Anonymous wrote:

Anonymous wrote:

Anonymous wrote:At my middle school, teachers are required to fill out a Document of Accommodation. We check off all of the accommodations that students use on each quiz or major assignment throughout the marking period. Then if parents questions whether or not their child used the accommodation we have documentation that we provided the accommodations.

It also helps to see what a student consistently uses. And can use that information to see what they need on their next IEP.

Do IEP kids also have to ask for their accommodations? My kid has 504 and is too embarrassed sometimes to ask for help. Work in progress but seems a slippery slope to take away potential help when actually needed but not offered.

The students I work with don't have to ask for help. I make sure that I check on them and monitor their work. Some students refuse help, and there is only so much I can do with that. Some want to be more independent and may not come with me for small group testing. I always monitor the quiz scores and chat with them if they are struggling. I have a student who always asks about her extra time. I know she has extra time but she always reminds me or lets me know that she will work on it at lunch or over the weekend. I also will excuse some assignments, which I don't always say "You don't have to do this because you have reduced assignments". So, it may look like I am not following the IEP/504, but I am.

Middle school is tough because students always think everyone is watching them. They think if I am working with them, everyone will know that they have an IEP/504, or 'stupid' (as they say, not me, but this is a typical middle school fear). But in reality, I have tons of students who want to come with me to small group for a quiz. It is harder for 504s if there aren't two teachers in the room. But, teachers still will monitor their work. And I don't make it obvious what I am doing or targeting only some students. I try to help everyone. Or if they are writing an essay, I am monitoring the Google Doc.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:At my middle school, teachers are required to fill out a Document of Accommodation. We check off all of the accommodations that students use on each quiz or major assignment throughout the marking period. Then if parents questions whether or not their child used the accommodation we have documentation that we provided the accommodations.

It also helps to see what a student consistently uses. And can use that information to see what they need on their next IEP.

Do IEP kids also have to ask for their accommodations? My kid has 504 and is too embarrassed sometimes to ask for help. Work in progress but seems a slippery slope to take away potential help when actually needed but not offered.

The students I work with don't have to ask for help. I make sure that I check on them and monitor their work. Some students refuse help, and there is only so much I can do with that. Some want to be more independent and may not come with me for small group testing. I always monitor the quiz scores and chat with them if they are struggling. I have a student who always asks about her extra time. I know she has extra time but she always reminds me or lets me know that she will work on it at lunch or over the weekend. I also will excuse some assignments, which I don't always say "You don't have to do this because you have reduced assignments". So, it may look like I am not following the IEP/504, but I am.

Middle school is tough because students always think everyone is watching them. They think if I am working with them, everyone will know that they have an IEP/504, or 'stupid' (as they say, not me, but this is a typical middle school fear). But in reality, I have tons of students who want to come with me to small group for a quiz. It is harder for 504s if there aren't two teachers in the room. But, teachers still will monitor their work. And I don't make it obvious what I am doing or targeting only some students. I try to help everyone. Or if they are writing an essay, I am monitoring the Google Doc.

Anonymous wrote:

Anonymous wrote:At my middle school, teachers are required to fill out a Document of Accommodation. We check off all of the accommodations that students use on each quiz or major assignment throughout the marking period. Then if parents questions whether or not their child used the accommodation we have documentation that we provided the accommodations.

It also helps to see what a student consistently uses. And can use that information to see what they need on their next IEP.

Do IEP kids also have to ask for their accommodations? My kid has 504 and is too embarrassed sometimes to ask for help. Work in progress but seems a slippery slope to take away potential help when actually needed but not offered.

Anonymous wrote:Do MCPS teachers and staff get any training on neurodiversity, 504s and IEPs? It just seems so inconsistent from teacher to teacher. No one WANTS a 504/IEP, these parents have fought hard to get one and then to be blown off by teachers who don't believe in a diagnosis and not even trying to follow the plans is frustrating.

Anonymous wrote:At my middle school, teachers are required to fill out a Document of Accommodation. We check off all of the accommodations that students use on each quiz or major assignment throughout the marking period. Then if parents questions whether or not their child used the accommodation we have documentation that we provided the accommodations.

It also helps to see what a student consistently uses. And can use that information to see what they need on their next IEP.

Anonymous wrote:My DC has basic 504 accommodations for ADHD. Have found in elementary school it's really hit or miss if they are implemented depending on the teacher's viewpoint. Some teachers follow the 504 pretty well, and others feel like kids should just learn these skills on their own and follow the 504 very minimally if at all (i.e. no specific reminders to DC to turn in homework when they know DC has ADHD and this is a problem area). I get it that the 504 is to help them develop skills, but DC really does need the accommodations and is otherwise a very good student. Worried about middle school with ever larger grades/classes and how 504's would actually work or that they're just going to be thrown to the wolves next year. Any insight appreciated!

Anonymous wrote:

Anonymous wrote:It is very teacher dependent - some are proactive in giving accommodations, but those are usually the ones who already have their lessons / classroom designed to be more accessible anyway. And yes - kids are supposed to begin to do more self-advocating, but I still found it necessary to scaffold my ADHD/ASD kid to promote positive conversations/emails with teachers who were not providing the accommodations. Honestly, middle school is tough - because there are so many more teachers, teaching styles, and variety of way assignments are giving and expected to be turned in. So much more to keep track of!

Thank you PP, I feel like this thread is like some MCPS teachers, blaming the victim. Having an IEP or 504 is a long process and is done for a reason.

Anonymous wrote:It is very teacher dependent - some are proactive in giving accommodations, but those are usually the ones who already have their lessons / classroom designed to be more accessible anyway. And yes - kids are supposed to begin to do more self-advocating, but I still found it necessary to scaffold my ADHD/ASD kid to promote positive conversations/emails with teachers who were not providing the accommodations. Honestly, middle school is tough - because there are so many more teachers, teaching styles, and variety of way assignments are giving and expected to be turned in. So much more to keep track of!