Criteria to be granted extra time on SAT

[Anonymous]

Anonymous wrote:

Anonymous wrote:Our school has denied extra time for my 10th grader with ADHD and dysgraphia. They have been very ambiguous about it, saying there are specific "requirements" he must meet in his neuropsych testing that he did not meet. In other words, they say his neuropsych results are too high functioning, despite the severe ADHD plus dysgraphia diagnosis. They say they get their requirements from the College Board (SAT). I don't really know if I should believe them, or if they just don't want to give him accommodations for extra time. They did give him an accommodation for typing instead of writing by hand.

Does anyone know what criteria the College Board uses when granting extra time? For example, do you have to have a specific level of processing speed?

Has he been getting and using extra time at school? That's generally the requirement. A kid who has been getting and consistently using their extra time since starting high school will receive the accommodation.

PP, perhaps you missed the part where Op said she had requested extra time on in school exams and the school denied it using the excuse that the child would not meet the SAT criteria.

OP recognizes this Catch-22 - having been denied in school extra-time because the “SAT criteria would not be met”, the OP’s son will now be denied extra-time on the SAT because he never got time extra time in school.

[Anonymous]

Op, what state are you in. Disability law stems from federal law - IDEA, Section 504 of the 1973 Rehabilitation Act and the ADA, so in someways it is the same everywhere and states can’t override it. But in some aspects states are left to implement and there can be differences.

Also is your private school a religious school, run by a religious organization?

[Anonymous]

Anonymous wrote:My DD whise neuropsych showed ADHD and low processing speed got 504 accommodations for extra time and small group testing in her DC Public high school and on SAT and ACT. Her school didn’t do the application for the SAT and ACT accommodations, we had do do the parent submission route which requires more documentation, but it was worth it for her. She had to appeal the SAT, but was granted on appeal. She was an A/B+ student with these accommodations and did well, with practice, on the college entrance exams. She also has hearing loss, but although documented, I don’t think that factored into the extra time accommodation. All this to say that being high functioning should not rule out the ADHD accommodations that are needed.

Out of curiosity, why would you consider hearing loss to be a factor in extra time for standardized tests? Other than initial instructions, I can't imagine how hearing loss would factor into the time it takes for a student to take a standardized test.

I would imagine that hearing loss could allow a student to request extra assistance prior to the start, providing instructions in a written form and time to read it, etc, but I can't see how it would affect the amount of time a student needs for actual testing, since there are very few audio instructions or components to the test.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My DD whise neuropsych showed ADHD and low processing speed got 504 accommodations for extra time and small group testing in her DC Public high school and on SAT and ACT. Her school didn’t do the application for the SAT and ACT accommodations, we had do do the parent submission route which requires more documentation, but it was worth it for her. She had to appeal the SAT, but was granted on appeal. She was an A/B+ student with these accommodations and did well, with practice, on the college entrance exams. She also has hearing loss, but although documented, I don’t think that factored into the extra time accommodation. All this to say that being high functioning should not rule out the ADHD accommodations that are needed.

Out of curiosity, why would you consider hearing loss to be a factor in extra time for standardized tests? Other than initial instructions, I can't imagine how hearing loss would factor into the time it takes for a student to take a standardized test.

I would imagine that hearing loss could allow a student to request extra assistance prior to the start, providing instructions in a written form and time to read it, etc, but I can't see how it would affect the amount of time a student needs for actual testing, since there are very few audio instructions or components to the test.

Students with hearing loss often have difficulty with decoding, similar to students with dyslexia. They may need extra time to poor reading fluency.