In recognition that a common IEP accommodation is to give students extra time on completing tasks... How would you balance this without an IEP? I have a Kiddo who holds his own academically, yet I have strongly suggested to his parents they look into his attention span. I have unofficially been treating him like the rest of my ADHD bunch for quite a few months now. He has a lot of trouble getting things finished and his chair pocket is constantly filled with half-finished projects (I don't think I do that much paperwork...) I have to remind him every time we have a project or paper to turn it in when complete. Perhaps it's the spring and the approaching end of the school year, but the past week or so has severely intensified this behavior. I gave a fairly important math test this morning, one we needed official grades on. Math is first thing in the day, and I kept allowing him more time throughout the day to work on it. By afternoon, I told him it was a priority and to let other things slide. I cut up the test in sections to be completed, I allowed him many breaks, I eventually found another quiet room he could work in. By the end of the day, he had completed about a third of the test (20 math problems). The vast majority of the class, including the rest of my ADHD bunch, finished the test in 20 minutes. I really really really want to just grade based on what I have--and by that I mean marking wrong the problems he didn't get to for data's sake. Then, the part of me that really wants to help him wants to give him more time on Monday to finish. But... wow, at what point does the extra time, particularly without an IEP, just become meaningless? Where do I put my foot down and say you've had enough time? And in a more general sense, exactly how much extra time do you give those who have such an official accommodation?