My kids had 504s and it was one of the accommodations. Definitely came in handy for my older child when MCPS used to have finals.

Anonymous wrote:My son has this accommodation for high school. The school actually recommended it.

I don’t fully understand how it’s helps. It just bunches up all the tests and rescheduling is such a pain. I feel like the special ed teachers at a minimum should and try and coordinate but they don’t, even thought they assured me “we all talk and coordinate”. Well then why are you all scheduling tests on the same day?

Then I was told college would be harder but don’t think that is true logistics wise. Likely my kid will only take 4 classes at a time - not 7.

Yeah. This is one of those accommodations that is good on paper but maybe not so much in practice.

Anonymous wrote:

Anonymous wrote:My college kid has a "one exam per day" accommodation. It absolutely seems reasonable for a 504.

It may be reasonable but the school will likely see it as something that requires an IEP.

This is untrue. 1 exam a day is an accommodation. An IEP requires a student to need special instruction. A student who can do the general education or even accelerated education without anything other than time and place modifications does not qualify for an IEP.

My HSer had a 2 hour cap on testing per day with time and a half and qualified for multi-day testing in a magnet MS and in HS AP classes.

Anonymous wrote:

Anonymous wrote:It is necessary in high school for mid-terms and finals. Having to study that volume of material for multiple classes is too much.

Yes, but just pushing it back one day doesn’t make much of a difference.

For students who get extended time, it can be the difference between having to be in two places at once, or not.

Anonymous wrote:

Anonymous wrote:My college kid has a "one exam per day" accommodation. It absolutely seems reasonable for a 504.

It may be reasonable but the school will likely see it as something that requires an IEP.

Why? It isn't specialized instruction or a modification of material. It's absolutely an accomodation.

Anonymous wrote:It is necessary in high school for mid-terms and finals. Having to study that volume of material for multiple classes is too much.

Yes, but just pushing it back one day doesn’t make much of a difference.

My son has this accommodation for high school. The school actually recommended it.

I don’t fully understand how it’s helps. It just bunches up all the tests and rescheduling is such a pain. I feel like the special ed teachers at a minimum should and try and coordinate but they don’t, even thought they assured me “we all talk and coordinate”. Well then why are you all scheduling tests on the same day?

Then I was told college would be harder but don’t think that is true logistics wise. Likely my kid will only take 4 classes at a time - not 7.

It is necessary in high school for mid-terms and finals. Having to study that volume of material for multiple classes is too much.

Anonymous wrote:My college kid has a "one exam per day" accommodation. It absolutely seems reasonable for a 504.

It may be reasonable but the school will likely see it as something that requires an IEP.

My college kid has a "one exam per day" accommodation. It absolutely seems reasonable for a 504.

Anonymous wrote:8th grader with new 504 (LDs and slow processing). We debated including a provision in the 504 to balance work not have too many tests on one day, ultimately decided not to. However, already ran into situations of hitting overwhelm when there have been 3 or more tests on the same day. Running into this situation and actually feel like if we say something there will be flexibility, but also wonder if we should just use this as practice, work on study habits etc. Also thinking if we might want to try and revise for high school, don’t want an “the time” extension but ability to ask for one off flexibility….

Any thoughts navigating this?

My NT high schooler had a concussion and we asked the school for this accommodation for four weeks (along with a bunch of others like extra time for tests, being able to work with teachers so he could take tests in the morning, and being allowed breaks to take naps in the nurses office).

The school agreed. We didn’t do a formal 504, they just informally agreed based on doctor’s guidance.

Here was my experience. At least at the HS level he had so many tests and quizzes it was virtually impossible to accomplish this. He had to very strategically use his accommodations, maybe by just trying to isolate STEM tests and quizzes away from other tests and quizzes but accepting that for the rest of his classes he’d likely be having more overlaps.

The testing/quiz schedule might be less intense in middle school, but putting that experience out there to consider.

I don’t see how to could have a “one off”time accommodation. You either include an accommodation or you don’t. Then your child elects to use it or not.

Our child is in college now, but had a 504 starting in MS, and yes, our child had in their 504 that they could not have more than 2 tests/quizzes on any day. Needed more in HS than in MS.

Pretty sure that would require an IEP.

8th grader with new 504 (LDs and slow processing). We debated including a provision in the 504 to balance work not have too many tests on one day, ultimately decided not to. However, already ran into situations of hitting overwhelm when there have been 3 or more tests on the same day. Running into this situation and actually feel like if we say something there will be flexibility, but also wonder if we should just use this as practice, work on study habits etc. Also thinking if we might want to try and revise for high school, don’t want an “the time” extension but ability to ask for one off flexibility….

Any thoughts navigating this?