All sections should be completed. Do not leave items blank as it may delay the processing of the accommodations request. If you are submitting a form with your school’s involvement (because the school is unable to submit a request using SSD Online), then this section should be completed by the school.
Section 13: Requested Accommodations
Indicate the accommodations being requested for College Board tests. Do not include accommodations that may be provided in school but that are not needed for standardized tests. Do not include multiple accommodations that unnecessarily duplicate a particular type of assistance when only one of the accommodations will be used (e.g., a reader and MP3 audio, Braille and large print). Of the parallel accommodations, only include the accommodation you desire to use on College Board tests.
In most cases, the student should request only those accommodations that are currently being provided in school. If any accommodations are being requested that have not been provided and used for school tests for the past four school months, this must be indicated in section 14.
- Extended Time. If the student is requesting extended time, indicate the amount of extended time the student is requesting for each subject type. If the student is not requesting extended time for a particular test/section type, leave that question blank. Keep these facts in mind:
- All College Board exams require reading.
- College Board exams that include essays require written language expression.
- Many College Board exams require mathematical calculations (e.g., math, physics, chemistry, statistics).
- Few College Board exams require listening (examples include foreign language and music tests).
- Foreign language exams require speaking.
Please remember, the percentages in each column represent time in addition to that provided in a standard administration of the College Board test in question. Accordingly, if you request +100 percent extended time, you are requesting that the testing time be doubled.
Please ensure that the requested accommodations are appropriate for the student. With 50 percent extended time, the new SAT without the essay is 4 hours and 30 minutes and with the essay is 5 hours and 45 minutes in length. With 100 percent extended time, the new SAT without the essay is 6 hours, and 7 hours and 40 minutes with the essay. The student receiving extended time must remain at the test site for the entire SAT testing time, even if the student finishes early.
The provision of 100 percent or more extended time on College Board tests generally is an accommodation needed by students with severe or multiple disabilities. You do not need to request +100 percent extended time to request the accommodations of “multiple-day testing” or “school testing.” The College Board provides no untimed tests.
Note: Students who are approved to test with extended time and who will take the redesigned SAT (launching in March 2016), the redesigned PSAT/NMSQT (launched October 2015), or the PSAT 10 (launching February 2016) are also automatically approved to test with extra breaks.
- Breaks. If the student requires extra or extended breaks, indicate the accommodation that is being requested. Note that breaks are provided in between test sections, and do not count toward testing time. If the student requires a configuration not listed (e.g., breaks as needed), indicate so in Other Assistance.
- Visual Assistance. Indicate the accommodation that the student is requesting (e.g., photo-enlarged to 14 point, magnifier, Braille). Please note that a 14-point test is photo enlarged, which results in larger pages than the standard test booklet, but the same number of pages per booklet. The 20-point test is reformatted, which results in standard-size pages, but more pages per test booklet. A student may also request Braille graphs and figures without Braille text. If a student requests a Braille test, it will include both Braille text and Braille graphs and figures.
- Auditory Assistance. Indicate the accommodation that the student is requesting (e.g., reader, MP3 audio). If the student would like to request Braille graphs and figures to go along with the reader/MP3 audio, indicate this as well.
- Manual Assistance. Indicate the accommodation that the student is requesting (e.g., scribe, computer to record written responses, or an enlarged answer sheet). Also note that an enlarged answer sheet may be used by students who have difficulty filling in “bubbles” on an answer sheet, as it allows students to simply make a mark in the answer space.
- Other Assistance. Indicate any accommodation that the student is requesting that is not listed in subsections 1–5. Available accommodations are not limited to the examples provided. If the student is requesting preferential seating, specify the type of seating required (e.g., “near proctor” or “away from door”). If the student is requesting “multiple-day testing/limited test time,” specify the maximum number of hours the student can test in one day. Accommodations listed on the form with an asterisk require School Testing for the SAT Program because National Test Centers do not offer these accommodations.
Section 14: Accommodations Provided and Used on School Tests (Required)
Indicate whether the accommodations that the student indicated have been both (1) provided and used on school tests for the past four school months (for transferring students, this includes four school months at the previous school, or schools combined on a continuous basis) and (2) are included on the student’s current IEP, 504 Plan, or Formal Written Plan/Program. If any of the accommodations that the student is requesting have not been provided and/or used on school tests for the past four school months, this must be indicated.
In the space provided, list the accommodations the student is requesting that have not been provided for four school months, or that are not included in the student’s current IEP, 504 Plan, or Formal Written Plan program.
Section 15: Disability (Required)
What is the diagnosed disability? Note all that apply. Grid the circle(s) describing the student’s disability and, where requested, please specify the student’s specific condition.
If the student has a visual disability, provide the student’s visual measurements (visual acuity and visual field) from the student’s most recent visual exam. Indicate whether the measurements were taken with or without correction (e.g., wearing eyeglasses).
If the student’s disability is not listed (e.g., psychiatric disability, Tourette’s, OCD), grid “Other impairment” and specify the disability. If “Other” is the only disability indicated, provide documentation of the student’s disability and need for accommodations. Do not use “Other” if there is another appropriate entry (e.g., include ADD diagnoses under ADHD, cerebral palsy under physical, and “reading disability” and dysgraphia under Learning Disorder).
If the student does not have a diagnosed disability, provide documentation of the student’s disability and need for accommodations.
Section 16: Documentation (Required)
For detailed information on documentation guidelines, see Providing Documentation.
1. Formal Educational Plan/Program Verification:
1.a. What is the current school-generated formal written educational plan/program that is approved for the student and used in school? (Must be within the past 12 months.) Indicate whether it is an IEP, 504 Plan, or other type of school-generated formal plan/program. If you indicate that there is no current school generated plan in place, include documentation of the student’s disability and need for accommodations with the Student Eligibility Form. If the student has been declassified, include the student’s disability documentation.
1.b. Indicate in the box the date the first plan/program was approved for the student, even if created at another school. If your records do not indicate when the first plan was approved, enter the date of the oldest plan for which records exist (e.g., “prior to 2005”). If there is no plan/program, leave the space blank.
1.c. Indicate whether the first official education plan was created for the student more than four school months ago or less than four school months ago.
2. Evaluation Testing Verification. College Board guidelines request a comprehensive assessment that includes objective evidence of a substantial limitation to participation in College Board tests and supports the need for the requested accommodation. The specific tests that would provide this evidence vary depending on the individual’s disability and the accommodations requested. (Refer to Disability Documentation Guidelines for documentation for specific disabilities.) A medical note is not sufficient and cannot serve as a substitute for the comprehensive testing, except in the case of certain physical/visual conditions.
2.a. Was the testing to support the need for accommodations conducted within the last five years? Indicate on the Eligibility Form “yes,” “no,” or “does not apply” (only for certain physical/visual conditions). If you indicate “yes,” provide the examiner’s name and title, the area of certification/license, and the actual date of the most recent evaluation. Academic testing, when necessary, must be within five years of application for accommodations to be considered current. Documentation for visual disabilities must be within two years, and documentation for physical or medical conditions must be within one year.
For a student with a longstanding history of a disabling condition, we will usually accept the cognitive testing, when necessary, from when the student was originally classified or diagnosed. Depending on the age of the cognitive testing, however, an update is sometimes indicated.
Note that for physical/medical and psychiatric disabilities, an annual evaluation update must not be older than 12 months from the time of the request for accommodations. An annual evaluation update need only include a description of the student’s current level of functioning and need for accommodations. This may be provided by describing observed changes in academic performance or in a letter from a qualified professional. Where applicable, an update of the diagnosis should also be provided.
2.b. Indicate the most recent standardized tests used to document the existence of the disability and the need for accommodations. Provide the test name(s) for the cognitive ability test and for the academic achievement test. Commonly used cognitive ability tests include the most recent version of the WAIS or WISC, and commonly used academic achievement tests include the Woodcock-Johnson Tests of Achievement and the WIAT. (Refer to Learning Disorders for other examples.)
Indicate whether the school documentation includes results from both a cognitive ability test and academic achievement test.