Hi Alana:

Thanks for posting! If extended time is part of your son's 504, then it certainly seems fitting to meet with his teacher and discuss ways that he can participate in the timed exercises in class but also receive additional time at home (or perhaps a shorter version of the test during class).

Here is a good ADDitude article about reviewing accommodations with your child's teacher:

Is Your Child's IEP Working? Checking Up on ADHD Accommodations

Plus a collection of articles about working with your child's teacher on classroom solutions that encourage challenging yourself academically but don't incite anxiety and counter-productivity!

I hope this helps!

Quote

I thought the idea of having 'extended time' on tests was to avoid the 'timed tests'? If this is in the 504 and not followed for these particular tests, maybe you should push for an IEP. The school has to, by law, give the items in IEPs, where they don't for 504. I know I keep saying this, but too many parents are put under the impression that a 504 is enough. IT ISN'T always.

Ask the teacher that gave the test if he had unlimited time to complete the test and not a timed response. Also, see if you can get it so that the teacher can 'assist' where needed while your child is taking the test. And....yes, it can be done if worded correctly.

Good luck this time.

Quote

I appreciate you both taking time to help out. As a teacher, I am terrified of being one of "those" parents who continually harass and question teachers. I know what that feels like! :)

Quote

Howdy,

My son has had an IEP for the last several years. THANK GOODNESS. He is gifted but the ADHD is very frustrating to him. In my opinion the IEP has been a gift. He gets the extra time, which by the way when he has to take the standardized tests is a necessity BUT he also gets a little assistance from his teachers. Sure, my kid is lazy at times and it is most certainly can be abused however having his teachers on his side to remind him of tasks, homework, and such has been instrumental in his success as a student. Don't pass up the opportunity to have the additional tools for him to succeed. One word - CONFIDENCE. The confidence that he gains will far outway having to watch the lazy aspects.

Best of luck, janette

Quote

I once heard that I should ask the teacher to balance her checkbook in one minute - that's how it feels for my daughter to take a timed math test. I agree push for the IEP to extend the time. Wouldn't they want them to get them right before they got them wrong - fast?

Quote

As a school psychologist for 17 years and a parent of a child with ADHD I would say get an IEP. Although 504 plans are supposed to have the same protections and require the teachers to give the child what is on the plan I have found that IEPs are much more likely to be administered correctly.

Quote

My 7 year old daughter's school is trying to discourage me from getting an IEP, saying that a student has to be really bad off to qualify for special ed services. My daughter is in 2nd grade. She's been diagnosed with ADHD & Dyslexia. Her school's curriculum resource teacher (CRT) is trying to get me to settle for small accommodations, like having this retired teacher come and teach a group of slow readers for a 30 minutes on some days. Also, the teacher works with small groups sometimes. That's all very nice, but it won't teach her to read. She's lagging far behind the rest of the class. She's been assessed privately and there's a large gap between her high average intelligence and low average to below expectation output. By everything that I've learned so far, I think an IEP is the only way to go. I don't know why this CRT is trying to discourage me from getting an IEP. Does she get a bonus for each parent she discourages? Does the school have a quota for discouraging parents from pushing for IEPs?

Quote

As long as the ADHD impacts her education she qualifies for special education - an IEP -my son has an IEP - but it took until 4th grade and I finally just requested that he be evaluated. Put your request in writing, include the principal and the law states that they have to evaluate for special education. They do not have to qualify Meg for SPED - so that's where your assertiveness may be necessary. From the professional point of view - I'll be honest -for every kid who we evaluate - its 8-10 hours of professional time to test and write reports and then there are the meetings and like all teachers/service providers - there is never enough time in the day to get it all done and meet all the needs of all of the kids - so sometimes it's easier to put parents off. We also don't want to use precious resources on kids who can be successful without the supports so we try to distinguish who can and who can't make it without help. And the negative side of special ed is that kids then miss out on whatever is going on in their classroom - so we want to balance that too - so many things to consider. But from the parent's side it definitely feels like there is some gatekeeper or someone throwing a bunch of hoops at you that you have to jump through before you can get your kid what they need.

Quote

You may not need to change anything formally. Talk with his teacher. Advise her that he will learn the facts but probably will NEVER pass the timed test. These tests will only frustrate your son. Hopefully you have a good relationship with his teacher and she will be receptive. I understand that they want them to know the facts and to be able to recall them quickly but many of these ADHD kids just cannot. You can find many sources to back this up if she needs to be convinced. A helpful hint: Try administering shorter tests at your kitchen table using your microwave timer because practicing in a non-threatening environment will allow him to feel success and help him to increase his speed. You can make up your own tests at http://www.mathfactcafe.com/ This is a free site. If he has difficulty with writing - dysgraphia - this is considered a learning disability and could also contribute to his inability to pass the timed test.

Quote

IEP, its the only way. This is a huge subject for me, but I'd write too much! The timing issue is huge. My daughter is getting straight A's in 6th grade math, and a D & F on her first two tests. Immediately I'm thinking time. It doesn't take 3 tests to figure it out. Her 3rd test was today and I sent a all points bulletin to those directly involved in her IEP that she needs to have the timing factor removed because it's obvious to me that something is not right. Let's look at the most easy answer! Those grades follow our kids to college eventually don't let someone else take that authority in their hands you have to be informed and involved. Good luck!

Quote

I have a set of timed tests that have 1 to 12 listed on the top of the page with empty boxes on top of the numbers. The students write the math facts on top of the numbers 1 through 12. 5 10 15 20 etc. 1 2 3 4 etc. It has helped with some students, rather than looking at the charts or about the room, they look at the top of the page. You can easily make the math facts and the boxes using the basic math program from worksheet factory. Quote:

amsparky said: Hi all,

I am looking for some advice. My son is in 3rd grade and is having major trouble with timed math fact tests. I think it's a combination of math anxiety and just trouble testing. Last year he did terrible because he was answering in a pattern (a little OCD there). On his last test, he only answered 11 of 60 problems. I do not want his overall math grade lowered because of this, especially when his 504 stipulates extended time on tests/assessments. I would be more than willing to have him answer the questions at home for partial credit.

I am a veteran teacher and know what happens when parents enable their kids, so that is my biggest fear here, but I also know how the low scores affect his overall mentality (I'm just not good in math type stuff).

Any suggestions are most welcome! Alana Author, Domestically Challenged

Quote

Hi,

I am the mother of a 4th grader with ADHD, and I am a 3rd grade teacher, also ADD myself. Last year when my son was a third grader he started having the same difficulties with timed tests. He couldn't complete 20 problems in 1 minute -- always got to 17 or 18, but never got them all. We studied and studied and even though we knew he had memorized them, the anxiety of being under timed pressure and the slow processing associated with the ADHD prevented him from advancing to the next level. I never knew how much it bothered him until I overheard him expressing his frustration to another adult in a casual conversation about school. When I contacted his teacher about "additional time" on his timed tests, she expressed concern that if she allowed him extra time it would make him "stick out" to the class and might embarrass him (I agreed). We decided that she would accept 17/20 as "passing" as long as all of the answers he completed were correct. I also began giving him 1-minute tests at home that were timed, and we practiced daily to build up his speed. For the next two sets of facts, his teacher "passed" him with 17/20, and after that he was able to build up his speed to the point that he was able to do 20 in one minute and never needed the accomodation anymore. I think it was just knowing that the pressure was off that made it possible for him to relax enough to think clearly. If your child's teachers are not willing to work with you and make these small accomodations, then you should push for the 504 and make sure the school knows that you know what your child is entitled to. As a public school educator I know very few colleagues that are unwilling to do small things to help children, such as the situation that I described. The teacher may not even make the connection between the inability to do facts "fast" and may not realize that the ADHD is the obstacle keeping your child from completing the problems quickly. Honestly, we teachers are pulled in so many directions and have so many kids with individual needs, that even the most caring, observant teacher may just not realize that a simple accomodation would make all the difference in the world. You have to be your child's advocate and bring your child's difficulties and needs to the the forefront of the teacher's mind. I wouldn't jump the gun on the 504 plan unless the school refuses to give your son what he needs and is entitled to. I know my own son may need a 504 plan in the future, especially when he goes to middle school and has so many different teachers each day. For now, we are choosing his teachers carefully each year, to ensure he gets one that will look out for his needs without that legal document hanging over her head.

Quote