Hi it’s OP, thank you all again for the kind responses, that’s a very good point it seems like DC usually spends lot of time on subjects like social studies ( reading articles then write a paragraph of personal opinions or make project answer questions from his own point of view etc, either couldn’t think much to write or with endless editing, even we told him just write whatever to fill the blank). For subjects have exact answers like math he had no slowness problem. It sounds like 504 may be good for DC if teachers can give less assignment and be more patient/tolerate with his quietness associated with anxiety.

I am a middle school teacher and parent of a child with a similar profile. Questions to think about:

Why is it assignments but not tests?
Is it all assignments? All subjects?
Is it specific to assignments requiring creativity/out of the box thinking?

Some of my students have 504s with things like, "Student will be given graphic organizers for writing assignments" or "Opportunity to type written assignments" or "Opportunity to do reduced assignment for mastery learning in math" or wherever the specific disability applies.

I'd also think specifically about what you want. There is an elective in middle school/high school called "strategies for success" that helps with executive functioning skills and provides time for students to work on homework and assignments with a special education teacher (but takes an elective spot). There is also a 45 minute block every other day for getting help from teachers and completing work. If a student uses their time wisely, it is a gift and really minimizes homework outside of school.

Does your child have a history of struggling? Do you have documentation over the year of excessive time spent on assignments (emails to the teacher, requests to meet with school counselor, attendance at after school HW clubs)? Or is this panic over the change to MS?

If the former, I would reach out to the counselor with a summary of struggles/proof of diagnosis and request a meeting to discuss possible accommodations/strategies to support your child. That starts the clock ticking.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What do you mean by extra care? A 504 offers specific accommodations. Like, preferred seating, extra time on exams, quiet testing location, etc. You'd need specific asks for the 504, not just "keep an eye on him."

NP. My DC has a 504 in middle school and it amounts to "extra care". He has a diagnosis but does not need extra time. Just needs kinder teachers, which is what the 504 gets him.

OP is going to have a hard time getting that without some sort of private or school determined diagnosis though.

Huh? 504s don't say "make teachers kinder" - what actual accommodations does it list? Otherwise this is useless to OP.

The 504 is for the usual, checking in, chunking assignments, etc. Many teachers do those things anyway for all students (which I think is good). Now DC gets a little extra care in MS.

Anonymous wrote:Hi OP here, thanks for all your help. Yes DC has diagnose letter from pediatrician and had had more than 10 therapy sessions from therapy center. Those are not helpful though. I heard outside complete testing like GMU may or may not be helpful since it’s private diagnosis not from school/county, but it’s not easy to get tested through school/county. I also heard in MS school counselors take care of the entire school students and home room teachers aren’t that involved.

My kid has a diagnosis and I have asked for accommodations/504 and have been denied. You can ask. Maybe you will get accommodations, maybe you won't.

Anonymous wrote:

Anonymous wrote:Let me tell you the reality of extra time for assignments. That’s there is a drop dead deadline for your kid to be done even with a 504. If they don’t keep up daily, they aren’t going to meet the final deadline. Extended time on assignments is rarely a favor to a child. The stress at the end of a quarter is horrible.

Maybe a better option would be to get assignments chunked so that there are intermittent deadlines.

It's extended timing on TESTS or modified assignments that don't take as long

Not necessarily. And OP specifically said that extended time on tests was not necessary and asked about extended time for assignments, which is an accommodation that is offered to some. I was directly answering the question posed.

Anonymous wrote:Let me tell you the reality of extra time for assignments. That’s there is a drop dead deadline for your kid to be done even with a 504. If they don’t keep up daily, they aren’t going to meet the final deadline. Extended time on assignments is rarely a favor to a child. The stress at the end of a quarter is horrible.

Maybe a better option would be to get assignments chunked so that there are intermittent deadlines.

It's extended timing on TESTS or modified assignments that don't take as long

Anonymous wrote:

Anonymous wrote:What do you mean by extra care? A 504 offers specific accommodations. Like, preferred seating, extra time on exams, quiet testing location, etc. You'd need specific asks for the 504, not just "keep an eye on him."

NP. My DC has a 504 in middle school and it amounts to "extra care". He has a diagnosis but does not need extra time. Just needs kinder teachers, which is what the 504 gets him.

OP is going to have a hard time getting that without some sort of private or school determined diagnosis though.

Huh? 504s don't say "make teachers kinder" - what actual accommodations does it list? Otherwise this is useless to OP.

Let me tell you the reality of extra time for assignments. That’s there is a drop dead deadline for your kid to be done even with a 504. If they don’t keep up daily, they aren’t going to meet the final deadline. Extended time on assignments is rarely a favor to a child. The stress at the end of a quarter is horrible.

Maybe a better option would be to get assignments chunked so that there are intermittent deadlines.

Anonymou[b wrote:s]What do you mean by extra care? A 504 offers specific accommodations. Like, preferred seating, extra time on exams, quiet testing location, etc. You'd need specific asks for the 504, not just "keep an eye on him."

[/b]


you also need testing for a 504.

Hi OP here, thanks for all your help. Yes DC has diagnose letter from pediatrician and had had more than 10 therapy sessions from therapy center. Those are not helpful though. I heard outside complete testing like GMU may or may not be helpful since it’s private diagnosis not from school/county, but it’s not easy to get tested through school/county. I also heard in MS school counselors take care of the entire school students and home room teachers aren’t that involved.

Anonymous wrote:What do you mean by extra care? A 504 offers specific accommodations. Like, preferred seating, extra time on exams, quiet testing location, etc. You'd need specific asks for the 504, not just "keep an eye on him."

NP. My DC has a 504 in middle school and it amounts to "extra care". He has a diagnosis but does not need extra time. Just needs kinder teachers, which is what the 504 gets him.

OP is going to have a hard time getting that without some sort of private or school determined diagnosis though.

What do you mean by extra care? A 504 offers specific accommodations. Like, preferred seating, extra time on exams, quiet testing location, etc. You'd need specific asks for the 504, not just "keep an eye on him."

PP here now reading OP slower. --

But if he doesn't need the extra time, he isn't going to get it. So .. not sure what you're after?

He would need a diagnosis for a 504. Like diagnosed anxiety, not just his mom saying "oh he's anxious about tests."

But if he qualifies, yes, and if extended time is one of his accommodations, then yes, every teacher has to give him extra time on tests.

DC has been in full time AAP since 3rd and is going to MS this year. DC’s fine academically, and the only concerns we have are very slow in doing assignments and very very quiet which gives him anxiety. My understanding is 504 gives extra time for assignment ( but will every teacher willing to give the extra time? Or less assignments? And does it really help or it just add day1’s workload to day2’s workload? DC always works average 4 hours a day for school assignments). DC doesn’t really need extra time for test/exam. I went to MS curriculum night special education meeting and felt that DC would get pulled out and/or need to join activities afterschool if DC’s in the group ( iep or 504), but to a kid that always very slow doesn’t have enough time to sleep I don’t want to add more burden on him. My question is, if I don’t get 504 for DC, is there anyway I can let his counselor know, to give him little extra attention since DC’s very very quiet and has anxiety we worry about he won’t make friend and be alone then develop more emotional problems. Or 504 is still worth to get in case DC need extra care from MS?