High School Accommodations

January 13, 2008

This is basically what happened to my daughter. She is bipolar/OCD and also

gifted. My dd was denied a 504 because she was a top student, all A's through

10th grade. Even so, she was still being impacted at school. 11th grade hit

and she fell apart. She went from A's to F's. This was the year the bipolar

took hold and she was quite ill. She clearly would have failed all of her

classes. In the end she was medically withdrawn from them and is repeating the

year. Some things listed in her plan are extended time on assignments, taking

tests in an individualized setting without time limits, being provided notes

she has missed and having safe places at school. She is able to leave the

classroom without talking to the teacher first. She receives homebound services

every week. She also can't have grades adversely affected by missing

participation points or in class assignments. Those are the big ones she has. My

daughter missed a lot of school when she is unstable and this is the best we

have

come up with, so far, to help her. We also change the plan whenever something

new comes up that we feel needs an accommodation. Have you had a doctor's

note sent in? This is the first step in getting accommodations. My daughter's

doctor sent a letter with diagnosis and the impact she was having from it.

Please let me know on or offlist if you have other questions. Good luck. Kim

In a message dated 1/13/2008 8:06:37 A.M. Central Standard Time,

wge376@... writes:

I see some messages on here from others dealing with OCD/bipolar

teens who have gotten help from the school, and it leaves me more

than a bit bewildered -- HOW did you get the help??? When our

schools see that, in 7th grade she got all A's all year -- that

proves to them she doesn't need any assistance. When our schools see

that she's getting C's -- that shows them she doesn't need

assistance. I have repeatedly made the point that if they let my

GT/LD kid with anxiety/mood issues get to the point of D's and F's

(the point at which they might consider accommodations)(the point at wh

be too late to do any good.

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January 13, 2008

Hi,

My 10th-grader had her 504 plan taken away from her by the school

last year, saying she didn't need it since she was " doing great! "

(at that point, this 130+ IQ kid had C's on her interim --

NOT " great " ). At the time, I went into more detail than I should

have with the committee about the daily ongoing struggles this kid

has, but it didn't matter. The comeback from the school is always

one of " that's a parent/doctor issue, not a school issue. " I was

hoping to get MORE service, not have the document taken away. Our

HMO's position is to say " that's a school issue " and refuses to

address any educational issue at all -- and we've been dealing with

the HMO since 1st grade. The testing the HMO does can't mention

educational impact, and the school refuses to do testing since she's

not failing.

I see some messages on here from others dealing with OCD/bipolar

teens who have gotten help from the school, and it leaves me more

than a bit bewildered -- HOW did you get the help??? When our

schools see that, in 7th grade she got all A's all year -- that

proves to them she doesn't need any assistance. When our schools see

that she's getting C's -- that shows them she doesn't need

assistance. I have repeatedly made the point that if they let my

GT/LD kid with anxiety/mood issues get to the point of D's and F's

(the point at which they might consider accommodations), THAT will

be too late to do any good.

Dealing with high school and all its social drama is difficult

enough for a kid with these issues. It would be helpful if the

school could help a little by allowing a few things like extensions

on homework, untimed tests or the like -- something they've never

done. I don't think they understand the defeat a kid like this feels

when they work hard to complete a lengthy project, then receive

a " C " instead of an " A " simply because they forgot to put the

teacher's name on it (or forget to turn it in)!!! But, I don't have

a leg to stand on with the teachers when I don't have a document to

back me up. They just think she's being careless.

Sorry, this turned into a vent!

The original intent of my post is this:

I am interested in hearing from others about what kinds of

accommodations you feel have been helpful or necessary in high

school, and under what types of conditions (getting good/bad grades,

good/bad attendance, etc.) these accommodations have been granted.

Thank you!

January 13, 2008

Hi, my first thought: due to her OCD, is it taking her more time to

complete her work? And/or, any help from parents with schoolwork?

Does she have a problem finishing tests, is she slowed down by OCD,

etc, etc. If so, then that's a reason for a 504 Plan.

I was also afraid they would take my son's Plan away, he actually

wasn't using it. There is a document in the FILES section of our

group that Dr. wrote up for us to give to schools. Says how

OCD can wax/wane and keeping a plan in place to use " as needed " is a

good idea (something like that). That's the way I approached it with

the school (though they never even tried to take 's away) and

I did give them a copy of her letter at one meeting as something I

wanted put in his file.

The school can't look at her grades alone. They have to consider any

extra time or effort she's having to put in (vs time/effort a typical

student would put in on same work) due to her disability. I had to

argue that point with our middle school.

Quick thoughts,

>

> Hi,

>

> My 10th-grader had her 504 plan taken away from her by the school

> last year, saying she didn't need it since she was " doing great! "

> (at that point, this 130+ IQ kid had C's on her interim --

> NOT " great " ). At the time, I went into more detail than I should

> have with the committee about the daily ongoing struggles this kid

January 13, 2008

Hi,

wow... seems like the time for an educational advocate perhaps. I am

appalled at the insensitivity and incompetence of this school. I am a

guidance counselor at a charter middle school - it is a huge part of

my daily job to suupport kids and families with diagnosed or

undiagnosed disorders like this. Adolescence is so difficult anyway

- and it is so challenging to figure out how to support kids -

wholistically, not just to turn out work in a timely manner, but to

learn how to learn...

This is a complicated issue for many schools, but it seems like your

child's rights are being violated. I know that " adequate yearly

progress " is often the term and concept used to evaluate whether or

not a student qualifies for special education.

I have many difficult conversations with teachers who have huge issues

about excusing kids from class (who are experiencing undue anxiety) or

offering extentions to kids or making kids ask or negotiate (when

perhaps the student is fixated on an OCD thought)

It's very tough..and I think a part of our society and larger culture,

not just within school systems.

I am proud of the school where I work (and both my kids attended/ing)

although far from perfect, we try to work as a team and balance work

production and compassion. We are clearly college preparatory and

some of the students (typically high creative ADHD kids..) get way

behind and are there for 5 years!

There is also sometimes a climate of parent blame for kids with

LD/behavioral/anxiety issues. I think it is worse in other schools,

but it is leftover ignorance from when we believed that nurture was

the explanation, not genetics or neurobiology. And, to be honest,

sometimes it is a terrible homelife that creates and/or complicates

chaos and overwhelm, producing undermining psychological/emotional

issues for students.

As you can probably tell, my primary advocacy is for the students -

although I know (personally and professionally) how stressed parents

can be, support must be for the kids first and foremost.

I know that everyone on this list must feel the same way - and that we

would try anything just about to help our children.

I think many of us have felt judged by schools, families, community

members, physicians, etc. and I think it's a sensitive wound.

The strange and difficult world of OCD is so impossible to clearly

comprehend, but having to watch a loved one struggle with it is the

worst.

thank you all for your support.

Alice

> Hi,

>

> My 10th-grader had her 504 plan taken away from her by the school

> last year, saying she didn't need it since she was " doing great! "

> (at that point, this 130+ IQ kid had C's on her interim --

> NOT " great " ). At the time, I went into more detail than I should

> have with the committee about the daily ongoing struggles this kid

> has, but it didn't matter. The comeback from the school is always

> one of " that's a parent/doctor issue, not a school issue. " I was

> hoping to get MORE service, not have the document taken away. Our

> HMO's position is to say " that's a school issue " and refuses to

> address any educational issue at all -- and we've been dealing with

> the HMO since 1st grade. The testing the HMO does can't mention

> educational impact, and the school refuses to do testing since she's

> not failing.

>

> I see some messages on here from others dealing with OCD/bipolar

> teens who have gotten help from the school, and it leaves me more

> than a bit bewildered -- HOW did you get the help??? When our

> schools see that, in 7th grade she got all A's all year -- that

> proves to them she doesn't need any assistance. When our schools see

> that she's getting C's -- that shows them she doesn't need

> assistance. I have repeatedly made the point that if they let my

> GT/LD kid with anxiety/mood issues get to the point of D's and F's

> (the point at which they might consider accommodations), THAT will

> be too late to do any good.

>

> Dealing with high school and all its social drama is difficult

> enough for a kid with these issues. It would be helpful if the

> school could help a little by allowing a few things like extensions

> on homework, untimed tests or the like -- something they've never

> done. I don't think they understand the defeat a kid like this feels

> when they work hard to complete a lengthy project, then receive

> a " C " instead of an " A " simply because they forgot to put the

> teacher's name on it (or forget to turn it in)!!! But, I don't have

> a leg to stand on with the teachers when I don't have a document to

> back me up. They just think she's being careless.

>

> Sorry, this turned into a vent!

>

> The original intent of my post is this:

> I am interested in hearing from others about what kinds of

> accommodations you feel have been helpful or necessary in high

> school, and under what types of conditions (getting good/bad grades,

> good/bad attendance, etc.) these accommodations have been granted.

>

> Thank you!

>

January 13, 2008

Hi,

My daughter is a junior in high school and we had the same type problems with

the school. They would just shrug and tell me that's just the way it is. My

daughter got very depressed and started having panic attacks and throwing up

school. They couldn't have cared less and she had been #1 in her class for 5

years straight. Last year in December we just pulled her out and started to

homeschool her. That has been a great help. It's has been very hard to do it

though because she has the problem with rereading things over and over. When

she has a good day now she can do pretty well. Other days in a whole day we may

cover 2 pages. I really feel for you with the problems about the school. We

just couldn't take it any more.

Bren

blizzard2376 <wge376@...> wrote: