Teacher not following accommodations

[Anonymous]

Anonymous wrote: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

Have you considered that the child might be afraid to ask for the accommodations if they’re not being given? It’s intimidating with the child teacher dynamic.

[Anonymous]

I'm saying that a lot of the time, the accommodation is given or offered, and the student does not want it or use it

[Anonymous]

Anonymous wrote:

Anonymous wrote: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

Have you considered that the child might be afraid to ask for the accommodations if they’re not being given? It’s intimidating with the child teacher dynamic.

Yes, because the teacher does not have anything else to think about. It's hard enough in elementary school--but, please remember that high school teachers are dealing with around 100 students.

[Anonymous]

Im not saying that's any reason not to give them though.. just that I don't think many parents realize that it is sometimes the student who refuses to take advantage of the accommodations.

[Anonymous]

Anonymous wrote:

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.

I've taught for 12 yrs and I've only had one student use their extra time. I also teach a lot of ESOL students and they don't use their extra time either.

[Anonymous]

Anonymous wrote:

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.

Nowhere did pp say that

[Anonymous]

Anonymous wrote:Im not saying that's any reason not to give them though.. just that I don't think many parents realize that it is sometimes the student who refuses to take advantage of the accommodations.

Ok fair enough. But is it that they are actually refusing to take advantage of the accommodation, or is it that they don’t know about the accommodation, or don’t feel comfortable actually asking for the extra time? Or do they not need it? There are certain situations my children wouldn’t necessarily need it, and others he would.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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.

Nowhere did pp say that

Calling them “precious babies” is an attitude I can’t stand. The implication is that those kids are coddled and don’t actually need their accommodations. That is what my issue is.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

Nowhere did pp say that

Calling them “precious babies” is an attitude I can’t stand. The implication is that those kids are coddled and don’t actually need their accommodations. That is what my issue is.

It is true, many don’t need it. It appears on every IEP and 504 nowadays. It’s nice to have and makes the parents happy, but not every kid needs it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Im not saying that's any reason not to give them though.. just that I don't think many parents realize that it is sometimes the student who refuses to take advantage of the accommodations.

Ok fair enough. But is it that they are actually refusing to take advantage of the accommodation, or is it that they don’t know about the accommodation, or don’t feel comfortable actually asking for the extra time? Or do they not need it? There are certain situations my children wouldn’t necessarily need it, and others he would.

I mean actually refusing. Like, the student gets a dictionary from me and never opens it. Or gets extended time and completes the test before anyone else. Or gets audio/headphones on the SOL and chooses not to use it

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

Nowhere did pp say that

Calling them “precious babies” is an attitude I can’t stand. The implication is that those kids are coddled and don’t actually need their accommodations. That is what my issue is.

It is true, many don’t need it. It appears on every IEP and 504 nowadays. It’s nice to have and makes the parents happy, but not every kid needs it.

How can you be sure they don’t need it? I agree on some tests my child might not need it; on others he would. It would depend on the situation and how much writing would have to be done. It’s easier to have it on to account for those certain situations he would need it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

Nowhere did pp say that

DP. If they are in high school and they need it, they need to ask.

Calling them “precious babies” is an attitude I can’t stand. The implication is that those kids are coddled and don’t actually need their accommodations. That is what my issue is.

It is true, many don’t need it. It appears on every IEP and 504 nowadays. It’s nice to have and makes the parents happy, but not every kid needs it.

How can you be sure they don’t need it? I agree on some tests my child might not need it; on others he would. It would depend on the situation and how much writing would have to be done. It’s easier to have it on to account for those certain situations he would need it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Im not saying that's any reason not to give them though.. just that I don't think many parents realize that it is sometimes the student who refuses to take advantage of the accommodations.

Ok fair enough. But is it that they are actually refusing to take advantage of the accommodation, or is it that they don’t know about the accommodation, or don’t feel comfortable actually asking for the extra time? Or do they not need it? There are certain situations my children wouldn’t necessarily need it, and others he would.

I mean actually refusing. Like, the student gets a dictionary from me and never opens it. Or gets extended time and completes the test before anyone else. Or gets audio/headphones on the SOL and chooses not to use it

+1, every time I pass out a dictionary for an SOL, the students say “I won’t use this” and they always put the headphones next to the keyboard or around their neck instead of using them.

[Anonymous]

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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.

That comment above is the first true sign I am speaking with an idiot wrt learning disabilities. They have no clue that the working world is adapting where they aren't. Ignorance is so ugly.
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]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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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.

That comment above is the first true sign I am speaking with an idiot wrt learning disabilities. They have no clue that the working world is adapting where they aren't. Ignorance is so ugly.
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.

There are constraints in a public school system that jobs don’t have. You can’t compare them.