Reply to Extended Time for Testing -- 504 -- Use it or lose it??

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Reply to "Extended Time for Testing -- 504 -- Use it or lose it??"

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]"Email is a good way to transition kids to self-advocacy. In the beginning, the parent can help the child compose the email. Then the kid can compose and the parent can edit/review. Then, ultimately, the kid can do it alone. It's also far easier for many to write an email than to approach a teacher in person (can be intimidating) and far more private (no other students see the student ask for accommodations)."

This is helpful advice - thank you![/quote]

+1  I'm going to encourage this with my DD in high school.[/quote]

As a parent of a high school student who uses this strategy, make sure your child cc's you on [b]everything[/b].  My child's first attempt in Middle School with using email to advocate for herself was a jerky teacher who pushed her patience, denied her accommodations, then tried to suspend her for the "tone" in her email she responded with.  Her tone would have been acceptable with a peer but he thought it was disrespectful for an adult.  The chain clearly showed she was attempting to advocate but needed guidance and training so we added a self advocacy goal to her IEP.

Years later - she always cc's me and is more comfortable with this skill.  Her writing has improved and she knows the difference between texting writing styles and email writing styles.   She also has learned the value of using email to document requests and responses because they are date and timed stamped.  [/quote]

Excellent point!  Even with cooperative teachers, my DC still BCCs me; it is her shorthand way of letting me know she is on top of makeup work.  DC will CC me on emails to less cooperative teachers.  They behave differently (better) when they know a parent has eyes on the situation.[/quote]

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