Anonymous wrote:

Think it is time to cut the umbilical cord. Everyone has ADHD, everyone needs extra time, everyone has Mommy talking to teachers. This is nothing new.

OP the above poster is an idiot and exactly why you should advocate and help your son. As an educator, I can tell you that some kids are intimidated to talk to teachers. Good teachers will always form a positive partnership with parents. The key is that you have to be willing to work with your son and do more of the legwork than expect the teacher to always be able to catch him and keep track.

I agree with one of the prior posters that allowing for alternative methods to turn assignments is very helpful. Good luck.

+1000 A child with ADHD has problems with executive functioning. Self advocacy takes a lot of executive functioning skill and is a skill that many students with ADHD lack. An a**hole of a teacher who is close-minded and gruff when a student attempts to advocate only reinforces the idea that self advocacy is hopeless because the teacher won't listen anyway.

Teachers - students realize that they are not on a equal plane with you, yet you rather deal with them vs. parents. This parent did not speak up at every little problem. This parent should advocate for a 504 Plan or an IEP based on the documentation of the disability to protect her child from a**holes like the previous teacher poster. A 504 plan now as a freshman can also follow the student for such protections in college.

Kids with ADHD can learn organization and self advocacy skills but an IEP with goals and objectives and/or private therapy with psychologist or sessions with a tutor to teach these skills would be essential. These are life skills and worth the investment in the student.

So, your child has a C for the 1st quarter, has a C for the second quarter, and you are hoping to take advantage of grade inflation for your child to have a B on the transcript? Sounds like your child is a C student.

When a borderline student asks me for an extra point or for make up work or to bump their grade, I look at two things. Are there a string of missing assignments? If so, not sympathetic- student dug the hole for themselves. If all work was turned in, what are the test grades? If they are also Cs, then the student is a C student and the grade is appropriate. If test scores are Bs (in both quarters) but one assessment was poor and is pulling the grade down, I will consider bumping the final semester grade. If your kid didn't turn in all the rest of the work and doesn't have Bs on major assessments, I would accept the C and do better next time.

Grades are supposed to have meaning. Our current grading practices are incredibly flexible and lenient (50% rule, retaking quizzes, turning in makeup work, rounding up letter grades). Kids and parents still grade grub, and it's incredibly irritating. If you still can't manage to get the grade you want, then maybe you don't deserve it.

- HS teacher

Think it is time to cut the umbilical cord. Everyone has ADHD, everyone needs extra time, everyone has Mommy talking to teachers. This is nothing new.

OP the above poster is an idiot and exactly why you should advocate and help your son. As an educator, I can tell you that some kids are intimidated to talk to teachers. Good teachers will always form a positive partnership with parents. The key is that you have to be willing to work with your son and do more of the legwork than expect the teacher to always be able to catch him and keep track.

I agree with one of the prior posters that allowing for alternative methods to turn assignments is very helpful. Good luck.

Think it is time to cut the umbilical cord. Everyone has ADHD, everyone needs extra time, everyone has Mommy talking to teachers. This is nothing new.

Your son is afraid to talk to a teacher at the age of 14? That is a huge issue. Sounds like you have done everything for him and he has no autonomy, personal drive, or social skills. He needs these things more than the grades.

Anonymous wrote:Remember that everytime he misses a grade by 1 point there are other times that he gets a grade by 1 point too...but I really wish we had +/- grades too.

This. Are there any instances where he didn’t turn in an assignment and/or half-assed something that was graded during the previous 8 1/2 weeks of the quarter? His grade is dependent on everything the entire quarter; not simply this one missed point. I can’t tell how how often I have this conversation with students.

- HS Teacher

Remember that everytime he misses a grade by 1 point there are other times that he gets a grade by 1 point too...but I really wish we had +/- grades too.

Anonymous wrote:I have no opinion on what you should do. But I wanted to add that part of my son's IEP allows for alternative means of turning in assignments. So, if he does something, I have him email it to me and I, in turn, email it to the teacher and it has to be accepted. But without the IEP, this definitely wouldn't be acceptable.

Explore this OP.

I have no opinion on what you should do. But I wanted to add that part of my son's IEP allows for alternative means of turning in assignments. So, if he does something, I have him email it to me and I, in turn, email it to the teacher and it has to be accepted. But without the IEP, this definitely wouldn't be acceptable.

OP - I have an ADHD kid. I would email the teacher and explain that a.) your child has been recently diagnosed b. you are going to start the 504 process and c. in the meantime you will be working to keep track of your son to the best of your ability. I would explain to her that your son is planning on talking to her but can often be intimidated by teachers or forgetful and ask that her to confirm that he came in or ask that she possibly remind him that he needs to talk to her.

I have always encountered positive reactions from my DD's teachers with this approach. Perhaps we've been lucky and gotten good rather than burnt out teachers. A good teacher has seen ADHD and realizes that these kids can do 99% of the work and then lose the paper walking down the hall and underperform without supports.

The supports that most help my daughter and what I would encourage asking about are - having all assignments posted on the online learning platform, allowing assignments to be turned in electronically preferably though the online learning platform or email if the teacher prefers, and if things are really a mess within the 504 request that your child gets a sheet signed each week from every teacher which provides feedback on whether something is missing or not. 504 accomodations also allow for turning work in late without penalty.

Before anyone without an ADHD kid complains, just stuff it. I have a neuro-typical kid who does not have any accomodations and there is nothing unfair to her about her sister getting accomodations, Its about leveling the playing field and enabling the ADHD kid to perform despite their disability.

Anonymous wrote:I am particularly interested in input from HS teachers here. I generally don't bother teachers since they have so much going on. But my HS freshman has worked hard to bring a low grade up to a high C, bordering on a B for the quarter which would determine the semester grade. The kid recently got a poor grade on something after failing to follow the right procedure for turning in an extra copy to the teacher. (The answers seem correct and the teacher did get one copy.)
The kid was recently diagnosed with inattentive ADHD, although we haven't set up a 504 plan and may not at this stage.
I encouraged him to talk to the teacher, but that's intimidating and I can't tell it won't happen. If the teacher gave him credit, it'd only change his overall grade by 1 point... but that point could be determinative. Teachers, what would you recommend? Should I just let it go?
If I do talk to the teacher, should I wait until next week to see whether that 1 point really matters?
I had one interaction with the teacher last quarter. I checked in because the grades didn't reflect what I saw in terms of effort. The teacher said the kid's bright but not focused and not always paying close attention. (That makes sense now that we know he has ADHD.)

1- He talks to the teacher, not you
2- You can't claim his disability against him if you're not willing to get a 504, or else there's no documented evidence of it, and any kid could claim they were diagnosed
3- He made the mistake
4- Why should he get credit for something he didn't do? (I'm not being an ass, I'm serious. I want to make sure I understand you. Do you want him to get that 1 point for the turned in extra copy he did not turn in, or for something else?)
5- Why would you wait until she submits grades to talk to her? It's a pain in the ass for a teacher to change grades after report cards, and is a ton of paperwork and signatures. Talk to her asap, pending your answer to #4.

HS teacher

Thank you!

My son has severe ADHD, has an IEP, and has been advocating for himself since 6th grade. At the high school level, teachers are really expecting students to talk to them directly!

And get the 504. He needs it.

Anonymous wrote:I am particularly interested in input from HS teachers here. I generally don't bother teachers since they have so much going on. But my HS freshman has worked hard to bring a low grade up to a high C, bordering on a B for the quarter which would determine the semester grade. The kid recently got a poor grade on something after failing to follow the right procedure for turning in an extra copy to the teacher. (The answers seem correct and the teacher did get one copy.)
The kid was recently diagnosed with inattentive ADHD, although we haven't set up a 504 plan and may not at this stage.
I encouraged him to talk to the teacher, but that's intimidating and I can't tell it won't happen. If the teacher gave him credit, it'd only change his overall grade by 1 point... but that point could be determinative. Teachers, what would you recommend? Should I just let it go?
If I do talk to the teacher, should I wait until next week to see whether that 1 point really matters?
I had one interaction with the teacher last quarter. I checked in because the grades didn't reflect what I saw in terms of effort. The teacher said the kid's bright but not focused and not always paying close attention. (That makes sense now that we know he has ADHD.)

Based on this interaction, I'd follow up with the teacher noting the diagnosis and sharing what you are doing on your end. Ask the teacher if there are any strategies, suggestions or resources they suggest for your DC. Be clear you are not making excuses or asking for leniency, but more for ways to help your DC learn to manage the workload given the condition. If the assignment comes up in the conversation, fine, but I wouldn't bring it up.

I would also encourage your DC to discuss this with the teacher. Part of managing ADHD is self advocating.

Have your child talk to the teacher. Make it clear that this is on them, and you will not pick up the slack.

I am particularly interested in input from HS teachers here. I generally don't bother teachers since they have so much going on. But my HS freshman has worked hard to bring a low grade up to a high C, bordering on a B for the quarter which would determine the semester grade. The kid recently got a poor grade on something after failing to follow the right procedure for turning in an extra copy to the teacher. (The answers seem correct and the teacher did get one copy.)
The kid was recently diagnosed with inattentive ADHD, although we haven't set up a 504 plan and may not at this stage.
I encouraged him to talk to the teacher, but that's intimidating and I can't tell it won't happen. If the teacher gave him credit, it'd only change his overall grade by 1 point... but that point could be determinative. Teachers, what would you recommend? Should I just let it go?
If I do talk to the teacher, should I wait until next week to see whether that 1 point really matters?
I had one interaction with the teacher last quarter. I checked in because the grades didn't reflect what I saw in terms of effort. The teacher said the kid's bright but not focused and not always paying close attention. (That makes sense now that we know he has ADHD.)