goals and recommendations for how the parents/guardians can assist the student in reaching these goals.

Gabriel is receiving services based on the evaluation determination that he has an Emotional-Behavior Disorder (EBD). He is defiant and argumentative, and even though his in-class and standardized assessments demonstrate a low average ability level, his grades are low based on his failure to finish assignments or projects. He has a Behavior Intervention Plan, which suggests his behaviors are based on a need for control. He is to earn points on a reward system for finishing assignments and complying with teacher directions; however, you have not seen these points motivate Gabriel in any way. His IEP calls for him to have preferential seating, extended time on assignments and tests, and clarification of directions. His IEP case manager has shared with you that Gabriel has a history of conflict with and rejection by his peers, making collaborative work very difficult. The one suggestion the case manager had was that Gabriel seems to have an inclination toward visual representations.

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