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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

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What to do when the ‘house’ beats you?

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  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

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