College Counseling Information

Extended Time for SAT

To be eligible for School Verification, the student must:

• have a disability that necessitates testing accommodations;
• have documentation on file at school that supports the need for the requested accommodations and meets the Guidelines for Documentation; and receive and use the requested accommodations, due to the disability, for school-based tests, for at least four school months.
• Download Consent Form

Guidelines for Documentation

The following Guidelines for Documentation list the information the College Board considers fundamental in determining that a student is eligible, based on disability, for accommodations on its tests, and what accommodations appropriately meet a student's individual needs for College Board tests.

When a student's school-generated IEP, 504 Plan, or other formal written educational plan/program aligns with the College Board's Guidelines, and officials at the student's school verify this to be accurate, the College Board accepts what the school verifies.

Some lEPs, 504 Plans, and other formal written educational plans/programs developed at schools to meet local needs, however, do not align with the following Guidelines. In those instances, a student may 1) elect to work with school officials to ensure that the disability documentation includes the information below before forwarding his or her Student Eligibility Form to the College Board; or 2) have the College Board review his or her disability documentation to determine the appropriate accommodations.

• State the specific disability, as diagnosed;
• be current (in most cases, the evaluation and testing should be completed within five years of the request for accommodations). For psychiatric disabilities, an annual evaluation update must be within 12 months of the request for accommodations;
• provide relevant educational, developmental, and medical history;
• describe the comprehensive testing and techniques;
• used to arrive at the diagnosis (including evaluation date[s] and test results with subtest scores from measures of cognitive ability, academic achievement, and information processing). For a list of tests and their uses, please visit College Board website;
• describe the functional limitations supported by the test results;
• describe the specific accommodations requested, including the amount of extended time required if applicable. State why the disability qualifies the student for such accommodations on standardized tests; and
• establish the professional credentials of the evaluator, including information about license or certification and area of specialization.

For additional information on accommodations please contact Tampa Catholic Student Support Specialist, Ms. Liz Cowley.

Extended Time for ACT

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:
   1. For teaming disabilities, must provide test results (including subtests), with standard scores and/or percentiles, from
      1. an aptitude assessment using a complete, valid, and comprehensive battery,
      2. a complete achievement battery,
      3. an assessment of information processing, and
      4. evidence that alternative explanations were ruled out.
   2. For ADD/ADHD, must include
      1. evidence of early impairment,
      2. evidence of current impairment, including presenting problem and diagnostic interview,
      3. evidence that alternative explanations were ruled out,
      4. results from valid, standardized, age-appropriate assessments, and
      5. number of applicable DSM-IV criteria and how they impair the individual.
   3. 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 the ACT website.

For additional information on accommodations please contact Tampa Catholic Student Support Specialist, Ms. Liz Cowley.