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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]504 accommodations are pretty basic. What accommodations are you referring to? [/quote]

HS teacher. Here is a smattering of accommodations from this year:

1.5x on all assessments (I’m not exaggerating when I say 20% of my entire rosters have this)
Preferential seating near point of instruction (I have one period were 12 kids have this. There are not 12 seats front and center)
No penalty for late work, up to 1 month late
Teacher will contact parent when any assignment is not turned in
Student will be provided with answer keys to all classwork to check their work before submitting assignments
Student can take all assessments in an empty classroom nearby (too anxious to test around other people)
Student may have access to their phone during tests to listen to music
Teacher will review student answers on an assessment and return it to them to finish any that are still left blank or incomplete
Teacher will verify that student has recorded homework assignment in a physical planner and will notify parents daily of the assignment (whyyyyy??? Isn’t that why I spend time putting things in schoology?)
Student will have access to mentor at any point in the day when feeling anxious (not sure how this is realistic since mentor teaches classes)

I teach mostly freshmen, so the middle school is sending tons of stuff in 504s that we weed through and try to make more reasonable. Once it’s in the document though, parents largely refuse to remove it.

When I started, 504s were things like “access to food and drink” for a diabetic kid or “unlimited bathroom passes” for crohns or “change in clinic for PE” for the child with an eating disorder who didn’t want to see other bodies or “leave class 2 minutes early” for the kid with mobility challenges who didn’t need to fight crowded hallways. Easy things to set procedures for at the beginning of the year, but no extra work for me.

Now? I spend 30 minutes every day on 504 accommodations. Any assessment day means I give up my lunch and after school time for kids to finish. Every class period is multiple parent emails updating them on missed work (which they could see in sis) or upcoming assignments (visible in schoology). I have to prepare answer keys to everything ahead of time instead of just posting my smart board files after class like I used to. It’s a lot, and it’s all outside my school day.

I don’t begrudge families for trying to help their child be successful, but oftentimes it is putting all the onus for responsibility onto me instead of their child.) I worry where these kids will be after graduating. No one is going to tell mom that kid’s shift at work moved or that the paper in English 101 is due. Going from “teacher and parent manage everything” to “student is independent” isn’t a magic shift, it needs to gradually be learned.[/quote]

I'm a former teacher. Because you do all of this I guarantee you get more kids put into your classes who need accomodations. I did my best to accommodate but I would not be able to facilitate all of that on my own. You should have a special ed coteacher or send them to a resource room for the testing extended time.[/quote]

I’m the quoted PP. What is a resource room? We don’t have one of those. Schedules are computerized, it’s just luck of the draw—my colleagues all have similar chaos on their rosters. SPED coteachers are for team taught classes with IEPs, not 504s.

It’s legitimately insane how commonplace these accommodations are.[/quote]

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