At easy child's IEP meeting the other day I asked what would happen if easy child takes the state tests and does poorly on them because he does not have enough time to complete the tests (one of the things that his teacher stressed was that he constantly needs extra time to finish things) and I was told that if that happens he will be referred for remedial math and reading. The more I thought about that, the more it made no sense to me because, as they pointed out to me numerous times, easy child is getting A's and B's in everything. What would putting him remedial classes accomplish when what he clearly needs is TIME? So, I sent an e-mail to the school psychologist asking this question. His answer was that remedial classes is what they do for kids who do poorly in the tests. Again, I asked that since he seems to have a good grasp on the material, what would this accomplish? It does not address the problem that he needs more time. He said that they only give more time to kids who have that written into an IEP and a 504 plan, which I pointed out was what I was trying to accomplish for easy child. So it seems that we're in a cycle. They won't give him extra time because he's making good grades, but if he does poorly on the tests because he doesn't have enough time he will get remiedial classes, which make no sense to me because he's got good grades. He said I should e-mail the head of special education and ask her my question. I'm not sure how to word what I want to say to her (other than the fact that I think she's an idiot, but something tells me that I really need to leave that out. LOL!). It's clear that at this point I'm not going to get what I want (a 504 stating that easy child gets additional time on timed activities and tests), so should I even bother to e-mail her anyway?