Teacher not following accommodations

[Anonymous]

Anonymous wrote:

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.

Because we all know that high school teachers are mean, incompetent, lazy, etc. AmIright!

[Anonymous]

I’m not sure why OP is complaining about this issue on a public forum. For God’s sake, talk to the counselor, the teacher, or an administrator. Make sure you are aware of exactly what accommodations your child receives and exactly how you think the teacher is not following them. Stop trying to read bad intent when there is most likely none. This is a communications issue. Communicate with the people concerned!

[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.

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.”

No, I’m sorry, it doesn’t. If you have several questions on a test covering the same content, ie. Math, then removing half of the problems actually doesn’t change the content at all. Let’s say the test has 6 problems for the student to demonstrate standard 1. The student still is responsible for learning the same standard (content) in order to show what they know but only has to do 3 of those problems because they take longer. That is not changing how they learn the standard. In that case that wouldn’t actually be a modification at all.

[Anonymous]

Anonymous wrote:

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.

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.”

No, I’m sorry, it doesn’t. If you have several questions on a test covering the same content, ie. Math, then removing half of the problems actually doesn’t change the content at all. Let’s say the test has 6 problems for the student to demonstrate standard 1. The student still is responsible for learning the same standard (content) in order to show what they know but only has to do 3 of those problems because they take longer. That is not changing how they learn the standard. In that case that wouldn’t actually be a modification at all.

DP.
This doesn’t work in other disciplines. Removing questions from a literature test absolutely changes the content and which standards might be addressed.

[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.

There’s your misunderstanding. We aren’t talking about making the content easier. We are simply shortening a test by having less problems. We are leveling the playing field so the student who takes longer on each problem can finish at the same time as peers.

We aren’t changing the individual problems or even the exact essay question. If we did that, that certainly would be a modification.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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.

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.”

No, I’m sorry, it doesn’t. If you have several questions on a test covering the same content, ie. Math, then removing half of the problems actually doesn’t change the content at all. Let’s say the test has 6 problems for the student to demonstrate standard 1. The student still is responsible for learning the same standard (content) in order to show what they know but only has to do 3 of those problems because they take longer. That is not changing how they learn the standard. In that case that wouldn’t actually be a modification at all.

DP.
This doesn’t work in other disciplines. Removing questions from a literature test absolutely changes the content and which standards might be addressed.

I wasn’t saying removing literature questions was the answer or was an example. I was simply saying if the student didn’t finish the essay, perhaps the teacher could look at what the student did accomplish already before going into the next day. I certainly hope they can find a time for the student to complete the work in school without missing instructional time in the next period.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

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.”

No, I’m sorry, it doesn’t. If you have several questions on a test covering the same content, ie. Math, then removing half of the problems actually doesn’t change the content at all. Let’s say the test has 6 problems for the student to demonstrate standard 1. The student still is responsible for learning the same standard (content) in order to show what they know but only has to do 3 of those problems because they take longer. That is not changing how they learn the standard. In that case that wouldn’t actually be a modification at all.

DP.
This doesn’t work in other disciplines. Removing questions from a literature test absolutely changes the content and which standards might be addressed.

I wasn’t saying removing literature questions was the answer or was an example. I was simply saying if the student didn’t finish the essay, perhaps the teacher could look at what the student did accomplish already before going into the next day. I certainly hope they can find a time for the student to complete the work in school without missing instructional time in the next period.

I posted earlier in this thread (high school English teacher). I’ve been doing this for years… checking what is completed in a period. The challenge is what you also request: finishing it the next period without missing content. I have 150 students, and it is challenging to pause instruction for 140+ of them. I do it by giving silent work the following day if I need to, but it is absolutely sacrificing content / time.

There is no perfect solution and somebody or something has to give. Usually it’s me, staying after or coming in early because the majority of my extended time students prefer to finish at those times. Sometimes it’s my entire class, waiting with quiet review work as a few students finish. Sometimes it’s the material itself and I have to shorten assignments, meaning I don’t have a clear enough view of students’ progress. It is never perfect, but I can promise that each decision comes with best intentions for all.

[Anonymous]

Anonymous wrote:

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.

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.”

No, I’m sorry, it doesn’t. If you have several questions on a test covering the same content, ie. Math, then removing half of the problems actually doesn’t change the content at all. Let’s say the test has 6 problems for the student to demonstrate standard 1. The student still is responsible for learning the same standard (content) in order to show what they know but only has to do 3 of those problems because they take longer. That is not changing how they learn the standard. In that case that wouldn’t actually be a modification at all.

Since you picked math - but then each problem is worth a greater percentage of the whole test. A minor mistake would have much greater impact on the score than if there were more problems and then the parent is going to complain that her child was unfairly penalized.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

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.”

No, I’m sorry, it doesn’t. If you have several questions on a test covering the same content, ie. Math, then removing half of the problems actually doesn’t change the content at all. Let’s say the test has 6 problems for the student to demonstrate standard 1. The student still is responsible for learning the same standard (content) in order to show what they know but only has to do 3 of those problems because they take longer. That is not changing how they learn the standard. In that case that wouldn’t actually be a modification at all.

DP.
This doesn’t work in other disciplines. Removing questions from a literature test absolutely changes the content and which standards might be addressed.

I wasn’t saying removing literature questions was the answer or was an example. I was simply saying if the student didn’t finish the essay, perhaps the teacher could look at what the student did accomplish already before going into the next day. I certainly hope they can find a time for the student to complete the work in school without missing instructional time in the next period.

I posted earlier in this thread (high school English teacher). I’ve been doing this for years… checking what is completed in a period. The challenge is what you also request: finishing it the next period without missing content. I have 150 students, and it is challenging to pause instruction for 140+ of them. I do it by giving silent work the following day if I need to, but it is absolutely sacrificing content / time.

There is no perfect solution and somebody or something has to give. Usually it’s me, staying after or coming in early because the majority of my extended time students prefer to finish at those times. Sometimes it’s my entire class, waiting with quiet review work as a few students finish. Sometimes it’s the material itself and I have to shorten assignments, meaning I don’t have a clear enough view of students’ progress. It is never perfect, but I can promise that each decision comes with best intentions for all.

+1, there may be days when they miss content. We need to move on.

[Anonymous]

Anonymous wrote:

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.

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.”

No, I’m sorry, it doesn’t. If you have several questions on a test covering the same content, ie. Math, then removing half of the problems actually doesn’t change the content at all. Let’s say the test has 6 problems for the student to demonstrate standard 1. The student still is responsible for learning the same standard (content) in order to show what they know but only has to do 3 of those problems because they take longer. That is not changing how they learn the standard. In that case that wouldn’t actually be a modification at all.

Yes, I’m sorry, it does.

[Anonymous]

Anonymous wrote:

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.

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.”

No, I’m sorry, it doesn’t. If you have several questions on a test covering the same content, ie. Math, then removing half of the problems actually doesn’t change the content at all. Let’s say the test has 6 problems for the student to demonstrate standard 1. The student still is responsible for learning the same standard (content) in order to show what they know but only has to do 3 of those problems because they take longer. That is not changing how they learn the standard. In that case that wouldn’t actually be a modification at all.

An actual math teacher here - any good teacher wouldn’t give 6 questions covering the same content at the same level of difficulty. That’s a waste of time for everyone. If there are 6 questions on the same standard, which I can’t even imagine, there would likely be different levels of difficulty and application. They would be testing different things. If a teacher is actually asking the same thing 6 times then there are bigger issues.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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.

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.”

No, I’m sorry, it doesn’t. If you have several questions on a test covering the same content, ie. Math, then removing half of the problems actually doesn’t change the content at all. Let’s say the test has 6 problems for the student to demonstrate standard 1. The student still is responsible for learning the same standard (content) in order to show what they know but only has to do 3 of those problems because they take longer. That is not changing how they learn the standard. In that case that wouldn’t actually be a modification at all.

An actual math teacher here - any good teacher wouldn’t give 6 questions covering the same content at the same level of difficulty. That’s a waste of time for everyone. If there are 6 questions on the same standard, which I can’t even imagine, there would likely be different levels of difficulty and application. They would be testing different things. If a teacher is actually asking the same thing 6 times then there are bigger issues.

This.

My tests are the bare minimum, 1 question per standard. I literally cannot shorten it any further. Our team designs our tests by making them something we can each do in 5 - 10 minutes, assuming an average kid can then do it in 45 (we literally multiply however long it takes us by 7 to make sure it’s under an hour). Slower kids should be able to do it in 60, and those with exceedingly slow processing (and therefor extra time accommodations) have the full 90 if needed. My test I’m giving this unit is 8 questions, students are given 90 minutes. These aren’t crazy in depth questions either—it’s a graph, and I ask for the equation of the function shown, or I give an equation and ask for the end behaviors. Things that if you know what you’re doing, take under a minute. Some kids will finish in 15 minutes, all but a handful in under an hour.

I have yet to have a kid who knows the material require extra time except for 1 (who truly is working the whole time but is just super, super slow). I have a LOT of kids who stare at a question for 90 minutes and then tell me they “need more time” which really means “go home and learn the material because I didn’t do the study guide”.

Still, those kids get an extra 45 minutes, before school, after school, lunch, remediation block.

[Anonymous]

Anonymous wrote:

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.

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.

Not the PP, but there is no day of the week that’s best for all students. Kids are in all types of activities that compete with homework and studying. Your post is just ridiculous.

No, I suggested Thursday for that particular PP teacher because she said she likes Friday tests due to having the weekend to grade and get timely feedback. If she switches to Thursday, kids with extended time would then be able to finish up Friday and not have to go into the weekend or a long week break with it hanging over their head. I fail to see how that is “ridiculous.” It’s a win win for all involved.

Schools with specific types of block schedules don't have that option. Our school has all periods on Mondays, then odd periods on Tuesdays and Thursdays, and even periods on Wednesdays and Fridays. If I have a period 1 chemistry class on Mon, Tues, and Thurs, and the same chemistry class period 2 on Mon, Weds, and Fri, then I have to give tests on Thursdays or Fridays so both periods have had the same instruction by the day of the test. I've tried giving tests on Tuesdays and Thursdays, but that leaves the weekend in between a lot of instruction days. And if there's a special schedule disrupting the week, then instruction is thrown off and the tests get pushed forward and then the schedule is off (period 1 might have gone forward to Chapter 6 but period 2 has just finished Chapter 5 by the time I get a chance to test on Chapter 5 material. (FYI, I really dislike block schedules for so many reasons, and this is one of them!)

[Anonymous]

Anonymous wrote:The IEP is for need. The need is always written in terms of what is required for this student to access the material and be able to demonstrate their level of competency. The details are driven by the content in question and any disabilities of the student.

The IEP is not about the plans for or accommodations to other students. If the time needed for a typical student is 60 minutes, and the student with the IEP is granted 1.5x what is needed for the typical student to complete, then they get 90 minutes.

It doesn't matter whether other students actually get 60 minutes to complete or are given 90 minutes for logistical reasons. The IEP is not about what other kids actually get, but about making sure this child gets what they need to access the material and demonstrate their level of competence.

It does matter. I was told specifically that I can't allow the rest of the kids in my class to have the same time. If my test is designed to take 45 minutes of an 80 minute class, then I can't let the rest of the kids have any more time than 45 minutes. What I had been doing is giving the 45 minute test, then letting all kids finish within the 80 minutes, and start HW if they'd finished early. Most if not all kids finish within the 45 minutes, including the accommodated kids. But I was told by the counselors that that isn't correct, that then the rest of the kids also have 80 minutes so the accommodated kid should get 120 minutes.

(Note: The block schedule also means that two class periods (one block) is now used for testing. When I had a five day schedule, I could test one day and teach the next. On the block schedule I lose a teaching day every week I test. It is impossible to get through curriculum - my kids now are getting seriously less opportunity to learn material than when I had them for five days a week. I can't start teaching while the accommodated students are getting their extra time in a block because one, that is distracting, and two, I might be referencing/using material that is on the test they are taking as I teach the new material.)

The cheating aspect is more prevalent than many people think. Whether people want to hear this or not, it is common knowledge at my school that some students who are allowed to have more time, not directly after class, cheat More than one student has told me that some of my accommodated students have asked them questions or looked up answers when they are allowed to finish the test after a break of time between class and finishing the test, whether at lunch, the next day, or after school. They are so resentful when I tell them that there is basically nothing I can do about it other than tell the counselor.

It is just so frustrating to have to deal with as many as 1/4 of my kids having various modifications and accommodations, trying to keep it all straight and still do the rest of this very time consuming and demanding job. I personally know many teachers who have left because they couldn't do it any more - the stress and frustration, not to mention the risks of getting sued for not being able to do the impossible, were just too great. One teacher, a biology teacher, one of the best teachers I've ever known, was teaching in a lab room with fixed lab tables as desks. She was given 10 kids with the requirement that they sit in the front row. There was only room for 6 at the immovable tables, and no room for desks on the side (old building, fire codes.) She physically could not give the legally required accommodatons that she could be sued for not giving. She quit...such a loss.

[Anonymous]

The cheating aspect is more prevalent than many people think. Whether people want to hear this or not, it is common knowledge at my school that some students who are allowed to have more time, not directly after class, cheat More than one student has told me that some of my accommodated students have asked them questions or looked up answers when they are allowed to finish the test after a break of time between class and finishing the test, whether at lunch, the next day, or after school. They are so resentful when I tell them that there is basically nothing I can do about it other than tell the counselor.

It is just so frustrating to have to deal with as many as 1/4 of my kids having various modifications and accommodations, trying to keep it all straight and still do the rest of this very time consuming and demanding job. I personally know many teachers who have left because they couldn't do it any more - the stress and frustration, not to mention the risks of getting sued for not being able to do the impossible, were just too great. One teacher, a biology teacher, one of the best teachers I've ever known, was teaching in a lab room with fixed lab tables as desks. She was given 10 kids with the requirement that they sit in the front row. There was only room for 6 at the immovable tables, and no room for desks on the side (old building, fire codes.) She physically could not give the legally required accommodatons that she could be sued for not giving. She quit...such a loss.

This is NUTS.

How is this fair to the average student without accommodations who succeeds by working hard?

How is this fair to the student WITH accommodations who expects the world will accommodate every need in the future?

One of the biggest problems with recruits to the military is a lack of resiliency.

I am all for helping kids who need extra help--but, to get the same grade as others who do not have the extra time is just not equitable.

Are they going to get accommodations all their lives?