Anonymous wrote:Sigh. I don't expect TJ to be easy for DC. DC does not expect TJ to be easy. The "easy" comment was just to indicate that DC is not a kid that has struggled academically to date. I'm sorry if I've taken things off track, but I was irritated with 11:13's broad generalizations and let that color my responses. I do appreciate everyone's input.

Hit a nerve? Sure 11:13, one of the few who actually knows student with IEP and other disabilities at TJ, doesn't know a thing about it. TJ will be a cakewalk. go for it !

OP, I have a good friend whose son has an IEP for ADHD, and was also just admitted. He'll be going. He s a genius, and in spite of what might be some challenges, I think it's the best place for him to get the challenge he needs. No matter what school you attend, you will find mixed experiences with teachers following an IEP. Be prepared to advocate, and to have your child advocate for himself.

Anonymous wrote:

So you would be facing first, extended deadlines that would not be taken well by the other members of the many group projects, and then also a piling up of more and more assignments, each one with an extension.

OP again. With all due respect, this isn't what happens. The IEP does not give my DC extended deadlines. DC has the same deadline as everyone else. The difference is the teacher is supposed to provide intermediate milestones to help DC (and other kids with similar accommodations) to plan the project. So if a project is due April 30, the teacher may say by April 10 have these tasks accomplished, by April 20 these next tasks, etc. Just like my project manager at work gives milestones and activities due by those dates.

The chances of someone with an IEP completing four years at TJ are nil

I find this hard to believe since kids can have IEPs for a very wide variety of reasons, many of which would not be visible to outsiders.

Does your DC have a IEP goal that allows him to learn how to break up a longterm project by himself? This is a skill he will need going forward and HS is the best place for him to learn how to do it. My DC is in HS and he has goals like this in his IEP.

Sigh. I don't expect TJ to be easy for DC. DC does not expect TJ to be easy. The "easy" comment was just to indicate that DC is not a kid that has struggled academically to date. I'm sorry if I've taken things off track, but I was irritated with 11:13's broad generalizations and let that color my responses. I do appreciate everyone's input.

Wow PP, that was very nasty and uncalled for. I hope your children are not as bitter as you. And if FCPS was not to your liking there are many private options, at many different price points, you could have selected.

School is not "easy" for anyone at TJ. It is a very pressured environment. Most of the students experience a lot of anxiety. Most of them have never felt anxious about a grade in their lives. But I am sure that the teachers at TJ will want to turn themselves away from the high achievers who are managing their anxieties all right with a little help and devote themselves full time to a student that needs constant help. That sounds like the FCPS that my DCs attended.

The thing about IEPs is that they range SO MUCH.

OP here. Exactly. One reason I am trying to get anonymous advice is that almost no one who knows my child even knows that DC has an IEP. It's not that we're ashamed, but it is really no one's business except DC's and the needs are not obvious. So when people say things like "no way can an IEP kid be successful at TJ", clearly they have a certain image of what an "IEP kid" looks like. And you can't do that. DC has excellent test scores, is an enthusiastic, engaged student, and has As in all classes. School is "easy" at this point.

I have reached out to the counselor at the MS school and the Special Education chair at TJ. We'll see what they say.

Anonymous wrote:I'd be concerned with the OPs description of what her child needs meshing at TJ though.

+1

At least the student has an IEP instead of just a 504, however.

Anonymous wrote:

Anonymous wrote:

So you would be facing first, extended deadlines that would not be taken well by the other members of the many group projects, and then also a piling up of more and more assignments, each one with an extension.

OP again. With all due respect, this isn't what happens. The IEP does not give my DC extended deadlines. DC has the same deadline as everyone else. The difference is the teacher is supposed to provide intermediate milestones to help DC (and other kids with similar accommodations) to plan the project. So if a project is due April 30, the teacher may say by April 10 have these tasks accomplished, by April 20 these next tasks, etc. Just like my project manager at work gives milestones and activities due by those dates.

The chances of someone with an IEP completing four years at TJ are nil

I find this hard to believe since kids can have IEPs for a very wide variety of reasons, many of which would not be visible to outsiders.

Have you MET the teachers at TJ?

NP here. I have worked with several math teachers at conferences and vertical articulation sessions in the county. I did a couple "shadow" days as an educator at an under represented middle school. So I've had conversations with the teachers there, though I admit fully that I don't know them well.

The thing about IEPs is that they range SO MUCH. I have one child who has an IEP saying they are allowed to type everything instead of hand write. I have another who gets speech services because he has a lisp. Another is an academic genius, but gets social skills help once per week. Any of these kids should be easily accommodated into any academic environment, as their IEPs aren't really academically related.

I'd be concerned with the OPs description of what her child needs meshing at TJ though.

Anonymous wrote:

So you would be facing first, extended deadlines that would not be taken well by the other members of the many group projects, and then also a piling up of more and more assignments, each one with an extension.

OP again. With all due respect, this isn't what happens. The IEP does not give my DC extended deadlines. DC has the same deadline as everyone else. The difference is the teacher is supposed to provide intermediate milestones to help DC (and other kids with similar accommodations) to plan the project. So if a project is due April 30, the teacher may say by April 10 have these tasks accomplished, by April 20 these next tasks, etc. Just like my project manager at work gives milestones and activities due by those dates.

The chances of someone with an IEP completing four years at TJ are nil

I find this hard to believe since kids can have IEPs for a very wide variety of reasons, many of which would not be visible to outsiders.

Have you MET the teachers at TJ?

So you would be facing first, extended deadlines that would not be taken well by the other members of the many group projects, and then also a piling up of more and more assignments, each one with an extension.

OP again. With all due respect, this isn't what happens. The IEP does not give my DC extended deadlines. DC has the same deadline as everyone else. The difference is the teacher is supposed to provide intermediate milestones to help DC (and other kids with similar accommodations) to plan the project. So if a project is due April 30, the teacher may say by April 10 have these tasks accomplished, by April 20 these next tasks, etc. Just like my project manager at work gives milestones and activities due by those dates.

The chances of someone with an IEP completing four years at TJ are nil

I find this hard to believe since kids can have IEPs for a very wide variety of reasons, many of which would not be visible to outsiders.

OP: Again, you know your child best so go with your gut!

Don't believe all posts here telling you your child MAY not be able to make it through TJ! Be aware of trolls hoping your DC to give up the spot for other wait listed students!

Anonymous wrote:

The one kid I know with an IEP for ADHD and organization has had a mixed experience depending on the teacher - some are very good about making sure the kid is keeping up with assignments while others have not. I know other kids at TJ with anxiety issues who have an open door to the counselor's office so I think your child could be accommodated that way.

OP here. This has been our experience at MS as well. DC has a couple teachers who have been fantastic about the timelines, but most are more meh about it. Overall, it's been OK, but not perfect. I don't expect every single teacher at TJ to be fully and cheerfully compliant with the IEP. I'm not that naive! But I don't expect that at the base HS either.

I think overall my concern has been whether they will see it as a chore/burden to have DC there vs. being willing to work with DC in a positive way, even if things are not perfect.

I want to thank everyone for their thoughtful responses. It has been very helpful to us.

OP I asked my DC, who is a junior at TJ about this. DC said no way. b/c knows the student who had IEP -- because everybody knows everyone anyway. The school tried, but it was not enough. There is so much anxiety anyway, the problem just got bigger and bigger, and fortunately disaster was averted, and a transfer. When you "try TJ" and then drop, everyone knows the story and even if they do not get the facts straight, they tell it anyway with their own embellishments. Its HS-- HS students-- very driven and competitive. Same being true back at the base school.

The chances of someone with an IEP completing four years at TJ are nil. So you would be facing first, extended deadlines that would not be taken well by the other members of the many group projects, and then also a piling up of more and more assignments, each one with an extension. That is anxiety producing in a regular student. The teachers do not stop giving more assignments for an individual student. Talk to someone who has a student who missed an extended amount of school due to an illness and they can tell you how that works.

The TJ admissions procedure is aimed at making a certain kind of class that "gave everyone a chance". That it will not succeed ultimately, or causes an individual student some or a lot of grief, is not something they really worry about -- they know someone else will come and fill the slot. It is harsh on the ones who have to drop out b/c they were never really the kind of student who excels at TJ in the first place -- a tough road for the student. The PTA will give you the straight story on he first day, and they are pretty accurate.

It is a lot to think about, and very difficult after being admitted-- but I would not be so certain that they have your DCs true best interest at heart. TJ can be a nice school, but it really favors the academically advanced, very well organized, and non anxious student.
best of luck, TJ parent with one more, very tough year to go.

The one kid I know with an IEP for ADHD and organization has had a mixed experience depending on the teacher - some are very good about making sure the kid is keeping up with assignments while others have not. I know other kids at TJ with anxiety issues who have an open door to the counselor's office so I think your child could be accommodated that way.

OP here. This has been our experience at MS as well. DC has a couple teachers who have been fantastic about the timelines, but most are more meh about it. Overall, it's been OK, but not perfect. I don't expect every single teacher at TJ to be fully and cheerfully compliant with the IEP. I'm not that naive! But I don't expect that at the base HS either.

I think overall my concern has been whether they will see it as a chore/burden to have DC there vs. being willing to work with DC in a positive way, even if things are not perfect.

I want to thank everyone for their thoughtful responses. It has been very helpful to us.

Anonymous wrote:

Anonymous wrote:OP again. DC does not need extra time on tests or assignments. Generally is an excellent test taker. The ADHD issues are more managing long term assignments and organization, although DC is doing much better in the last year with the organization. The anxiety tends to be more internal and the accommodations include having a safe location to go when feeling panicky or overwhelmed (usually the counselor or school psychologist's office ).

To the PP who knows someone with a child with an IEP, do you know if they provide that sort of accommodation?

Well, I do see a certain amount of crying in the counselor's office. But the ones I know with IEP/ disabilities dropped out. There are a few with mental illness (is that an IEP?) Its heartbreaking, but what can you do?

Hi OP, this is the PP you were responding to. The one kid I know with an IEP for ADHD and organization has had a mixed experience depending on the teacher - some are very good about making sure the kid is keeping up with assignments while others have not. I know other kids at TJ with anxiety issues who have an open door to the counselor's office so I think your child could be accommodated that way.

Kudos to the other TJ parents who've responded - there's a lot of good, accurate info in this thread. I think you should let your child try TJ - it is not terribly difficult for him to go to his base high school if you decide TJ isn't the best for him. My son is blossoming socially and intellectually at TJ in a way that wouldn't have happened at his base school - I think the potential upside outweighs any downside.