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[quote=Anonymous][quote=Anonymous]To the 504 coordinator, even in schools that support 504s, the actual administration comes down to individual teachers who are human and busy. In our experience, especially in high school with 7-8 different teachers who switch out each semester, most teachers just don’t pay attention or want to take the time to follow the accomodations other than easy to implement ones like preferred seating and extra time. And my kid’s is a “best case scenario” in that he is a good self advocate and I also pay attention and speak up. The reality is that these plans are better on paper than substantively, and your “ivory tower” response reminds me of the ones we get in DS’s annual 504 meeting when it is very clear that the administrators who approve the plan have no idea what the reality in the classroom is. Never evidenced moreso than in distance learning. 
-NP[/quote]

I'm sorry that your child's experience has been difficult, I really am. You are correct that teachers are the ones implementing the accommodations, and there are occasions when I have to follow up with a teacher, sometimes more than one teacher, to remind them about an accommodation or how that accommodation should be followed. As you mentioned, it is very important that students advocate for themselves, and I always ask parents throughout the initial eligibility process and annual reviews to [i]please[/i] reach out to me if they have concerns about how their child is being supported. Additionally, I frequently check-in with teachers to see how things are going, and I also check-in with students. You are also correct that DL has created some challenges when it comes to 504 plans. It's difficult to provide some of the accommodations when students aren't in the building, and we are trying to adjust accordingly; but it isn't perfect.

I'm not an administrator, and they don't "approve" the plans in my school. As I mentioned above, it should be a team process, and that includes the parents/guardians. It doesn't mean that everyone agrees all the time, and I know there are a few parents/guardians who have been upset in the past when they feel more accommodations are needed than are included in the plan. This is where data is a helpful and can show what a student needs. For example, when families want extended time on assessments but their child always finishes tests and quizzes and is a straight A student, the data doesn't support that extended time is needed. Accommodations aren't provided for "just in case" scenarios. However, 504 plans can be reviewed at any time, so should the need change, an amendment meeting may be held.

Obviously, I don't know how things are run in your child's school, but if you don't think the plan is being followed, or if you feel that the accommodations are not supporting your child's needs, then you should reach out to the principal or 504 coordinator for the district. 504 plans aren't suggestions, and they aren't optional.

It's fine if you want to keep implying I don't get it. I'll keep doing what I do every day to support my students and their families. [/quote]

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