1 / 11

What to do when the ‘house’ beats you?

What to do when the ‘house’ beats you?. Managing Accommodations Appeals with ACT and College Board. PRESENTERS . BARBARA SAMS Director of College Counseling Special Testing Coordinator Saint Louis Priory School RUSSELL HYKEN, Ph.D. Licensed Personal Counselor

alexa-ratliff
Download Presentation

What to do when the ‘house’ beats you?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. What to do when the ‘house’ beats you? Managing Accommodations Appeals with ACT and College Board

  2. PRESENTERS • BARBARA SAMS • Director of College Counseling • Special Testing Coordinator • Saint Louis Priory School • RUSSELL HYKEN, Ph.D. • Licensed Personal Counselor • School Clinical Consultant, Saint Louis Priory School

  3. Context • Presentation particularly aimed at schools/students who do not have or use an IEP • At Saint Louis Priory School • Approximately 15 – 20% of our students have a formal diagnosis (ie, have gone to an appropriate professional and completed full battery of tests) • Only accommodations we provide are extended time on exams, and in a limited number of cases, a waiver of Latin III requirement (substitute Classical Cultures Course) • This year for the first time, EVERY one of our ACT applications were declined the first time around and 2 students were denied accommodations by College Board

  4. Why Students are Denied accommodations • Incomplete Application • If you don’t use IEPs, you must issue a letter stating what accommodations your school provides. This should be done at the beginning of each school year. • Insufficient Documentation • Poorly Supported Testing (will discuss momentarily) • Because sometimes they are right—the student’s condition does not warrant accommodations

  5. When Filing An Appeal. . . • Remember the Length of Time it takes to process an appeal (a minimum of six weeks in most cases) • Provide a Cover Letter • Letter should highlight why you believe the student should be approved, that is, you highlight the testing results that led to the diagnosis • Letter should try to provide something new, such as teacher comments, doctor’s letter of support

  6. The “Dreaded” Letter of denial • “The scores reported in the evaluation are within normal limits. Scores that are in the average range do not establish that a student has a ‘substantial limitation’. . .as required for a designation of an ADA disability.” • “Our consultants were unable to detect a substantial limitations [sic]. . .as required by ADA.”

  7. ACT/SAT Statistics 101 • Average Person Standard of ADA = any score below 88. • Also consider if there is standard deviation of more than 1.5 SDs between appropriate scores. (include percentages).

  8. The Evaluation • What is a good evaluation? • Historical information • Proper test selection (ie, quantitative data) • Written observations (ie, qualitative data) • Tested by an “established” professional

  9. The Most Important Number • WISC/WAIS – Processing Speed Index • WAIT/WJ III – Fluency • Other Tests - Rate

  10. Tips • Yearly documentation • DSM Diagnosis AXIS I 314 – ADHD 315.1 Mathematics Disorder AXIS II None AXIS III Defer AXIS IV V62.89 Educational Problems AXIS V GAF 55 (GAF) • Test every three years

  11. Questions

More Related