Anonymous wrote:The drop out rate is high - +30. It does not show in the grad rate because they are replaced by other students.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:^^ Sorry. Sometimes projects must be completed on the fly and you don't have the luxury of getting to work late to get them done -- particularly when you're reacting to events out of your control. I'm thinking doctors, journalists, politicians, financial traders...to name a few.

If I miss a deadline on a proposal, I lose the potential revenue...Even if I am 1 second late. There are no excuses. Even if it is a medical emergency. For example, my heart stopped...I was in the hospital, there was no accommodation. (l am ok now, and there was no long term issue with the missed proposal submission.)

Employer could be sued under ada

Anonymous wrote:

Anonymous wrote:^^ Sorry. Sometimes projects must be completed on the fly and you don't have the luxury of getting to work late to get them done -- particularly when you're reacting to events out of your control. I'm thinking doctors, journalists, politicians, financial traders...to name a few.

If I miss a deadline on a proposal, I lose the potential revenue...Even if I am 1 second late. There are no excuses. Even if it is a medical emergency. For example, my heart stopped...I was in the hospital, there was no accommodation. (l am ok now, and there was no long term issue with the missed proposal submission.)

Anonymous wrote:OP here. I spoke with the MS and TJ support staff. All were very helpful.

Is an IEP any different at TJ than other schools? Are there students with IEPs at TJ?

Yes and yes.

Apparently there are students on IEPs at TJ and many, many more with 504 plans. He indicated that there were many students with ADHD at TJ. But they do not offer the same breadth of services that a typical base HS can provide. We talked about DC's current plan, and I felt the TJ person was very honest about the types of supports they could and could not provide. But he also expressed no issues per se with DC having an IEP. As a PP stated, there are no team taught classes at TJ. If a student needs specialized instruction, they cannot accommodate that at TJ. They have other services that they can and do provide. Their support staff is also not full time, so that is a concern as well. Some students with IEPs do very well and some choose to leave. I feel like we can now make a much better informed decision.

Anonymous wrote:^^ Sorry. Sometimes projects must be completed on the fly and you don't have the luxury of getting to work late to get them done -- particularly when you're reacting to events out of your control. I'm thinking doctors, journalists, politicians, financial traders...to name a few.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

This is the most important part as this is a skill he will need in the real world where no one gets an IEP.

There are accommodations in the workplace. And much of school work is not applicable to the "real world".

Really? What are the accommodations for missing deadlines? Being unable to focus on projects? Getting "stressed" anxious or distracted? I'd be interested.

Are you familiar with ADA? There are also computer technologies, ergonomic furniture, adjusted work time, mentoring, FEMLA...

I am not sure where you saw accommodations for missing deadlines in HS. I have never heard of that.

We call that extra time to take a test.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

This is the most important part as this is a skill he will need in the real world where no one gets an IEP.

There are accommodations in the workplace. And much of school work is not applicable to the "real world".

Really? What are the accommodations for missing deadlines? Being unable to focus on projects? Getting "stressed" anxious or distracted? I'd be interested.

Are you familiar with ADA? There are also computer technologies, ergonomic furniture, adjusted work time, mentoring, FEMLA...

I am not sure where you saw accommodations for missing deadlines in HS. I have never heard of that.

Is an IEP any different at TJ than other schools? Are there students with IEPs at TJ?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

This is the most important part as this is a skill he will need in the real world where no one gets an IEP.

There are accommodations in the workplace. And much of school work is not applicable to the "real world".

Really? What are the accommodations for missing deadlines? Being unable to focus on projects? Getting "stressed" anxious or distracted? I'd be interested.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

This is the most important part as this is a skill he will need in the real world where no one gets an IEP.

There are accommodations in the workplace. And much of school work is not applicable to the "real world".

Anonymous wrote:

Anonymous wrote: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.

This is the most important part as this is a skill he will need in the real world where no one gets an IEP.

Anonymous wrote: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.

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.