Middle School accommodation pushback- extended time

[teachnmomma]

Hello- I'm new here.

My 13 YO 8th grade daughter has had a diagnosis of anxiety for almost 3 years and has been regularly going to therapy with a psychologist. She has been on medication for about 2 years (previously Zoloft, currently Effexor) managed by a psychiatrist. This year, we saw a significant change in her school performance- she was still getting good grades (As and Bs) but having missed assignments, difficulty keeping track of upcoming tests and being prepared for them, and requiring a lot of support at home to manage the workload as well as learning new study strategies and time management skills and needing oversight from parents.

For the 504 meeting, our daughter's psychiatrist wrote a letter indicating her diagnosis of anxiety and listed what he felt we necessary accommodations: preferential seating (our daughter does not like to be in crowded seating spots where she feels "trapped"), repeated directions, extended time for testing, and small group for testing.

At the meeting, they agreed she qualified as a student with a disability, and to most requested accommodations. However they were very hesitant to allow for extended testing time. They felt with her good grades she didn't have a true need, and that it could give her an unfair advantage.

Concurrently, this year we decided, at the advice of the psychologist, to have some formal testing done and we just got the report back a few weeks ago. The testing confirmed the diagnosis of anxiety, as well as some perfectionist tendencies. In addition, the testing showed evidence of ADD-Inattentive. The educational testing showed a clear discrepancy in performance between timed/fluency tasks vs. untimed tasks. The WISC showed an above average IQ with a clear strength in verbal ability. The report made additional recommendations, including extended time- time and a half.

I have asked to reconvene the 504 team in light of the new results to again pursue the extended time as I really feel strongly that this is important going in to high school. I'm very concerned they will use my daughter's good grades as evidence that she does not need this accommodation to be successful. My daughter feels extreme pressure in limited time testing scenarios, she comes home crying that she didn't have time to review her answers before turning in a test. I truly feel just the knowledge that she can take extra time if needed would greatly reduce her test anxiety even if she does not take advantage often.

Any tips? I'm not sure if I should bring an advocate/the psychologist to the meeting with me to strengthen my case or what. A complicating factor is that I am an elementary special education teacher- but I am not well-versed in the 504 process as that is completely separate from special education in my district.

[Onthemove1971]

Teachnmomma- I am so sorry she is having to struggle like this just to learn.

I like the way this article addresses your issue:

understood.org/en/learning-...

I would request that the school psychologist be present at the next 504 meeting. I would approach it like well "things have changed.." then say she has extreme anxiety over taking any timed test, then present the report showing the times differences. Then tell them that she needs to be able to self judge when she needs a break and she will need extended time for all of that.

It might be hard but I would not even discuss the grades, becuase you are correct she will need this for HS and maybe college. Accommodations will allow her to have less stress.

If you do not get it after the first meeting then tell them you will be finding an advocate to help you and will schedule another meeting.

Unfortunately, school district don't always believe outside assessments. She may be forced to be assessed by their psychologist.

Sorry this is so hard but try not to back down. What we have to go through is so stressful. I don't think you being a teacher has anything to do with it.

Best of luck! Please check back with and let us know what happens.

Take care.

[Janice_H]

Hello, I don't have expertise or experience with 504 meetings but I do with IEP meetings. The extended time accommodations cannot be removed just because the teachers feel she does not need this. You have new testing and new diagnosis to support the need for extended time. This accommodation cannot be denied. If you can connect with someone from the school district special education office, you can voice your concerns and request someone be present at the next meeting. An advocate can be costly and I believe you can resolve this without an advocate. Just do your research and try to become more knowledgeable about your rights. You CAN do this!!!

[teachnmomma in reply to Janice_H]

To clarify, my daughter never had the extended time accommodation. We only just put the 504 in place earlier this year and the school was hesitant to add the extended time accommodation despite my paychiatrist’s recommendation. Therr will be a school psychologist at the 504 meeting because the school psych is the 504 coordinator at the school. A complicating factor is that she is also the school psych at the school where I work and we work fairly closely together as part of our normal job responsibilities. I think this makes it difficult for me because she is a colleague of mine but then in this scenario I’m in the parent role- it’s weird.

[Onthemove1971 in reply to teachnmomma]

This is the reason our son does not attend in the same district I work in, The bottom line is there are Federal guidelines for this, friend or not. I really think your new evidence will be what you need.

Please let us know what happens,

[Happle]

We go to a private (Catholic) school, and they basically have picked and chosen which accommodations they want to follow (we have a psychology, neuropsychology and psychiatry eval showing significant ADHD with specific recommendations. I met with the principal regarding the need for home notes, teaching materials and extended test taking times. The principal asked me "well, is she on medication", and "she will never make it through high school" (i.e. if she can't be responsible for her own schedule, note-taking, studying, etc). They complained that they do not have the staff to take her out of class for extended test taking, etc. I offered to pay for a graduate student, private teacher time, etc. to provide this service, however the response was "then everybody else will want it". I still do not receive many classroom notes or test schedules "we tell your daughter when the test is". She gets good grades because I study with her (for the teachers who use text books). Public school is not an option for the area we live in. A lot of inattentive ADHD-type, especially girls, do not get diagnosed because the behavior is usually better. I hope that your child attends a public school. There are federal laws that must be followed. Good luck.