Teacher not following accommodations

[Anonymous]

Anonymous wrote:Just understand that if your child gets used to these accommodations, they might not have them in college. My neighbor works in a university and she was telling me that unless your kid has an IEP, they probably won’t get accommodations.

This is not true. My dd had a 504 and receives accommodations in college. They are actually more consistently given and professors are more willing to give support than In high school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

This is one of the largest problems I encounter with parents in this area when they come to my office. There's not a true understanding of what your child is entitled to under the law. First, if you have extra time under a 504, modifying an assignment is not appropriate. 504s are for accommodations not modifications. Extra time is an accommodation; changing an assignment is a modification. A teacher should not be changing an assignment to accommodate unless it's to support a modification of curriculum and/or they are doing that for the entire class. Second, the school has to provide reasonable accommodations or modifications to ensure that your child is receiving FAPE. The school simply has to provide extra time. They have to work with the student and/or parent to find that time. If the parent were to complain and demand that extra time has to be done in xyz way, they'd be wrong. As long as the school can prove that they've offered several varied times, they are providing the accommodation. Now, if a teacher is saying, "No, extra time for you," that's a violation. Now, I do advocate that extra time not be given before school since, as you pointed out, not everyone can get to school early; however, if your school provides after school transportation--fair game.

This is not true as well. Modifications can be on a 504 plan.

This is factually incorrect. 504 plans only provide accommodations. If a student requires modifications, they need an IEP. Accommodations change how a student accesses material, while modifications change what a student is expected to learn. These words have specific definitions in an educational context. Changing how a student is evaluated can be considered both depending on context. Extra time would be an accommodation, but changing a test typically is a modification.

You are incorrect. While rare, 504 plans can indeed include modifications.

https://www.psea.org/contentassets/ac6695903bd94d27aa14e85c3a12d90e/504-accommodations-guide.pdf

My source says you are wrong. Pages 3 and 4. You got a source to back up your misinformation?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

This is one of the largest problems I encounter with parents in this area when they come to my office. There's not a true understanding of what your child is entitled to under the law. First, if you have extra time under a 504, modifying an assignment is not appropriate. 504s are for accommodations not modifications. Extra time is an accommodation; changing an assignment is a modification. A teacher should not be changing an assignment to accommodate unless it's to support a modification of curriculum and/or they are doing that for the entire class. Second, the school has to provide reasonable accommodations or modifications to ensure that your child is receiving FAPE. The school simply has to provide extra time. They have to work with the student and/or parent to find that time. If the parent were to complain and demand that extra time has to be done in xyz way, they'd be wrong. As long as the school can prove that they've offered several varied times, they are providing the accommodation. Now, if a teacher is saying, "No, extra time for you," that's a violation. Now, I do advocate that extra time not be given before school since, as you pointed out, not everyone can get to school early; however, if your school provides after school transportation--fair game.

This is not true as well. Modifications can be on a 504 plan.

This is factually incorrect. 504 plans only provide accommodations. If a student requires modifications, they need an IEP. Accommodations change how a student accesses material, while modifications change what a student is expected to learn. These words have specific definitions in an educational context. Changing how a student is evaluated can be considered both depending on context. Extra time would be an accommodation, but changing a test typically is a modification.

+1, if a student requires a modification they need an IEP not 504.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

This is one of the largest problems I encounter with parents in this area when they come to my office. There's not a true understanding of what your child is entitled to under the law. First, if you have extra time under a 504, modifying an assignment is not appropriate. 504s are for accommodations not modifications. Extra time is an accommodation; changing an assignment is a modification. A teacher should not be changing an assignment to accommodate unless it's to support a modification of curriculum and/or they are doing that for the entire class. Second, the school has to provide reasonable accommodations or modifications to ensure that your child is receiving FAPE. The school simply has to provide extra time. They have to work with the student and/or parent to find that time. If the parent were to complain and demand that extra time has to be done in xyz way, they'd be wrong. As long as the school can prove that they've offered several varied times, they are providing the accommodation. Now, if a teacher is saying, "No, extra time for you," that's a violation. Now, I do advocate that extra time not be given before school since, as you pointed out, not everyone can get to school early; however, if your school provides after school transportation--fair game.

This is not true as well. Modifications can be on a 504 plan.

This is factually incorrect. 504 plans only provide accommodations. If a student requires modifications, they need an IEP. Accommodations change how a student accesses material, while modifications change what a student is expected to learn. These words have specific definitions in an educational context. Changing how a student is evaluated can be considered both depending on context. Extra time would be an accommodation, but changing a test typically is a modification.

+1, if a student requires a modification they need an IEP not 504.

It depends what the modification is.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

This is one of the largest problems I encounter with parents in this area when they come to my office. There's not a true understanding of what your child is entitled to under the law. First, if you have extra time under a 504, modifying an assignment is not appropriate. 504s are for accommodations not modifications. Extra time is an accommodation; changing an assignment is a modification. A teacher should not be changing an assignment to accommodate unless it's to support a modification of curriculum and/or they are doing that for the entire class. Second, the school has to provide reasonable accommodations or modifications to ensure that your child is receiving FAPE. The school simply has to provide extra time. They have to work with the student and/or parent to find that time. If the parent were to complain and demand that extra time has to be done in xyz way, they'd be wrong. As long as the school can prove that they've offered several varied times, they are providing the accommodation. Now, if a teacher is saying, "No, extra time for you," that's a violation. Now, I do advocate that extra time not be given before school since, as you pointed out, not everyone can get to school early; however, if your school provides after school transportation--fair game.

This is not true as well. Modifications can be on a 504 plan.

This is factually incorrect. 504 plans only provide accommodations. If a student requires modifications, they need an IEP. Accommodations change how a student accesses material, while modifications change what a student is expected to learn. These words have specific definitions in an educational context. Changing how a student is evaluated can be considered both depending on context. Extra time would be an accommodation, but changing a test typically is a modification.

+1, if a student requires a modification they need an IEP not 504.

It depends what the modification is.

It really does not.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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.

This is one of the largest problems I encounter with parents in this area when they come to my office. There's not a true understanding of what your child is entitled to under the law. First, if you have extra time under a 504, modifying an assignment is not appropriate. 504s are for accommodations not modifications. Extra time is an accommodation; changing an assignment is a modification. A teacher should not be changing an assignment to accommodate unless it's to support a modification of curriculum and/or they are doing that for the entire class. Second, the school has to provide reasonable accommodations or modifications to ensure that your child is receiving FAPE. The school simply has to provide extra time. They have to work with the student and/or parent to find that time. If the parent were to complain and demand that extra time has to be done in xyz way, they'd be wrong. As long as the school can prove that they've offered several varied times, they are providing the accommodation. Now, if a teacher is saying, "No, extra time for you," that's a violation. Now, I do advocate that extra time not be given before school since, as you pointed out, not everyone can get to school early; however, if your school provides after school transportation--fair game.

You’re highly misinformed then.

An accommodation is a change that helps a student overcome or work around the disability. These changes are typically physical or environmental changes.Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This sort of accommodation extends across assignments and content areas.
What are accommodations? Here are a few examples:
Teacher provides notes/outlines, allows type-written work, allows printed work, provides a peer note- taker, allows the use of wider lined paper for written tasks, provides highlighted text, allows the use of spell-checker,
Daily agenda checks between home/school, additional progress reports
Preferential seating, ability to leave room without permission, peer buddy, behavior reward system Extended time on assignments, shortened assignments, simplification of directions
Tests read aloud to student, verbal response acceptable in lieu of written response, fewer multiple choice responses (2 instead of 4), multiple -choice response instead of fill -in -the -blank or short answer/essay, word banks provided f or f ill in the blank questions

Once you fundamentally change an assignment to make it easier it is a modification. So having fewer multiple choice responses such as 2 responses instead of 4 (so basically you have a 50% chance to get the answer correct if you guess) and multiple choice instead fill in the blank or having a word bank which means you didn't have to memorize as much information as others in the class all seem to be modifications. How is it fair for someone in a class to get the same grade as others when you are doing different work? Extra time, spell check, agendas, preferential seating make sense and don't change the content of a course. But being allowed to outline instead of writing an essay or do half of a test seems doesn't seem like it fundamentally changes the course.

I have friend who is a school counselor who says more and more parents are wanting modifications to classes including honors/AP classes and teachers are just getting overwhelmed, frustrated, and tired of trying to explain that if you modify all the classwork it really isn't the same course. So there are kids getting A's in classes including honors classes that are far below grade level and aren't really earning the grade. This happens frequently in co-taught classes so the special ed teacher is giving the student an A. This can then affect class rankings.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

This is one of the largest problems I encounter with parents in this area when they come to my office. There's not a true understanding of what your child is entitled to under the law. First, if you have extra time under a 504, modifying an assignment is not appropriate. 504s are for accommodations not modifications. Extra time is an accommodation; changing an assignment is a modification. A teacher should not be changing an assignment to accommodate unless it's to support a modification of curriculum and/or they are doing that for the entire class. Second, the school has to provide reasonable accommodations or modifications to ensure that your child is receiving FAPE. The school simply has to provide extra time. They have to work with the student and/or parent to find that time. If the parent were to complain and demand that extra time has to be done in xyz way, they'd be wrong. As long as the school can prove that they've offered several varied times, they are providing the accommodation. Now, if a teacher is saying, "No, extra time for you," that's a violation. Now, I do advocate that extra time not be given before school since, as you pointed out, not everyone can get to school early; however, if your school provides after school transportation--fair game.

You’re highly misinformed then.

An accommodation is a change that helps a student overcome or work around the disability. These changes are typically physical or environmental changes.Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This sort of accommodation extends across assignments and content areas.
What are accommodations? Here are a few examples:
Teacher provides notes/outlines, allows type-written work, allows printed work, provides a peer note- taker, allows the use of wider lined paper for written tasks, provides highlighted text, allows the use of spell-checker,
Daily agenda checks between home/school, additional progress reports
Preferential seating, ability to leave room without permission, peer buddy, behavior reward system Extended time on assignments, shortened assignments, simplification of directions
Tests read aloud to student, verbal response acceptable in lieu of written response, fewer multiple choice responses (2 instead of 4), multiple -choice response instead of fill -in -the -blank or short answer/essay, word banks provided f or f ill in the blank questions

Once you fundamentally change an assignment to make it easier it is a modification. So having fewer multiple choice responses such as 2 responses instead of 4 (so basically you have a 50% chance to get the answer correct if you guess) and multiple choice instead fill in the blank or having a word bank which means you didn't have to memorize as much information as others in the class all seem to be modifications. How is it fair for someone in a class to get the same grade as others when you are doing different work? Extra time, spell check, agendas, preferential seating make sense and don't change the content of a course. But being allowed to outline instead of writing an essay or do half of a test seems doesn't seem like it fundamentally changes the course.

I have friend who is a school counselor who says more and more parents are wanting modifications to classes including honors/AP classes and teachers are just getting overwhelmed, frustrated, and tired of trying to explain that if you modify all the classwork it really isn't the same course. So there are kids getting A's in classes including honors classes that are far below grade level and aren't really earning the grade. This happens frequently in co-taught classes so the special ed teacher is giving the student an A. This can then affect class rankings.

Sorry you’re mistaken. It doesn’t count as modifying because you haven’t changed what was taught, only in how they respond to it.

[Anonymous]

A reduced workload could be considered an accommodation or a modification, depending on how much is reduced. It would be an accommodation if it did not fundamentally alter the standard that the student is working towards.

That is my point with regards to an essay based test.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

This is one of the largest problems I encounter with parents in this area when they come to my office. There's not a true understanding of what your child is entitled to under the law. First, if you have extra time under a 504, modifying an assignment is not appropriate. 504s are for accommodations not modifications. Extra time is an accommodation; changing an assignment is a modification. A teacher should not be changing an assignment to accommodate unless it's to support a modification of curriculum and/or they are doing that for the entire class. Second, the school has to provide reasonable accommodations or modifications to ensure that your child is receiving FAPE. The school simply has to provide extra time. They have to work with the student and/or parent to find that time. If the parent were to complain and demand that extra time has to be done in xyz way, they'd be wrong. As long as the school can prove that they've offered several varied times, they are providing the accommodation. Now, if a teacher is saying, "No, extra time for you," that's a violation. Now, I do advocate that extra time not be given before school since, as you pointed out, not everyone can get to school early; however, if your school provides after school transportation--fair game.

You’re highly misinformed then.

An accommodation is a change that helps a student overcome or work around the disability. These changes are typically physical or environmental changes.Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This sort of accommodation extends across assignments and content areas.
What are accommodations? Here are a few examples:
Teacher provides notes/outlines, allows type-written work, allows printed work, provides a peer note- taker, allows the use of wider lined paper for written tasks, provides highlighted text, allows the use of spell-checker,
Daily agenda checks between home/school, additional progress reports
Preferential seating, ability to leave room without permission, peer buddy, behavior reward system Extended time on assignments, shortened assignments, simplification of directions
Tests read aloud to student, verbal response acceptable in lieu of written response, fewer multiple choice responses (2 instead of 4), multiple -choice response instead of fill -in -the -blank or short answer/essay, word banks provided f or f ill in the blank questions

Once you fundamentally change an assignment to make it easier it is a modification. So having fewer multiple choice responses such as 2 responses instead of 4 (so basically you have a 50% chance to get the answer correct if you guess) and multiple choice instead fill in the blank or having a word bank which means you didn't have to memorize as much information as others in the class all seem to be modifications. How is it fair for someone in a class to get the same grade as others when you are doing different work? Extra time, spell check, agendas, preferential seating make sense and don't change the content of a course. But being allowed to outline instead of writing an essay or do half of a test seems doesn't seem like it fundamentally changes the course.

I have friend who is a school counselor who says more and more parents are wanting modifications to classes including honors/AP classes and teachers are just getting overwhelmed, frustrated, and tired of trying to explain that if you modify all the classwork it really isn't the same course. So there are kids getting A's in classes including honors classes that are far below grade level and aren't really earning the grade. This happens frequently in co-taught classes so the special ed teacher is giving the student an A. This can then affect class rankings.

I would imagine that colleges know that a class is team taught and use that info when evaluating an application. For an AP or IB class the college might look for the AP or IB exam as an indicator that the student earned an A or B in a team taught class or not. But the is speculation on my part.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

This is one of the largest problems I encounter with parents in this area when they come to my office. There's not a true understanding of what your child is entitled to under the law. First, if you have extra time under a 504, modifying an assignment is not appropriate. 504s are for accommodations not modifications. Extra time is an accommodation; changing an assignment is a modification. A teacher should not be changing an assignment to accommodate unless it's to support a modification of curriculum and/or they are doing that for the entire class. Second, the school has to provide reasonable accommodations or modifications to ensure that your child is receiving FAPE. The school simply has to provide extra time. They have to work with the student and/or parent to find that time. If the parent were to complain and demand that extra time has to be done in xyz way, they'd be wrong. As long as the school can prove that they've offered several varied times, they are providing the accommodation. Now, if a teacher is saying, "No, extra time for you," that's a violation. Now, I do advocate that extra time not be given before school since, as you pointed out, not everyone can get to school early; however, if your school provides after school transportation--fair game.

You’re highly misinformed then.

An accommodation is a change that helps a student overcome or work around the disability. These changes are typically physical or environmental changes.Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This sort of accommodation extends across assignments and content areas.
What are accommodations? Here are a few examples:
Teacher provides notes/outlines, allows type-written work, allows printed work, provides a peer note- taker, allows the use of wider lined paper for written tasks, provides highlighted text, allows the use of spell-checker,
Daily agenda checks between home/school, additional progress reports
Preferential seating, ability to leave room without permission, peer buddy, behavior reward system Extended time on assignments, shortened assignments, simplification of directions
Tests read aloud to student, verbal response acceptable in lieu of written response, fewer multiple choice responses (2 instead of 4), multiple -choice response instead of fill -in -the -blank or short answer/essay, word banks provided f or f ill in the blank questions

Once you fundamentally change an assignment to make it easier it is a modification. So having fewer multiple choice responses such as 2 responses instead of 4 (so basically you have a 50% chance to get the answer correct if you guess) and multiple choice instead fill in the blank or having a word bank which means you didn't have to memorize as much information as others in the class all seem to be modifications. How is it fair for someone in a class to get the same grade as others when you are doing different work? Extra time, spell check, agendas, preferential seating make sense and don't change the content of a course. But being allowed to outline instead of writing an essay or do half of a test seems doesn't seem like it fundamentally changes the course.

I have friend who is a school counselor who says more and more parents are wanting modifications to classes including honors/AP classes and teachers are just getting overwhelmed, frustrated, and tired of trying to explain that if you modify all the classwork it really isn't the same course. So there are kids getting A's in classes including honors classes that are far below grade level and aren't really earning the grade. This happens frequently in co-taught classes so the special ed teacher is giving the student an A. This can then affect class rankings.

Sorry you’re mistaken. It doesn’t count as modifying because you haven’t changed what was taught, only in how they respond to it.

Your stance lacks nuance. In some cases, read aloud is an accommodation, as in math. However, when done for reading , it is a modification. The criteria for each of those cases is defined and different. Shortened assessments, fewer answer options, and word banks fundamentally change assessment and are typically modifications requiring IEPs. They are not typically accommodations because they make tests easier, instead of simply more accessible. Writing an essay outline instead of an essay may be an accommodation for a subject like science, but it would be a significant modification in language arts. Changing the rigor of an assessment is almost always a modification.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

This is one of the largest problems I encounter with parents in this area when they come to my office. There's not a true understanding of what your child is entitled to under the law. First, if you have extra time under a 504, modifying an assignment is not appropriate. 504s are for accommodations not modifications. Extra time is an accommodation; changing an assignment is a modification. A teacher should not be changing an assignment to accommodate unless it's to support a modification of curriculum and/or they are doing that for the entire class. Second, the school has to provide reasonable accommodations or modifications to ensure that your child is receiving FAPE. The school simply has to provide extra time. They have to work with the student and/or parent to find that time. If the parent were to complain and demand that extra time has to be done in xyz way, they'd be wrong. As long as the school can prove that they've offered several varied times, they are providing the accommodation. Now, if a teacher is saying, "No, extra time for you," that's a violation. Now, I do advocate that extra time not be given before school since, as you pointed out, not everyone can get to school early; however, if your school provides after school transportation--fair game.

This is not true as well. Modifications can be on a 504 plan.

This is factually incorrect. 504 plans only provide accommodations. If a student requires modifications, they need an IEP. Accommodations change how a student accesses material, while modifications change what a student is expected to learn. These words have specific definitions in an educational context. Changing how a student is evaluated can be considered both depending on context. Extra time would be an accommodation, but changing a test typically is a modification.

+1, if a student requires a modification they need an IEP not 504.

It depends what the modification is.

No it does not. Another teacher here. ANY modification, including shortening a test, is under the realm of an IEP. A 504 CANNOT include modifications to curriculum, only accommodations.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

This is one of the largest problems I encounter with parents in this area when they come to my office. There's not a true understanding of what your child is entitled to under the law. First, if you have extra time under a 504, modifying an assignment is not appropriate. 504s are for accommodations not modifications. Extra time is an accommodation; changing an assignment is a modification. A teacher should not be changing an assignment to accommodate unless it's to support a modification of curriculum and/or they are doing that for the entire class. Second, the school has to provide reasonable accommodations or modifications to ensure that your child is receiving FAPE. The school simply has to provide extra time. They have to work with the student and/or parent to find that time. If the parent were to complain and demand that extra time has to be done in xyz way, they'd be wrong. As long as the school can prove that they've offered several varied times, they are providing the accommodation. Now, if a teacher is saying, "No, extra time for you," that's a violation. Now, I do advocate that extra time not be given before school since, as you pointed out, not everyone can get to school early; however, if your school provides after school transportation--fair game.

You’re highly misinformed then.

An accommodation is a change that helps a student overcome or work around the disability. These changes are typically physical or environmental changes.Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This sort of accommodation extends across assignments and content areas.
What are accommodations? Here are a few examples:
Teacher provides notes/outlines, allows type-written work, allows printed work, provides a peer note- taker, allows the use of wider lined paper for written tasks, provides highlighted text, allows the use of spell-checker,
Daily agenda checks between home/school, additional progress reports
Preferential seating, ability to leave room without permission, peer buddy, behavior reward system Extended time on assignments, shortened assignments, simplification of directions
Tests read aloud to student, verbal response acceptable in lieu of written response, fewer multiple choice responses (2 instead of 4), multiple -choice response instead of fill -in -the -blank or short answer/essay, word banks provided f or f ill in the blank questions

Once you fundamentally change an assignment to make it easier it is a modification. So having fewer multiple choice responses such as 2 responses instead of 4 (so basically you have a 50% chance to get the answer correct if you guess) and multiple choice instead fill in the blank or having a word bank which means you didn't have to memorize as much information as others in the class all seem to be modifications. How is it fair for someone in a class to get the same grade as others when you are doing different work? Extra time, spell check, agendas, preferential seating make sense and don't change the content of a course. But being allowed to outline instead of writing an essay or do half of a test seems doesn't seem like it fundamentally changes the course.

I have friend who is a school counselor who says more and more parents are wanting modifications to classes including honors/AP classes and teachers are just getting overwhelmed, frustrated, and tired of trying to explain that if you modify all the classwork it really isn't the same course. So there are kids getting A's in classes including honors classes that are far below grade level and aren't really earning the grade. This happens frequently in co-taught classes so the special ed teacher is giving the student an A. This can then affect class rankings.

Sorry you’re mistaken. It doesn’t count as modifying because you haven’t changed what was taught, only in how they respond to it.

Your stance lacks nuance. In some cases, read aloud is an accommodation, as in math. However, when done for reading , it is a modification. The criteria for each of those cases is defined and different. Shortened assessments, fewer answer options, and word banks fundamentally change assessment and are typically modifications requiring IEPs. They are not typically accommodations because they make tests easier, instead of simply more accessible. Writing an essay outline instead of an essay may be an accommodation for a subject like science, but it would be a significant modification in language arts. Changing the rigor of an assessment is almost always a modification.

Fellow teacher here. This one is correct. A graphic organizer for an essay = an accommodation. Reducing the number of paragraphs or limiting the required elements of the essay = modification. Only an IEP can grant you the second one and even then it’s not common- typically the modification is stated as “reduce work to show mastery” or something like that.

[Anonymous]

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.

This is the only rude reply I see and it comes from you, teacher. No where was I combative or rude like you.

Incorrect. Get some self-awareness.

not PP

[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.

Yes, we know you don’t care about anyone but your kid. You’ve made that abundantly clear. Too damn bad.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

This is one of the largest problems I encounter with parents in this area when they come to my office. There's not a true understanding of what your child is entitled to under the law. First, if you have extra time under a 504, modifying an assignment is not appropriate. 504s are for accommodations not modifications. Extra time is an accommodation; changing an assignment is a modification. A teacher should not be changing an assignment to accommodate unless it's to support a modification of curriculum and/or they are doing that for the entire class. Second, the school has to provide reasonable accommodations or modifications to ensure that your child is receiving FAPE. The school simply has to provide extra time. They have to work with the student and/or parent to find that time. If the parent were to complain and demand that extra time has to be done in xyz way, they'd be wrong. As long as the school can prove that they've offered several varied times, they are providing the accommodation. Now, if a teacher is saying, "No, extra time for you," that's a violation. Now, I do advocate that extra time not be given before school since, as you pointed out, not everyone can get to school early; however, if your school provides after school transportation--fair game.

This is not true as well. Modifications can be on a 504 plan.

This is factually incorrect. 504 plans only provide accommodations. If a student requires modifications, they need an IEP. Accommodations change how a student accesses material, while modifications change what a student is expected to learn. These words have specific definitions in an educational context. Changing how a student is evaluated can be considered both depending on context. Extra time would be an accommodation, but changing a test typically is a modification.

We are not talking about changing the content of the test, or what is taught. We are talking about shortening it so the student can finish in time. So in that case, that would be considered an accommodation but you are claiming that’s a “modification.”

Oh, FFS. You cannot be this dim. REMOVING QUESTIONS (shortening) *IS* “changing the content of the test.”