In order to access any services (including extended testing time or alternative testing environment) a student must have a documented, diagnosed educational disability requiring extended time OR a documented diagnosed physical disability that affects his ability to test in the regular classroom.
The student must request extended time or an alternative testing environment from his regular classroom teacher.
The student must arrange for this testing session with the Learning Consultant or one of the Guidance Counselors at least one day prior to his test and at least one week prior to any exams.
Since St. John Vianney is a college-preparatory high school we require that this documentation be based on ACT's Guidelines for Documentation. Documentation must be written by the diagnosing professional and must meet ALL of these guidelines:
1. States the specific disability as diagnosed.
2. Is current (within 3 years).
3. Describes presenting problem(s) and developmental history, including relevant educational and medical history.
4. Describes the comprehensive assessments (neuropsychological or psycho-educational evaluations), including evaluation dates, used to arrive at the diagnosis:
* For learning disabilities, must provide test results (including subtests), with standard scores and/or percentiles, from
a) An aptitude assessment using a complete, valid, and comprehensive battery,
b) A complete achievement battery,
c) An assessment of information processing, and
d) Evidence that alternative explanations were ruled out.
* For ADD/ADHD (Attention Deficit/Hyperactivity Disorder), must include
a) Evidence of early impairment,
b) Evidence of current impairment, including presenting problem and diagnostic interview,
c) Evidence that alternative explanations were ruled out,
d) Results from valid, standardized, age-appropriate assessments, and
e) Number of applicable DSM-IV (Diagnostic Statistics Manual-4) criteria and description of how they impair the individual.
* For visual, hearing, and other physical/psychological disorders, must provide results from a complete ocular, audio-logic, or other appropriate diagnostic examination.
5. Describes the functional limitations or impairment (e.g., adverse effect on learning and academic achievement) resulting from the disability, as supported by the test results.
6. Describes specific recommended accommodations and provides a rationale explaining how these specific accommodations address the functional limitations.
7. Establishes the professional credentials of the evaluator including information about licensure or certification, education, and area of specialization.
Details about ACT's policies for documentation of requests for testing accommodations are available at: www.act.org/aap/disab/policy.html.