
For students with a documented Learning Disability, Attention Deficit Hyperactivity Disorder, Tourette's Syndrome, Major Tic Disorder, Obsessive-Compulsive Disorder, or any one of a number of medical ailments or conditions their performance on timed standardized tests will simply be a reflection of the number of items they were able to complete or rushed to complete before time limits expired, rather than a valid measure of their actual aptitudes.
Dr. Gottesfeld is well versed and skilled in the process of procuring extended time and other test accommodations essential for eligible students taking standardized tests including the ISEE, PSAT, SAT, SAT2, or ACT. His assessments and written reports have enabled hundreds of students to be granted extended time for these and other standardized tests, including GRE, GMAT, MCAT, LSAT, Medical Board Examinations and Professional Licensing Examinations.
Unfortunately an IEP, 504 Plan or a simple letter attesting to a need for extended time will not secure any accommodations from The College Board or ACT. Instead The College Board and ACT require a comprehensive psycho-educational evaluation or neuropsychological assessment that not only demonstrates the clear need for extra time and accommodations but also offers a comprehensive history documenting the disability or ailment, its impact on performance through the years, and treatments to date. In addition they also require evidence of "functional limitation."
Although a comprehensive history and documentation of a learning disorder (a paper trail) are important for making the case for extended time is important it is not critical.
What about students who attended private school and/or have not been classified by their school district and thus do not have an Individual Education Plan (IEP) or 504 Plan?
If such documentation is not available then a letter from the school attesting to the fact the student needed and received extended time, along with letters from specific teachers noting why extended time was necessary and the difference it made in measured performance in that class should suffice.
What about the student whose family chose to handle his longstanding academic and attention issues using private tutors, physicians and therapists, and received extended time at school on an ad hoc basis from teachers?
Again, a letter from the school attesting to the fact the student needed and received extended time, along with letters from specific teachers noting why extended time was necessary and the difference it made in measured performance in that class will be helpful.
What about a family that never wanted their public school to know about their child's OCD that was being treated with therapy and medication, and was never overtly apparent in the classroom? A brilliant individual, he was simply considered an underachieving 'C/B' student by his school. His compulsive behaviors and obsessive thoughts wreaked havoc on test preparation, completing assignments, and taking classroom exams.
Should the quality of a student's academic future be jeopardized because years of pointed and intense remediation have made for adequate reading and writing skills that are applied slowly and deliberately?
What happens if the psycho-educational assessment numbers do not appear to establish a need for extended time even though the need is incontestable?
Not only does the psychologist need to analyze the data correctly but also be skilled at crafting a written report that makes the student's needs abundantly clear in both narrative and visual presentation, leaving no doubt that extended time (x1.5 or x2.0) as well as other accommodations are not only warranted but imperative in order for the student in question to demonstrate their actual aptitudes on the these tests.
References can be made available upon request.
Examples of Test Accommodations offered by the College Board for eligible students:
(College Board: http://professionals.collegeboard.com/testing/ssd/accommodations)
Extended time
Use of a Computer
Hearing Impairments
Extra/Extended Breaks
Presentation
Responding
Timing/scheduling
Setting
Dr. Gottesfeld is well versed and skilled in the process of procuring extended time and other test accommodations essential for eligible students taking standardized tests including the ISEE, PSAT, SAT, SAT2, or ACT. His assessments and written reports have enabled hundreds of students to be granted extended time for these and other standardized tests, including GRE, GMAT, MCAT, LSAT, Medical Board Examinations and Professional Licensing Examinations.
Unfortunately an IEP, 504 Plan or a simple letter attesting to a need for extended time will not secure any accommodations from The College Board or ACT. Instead The College Board and ACT require a comprehensive psycho-educational evaluation or neuropsychological assessment that not only demonstrates the clear need for extra time and accommodations but also offers a comprehensive history documenting the disability or ailment, its impact on performance through the years, and treatments to date. In addition they also require evidence of "functional limitation."
Although a comprehensive history and documentation of a learning disorder (a paper trail) are important for making the case for extended time is important it is not critical.
What about students who attended private school and/or have not been classified by their school district and thus do not have an Individual Education Plan (IEP) or 504 Plan?
If such documentation is not available then a letter from the school attesting to the fact the student needed and received extended time, along with letters from specific teachers noting why extended time was necessary and the difference it made in measured performance in that class should suffice.
What about the student whose family chose to handle his longstanding academic and attention issues using private tutors, physicians and therapists, and received extended time at school on an ad hoc basis from teachers?
Again, a letter from the school attesting to the fact the student needed and received extended time, along with letters from specific teachers noting why extended time was necessary and the difference it made in measured performance in that class will be helpful.
What about a family that never wanted their public school to know about their child's OCD that was being treated with therapy and medication, and was never overtly apparent in the classroom? A brilliant individual, he was simply considered an underachieving 'C/B' student by his school. His compulsive behaviors and obsessive thoughts wreaked havoc on test preparation, completing assignments, and taking classroom exams.
Should the quality of a student's academic future be jeopardized because years of pointed and intense remediation have made for adequate reading and writing skills that are applied slowly and deliberately?
What happens if the psycho-educational assessment numbers do not appear to establish a need for extended time even though the need is incontestable?
Not only does the psychologist need to analyze the data correctly but also be skilled at crafting a written report that makes the student's needs abundantly clear in both narrative and visual presentation, leaving no doubt that extended time (x1.5 or x2.0) as well as other accommodations are not only warranted but imperative in order for the student in question to demonstrate their actual aptitudes on the these tests.
References can be made available upon request.
Examples of Test Accommodations offered by the College Board for eligible students:
(College Board: http://professionals.collegeboard.com/testing/ssd/accommodations)
Extended time
- 50% extra time = 5 hours and 25 minutes
- 100% extra time = 7 hours (school testing; conducted over 2 days)
Use of a Computer
- Use of a computer for written language expression on College Board tests. Only they may take College Board written tests using a computer.
- Large block answer sheet
- Write in test booklet
- Writer/scribe
Hearing Impairments
- Sign language interpreter
- Written test directions
Extra/Extended Breaks
- Additional breaks of a standard length (usually 5 minutes) are given at scheduled times.
- Breaks are granted as requested by the student. (The student notifies the proctor by raising his or her hand and the timing of the test must stop. When the student is ready to continue, the student again notifies the proctor, and the timing will continue).
- Extended breaks between a section or subject, or an extra break before the end of a section or subject (e.g., to test blood sugar or use the restroom). In most cases, such extended breaks are for twice the standard time
Presentation
- Large print (14 pt., 20 pt.)
- Reader (Note: Reader reads entire test)
- Fewer items on each page
- Colored paper
- Use of a highlighter
- Sign/orally present instructions
- Visual magnification (magnifier or magnifying machine)
- Auditory amplification
- Audiocassette
- Colored overlays
- Braille
- Braille graphs
- Braille device for written responses
- Plastic covered pages of the test booklet
Responding
- Verbal; dictated to scribe
- Tape recorder
- Computer without spell check/grammar/cut & paste features
- Record answers in test booklet
- Large block answer sheet
Timing/scheduling
- Frequent breaks
- Extended time
- Multiple day (may or may not include extra time)
- Specified time of day
Setting
- Small group setting
- Private room
- Screens to block out distractions
- Special lighting
- Special acoustics
- Adaptive/special furniture/tools
- Alternative test site (with proctor present)
- Preferential seating