Gifted Issues Discussion homepage Forums Twice Exceptional psat questions and some griping :)

Hi aeh, thanks for the reply. Based on all of that I think we will stick with the 50% accommodation. For DS a lot of the extra time needed is for regular adhd speed issues, but he also spends tons of time on tics and what I have dubbed digital tics (moving the mouse cursor certain ways and numbers of times, scrolling repeatedly, tapping certain keys, etc. A computer keyboard is a huge distraction for DS (not to mention the distraction of having a world of information and entertainment available at any time to compete with on task behaviors). I have asked the school since the beginning of 6th grade for paper tests and assignments, but you'd think I was asking them to grow and pound their own papyrus and hire a team of scribes to translate to hieroglyphics for all the progress I've made.

The IEP has tons of SDI's, here are some highlights (there are about 5x this many total):

DS should receive extended time (time and half) to complete assessments. (Had some trouble with the HS math teacher on this one, but all is well now afaik with extended time on tests)

Homework should be adapted to reduce the repetitive content questions and reduce the number of problems on a single page. For
instance, chunking the amount of information or options presented on a page. (I have only seen the math teacher doing this)

When writing is not being assessed allow DS to provide answers orally. (I'm not sure how they are implementing this accommodation as the PCA was usually the person who did this and he hasn't had one in a long time, DS types at 12 WPM under testing conditions, slower in actual practice)

Graded assignments should be adapted to reduce the number of problems/questions and reduce the number of problems on a single page. For instance, chunking the amount of information or options presented on a page. (Since pretty much all school work is on the Chromebook on things like google office apps every kid sees the same thing and none of the assignments have been adapted.)

DS should ONLY be presented with the problems/questions that he is expected to complete. (See above. Also the only teacher who seems to be cutting down on number of questions required is the math teacher, but DS forgets he only has to do some of them and ends up doing all of them anyway... hence this accommodation which isn't being implemented)

Tests should be adapted to reduce the repetitive content questions and reduce the number of problems on a single page. For instance,
chunking the amount of information or options presented on a page. (Only the math teacher seems to be giving a modified version of the test)

DS has up to 7 days from when a graded assignment is introduced to submit it for full credit. This applies to any graded assignment outside of math homework or in-class worksheets that require immediate feedback to identify misunderstandings. If a lengthier classroom project is assigned and students are provided 7 or more days to complete, DS is expected to complete it in the same amount of time. (I've been fighting this one, I want reduced workload, not extended time. There is no more time in the school year for DS than there is for the other kids and DS never gets any free time on evenings or weekends because we are always trying to catch up on school work. The school says he should be getting more done in class, but without a PCA to keep him on track and since the teacher is too busy to do the "frequent teacher check ins", DS barely gets anything done in the classroom.)

Staff will work with DS to keep track of due dates by using a paper and electronic calendar to promote independence and organizational skills. (This planner hasn't had anything written in it in months. We were told very clearly at 2 separate meetings that anything not in the planner he was not responsible for, which led to him getting a B in ELA last trimester for incomplete work we thought he didn't have to do. This B is the reason he no longer cares about his grades, it broke his streak of straight As)

When DS is expected to take individualized notes, the teacher will provide him with skeleton notes. Teachers will post notes on
teacher sites for DS to access at a later time. (There are no notes, none online and none to be filled in by DS)

DS never knows when the tests are, never knows the assignments, rarely has needed materials, never has permission slips or books he needs to read for school. There is no communication from the school and DS is basically being left to flounder because he's not causing any behavior problems and he's doing well enough.

Just last week I had to sign a waiver to put DS in Chemistry class next year instead of standard 9th grade science because the teacher didn't recommend him due to him not getting a 96% or above in her class. He is the schools top student in both math and science by standardized test results and is getting no accommodations in science at all and is still maintaining an A due to mostly perfect test scores/natural aptitude and they want to put him in general science? I had to sign a form agreeing he did not qualify and he and I both had to write paragraphs to try to convince them to give him a try. Of course it's all "subject to availability." My paragraph was not very friendly.

We plan on giving the HS a chance next year, maybe they will do better. If not, I guess we have more options than I thought. Thanks for your help, I'll feel a little more confident moving forward.