Extended Time for Testing -- 504 -- Use it or lose it??
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Anonymous
This is OP. He is definitely using it!! He has stayed after school for other classes, been late to the next class to finish, etc. We have not been diligent about documenting it, but we will in the future. He will be the first to tell me that he doesn't need it. He does not enjoy the fact that other kids know he has the accommodation. We don't enjoy needing this support, but we would like to keep it if it is helping him to continue to excel. Regarding the Math teacher. I apologize for making accusations of lying. I am sure it is an oversight as there are probably many students that use extra time and it is hard to keep track. |
Anonymous
| I forgot to add - ask for the school psychologist to attend your meetings whether they be a 504 or an IEP. The staff at a 504 team can be very ill trained or knowledgeable about the laws that are designed to protect children with disabilities. A school psychologist is not a required member for any team but our best meetings have been when she is there because she tends to be more knowledgeable about the needs of my child. |
Anonymous
OP - It is totally normal for a middle school child to not want to stand out in any way that they feel is stigmatizing. Is there a better way for your child to get his accommodations? It also seems his need for a break is hindering his access to his extended time. What child wants to sit for an hour on a test when everyone else is done in 45 minutes? For a child with ADHD, his attention might be spent after 20 minutes. Can your child come to the 504/IEP meeting and describe his worries and concerns to the team? You can ask him questions to get on the topic but let him answer in his own words. For us, when the school psychologist heard from my son what his needs are, she came on board and was his biggest advocate against the principal, counselor, and teachers. |
Anonymous
Yes, this is it. I have a child with a 504 who gets extra time although she doesn't always need to use it. I'm working hard to make sure the school doesn't eliminate it from her 504 because I forsee she'll want the extra time for the SATs and perhaps in college. |
Anonymous
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There are other options to allow for extended time vs. having the child keep testing through the normal time block and miss instruction in other subjects.
1) Have your child start the assessment before school then finish it in class during the normal period. 2) Have your child start/finish the assessment at lunch. 3) Have your child finish the assessment after school. This would mean the assessments are chunked into sections. For testing legitimacy, my high school child gets her tests in sections. Once she completes a section she needs to recheck her work carefully because when she turns it in, she cannot go back and fix things. She often uses the above methods for giving her breaks and accessing her extended time in a more confidential manner. It also allows her to be on time for all of her classes. |
Anonymous
| Oooh, teacher here. I love the chunking idea! I'm going to bring that up for our team next year! |
Anonymous
Forcing a kid with ADHD to forgo the only non-academic break during the day to do more academic work is NOT an appropriate accommodation. Typically kids with ADHD have a hard time concentrating and need more movement, so taking away lunch period to use for work is not an accommodation suitable for their disability. We had the same problem when my kid had a concussion -- teachers insisting that make up work be done at lunch, when she really needed that break to "rest" her brain. Also, it does not have to be the same teacher who provides the extra time. At our school (after much pressure from us) suitable accommodation times were arranged by using a counselor, a receptionist in the counseling office who could monitor a free conference room, the math department chair, the vice principals or other non-teaching staff to monitor the extended time. It can be done. And, frankly, the school should have a system for dealing with this. |
Anonymous
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Anonymous
Yes, we also got chunking for exams -- including finals. Our DC had a disability which required breaking the final exam into parts over 3 days. School insisted it couldn't be done for "test security" purposes, but, of course, it can be done for any exam. Teacher, so glad you are enthusiastic adopter, but a little stunned that teachers are out there reinventing the wheel all the time?! Doesn't your school district provide training on ALL types of accommodations to ALL teachers, so you guys are supported and know the best practices? |
Anonymous
A parent chiming in. Sometimes my DD choses the lunch option (in high school they have 1 hour for lunch so she spends 30 minutes eating/socializing then meets the teacher for the 30 mins. of office hours). She prefers that options vs. extending her school day (her meds are wearing off after 2pm). My DD however is willing to come in at 7am to start an assessment if the teacher is available. Sometimes the teachers are available before school and sometimes not. Teaching kids advocacy skills so they can communicate their needs so there is flexibility in how to access accommodations is key. If your child does not have good advocacy skills, an IEP that includes advocacy goals and objectives is vital. Your child not only needs to be able to advocate well in school but throughout his/her adult life. |
Anonymous
We encourage our DD to use email exclusively for arranging for her accommodations. It lets her think about what she wants to ask for, ask for it clearly, make sure her language is polite and offer multiple options if she can do so. It also puts the entire request on the record. DD has had too many experiences where she has approached teachers in person verbally to make these arrangements and has been brushed off or forced to do something that is not consistent with her accommodations or not in her best interests. Email is a good way to transition kids to self-advocacy. In the beginning, the parent can help the child compose the email. Then the kid can compose and the parent can edit/review. Then, ultimately, the kid can do it alone. It's also far easier for many to write an email than to approach a teacher in person (can be intimidating) and far more private (no other students see the student ask for accommodations). |
Anonymous
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"Email is a good way to transition kids to self-advocacy. In the beginning, the parent can help the child compose the email. Then the kid can compose and the parent can edit/review. Then, ultimately, the kid can do it alone. It's also far easier for many to write an email than to approach a teacher in person (can be intimidating) and far more private (no other students see the student ask for accommodations)."
This is helpful advice - thank you! |
Anonymous
+1 I'm going to encourage this with my DD in high school. |
Anonymous
As a parent of a high school student who uses this strategy, make sure your child cc's you on everything. My child's first attempt in Middle School with using email to advocate for herself was a jerky teacher who pushed her patience, denied her accommodations, then tried to suspend her for the "tone" in her email she responded with. Her tone would have been acceptable with a peer but he thought it was disrespectful for an adult. The chain clearly showed she was attempting to advocate but needed guidance and training so we added a self advocacy goal to her IEP. Years later - she always cc's me and is more comfortable with this skill. Her writing has improved and she knows the difference between texting writing styles and email writing styles. She also has learned the value of using email to document requests and responses because they are date and timed stamped. |
Anonymous
Excellent point! Even with cooperative teachers, my DC still BCCs me; it is her shorthand way of letting me know she is on top of makeup work. DC will CC me on emails to less cooperative teachers. They behave differently (better) when they know a parent has eyes on the situation. |