IEPs and RMIB/Blair

[Anonymous]

If a kid has an IEP are the magnet programs off the table? I know they’re not in theory but what about in practicality? Can kids get time and a half on tests? Resource class?

[Anonymous]

Anonymous wrote:If a kid has an IEP are the magnet programs off the table? I know they’re not in theory but what about in practicality? Can kids get time and a half on tests? Resource class?

I think you should ask the magnet program administrators directly, they'll tell you. Email them, the emails are on school pages.
FWIW, my child went to a middle school magnet and they did have students with IEPs in their class. I assume high school magnets would be similar.

[Anonymous]

If a student has an IEP (or 504) with an extended time accommodation, they would of course get their extended time on quizzes and tests. But from a practical standpoint, if they need longer processing time to demonstrate knowledge, or additional time on homework and projects due to executive functioning challenges, are programs that have a high workload and are designed to be fast paced really a good choice? It seems that such a student would be constantly playing catch-up - they would need to use lunch or after school to finish quizzes and tests, but then when would they retake quizzes? If they don't have one project finished on time, how are they going to be able to start the next one along with everyone else? That seems like a great way to create a lot of stress and a poor learning environment for the student.

I suggest focusing on having a strong 9th and 10th grade year at your local high school. Students at all high schools can ramp up rigor with AP courses, and if they are at a school with IB, they can join the IBDP in 11th grade.

[Anonymous]

I think it would be difficult but not impossible to fit in a resource class all four years because both programs have a huge number of required courses that must be taken in a particular sequence.

I've had kids in both. For Blair your schedule gets more flexible in 11th and 12th but for RMIB it continues to be pretty rigid until graduation. DCs never mentioned any friends with IEPs but I know at least one had a 504.

Good luck to your child, OP!

[Anonymous]

Anonymous wrote:If a kid has an IEP are the magnet programs off the table? I know they’re not in theory but what about in practicality? Can kids get time and a half on tests? Resource class?

My child has an IEP in one of those programs. It is not impossible but it is a struggle. Fitting in a resource class is not possible given program requirements but you can/should be able to get other types of supports and accommodations. Some teachers are more supportive than others.

Frankly, every magnet program in the county should be open to students with IEPs as long as intellectually they can handle the subject matter. But the magnet programs aren't great at support. It's really frustrating as the parent of a gifted kid with a learning disability.

[Anonymous]

Anonymous wrote:If a student has an IEP (or 504) with an extended time accommodation, they would of course get their extended time on quizzes and tests. But from a practical standpoint, if they need longer processing time to demonstrate knowledge, or additional time on homework and projects due to executive functioning challenges, are programs that have a high workload and are designed to be fast paced really a good choice? It seems that such a student would be constantly playing catch-up - they would need to use lunch or after school to finish quizzes and tests, but then when would they retake quizzes? If they don't have one project finished on time, how are they going to be able to start the next one along with everyone else? That seems like a great way to create a lot of stress and a poor learning environment for the student.

I suggest focusing on having a strong 9th and 10th grade year at your local high school. Students at all high schools can ramp up rigor with AP courses, and if they are at a school with IB, they can join the IBDP in 11th grade.

Some of the secondary magnet programs in MCPS focus on collaborative work/team projects. In these, there will be a lot of challenges for the students with extended time and whomever they partner with. Teachers can’t share with other students that Larla has an extra three days to turn in their rough draft slides. All the other group members know is that it is 7 pm on Sunday and the presentation is due at midnight, but Larla is the only one who has nothing done. They might bombard Larla with increasingly demanding messages or Dagny decides to just do Larla’s part herself so she can stop stressing about it.
If Larla decides to share her disability and extended time accommodation with the group, the other students often have prejudices about PWD that kick in.

[Anonymous]

Teacher here. I find most students are pretty open about their accommodations.

[Anonymous]

Anonymous wrote:Teacher here. I find most students are pretty open about their accommodations.

Not in the magnets.

[Anonymous]

My child is on 504 and that's because he needs more bathroom breaks and (some) help focusing and not missing questions on his tests. Doesn't make him slower necessarily, and don't think he would have struggled in a magnet (at least, not because of speed)

[Anonymous]

Anonymous wrote:

Anonymous wrote:If a student has an IEP (or 504) with an extended time accommodation, they would of course get their extended time on quizzes and tests. But from a practical standpoint, if they need longer processing time to demonstrate knowledge, or additional time on homework and projects due to executive functioning challenges, are programs that have a high workload and are designed to be fast paced really a good choice? It seems that such a student would be constantly playing catch-up - they would need to use lunch or after school to finish quizzes and tests, but then when would they retake quizzes? If they don't have one project finished on time, how are they going to be able to start the next one along with everyone else? That seems like a great way to create a lot of stress and a poor learning environment for the student.

I suggest focusing on having a strong 9th and 10th grade year at your local high school. Students at all high schools can ramp up rigor with AP courses, and if they are at a school with IB, they can join the IBDP in 11th grade.

Some of the secondary magnet programs in MCPS focus on collaborative work/team projects. In these, there will be a lot of challenges for the students with extended time and whomever they partner with. Teachers can’t share with other students that Larla has an extra three days to turn in their rough draft slides. All the other group members know is that it is 7 pm on Sunday and the presentation is due at midnight, but Larla is the only one who has nothing done. They might bombard Larla with increasingly demanding messages or Dagny decides to just do Larla’s part herself so she can stop stressing about it.
If Larla decides to share her disability and extended time accommodation with the group, the other students often have prejudices about PWD that kick in.

This is a very good point. You have a lot of kids who are grade-oriented, and get stressed out when projects are unfinished close to the deadline. The collaborative nature of many of the magnet classes can set kids up for challenges with peers, who are more likely to assume a child "just doesn't care" than to assume the child has an accommodation.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If a student has an IEP (or 504) with an extended time accommodation, they would of course get their extended time on quizzes and tests. But from a practical standpoint, if they need longer processing time to demonstrate knowledge, or additional time on homework and projects due to executive functioning challenges, are programs that have a high workload and are designed to be fast paced really a good choice? It seems that such a student would be constantly playing catch-up - they would need to use lunch or after school to finish quizzes and tests, but then when would they retake quizzes? If they don't have one project finished on time, how are they going to be able to start the next one along with everyone else? That seems like a great way to create a lot of stress and a poor learning environment for the student.

I suggest focusing on having a strong 9th and 10th grade year at your local high school. Students at all high schools can ramp up rigor with AP courses, and if they are at a school with IB, they can join the IBDP in 11th grade.

Some of the secondary magnet programs in MCPS focus on collaborative work/team projects. In these, there will be a lot of challenges for the students with extended time and whomever they partner with. Teachers can’t share with other students that Larla has an extra three days to turn in their rough draft slides. All the other group members know is that it is 7 pm on Sunday and the presentation is due at midnight, but Larla is the only one who has nothing done. They might bombard Larla with increasingly demanding messages or Dagny decides to just do Larla’s part herself so she can stop stressing about it.
If Larla decides to share her disability and extended time accommodation with the group, the other students often have prejudices about PWD that kick in.

This is a very good point. You have a lot of kids who are grade-oriented, and get stressed out when projects are unfinished close to the deadline. The collaborative nature of many of the magnet classes can set kids up for challenges with peers, who are more likely to assume a child "just doesn't care" than to assume the child has an accommodation.

This doesn't make any sense at all. Teachers wouldn't knowingly group kids together in this situation. If that happened all the kids are responsible as a group for the deadline, irrespective of accomodations.

[Anonymous]

There are lots of 2e kids who could definitely be successful in these programs. Don’t let these posters who want a bespoke learning environment for their NT “grade-oriented” kids discourage you from reaching out to see if your child’s particular needs could be accommodated/supported enough. I would like to think it will depend on the specific program and the specific constellation of support needs.

[Anonymous]

Anonymous wrote:

Anonymous wrote:If a student has an IEP (or 504) with an extended time accommodation, they would of course get their extended time on quizzes and tests. But from a practical standpoint, if they need longer processing time to demonstrate knowledge, or additional time on homework and projects due to executive functioning challenges, are programs that have a high workload and are designed to be fast paced really a good choice? It seems that such a student would be constantly playing catch-up - they would need to use lunch or after school to finish quizzes and tests, but then when would they retake quizzes? If they don't have one project finished on time, how are they going to be able to start the next one along with everyone else? That seems like a great way to create a lot of stress and a poor learning environment for the student.

I suggest focusing on having a strong 9th and 10th grade year at your local high school. Students at all high schools can ramp up rigor with AP courses, and if they are at a school with IB, they can join the IBDP in 11th grade.

Some of the secondary magnet programs in MCPS focus on collaborative work/team projects. In these, there will be a lot of challenges for the students with extended time and whomever they partner with. Teachers can’t share with other students that Larla has an extra three days to turn in their rough draft slides. All the other group members know is that it is 7 pm on Sunday and the presentation is due at midnight, but Larla is the only one who has nothing done. They might bombard Larla with increasingly demanding messages or Dagny decides to just do Larla’s part herself so she can stop stressing about it.
If Larla decides to share her disability and extended time accommodation with the group, the other students often have prejudices about PWD that kick in.

There are collaborative projects at every high school in MCPS. Most students who have extended time have 504s and they usually apply to testing and not regular homework and almost never to longer term projects. DC has been in groups many times in a magnet with kids they know have extended time through a 504. It has never been a problem. The bigger problem has been kids who are arrogant and uncooperative and only want to do things their way, and are more often wrong than right in their approach.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If a student has an IEP (or 504) with an extended time accommodation, they would of course get their extended time on quizzes and tests. But from a practical standpoint, if they need longer processing time to demonstrate knowledge, or additional time on homework and projects due to executive functioning challenges, are programs that have a high workload and are designed to be fast paced really a good choice? It seems that such a student would be constantly playing catch-up - they would need to use lunch or after school to finish quizzes and tests, but then when would they retake quizzes? If they don't have one project finished on time, how are they going to be able to start the next one along with everyone else? That seems like a great way to create a lot of stress and a poor learning environment for the student.

I suggest focusing on having a strong 9th and 10th grade year at your local high school. Students at all high schools can ramp up rigor with AP courses, and if they are at a school with IB, they can join the IBDP in 11th grade.

Some of the secondary magnet programs in MCPS focus on collaborative work/team projects. In these, there will be a lot of challenges for the students with extended time and whomever they partner with. Teachers can’t share with other students that Larla has an extra three days to turn in their rough draft slides. All the other group members know is that it is 7 pm on Sunday and the presentation is due at midnight, but Larla is the only one who has nothing done. They might bombard Larla with increasingly demanding messages or Dagny decides to just do Larla’s part herself so she can stop stressing about it.
If Larla decides to share her disability and extended time accommodation with the group, the other students often have prejudices about PWD that kick in.

This is a very good point. You have a lot of kids who are grade-oriented, and get stressed out when projects are unfinished close to the deadline. The collaborative nature of many of the magnet classes can set kids up for challenges with peers, who are more likely to assume a child "just doesn't care" than to assume the child has an accommodation.

This doesn't make any sense at all. Teachers wouldn't knowingly group kids together in this situation. If that happened all the kids are responsible as a group for the deadline, irrespective of accomodations.

+1
It makes no sense. A kid with accommodations would still be in communication with their group about what they are doing and when. Do you just assume that because a child has special needs they are unable to communicate basic things and meet deadlines when a group is involved? I do agree there are prejudices and they start with overbearing parents.

[Anonymous]

Anonymous wrote:There are lots of 2e kids who could definitely be successful in these programs. Don’t let these posters who want a bespoke learning environment for their NT “grade-oriented” kids discourage you from reaching out to see if your child’s particular needs could be accommodated/supported enough. I would like to think it will depend on the specific program and the specific constellation of support needs.

+1
I agree, but I also think that if a child needs a resource class and extended time on tests than a rigorous magnet might not be the best place for them. The extended time can be problematic because there are only so many hours in a day making it really difficult to fit that extra time in. There is a lot of testing in the programs and teachers usually want students to come during lunch to make up the extra time. In a typical week your child might spend every lunch period making up that extra time, missing clubs and opportunities for socialization. That can also a scheduling nightmare so your child has to have really great executive functioning to pull this off. If your child is sick or has to miss a class for other reasons it only compounds the problem. I wouldn't want my child always feeling like they were behind.