Teacher not following accommodations

[Anonymous]

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Anonymous wrote:NP, also frustrated with these issues, especially for assignments due on the last week of the marking period, people just said ever need to be in, no room for extra time.
In some of the cases, extension are given to the whole class, and there is no extra time given to students with 504 on top of that, teacher just responded they already given extra time

the teachers like to give tests on Fridays. This means that they review on Thursdays. Then they give Larlo his test on Friday. He gets double time and should be able to finish it the next day, but the ‘next’ day is Monday. Oh, and by the way, it’s Spring Break. He can take the second half of the test in another week then. So, he is at another disadvantage to recall info from 10 days ago or study over the break.

Teacher here.
There is a ton to balance. I often give tests on Fridays because they take 8-10 hours to grade. A Friday test can get back to students on Monday for prompt feedback because I have all weekend to grade. A test any other day of the week won’t get graded until the weekend anyway because I’m already devoting 11-12 hours each day to teaching and routine tasks.

Extra time students can meet me during lunch, before school, or after school any day of the week. I regularly get to work an hour early so extra time students can start before their classmates. I regularly stay after, too.

I appreciate the needs of your student, but I also have to appreciate the needs of well over 100 others.

It sounds like you give tests when it’s best for you based on grading, though. Don’t pretend this is about the 100 other students.

….but as has been made clear on other threads, parents (and students) highly value prompt grading and feedback. So why on earth would you fault a teacher for arranging their calendar to give that????

Thank you! I’m the teacher PP. How does it benefit students to give them a test on Tuesday that I can’t return until the following Monday anyway? No, I genuinely do NOT have the 8-10 hours to grade during the week. I get no time at work to grade or plan. None. It’s entirely done during my off hours.

It is ENTIRELY in the students’ best interest to test on Friday. Does the PP think it’s in MY best interest to give up every weekend?

PP - ignore the A-hole who accused of scheduling test for your own "convenience". They are clearly not very bright or not very good at whatever it is they do if they can't recoginze how proper planning, task and time management work. FWIW - I 'm not a a teacher so not defending "my own" here, just someone who has common sense and can see how what you are doing makes sense. My kid would much rather take a test where they know they can get timely feedback than not.

It’s best for a student to take the test when he/she is ready and has had ample time to study and when the teacher feels he/she has adequately taught the material. Basing taking a test on timely feedback is odd, considering most of the tests are multiple choice and graded by a computer.

I’m guessing you’re not a teacher and you simply want to be combative. Let’s think about this logically. I said it takes 8-10 hours to grade a test. That clearly means I do not give multiple choice tests. I leave genuine, hand-written feedback. And tests when the students are prepared? Do you think that’s groundbreaking? I plan units for a living. You can find fault with my methods all you want, but here’s the truth: if your child goes to my school, you want me as the teacher.

I’m also getting really tired of nonsense like your post above. You want me to stay? Don’t make my job harder than it already is.

Wow. I don’t really care if you stay or go. I care that a student with extended time on tests would be able to get that in your class. If you give only Friday tests, I’m not sure how he/she would get it. Then the poor kid has to have extra time Monday and a lot can be lost over the weekend (or spring break like a PP mentioned). I wouldn’t want my kid in your class - mine gets extended time. Friday tests also suck because you have to spend the whole week while doing other homework to prepare for the Friday test. Kids are also exhausted on Fridays - it’s not a great testing day to begin with. I suggest you give a test on the day of the week that is best for students , including the ones who need extra time. If you give a test on Thursday, then that student could finish it Friday and you could still have your weekend time to grade it.

Before you run your mouth again, I was a teacher for FCPS and am now retired.

I’m 20:53, a current teacher and parent. Most of us are not giving long tests where students with extended time need to come back another day. The number of students with an extended time accommodation has skyrocketed in recent years. At the high school level, many of us have shortened tests to allow for 50% extended time to happen in one blocked class. Sometimes 1/3 of the class or more has this accommodation. 10-20 years ago, it was much different and our tests were meant to last a full block. Students work extended time needed to take it in parts. It’s too hard to manage when it’s a lot of students in the class and we are now mandated to give reassessments. The solution was to shorten assessments.

The problem with this plan is: Do you take away the tests of the students who don't get extra time 2/3 of the way through the test and let them watch the extra time students keep working? I can see this causing all sorts of resentment.

The problem too is that not everyone has access to and knowledge about testing. Giving extended time to only the kids with documented learning needs could mean treating a kid unfairly who has needs a teacher can perceive but doesn't have the resources for testing. Ultimately parents and students shouldn't be policing how much time others get. They should be focusing on whether they had sufficient and fair time for the work required of them.

1. But they do focus on how much time everyone else got. If everyone gets 80 minutes, then their child should get 120.
2. I'll bet that the teachers opinion on what is "sufficient and fair" doesn't matter. If the student did poorly, it wasn't "sufficient and fair" no matter what.

I’m going to challenge you on your second point. Time is only one factor. Did the student prepare? Review notes? Voluntarily attend tutoring sessions after school? Students can do poorly for many reasons, so it is never safe to assume the problem is due to “sufficient and fair” timing.

I don't think that's how PP feels. She's just anticipating how parents/students will respond and they excuses they will make.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NP, also frustrated with these issues, especially for assignments due on the last week of the marking period, people just said ever need to be in, no room for extra time.
In some of the cases, extension are given to the whole class, and there is no extra time given to students with 504 on top of that, teacher just responded they already given extra time

the teachers like to give tests on Fridays. This means that they review on Thursdays. Then they give Larlo his test on Friday. He gets double time and should be able to finish it the next day, but the ‘next’ day is Monday. Oh, and by the way, it’s Spring Break. He can take the second half of the test in another week then. So, he is at another disadvantage to recall info from 10 days ago or study over the break.

Teacher here.
There is a ton to balance. I often give tests on Fridays because they take 8-10 hours to grade. A Friday test can get back to students on Monday for prompt feedback because I have all weekend to grade. A test any other day of the week won’t get graded until the weekend anyway because I’m already devoting 11-12 hours each day to teaching and routine tasks.

Extra time students can meet me during lunch, before school, or after school any day of the week. I regularly get to work an hour early so extra time students can start before their classmates. I regularly stay after, too.

I appreciate the needs of your student, but I also have to appreciate the needs of well over 100 others.

It sounds like you give tests when it’s best for you based on grading, though. Don’t pretend this is about the 100 other students.

….but as has been made clear on other threads, parents (and students) highly value prompt grading and feedback. So why on earth would you fault a teacher for arranging their calendar to give that????

Thank you! I’m the teacher PP. How does it benefit students to give them a test on Tuesday that I can’t return until the following Monday anyway? No, I genuinely do NOT have the 8-10 hours to grade during the week. I get no time at work to grade or plan. None. It’s entirely done during my off hours.

It is ENTIRELY in the students’ best interest to test on Friday. Does the PP think it’s in MY best interest to give up every weekend?

PP - ignore the A-hole who accused of scheduling test for your own "convenience". They are clearly not very bright or not very good at whatever it is they do if they can't recoginze how proper planning, task and time management work. FWIW - I 'm not a a teacher so not defending "my own" here, just someone who has common sense and can see how what you are doing makes sense. My kid would much rather take a test where they know they can get timely feedback than not.

It’s best for a student to take the test when he/she is ready and has had ample time to study and when the teacher feels he/she has adequately taught the material. Basing taking a test on timely feedback is odd, considering most of the tests are multiple choice and graded by a computer.

I’m guessing you’re not a teacher and you simply want to be combative. Let’s think about this logically. I said it takes 8-10 hours to grade a test. That clearly means I do not give multiple choice tests. I leave genuine, hand-written feedback. And tests when the students are prepared? Do you think that’s groundbreaking? I plan units for a living. You can find fault with my methods all you want, but here’s the truth: if your child goes to my school, you want me as the teacher.

I’m also getting really tired of nonsense like your post above. You want me to stay? Don’t make my job harder than it already is.

Wow. I don’t really care if you stay or go. I care that a student with extended time on tests would be able to get that in your class. If you give only Friday tests, I’m not sure how he/she would get it. Then the poor kid has to have extra time Monday and a lot can be lost over the weekend (or spring break like a PP mentioned). I wouldn’t want my kid in your class - mine gets extended time. Friday tests also suck because you have to spend the whole week while doing other homework to prepare for the Friday test. Kids are also exhausted on Fridays - it’s not a great testing day to begin with. I suggest you give a test on the day of the week that is best for students , including the ones who need extra time. If you give a test on Thursday, then that student could finish it Friday and you could still have your weekend time to grade it.

Before you run your mouth again, I was a teacher for FCPS and am now retired.

I’m 20:53, a current teacher and parent. Most of us are not giving long tests where students with extended time need to come back another day. The number of students with an extended time accommodation has skyrocketed in recent years. At the high school level, many of us have shortened tests to allow for 50% extended time to happen in one blocked class. Sometimes 1/3 of the class or more has this accommodation. 10-20 years ago, it was much different and our tests were meant to last a full block. Students work extended time needed to take it in parts. It’s too hard to manage when it’s a lot of students in the class and we are now mandated to give reassessments. The solution was to shorten assessments.

The problem with this plan is: Do you take away the tests of the students who don't get extra time 2/3 of the way through the test and let them watch the extra time students keep working? I can see this causing all sorts of resentment.

The problem too is that not everyone has access to and knowledge about testing. Giving extended time to only the kids with documented learning needs could mean treating a kid unfairly who has needs a teacher can perceive but doesn't have the resources for testing. Ultimately parents and students shouldn't be policing how much time others get. They should be focusing on whether they had sufficient and fair time for the work required of them.

Oh geez, what a bunch of BS.

Do they also get accomodations at their first job?

I find this line of thinking so flawed. So many accomodations are extra time, speech to text, audiobooks, calculators and yes, you have access to all of those at your first job. You have much more autonomy in planning your own time and using resources available. I find it as one of the major flaws of the public school system.

[Anonymous]

To the teacher who gives up lunch and makes herself available before and after school -thank you. And to the entitled, demanding parent- you aren’t doing your child any favors expecting the world to revolve around your child.

My son has extra time and I don’t want him missing class. So the crazy parent who thinks her child shouldn’t have to give up anything to get the extra time doesn’t represent all parents. If there is a test 1st period I expect my son to get to school 30 minutes early to start taking the test. I make him email his teachers to ask if this will work for them and that usually works for them. If he has a test after lunch I expect he will start the test early at lunch.

It really isn’t fair for a student to start a test, see the questions, then be permitted to go home and study those questions then finish the following day when almost all the other students can’t do that. I think it also ends up being stressful for students to have uncompleted tests they have to finish. This is another reason why I tell my son he needs to finish his test the same day it is given.

[Anonymous]

Anonymous wrote:To the teacher who gives up lunch and makes herself available before and after school -thank you. And to the entitled, demanding parent- you aren’t doing your child any favors expecting the world to revolve around your child.

My son has extra time and I don’t want him missing class. So the crazy parent who thinks her child shouldn’t have to give up anything to get the extra time doesn’t represent all parents. If there is a test 1st period I expect my son to get to school 30 minutes early to start taking the test. I make him email his teachers to ask if this will work for them and that usually works for them. If he has a test after lunch I expect he will start the test early at lunch.

It really isn’t fair for a student to start a test, see the questions, then be permitted to go home and study those questions then finish the following day when almost all the other students can’t do that. I think it also ends up being stressful for students to have uncompleted tests they have to finish. This is another reason why I tell my son he needs to finish his test the same day it is given.

You do realize that not everyone is privileged to be able to get to school 30 minutes early or stay 30 minutes later? How would your child get to school 30 minutes early? I presume you have to drive him? Not all parents would be able to do this. And how about 30 minutes after school? The late buses leave way too late. I need my kid home right after school to begin working on the homework which takes them twice as long as everyone else. My kid can’t wait for the late bus or they would lose too much time. I also don’t expect my child to have to continue working on a test at lunch. That’s their break time. Similarly, I won’t ask a teacher to give up his/her lunch to do work. That’s martyrdom.

The only solutions I can see are: the kid uses the next study hall period to finish up the test, which could end up being the next day. Or the test is modified so my child can complete it in the same time as everyone else. I agree missing the next class period of new instruction doesn’t work, creating a cycle in which the child is behind.

If it’s an essay based test, have the child turn in an outline and whatever was completed for the period. The teacher can look at it to see what the student accomplished already. Maybe grade that part. And then have the student take it home to finish.

[Anonymous]

Anonymous wrote:

Anonymous wrote:To the teacher who gives up lunch and makes herself available before and after school -thank you. And to the entitled, demanding parent- you aren’t doing your child any favors expecting the world to revolve around your child.

My son has extra time and I don’t want him missing class. So the crazy parent who thinks her child shouldn’t have to give up anything to get the extra time doesn’t represent all parents. If there is a test 1st period I expect my son to get to school 30 minutes early to start taking the test. I make him email his teachers to ask if this will work for them and that usually works for them. If he has a test after lunch I expect he will start the test early at lunch.

It really isn’t fair for a student to start a test, see the questions, then be permitted to go home and study those questions then finish the following day when almost all the other students can’t do that. I think it also ends up being stressful for students to have uncompleted tests they have to finish. This is another reason why I tell my son he needs to finish his test the same day it is given.

You do realize that not everyone is privileged to be able to get to school 30 minutes early or stay 30 minutes later? How would your child get to school 30 minutes early? I presume you have to drive him? Not all parents would be able to do this. And how about 30 minutes after school? The late buses leave way too late. I need my kid home right after school to begin working on the homework which takes them twice as long as everyone else. My kid can’t wait for the late bus or they would lose too much time. I also don’t expect my child to have to continue working on a test at lunch. That’s their break time. Similarly, I won’t ask a teacher to give up his/her lunch to do work. That’s martyrdom.

The only solutions I can see are: the kid uses the next study hall period to finish up the test, which could end up being the next day. Or the test is modified so my child can complete it in the same time as everyone else. I agree missing the next class period of new instruction doesn’t work, creating a cycle in which the child is behind.

If it’s an essay based test, have the child turn in an outline and whatever was completed for the period. The teacher can look at it to see what the student accomplished already. Maybe grade that part. And then have the student take it home to finish.

… which is exactly why I have some students complete work during lunch, study hall, or another class period. That was written in the same post as my before and after school suggestion, which is what most students select. I’m not sure why you picked only what doesn’t work for your child to focus on, instead of realizing that I’m already taking this into consideration.

It seems there is a parent (or two?) on this thread who just don’t want to be happy. Even when being told I’ll do whatever is necessary on my part to make it work, including giving the test multiple different times and ways to accommodate the needs of different students, it isn’t enough.

To the supportive parents who see this for the challenge it is: thank you!

[Anonymous]

The IEP is for need. The need is always written in terms of what is required for this student to access the material and be able to demonstrate their level of competency. The details are driven by the content in question and any disabilities of the student.

The IEP is not about the plans for or accommodations to other students. If the time needed for a typical student is 60 minutes, and the student with the IEP is granted 1.5x what is needed for the typical student to complete, then they get 90 minutes.

It doesn't matter whether other students actually get 60 minutes to complete or are given 90 minutes for logistical reasons. The IEP is not about what other kids actually get, but about making sure this child gets what they need to access the material and demonstrate their level of competence.

[Anonymous]

^^Same for 504. For example, re:

Anonymous wrote:NP, also frustrated with these issues, especially for assignments due on the last week of the marking period, people just said ever need to be in, no room for extra time.
In some of the cases, extension are given to the whole class, and there is no extra time given to students with 504 on top of that, teacher just responded they already given extra time

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NP, also frustrated with these issues, especially for assignments due on the last week of the marking period, people just said ever need to be in, no room for extra time.
In some of the cases, extension are given to the whole class, and there is no extra time given to students with 504 on top of that, teacher just responded they already given extra time

the teachers like to give tests on Fridays. This means that they review on Thursdays. Then they give Larlo his test on Friday. He gets double time and should be able to finish it the next day, but the ‘next’ day is Monday. Oh, and by the way, it’s Spring Break. He can take the second half of the test in another week then. So, he is at another disadvantage to recall info from 10 days ago or study over the break.

Teacher here.
There is a ton to balance. I often give tests on Fridays because they take 8-10 hours to grade. A Friday test can get back to students on Monday for prompt feedback because I have all weekend to grade. A test any other day of the week won’t get graded until the weekend anyway because I’m already devoting 11-12 hours each day to teaching and routine tasks.

Extra time students can meet me during lunch, before school, or after school any day of the week. I regularly get to work an hour early so extra time students can start before their classmates. I regularly stay after, too.

I appreciate the needs of your student, but I also have to appreciate the needs of well over 100 others.

It sounds like you give tests when it’s best for you based on grading, though. Don’t pretend this is about the 100 other students.

….but as has been made clear on other threads, parents (and students) highly value prompt grading and feedback. So why on earth would you fault a teacher for arranging their calendar to give that????

Thank you! I’m the teacher PP. How does it benefit students to give them a test on Tuesday that I can’t return until the following Monday anyway? No, I genuinely do NOT have the 8-10 hours to grade during the week. I get no time at work to grade or plan. None. It’s entirely done during my off hours.

It is ENTIRELY in the students’ best interest to test on Friday. Does the PP think it’s in MY best interest to give up every weekend?

PP - ignore the A-hole who accused of scheduling test for your own "convenience". They are clearly not very bright or not very good at whatever it is they do if they can't recoginze how proper planning, task and time management work. FWIW - I 'm not a a teacher so not defending "my own" here, just someone who has common sense and can see how what you are doing makes sense. My kid would much rather take a test where they know they can get timely feedback than not.

It’s best for a student to take the test when he/she is ready and has had ample time to study and when the teacher feels he/she has adequately taught the material. Basing taking a test on timely feedback is odd, considering most of the tests are multiple choice and graded by a computer.

I’m guessing you’re not a teacher and you simply want to be combative. Let’s think about this logically. I said it takes 8-10 hours to grade a test. That clearly means I do not give multiple choice tests. I leave genuine, hand-written feedback. And tests when the students are prepared? Do you think that’s groundbreaking? I plan units for a living. You can find fault with my methods all you want, but here’s the truth: if your child goes to my school, you want me as the teacher.

I’m also getting really tired of nonsense like your post above. You want me to stay? Don’t make my job harder than it already is.

Wow. I don’t really care if you stay or go. I care that a student with extended time on tests would be able to get that in your class. If you give only Friday tests, I’m not sure how he/she would get it. Then the poor kid has to have extra time Monday and a lot can be lost over the weekend (or spring break like a PP mentioned). I wouldn’t want my kid in your class - mine gets extended time. Friday tests also suck because you have to spend the whole week while doing other homework to prepare for the Friday test. Kids are also exhausted on Fridays - it’s not a great testing day to begin with. I suggest you give a test on the day of the week that is best for students , including the ones who need extra time. If you give a test on Thursday, then that student could finish it Friday and you could still have your weekend time to grade it.

Before you run your mouth again, I was a teacher for FCPS and am now retired.

I’m 20:53, a current teacher and parent. Most of us are not giving long tests where students with extended time need to come back another day. The number of students with an extended time accommodation has skyrocketed in recent years. At the high school level, many of us have shortened tests to allow for 50% extended time to happen in one blocked class. Sometimes 1/3 of the class or more has this accommodation. 10-20 years ago, it was much different and our tests were meant to last a full block. Students work extended time needed to take it in parts. It’s too hard to manage when it’s a lot of students in the class and we are now mandated to give reassessments. The solution was to shorten assessments.

The problem with this plan is: Do you take away the tests of the students who don't get extra time 2/3 of the way through the test and let them watch the extra time students keep working? I can see this causing all sorts of resentment.

Yes. It’s high school and tests are timed to the minute for certain courses, like the IB tests described. Start and end times are written on the board, including the end time for extended time. It’s not singling out a few students. It’s always a lot who have accommodations and 504s/IEPs are not a secret by high school. If anything, the students are the strongest advocates. Any kid without extended time who questions this is directed to speak to their counselor. It never happens since they are used to it.

[Anonymous]

Anonymous wrote:The majority of the students who have this accommodation don’t even use it. Here’s an example that has occurred countless times: I give a test and allow the kids a full block to complete. They kid with the accommodation turns it in after 30 minutes. I remind them that they can take extra time. They don’t want it and say they are done. This happens more often than not.

This. All of you demanding that teachers bend space and time so that your precious baby gets extended time need to realize how few students actually use this accommodation. Fifteen years of teaching, I have not once had an extended time student actually use their extended time on a test-- they are almost always the first ones done. For long term projects, sure, but never on tests, no matter what type of test it is.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The majority of the students who have this accommodation don’t even use it. Here’s an example that has occurred countless times: I give a test and allow the kids a full block to complete. They kid with the accommodation turns it in after 30 minutes. I remind them that they can take extra time. They don’t want it and say they are done. This happens more often than not.

This. All of you demanding that teachers bend space and time so that your precious baby gets extended time need to realize how few students actually use this accommodation. Fifteen years of teaching, I have not once had an extended time student actually use their extended time on a test-- they are almost always the first ones done. For long term projects, sure, but never on tests, no matter what type of test it is.

Not my kid. He’s got extended time and is one of the last. He’s a perfectionist and a very careful worker.

[Anonymous]

Anonymous wrote:
The IEP is not about the plans for or accommodations to other students. If the time needed for a typical student is 60 minutes, and the student with the IEP is granted 1.5x what is needed for the typical student to complete, then they get 90 minutes.
It doesn't matter whether other students actually get 60 minutes to complete or are given 90 minutes for logistical reasons. The IEP is not about what other kids actually get, but about making sure this child gets what they need to access the material and demonstrate their level of competence.



NP, also frustrated with these issues, especially for assignments due on the last week of the marking period, people just said ever need to be in, no room for extra time.
In some of the cases, extension are given to the whole class, and there is no extra time given to students with 504 on top of that, teacher just responded they already given extra time

Two separate posts. Some parents won't accept that a teacher gave the whole class 90 minutes or an extension. They don't consider that "extra time." They treat "extra time" like a zero sum problem. Someone has to lose if their DC is going to get "extra time."

[Anonymous]

Anonymous wrote:

Anonymous wrote:
The IEP is not about the plans for or accommodations to other students. If the time needed for a typical student is 60 minutes, and the student with the IEP is granted 1.5x what is needed for the typical student to complete, then they get 90 minutes.
It doesn't matter whether other students actually get 60 minutes to complete or are given 90 minutes for logistical reasons. The IEP is not about what other kids actually get, but about making sure this child gets what they need to access the material and demonstrate their level of competence.



NP, also frustrated with these issues, especially for assignments due on the last week of the marking period, people just said ever need to be in, no room for extra time.
In some of the cases, extension are given to the whole class, and there is no extra time given to students with 504 on top of that, teacher just responded they already given extra time

Two separate posts. Some parents won't accept that a teacher gave the whole class 90 minutes or an extension. They don't consider that "extra time." They treat "extra time" like a zero sum problem. Someone has to lose if their DC is going to get "extra time."

Those are the ones using it as an inappropriate leg up for their kid vs ensuring their kid has what they need to access the curriculum

[Anonymous]

I have given extra time to an entire class because I have one class in which I have 11 ELL students, 3 students with IEPs, 8 students with 504 plans, and only a handful students who do not have access to extended time for one reason or another.

To the parent who complains that when the entire class is given extended time, that isn't following THEIR child's accommodation because it isn't extended on top of what the entire class is given, how do you know your child's class dynamic isn't similar to the dynamic of the class I described above? Extended time is extended time.

It is odd how many students with accommodations I have in the one class. Across all my other classes combined, I have fewer than 15 students with accommodations (2-4 per class), but then have 22 in one class.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The majority of the students who have this accommodation don’t even use it. Here’s an example that has occurred countless times: I give a test and allow the kids a full block to complete. They kid with the accommodation turns it in after 30 minutes. I remind them that they can take extra time. They don’t want it and say they are done. This happens more often than not.

This. All of you demanding that teachers bend space and time so that your precious baby gets extended time need to realize how few students actually use this accommodation. Fifteen years of teaching, I have not once had an extended time student actually use their extended time on a test-- they are almost always the first ones done. For long term projects, sure, but never on tests, no matter what type of test it is.

This si the attitude I can’t stand from teachers. I don’t care what other kids use or don’t use their extended time. I care that my child gets their accommodation. There’s a valid reason for it but I feel like teachers who may not agree with it don’t follow it.

[Anonymous]

I will always attend to the accommodations that are documented. I do think many parents would be surprised to find out how much of the time their child does not use or take advantage of the things that have been set up for them