George and I were talking about school (because, second only to talking about what OUR kids are doing and how we’re going to pay for dry rot repair around the chimney, school is our primary topic of conversation), and the subject of final exams came up. I’ve been doing this “alternative scheduling” thing with kids so long that I think I take it as a “given” that other people in my position already know what to do about final exams with high school kids with EDBD/ASD. Then, I went to some meetings last week with colleagues and discovered that it is NOT a “given,” after all.

First, let me share the Supreme Commandment of Alternative Education: If you don’t ask, the answer is always “no.” I ask for a lot of stuff. Boldly. Shamelessly. Optimistically. I ask for supplies (markers, glue sticks, poster board). I ask for professional development (symposiums, special exceptions on professional development days, materials). And I ask for special schedules for my students…especially for final exam week. In all areas, I usually get what I ask for (except for the pony…administrators are jerks). Partially, this is because I work in a supportive building. Partially, this is because I dared to bite the bullet and ask.

But, back to finals. At the high school where I work, the kids take 7 final exams over the course of 3 days. On day 1, students take the final exams for hours 1, 2, and 3. On day 2, students take final exams for hours 4 and 5. On day 3, students take final exams for hours 6 and 7. For a typical student, this is adequately “spread out” to make the workload (and stress-load) manageable.

For my students, that isn’t always the case. In order to meet the needs of my population, I prefer to “spread out” final exams by allowing students to access exams beginning 2-3 days before the typical first day of testing. This allows students to take no more than 2 exams on any one day, and–in some cases–no more than 1 exam per day. I customize exam schedules for each student in my program, providing appropriate sequence (for example, starting either with “easy” tests in order to “warm up” or with “hard” tests in order to “get them over with,” depending on the student), spacing (for example, making sure that two “high stress” finals don’t get taken on the same testing day), and timing (for example, scheduling students to take exams at a delayed start time to avoid fatigue-induced behaviors). The trick, dear colleagues, is to channel the Boy Scouts of America and to “be prepared!”

Here’s my timeline and to-do list for getting a “yes” from my administrators (and “smiles” from my gen ed colleagues) when I ask for special final exam schedules for my students:

1. 1 month before finals (i.e. this week!): Call students’ families to discuss the idea of an alternative final exam schedule for students. The truth is, I have every intention of creating an alternative schedule, but I like families to feel like it’s at least partially their idea. After all, I’m going to be hitting them up for dropping off and picking up their kids at different times, which can be tough for working parents. If we’re looking at needing to have a kid at school for a full day, even after a final, I like to know about it ahead of time so I can start sweet-talking the Librarian, Paraprofessionals, and Counselors to help with supervision of the student so I can keep testing other kids.

2. 1 month before finals: Draft an alternative scheduling matrix for your students. Put it in a spreadsheet. Administrators like spreadsheets a lot; if it’s in a spreadsheet, they feel like it’s already Real and don’t typically ask as many questions. Once the spreadsheet looks good and official, submit it to either your softest-hearted or busiest administrator. Both can be good choices.The softie loves kids and can’t say “no”; the busy one will forget you asked until two days before the schedule starts and will then say “okay” out of embarrassment at having forgotten to give you an answer. I’m not one to quibble.

3. Two weeks before finals: Bake 3 dozen cookies. Use real butter and name-brand chocolate chips. Don’t skimp; you need to put on your “A” game. Procure 3 dozen high-quality grading pens. Place the pens and cookies in a large basket with a handle. Locate a copy of the building’s master schedule and note the planning periods of your students’ teachers. Set out to visit your colleagues. Present the basket of cookies. The ones who know you will immediately recognize your ploy and say either “No thanks. I’m on a diet” or “No thanks. I’m not hungry.” That’s why you have the pens. No one escapes you un-bribed. Shamelessly flatter your colleagues (“I really liked your essay topic!” or “Hey, is that a new calculator? Snazzy!”), then hit them up for an early copy of the final exam. There will be concerns about test security. Allay them! Sign in blood in the grade book. Do what you’ve got to do to get a copy of that test ASAP!

4. One week and six days before finals: Reward the go-getter colleagues who get your copies of the exams quickly with cookies and pens in front of their peers. Reinforce those desired behaviors!

5. One week before finals: Remind everyone (parents, kids, administrators, gen ed teachers) of the schedule. Set up a small tent outside the classroom of the teacher from whom you have yet to receive a copy of a needed exam. Sing folk spirituals loudly. Eventually, they’ll get you the test so you’ll go away.

6. Follow your schedule…at least until one of the kids has a major stress-induced episode and you have to scramble to figure out a plan “B.”

There you have it! Everything you ever wanted to know about obtaining permission for and scheduling alternative final exams for your students. Go forth (early!) and conquer.