504/IEP accommodations in middle school?

[Anonymous]

My DC has basic 504 accommodations for ADHD. Have found in elementary school it's really hit or miss if they are implemented depending on the teacher's viewpoint. Some teachers follow the 504 pretty well, and others feel like kids should just learn these skills on their own and follow the 504 very minimally if at all (i.e. no specific reminders to DC to turn in homework when they know DC has ADHD and this is a problem area). I get it that the 504 is to help them develop skills, but DC really does need the accommodations and is otherwise a very good student. Worried about middle school with ever larger grades/classes and how 504's would actually work or that they're just going to be thrown to the wolves next year. Any insight appreciated!

[Anonymous]

They'll tell your DC to advocate for themself in MS (meaning, they should speak to the teacher after class, before class, or during lunch to address their needs). And they should, with you as a back up if necessary

[Anonymous]

It will be similar to elementary school and be teacher dependent for how well the plan is followed if at all. You will need to prep your child to self advocate and ask teachers for the accommodations rather than wait for the teacher to offer. Make sure your child knows all their accommodations.

[Anonymous]

I agree that kid will be better provided for if they learn to self advocate. That said, MS and HS also have some systems that make this not as needed from the teacher. For instance being able to look on Canvas to see when assignments are due or if they are late.

I suggest getting your student use to writing down assignments, checking email routinely, and learning how to manage a paper or electronic calendar

[Anonymous]

A 504 is a civil right. It is a legal obligation on the part of all school members, once the school team (which includes the parent) has decided eligibility for the plan.

Teachers must affirmatively offer accommodations, not wait for a student to ask for them. Teachers who do not offer accommodations are "out of compliance", subjecting the school to legal liability.

Again, it's not some kind of optional benefit - it's a civil right.

[Anonymous]

Anonymous wrote:My DC has basic 504 accommodations for ADHD. Have found in elementary school it's really hit or miss if they are implemented depending on the teacher's viewpoint. Some teachers follow the 504 pretty well, and others feel like kids should just learn these skills on their own and follow the 504 very minimally if at all (i.e. no specific reminders to DC to turn in homework when they know DC has ADHD and this is a problem area). I get it that the 504 is to help them develop skills, but DC really does need the accommodations and is otherwise a very good student. Worried about middle school with ever larger grades/classes and how 504's would actually work or that they're just going to be thrown to the wolves next year. Any insight appreciated!

You will.find better help on the special needs board. Overall, teachers are overwhelmed and even those teachers who do understand adhd is a disability will be sporadic in helping your child.

[Anonymous]

Anonymous wrote:I agree that kid will be better provided for if they learn to self advocate. That said, MS and HS also have some systems that make this not as needed from the teacher. For instance being able to look on Canvas to see when assignments are due or if they are late.

I suggest getting your student use to writing down assignments, checking email routinely, and learning how to manage a paper or electronic calendar

Canvas should be a help but it's not because teachers don't use it consistently. Being inconsistent is worse for a child with adhd than doing nothing at all.

[Anonymous]

Sounds like being proactive and self advocating is the way to go. They are using a paper planner this year which has been very helpful. We will continue to encourage self advocacy. Thank you!

[Anonymous]

Anonymous wrote:A 504 is a civil right. It is a legal obligation on the part of all school members, once the school team (which includes the parent) has decided eligibility for the plan.

Teachers must affirmatively offer accommodations, not wait for a student to ask for them. Teachers who do not offer accommodations are "out of compliance", subjecting the school to legal liability.

Again, it's not some kind of optional benefit - it's a civil right.

Agree 100%. Kids who need 504's often don't "look like" they need them, but it has been decided upon by MCPS psychologist, school administration and teachers and parents. To expect kids who need support to automatically able to self advocate is so frustrating!

[Anonymous]

I found that MS was the time for learning advocacy. So there was support for self advocating. I also found that in those classes where the struggle was the worst, the teachers were the best about following the plans. For mine it was language based classes and end of the day classes.

If turning in work is an issue, make sure to have an accommodation for turning it in electronically.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I agree that kid will be better provided for if they learn to self advocate. That said, MS and HS also have some systems that make this not as needed from the teacher. For instance being able to look on Canvas to see when assignments are due or if they are late.

I suggest getting your student use to writing down assignments, checking email routinely, and learning how to manage a paper or electronic calendar

Canvas should be a help but it's not because teachers don't use it consistently. Being inconsistent is worse for a child with adhd than doing nothing at all.

Agree. One of our accommodations is that teachers need to provide electronic access to assignments/due dates, and if they used canvas, this would be fine. But some don't and end up emailing DC and us a list of assignments each week.

[Anonymous]

Anonymous wrote:A 504 is a civil right. It is a legal obligation on the part of all school members, once the school team (which includes the parent) has decided eligibility for the plan.

Teachers must affirmatively offer accommodations, not wait for a student to ask for them. Teachers who do not offer accommodations are "out of compliance", subjecting the school to legal liability.

Again, it's not some kind of optional benefit - it's a civil right.

That declaration of civil rights is not a helpful strategy in MCPS, unless it is delivered by an attorney to CO.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I agree that kid will be better provided for if they learn to self advocate. That said, MS and HS also have some systems that make this not as needed from the teacher. For instance being able to look on Canvas to see when assignments are due or if they are late.

I suggest getting your student use to writing down assignments, checking email routinely, and learning how to manage a paper or electronic calendar

Canvas should be a help but it's not because teachers don't use it consistently. Being inconsistent is worse for a child with adhd than doing nothing at all.

Agree. One of our accommodations is that teachers need to provide electronic access to assignments/due dates, and if they used canvas, this would be fine. But some don't and end up emailing DC and us a list of assignments each week.

I think everyone agrees that if Canvas was used more consistently amongst teachers things would be better for everyone. But combining review of what’s there along with a paper planner is a strategy to help ensure student success.

[Anonymous]

Anonymous wrote:

Anonymous wrote:A 504 is a civil right. It is a legal obligation on the part of all school members, once the school team (which includes the parent) has decided eligibility for the plan.

Teachers must affirmatively offer accommodations, not wait for a student to ask for them. Teachers who do not offer accommodations are "out of compliance", subjecting the school to legal liability.

Again, it's not some kind of optional benefit - it's a civil right.

Agree 100%. Kids who need 504's often don't "look like" they need them, but it has been decided upon by MCPS psychologist, school administration and teachers and parents. To expect kids who need support to automatically able to self advocate is so frustrating!

Learning self advocacy is a skill all people need to learn. We’re explaining how this skill can be important for 504 students.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:A 504 is a civil right. It is a legal obligation on the part of all school members, once the school team (which includes the parent) has decided eligibility for the plan.

Teachers must affirmatively offer accommodations, not wait for a student to ask for them. Teachers who do not offer accommodations are "out of compliance", subjecting the school to legal liability.

Again, it's not some kind of optional benefit - it's a civil right.

Agree 100%. Kids who need 504's often don't "look like" they need them, but it has been decided upon by MCPS psychologist, school administration and teachers and parents. To expect kids who need support to automatically able to self advocate is so frustrating!

Learning self advocacy is a skill all people need to learn. We’re explaining how this skill can be important for 504 students.

Definitely but remembering to self advocate and ask teachers for things (missed assignments, unrecorded grades, etc) requires executive function skills that are lacking in ADHD kids.