Accommodations not honored on PARCC?

[Anonymous]

Anonymous wrote:Counselor here— small groups are often not better fwiw. When I proctor small groups, those kids often zip through and stop working within minutes. That’s something that spreads in the room despite my efforts to get them to proofread, recheck etc. It’s not often the most persistent/sit with frustration kids in the small groups together. I wonder sometimes if they’d be better off with a larger group where they see tons of kids working until the final minute allotted.

Hoi Counselor - this is not your call. it was discussed in the IEP team and the team decided that small group setting was best. So, that is what you are obliged to provide.

FEIW, I get so tired of individual teachers and counselors substituting their personal judgment about what is best or OK to do, without having read any neuropsych reports, seen the full history of grades, seem the teacher reports, participated in the IEP team decision, etc.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I wonder sometimes if they’d be better off with a larger group where they see tons of kids working until the final minute allotted.

Hoi Counselor - this is not your call. it was discussed in the IEP team and the team decided that small group setting was best. So, that is what you are obliged to provide.

FEIW, I get so tired of individual teachers and counselors substituting their personal judgment about what is best or OK to do, without having read any neuropsych reports, seen the full history of grades, seem the teacher reports, participated in the IEP team decision, etc.

Jeesh, what an overreaction. The counselor didn't say she wasn't going to provide the small group setting. She said, "I wonder sometimes if they’d be better off with a larger group where they see tons of kids working until the final minute allotted" I am glad the counselor is not a mindless zombie, and that he/she notices when there are problems with IEP recommendations.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I think 7th grader needs to get with the real world and stop treating him like a snowflake

This, at some point a race has to be run and you can’t IEP slow away

who's the real snowflake--A child with a disability who can perform given reasonable accommodations, or an adult who feels threatened or annoyed by a child with such accommodations?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

This, at some point a race has to be run and you can’t IEP slow away

who's the real snowflake--A child with a disability who can perform given reasonable accommodations, or an adult who feels threatened or annoyed by a child with such accommodations?

The problem is that there is rampant abuse of "reasonable accommodations". When we had a neuropsych evalutation for our kid, they were quick to offer a recommendation of extra test time, even though she had no problem finishing tests on time. You pay your money and you get your recommendation. Not PP but yes I get annoyed that the upper middle class are able to buy accommodations.

[Anonymous]

The problem is that there is rampant abuse of "reasonable accommodations". When we had a neuropsych evalutation for our kid, they were quick to offer a recommendation of extra test time, even though she had no problem finishing tests on time. You pay your money and you get your recommendation. Not PP but yes I get annoyed that the upper middle class are able to buy accommodations.

I disagree with this. If you are going to a reputable neuropych clinic, they follow a data driven approach. Unless someone is coaching their kid to act distracted for an entire day of different types of tests then its not a "you buy your accommodation".

What is wrong is that school often does not follow a data driven approach for students who can't afford or students with parents who don't want to pay for a private evaluation. Schools will often fudge the results as they have a strong self interest in not providing the accommodations. They will avoid testing URM kids that they can observe have disabilities so they can avoid all the extra paperwork of managing an IEP for them.

Teachers should be able to recommend students for evaluation without taking it through the principal and front office. There should be a separate state-wide office with branches of independent testers. The teachers should make the recommendation to this body and it should be kept confidential from the principal that she did this. There is a federal law in place protecting teachers and staff from retaliation for making recommendation for disability evaluations but its not enough.