Anonymous wrote:

Anonymous wrote:One challenge with Eastern Magnet and accommodations is that there are alot of group projects and group work. Our DC was been able to advocate for extended time on individual assignments when needed, but for group projects it was much harder because other students are involved and being impacted.

This is a great point. Eastern is heavily reliant on group projects, at first with groups assigned and later more likely to have groups chosen. Because teachers can't tell other kids who gets extra time (obviously, and correctly), then the kids who need more time end up with frustrated group members. I can see how it would be really frustrating for a child who uses audiobooks, for example, to be on a group call with other kids flipping through texts to find the answer to a question together.

I'm not dissuading a 2e Humanities kid from trying, but just noting that the social dynamics might be a little challenging in addition to the academic ones, or they would bleed together.

Honestly, I had a 2E child at EMS and the other students weren’t the problem, the teacher was. In a group project, assignments can be broken up an shifted so that everyone does what they are good at. Even kids with accommodations are good at some things and bad at others, just like everyone else. DD couldn’t read a ton on paper, but she could shift to audio or text to speech with ear buds when necessary. She was a great researcher, which could be done at her own speed. She also was a very diligent and timely worker, so she often ended up doing other people’s work. She also is brilliant, and so would make connections or have ideas that others wouldn’t even know about.

She never experienced being left out if a group because of her accommodations.

That said, she had extensive IDRIP accommodations.

Anonymous wrote:

Anonymous wrote:One challenge with Eastern Magnet and accommodations is that there are alot of group projects and group work. Our DC was been able to advocate for extended time on individual assignments when needed, but for group projects it was much harder because other students are involved and being impacted.

This is a great point. Eastern is heavily reliant on group projects, at first with groups assigned and later more likely to have groups chosen. Because teachers can't tell other kids who gets extra time (obviously, and correctly), then the kids who need more time end up with frustrated group members. I can see how it would be really frustrating for a child who uses audiobooks, for example, to be on a group call with other kids flipping through texts to find the answer to a question together.

I'm not dissuading a 2e Humanities kid from trying, but just noting that the social dynamics might be a little challenging in addition to the academic ones, or they would bleed together.

+1 Agree wholeheartedly.

Anonymous wrote:One challenge with Eastern Magnet and accommodations is that there are alot of group projects and group work. Our DC was been able to advocate for extended time on individual assignments when needed, but for group projects it was much harder because other students are involved and being impacted.

This is a great point. Eastern is heavily reliant on group projects, at first with groups assigned and later more likely to have groups chosen. Because teachers can't tell other kids who gets extra time (obviously, and correctly), then the kids who need more time end up with frustrated group members. I can see how it would be really frustrating for a child who uses audiobooks, for example, to be on a group call with other kids flipping through texts to find the answer to a question together.

I'm not dissuading a 2e Humanities kid from trying, but just noting that the social dynamics might be a little challenging in addition to the academic ones, or they would bleed together.

My 8th grader is at the TPMS magnet. He does not have an IEP, but a couple of his friends do. When they get "extra time," it generally means they can finish in-class assignments as homework. They say they're overwhelmed with the amount of homework they have each night, mostly playing catchup, especially with math. I don't know what high school programs they got into or are planning on doing.

Thanks all. Sounds like it would work better for math/science magnets compared to ELA like Eastern.

One challenge with Eastern Magnet and accommodations is that there are alot of group projects and group work. Our DC was been able to advocate for extended time on individual assignments when needed, but for group projects it was much harder because other students are involved and being impacted.

Have had kids with 504s at multiple magnets and it was a good experience. (But no MS so can’t speak to it.)
I have heard from another parent that the Eastern program has a lot of reading and writing—really a lot. So I’d think about whether stuff like extra time would really be desirable or whether your child would just always feel underwater if reading and writing take a lot longer. If that’s the one you are looking at, I’d specifically ask whether they have had dyslexic students before and how they accommodated them.

There are teachers at the magnets who believe kids with special needs don't belong in them. Your child can advocate for additional time all they want but the assignments may still be marked late and they won't respond to emails or face to face requests to meet about it or fix. Your child can line up at the end of class and the teacher will tell the child the teacher is too busy and to come back. The child will come back and the teacher will not be there. This will go on for days and weeks and nothing changes. Parent emails are also ignored even if they copy the administration. You will either need to be prepared to go outside the school to get the accommodations or you will need to just realize your child will not get extra time or other things in the 504 plan.

DS had an IEP at RCMS magnet. Their staff was amazing and we had no issues getting what we needed.

Anonymous wrote:Magnets don't accommodate that I don't think - have you tried posting in the Special needs forum?

Magnets absolutely do recognize accommodations. Federal law says they must.

Anonymous wrote:If DC has a 504 or IEP, then the magnet programs will need to provide accommodations just like any other public school will. Magnet schools aren't exempt in any way from these requirements.

My DD has a 504 and gets accommodations at RMIB.

My DS had an IEP with accommodations at TPMS magnet. My Other DC had a 504 plan at Eastern Middle School magnet. Failure to provide accommodations in the IEP or 504 is a legal violation, a point we have been forced to make from time to time at all MCPS schools - magnet and non-magnet. When we go outside the school, over the head or principals, the accommodations have always been provided, although should never have to do so.

If DC has a 504 or IEP, then the magnet programs will need to provide accommodations just like any other public school will. Magnet schools aren't exempt in any way from these requirements.

My DD has a 504 and gets accommodations at RMIB.

Magnets don't accommodate that I don't think - have you tried posting in the Special needs forum?

Which one?

DC does not need services but will need accommodations like more time on tests, use of Learning Ally, speech to text, and calculator.