ACT Test

For 2010-2011 testing dates, visit http://www.actstudent.org/regist/dates.html

Students may register at: http://www.actstudent.org/regist/index.html

* note please use TC’s school code when registering:

Tampa Catholic School Code:  101-731

ACT practice test questions can be found at:  http://www.actstudent.org/sampletest/index.html

ACT provides test accommodations in accordance with Title III of the Americans with Disabilities Act (ADA). Schools provide accommodations under different regulations. Thus, having a diagnosis and receiving accommodations in school do not guarantee approval of those accommodations for the ACT.

Guidelines for Documentation

Documentation must be written by the diagnosing professional and must meet ALL of these guidelines;

1. States the specific impairment as diagnosed

2. Is current (within three years of applying for accommodations)

3. Describes the presenting problem(s) and developmental history, including relevant educational and medical history

4. Describes the comprehensive assessments (neuro-psychological or psychoeducational evaluations), including evaluation dates used to arrive at the diagnosis:

•   For teaming disabilities, must provide test results (including subtests), with standard scores and/or percentiles, from

a) an aptitude assessment using a complete, valid, and comprehensive battery,

b) a complete achievement battery,

c) an assessment of information processing, and

d) evidence that alternative explanations were ruled out.

•   For ADD/ADHD, must include

a) evidence of early impairment,

b) evidence   of   current   impairment,   including presenting problem and diagnostic interview,

c) evidence that alternative explanations were ruled out,

d) results from valid, standardized, age-appropriate assessments, and

e) number of applicable DSM-IV criteria and how they impair the individual,

•   For visual, hearing, psychological, emotional, or physical disorders, must provide detailed results from complete ocular, audioiogic, or other appropriate diagnostic examination.

5. Describes the substantial limitations (e.g., adverse effects on learning, academic achievement, or other major life activities) resulting from the impairment, as supported by the test results

6. Describes specific recommended accommodations and provides a rationale explaining how these specific accommodations address the substantial limitations

7. Establishes the professional credentials of the evaluator, including information about licensure or certification, education, and area of specialization

Complete details about ACT policies for documentation of requests for test accommodations are available at: www.act.org/aap/disab/policy.html.

For more information contact Ms. Cowley at lcowley@tampacatholic.org