1 Plan/Achieve/Test/Fund/Admit! Carolyn Jorgensen, MBA. Think College: Encouragement for Parents of Students on the Autism Spectrum

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1 1 Plan/Achieve/Test/Fund/Admit! Carolyn Jorgensen, MBA Think College: Encouragement for Parents of Students on the Autism Spectrum Why Attend College?... 2 US and California Data Statistics and Trends... 3 CA Diploma Earners by Disablity Category vs Non Disabled... 3 CA Enrollment by Grade with Autism and US Exiter Trend with Autism... 4 Children Served in US by IDEA Trend Data... 5 When to Start Planning for College Checklist... 7 HS Academic Requirements for CSU/ UC... 8 California Post Secondary Enrollment Statistics Enrollment by Public Institution Category Psychologically Impaired Students by Gender and CSU Campus Exceptions Admissions to CSU and UC How Junior College Classes Help or Hinder Admissions How and when to Document for SAT Testing Accommodations How to be Exempt from the EPT/ ELM English and Math College Placement Test (CSU) in High School with Accommodations How to Get Department of Rehabilitation (DOR) to Pay Tuition/Books/ and Design a Career Plan How to get Financial Aid using FAFSA Cal Grant A Entitlement Award Cal Grant B Entitlement Award Cal Grant C * Academic Competitiveness Grant (ACG) Federal PELL Grant How SSI benefits can Cover Housing Costs College Preparatory Short Term Summer Courses How ILS (Independent Living Skills) Assessment and (IHSS) Independent Home Support Services can help with Daily Life Skills year Campus Benefits vs Drawbacks... 29

2 2 Plan/Achieve/Test/Fund/Admit! Carolyn Jorgensen, MBA Why Attend College? Statistical Social Indicators Indicator Measures Employment People with a Disability People with No Disability Employment rate 38% 78% Employment rate by educational attainment less than high school graduate 25% 66% high school graduate 36% 76% some college or Associate degree 44% 80% Bachelor s degree or higher 55% 83% Median annual labor earnings for full-time/full-year workers $30,000 $36,000 Median annual labor earnings for full-time/full-year workers by educational attainment less than high school graduate $22,000 $22,000 high school graduate $27,000 $30,000 some college or Associate degree $32,000 $35,000 Bachelor s degree or higher $47,000 $54,000 Education % of working-age people with less than a high school diploma 25% 12% % of working-age people with at least a college degree 13% 30% Source: National Council on Disability, Keeping Track: National Disability Status and Program Performance Indicators (Washington, DC: NCD, April 2008), Exhibit 5.2.[92] Data apply to the working-age population of people with disabilities (21-65 years old). ort.html#r13 https://www.ideadata.org/618datacollection.asp

3 No of Students 3 Plan/Achieve/Test/Fund/Admit! Carolyn Jorgensen, MBA US and California Data Statistics and Trends CA Diploma Earners by Disablity Category vs Non Disabled Students Served by IDEA in CA Diploma Earners as % of Disability Category Autism 31% Speech & Language 22% Other 20% Specific Learning 27% Source: Diplomas are on the rise for ASD students they CAN do it! Students Served by IDEA in CA , % 60, % 70.0% 50, % 40,000 40, % 30,000 20,000 10,000 0 All Students 23.9% 14,822 All Disabilities 25.9% 10,416 Specific Learning 21.8% 2,926 1, Speech & Language 30.2% Autism Exiters 61,956 40,219 2,926 1,296 17,515 Diploma Earners 14,822 10, ,376 % of Exiters 68.5% 23.9% 25.9% 21.8% 30.2% 19.3% 17,515 3,376 Other 19.3% 40.0% 30.0% 20.0% 10.0% 0.0% California ASD students obtain diplomas at a higher rate than other disabled students even their LD peers, but > half the rate of all enrolled students 30.2% vs 68.5%.

4 Students 4 Plan/Achieve/Test/Fund/Admit! Carolyn Jorgensen, MBA CA Enrollment by Grade with Autism and US Exiter Trend with Autism California Special Education Enrollment by Grade with Autism 10,000 9,000 8,000 = 59,690 Total = 53,183 Total 7,000 6,000 Grade 1 5,000 4,000 3,000 2,000 Grade 7 Grade 12 = 24,943 Total = 14,039 Total 1,000 0 K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 All Other ,979 5,421 5,005 4,734 4,325 4,194 3,805 3,578 3,212 3,007 2,713 2,440 2,772 9, ,613 4,729 4,462 4,172 3,971 3,656 3,371 3,136 2,806 2,735 2,427 2,091 2,155 8, ,209 2,380 2,237 2,101 2,018 1,878 1,638 1,334 1, , ,439 1,526 1,471 1,304 1, ,307 Source: DataQuest, Statewide Report, Reporting Cycle Dec. 1, 2009 The numbers are staggering.as we all know.almost 4 x increase since ,000 to 60,000 Exiting U.S. Students with Autism 70% 64.4% 10,602 9,892 12,000 60% 54.0% 54.0% 58.5% 55.6% 8,949 10,000 50% 40% 30% 20% 10% 35.3% 38.2% 43.9% 44.3% 21.6% 3,334 1, , , % 2,783 1, % 4,549 3, % 1,567 1,722 6, % 2,390 8,000 6,000 4,000 2,000 0% 0 Exiting Total Graduated with Diploma Received a Certificate % Graduated with Diploma % Received a Certificate Linear (% Graduated with Diploma) Source: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), table 4-1 Diploma earners increasing, certificate of completion decreasing, despite the soaring number of students with autism- good news for US education!

5 5 Plan/Achieve/Test/Fund/Admit! Carolyn Jorgensen, MBA Children Served in US by IDEA Trend Data And the numbers just keep getting higher..almost 300,000 in the US and almost 60,000 in California, the state with the largest student enrollment! Children 3 to 21 years old served in federally supported programs for the disabled, by type of disability: Selected years, through Type of Disability Number served (in thousands) All disabilities 3,694 4,144 4,710 5,908 6,296 6,523 6,719 6,713 6,686 6,606 Specific learning disabilities Speech or language impairments 796 1,462 2,129 2,727 2,868 2,848 2,798 2,735 2,665 2,573 1,302 1, ,060 1,409 1,412 1,463 1,468 1,475 1,456 Mental retardation Emotional disturbance Hearing impairments Orthopedic impairments Other health impairments Visual impairments Multiple disabilities Deaf-blindness Autism Traumatic brain injury Developmental delay Preschool disabled Data do not include Vermont, for which data were not available. In , the total number of 3-to-21-year-olds served in Vermont was 14, Other health impairments include having limited strength, vitality, or alertness due to chronic or acute health problems such as a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, or diabetes. 3 Prior to and after , preschool children are included in the counts by disability condition. For other years, preschool children are not included in the counts by disability condition, but are separately reported. 4 Based on the total enrollment in public schools, prekindergarten through 12th grade.

6 6 Plan/Achieve/Test/Fund/Admit! Carolyn Jorgensen, MBA Still autism is a very small % of all disabled students..not even 1% yet. Number served as a percent of total enrollment All disabilities Specific learning disabilities Speech or language impairments Mental retardation Emotional disturbance Hearing impairments Orthopedic impairments Other health impairments Visual impairments Multiple disabilities Deaf-blindness --- # # # # # # # # # Autism Traumatic brain injury Developmental delay # # # # # # Preschool disabled NOTE: Prior to October 1994, children and youth with disabilities were served under Chapter 1 of the Elementary and Secondary Education Act as well as under the Individuals with Disabilities Education Act (IDEA), Part B. Data reported in this table for years prior to include children ages 0 21 served under Chapter 1. Data are for the 50 states and the District of Columbia only. Increases since are due in part to new legislation enacted in fall 1986, which added a mandate for public school special education services for 3- to 5-year-old disabled children. Some data have been revised from previously published figures. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics (2010). Digest of Education Statistics, 2009 (NCES ),Chapter 2. Last updated on December 5, 2010

7 7 Plan/Achieve/Test/Fund/Admit! Carolyn Jorgensen, MBA When to Start Planning for College Checklist 7 th and 8 th grade: Enroll in courses for high school credit o Algebra and Foreign Language usually available in 8 th grade can take online at BYU( Brigham Young University) for credit at own pace! Spring 8 th grade: Plan 9 th grade courses using A-G list 10 th and 11 th grade: achieve a 2.0 or better State GPA in for financial grants gives higher awards Enroll in Community College courses or online courses for challenging A-G courses 10 th or 11 th : Take Math and English placement tests at community college as soon as Algebra II is completed Fall 11 th grade: Request accommodations at least 90 days in advance of the test, register for SAT for 12 th grade (summer-fall) Spring of 11 th grade: Take the EAP English and Math tests Summer: Visit campuses Fall 12 th grade: Retake SAT if needed November 1-30: Apply to public campuses Dec for private January: Complete FAFSA for financial aid March: Appeal CSU denials for CSU Age 18: o Apply for Social Security Benefits o Request IHSS assessment and ILS assessment (Regional Center and Dept Rehab Clients) o Connect with CA Dept of Rehab to design Career Plan and plan Books/Supplies/Tuition funding

8 8 Plan/Achieve/Test/Fund/Admit! Carolyn Jorgensen, MBA HS Academic Requirements for CSU/ UC a - History / Social Science - 2 years required Two years of history/social science, including one year of World History, Cultures or Geography; and one year of US History or one-half year of US History and one-half year of American Government/Civics. b - English - 4 years required Four years of college preparatory English. Students may only use 1 year of ESL/ELD English. c - Mathematics - 3 years required, 4 years recommended Three years of college preparatory mathematics that includes the topics covered in Elementary Algebra/Algebra 1, Geometry and Advanced Algebra/Algebra 2. Approved Integrated Math courses may be used to fulfill part or all of this requirement. d - Laboratory Science - 2 years required, 3 years recommended Two years of laboratory science, including two of the three fundamental disciplines of Biology, Chemistry and Physics. This requirement can also be met by completing the latter two years of a 3-year Integrated Science program. e - Language Other than English - 2 years required, 3 years recommended Two years of the same language other than English. f - Visual & Performing Arts - 1 year required Course Title Transcript Abbreviation(s) C Dance 1-2 Dance 1, Dance 2 Dan Chamber Wind Ensemble Ch Wnd Ens 1P, Ch Wnd Ens 2P Mu Vocal Ensemble Vocal Ensemble Mu Dance 5-6 P Dance 5P, Dance 6P Dance Instrumental Music Instr Music Mu Treble Choir Treb Choir 1 Mu A Cappella A CAPPELLA P Mu Ceramics/Sculpture 1/2P Advanced Art 5-6 Ceramics / Sculpture 1 P, Ceramics / Sculpture 2 P Adv. Art 5, Adv. Art 6, Advanced Art 5 P, Advanced Art 6 P Visual Visual A Film Study 3P-4P Film Study 3P, Film Study 4P Visual A Art 1-2 Art Two Dimensional Design Art 1 P, Art 2 P Visual Art 3-4 Inter. 2-Dimensional Design Art 3 P, Art 4 P Visual A Art 5-6-Adv. 2-Dimensional Design Art 5 P, Art 6 P Visual A

9 9 Plan/Achieve/Test/Fund/Admit! Carolyn Jorgensen, MBA Ceramics/Sculpture 3-4 Ceramics / Sculpture 3 P, Ceramics / Sculpture 4 P Visual A Concert Band Concert Band P Mu Concert Choir/Chamber Singers CHOIR CH SING Mu Dance 3-4 Dance 3 P, Dance 4 P Dan Drama 1-2 Drama 1 P, Drama 2 P Theate Drama 3-4 Drama 3, Drama 3 P, Drama 4, Drama 4 P Theater A Film Study Film Study 1, Film Study 1 P, Film Study 2, Film Study 2 P Theate Jazz Band Jazz Band P Mu Jazz Choir Oral Interpretation/Fine Arts JAZZ CHOIR 1P, JAZZ CHOIR 2P, Jazz Choir, Jazz Choir 1 P, Jazz Choir 2 P Oral Interpretation 1 P, Oral Interpretation 2 P Dan Visual Stagecraft Stagecraft Theate AP Studio Art: 2-D Design AP Art 2D, AP Art Gen Visual A Symphonic Band Symphonic Band 1 P, Symphonic Band 2 P Mu g - Elective - 1 year required One year (two semesters), in addition to those required in "a-f" above. All courses must be listed under "a-f" above with the exception of courses marked with a blue diamond ( ) in Mathematics, Language Other than English, and VPA; plus the following which vary school by school: Course Title Transcript Abbreviation(s) C Creative Writing P Create Write P E Academic Economics 1 Academic Economics P History / Journalism Journalish 2 P, Journalism 1 P E AP Macroeconomics AP ECON MAC HP, AP Macro History / Academic Physical Science 1 Academic Physical Science 1 P, Academic Physics Science 2 P Scien Check your high school s approved courses at: Foreign language and Algebra taken in middle school count towards these requirements.

10 10 Plan/Achieve/Test/Fund/Admit! Carolyn Jorgensen, MBA California Post Secondary Enrollment Statistics Where Are CA Post-Secondary Disabled Students Enrolled? Enrollment by Public Institution Category California Public Post-Secondary Enrollment Fall ,000, , , , , , , , , ,000 - University of California, 471 California Community Colleges, 33,998 California State University, 1,109 CCC District 1, ,000 35,000 30,000 25,000 20,000 15,000 10,000 5,000 - Disabled Non Disabled Source: California Higher Education Enrollment- by Higher Education Institution and Disablity Data, available (last visited November 19, 2010) 1 CCC District: Los Angeles, North Orange County, and Santa Barbara Community College Districts Post-Secondary California Enrollment by Disability For 2009 Student Level Classification Student Level Disability Type Students % Undergraduate Freshman Acquired Brain Injury 1, % Developmentally Delayed Learner 2, % Hearing Impaired 1, % Learning Disabled 6, % Mobility Impaired 3, % No Known Disability 1,009, % Other Physical Impairment 14, % Psychological Impairment 4, % Speech/Language Impaired % Visually Impaired % Total 1,045, % Less than 5% of California CSU/UC/CCCC freshman are disabled compared to the California high school exit rate of 11.3% (see next page)

11 11 Plan/Achieve/Test/Fund/Admit! Carolyn Jorgensen, MBA Exit Rates for Students with Disablities Exiting Graduated with % of total diploma Exiters 1 USA 4,247,085 2,965, % 2 All Disabilities 632, , % % of all students 14.9% 7.3% Autism 10,598 4, % % of all students 0.25% 0.15% 3 CA 549, , % 4 All Disabilities 61,956 14, % % of CA students 11.3% 3.9% Autism 1, % % of CA students 0.24% 0.10% Exiters Diploma Earners % of Exiters All Disabilities CA 61,956 14, % Specific Learning 40,219 10, % Speech & Language 2, % Autism 1, % Other 17,515 3, % Source: 1 USA: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "NCES Common Core of Data State Dropout and Completion Data File," School Year , Version 1b; "State Nonfiscal Survey of Public Elementary/Secondary Education," , Version 1b; , Version 1f; , Version 1b. 2 USA All Disabilities Table 4-1. Number of students ages 14 through 21 with disabilities served under IDEA, Part B, who exited special education, by exit reason and state: ¹ 3 CA: DataQuest/State/Graduates/school yr/statewide Graduation Rates California Department of Education Educational Demographics Office Source: CBEDS data collection 4 CA All Disabilities Same as source 2

12 12 Plan/Achieve/Test/Fund/Admit! Carolyn Jorgensen, MBA "Beginning in fall 2009, UC and CSU will expand the categories of disabilities to include invisible disabilities such as autism spectrum disorders, Attention Deficit and Hyperactivity Disorder, and acquired or traumatic brain injury, as students with these disabilities are being seen in increasing numbers. Use of this data may allow more students to access needed services". Source: ports/2009reports/09-02.pdf University of California, 471, 1% CCC District 1, 244, 1% California Community Colleges, 33,998, 95% California State University, 1,109, 3% 2009 California Public Post-Secondary Disabled Student Enrollment by Institution Psychologically Impaired Students by Gender and CSU Campus CSU Female Students Enrolled 2009 with Psychological Impairment Sonoma State, 2 CSU, San Bernardino, Total San José State, 10 CSU, San Marcos, 4 Humboldt State, 2 San Diego State, 11 San Francisco State, 10

13 13 Plan/Achieve/Test/Fund/Admit! Carolyn Jorgensen, MBA 52 Total CSU Northern CA Male Students Enrolled 2009 with Psychological Impairment Sonoma State, 3 San José State, 9 CSU, Chico, 8 San Francisco State, 10 CSU, Monterey Bay, 1 CSU, Sacramento, 6 CSU, East Bay, 5 CSU, Fresno, 6 Humboldt State, 4 CSU Southern CA Male Students Enrolled 2009 with Psychological Impairment Cal Poly, San Luis Obispo, 6 CSU, San Marcos, 1 CSU, San Bernardino, 2 CSU, Northridge, 6 45 Total Cal Poly, Pomona, 1 San Diego State, 8 CSU, Bakersfield, 7 CSU, Los Angeles, 3 CSU, Long Beach, 6 CSU, Dominguez Hills, 2 CSU, Fullerton, 3

14 14 Plan/Achieve/Test/Fund/Admit! Carolyn Jorgensen, MBA Exceptions Admissions to CSU and UC Designated for students who do not meet eligibility criteria for admissions o Too low Eligibility Index (coursework and SAT/ACT index) o High school A-G course deficits o Too low SAT scores when combined with HS GPA o Non-college prep academic courses completed with HS diploma Exceptions Admissions at CSU Campuses o Limits to 4% of new students o Applicant must apply for admissions via CSU Mentor, be denied per admissions criteria, then appeal decision Appeals made in writing to Admissions Director, reviewed by a committee usually in mid April Best to document your student s situation in writing with a brief summary written by student and concise history of academic achievements and limitations due to disability Exceptions Admissions to UC Campuses o Limits to 6% of new students the number of ineligible applicants who may be enrolled on any campus o Student explains situation in personal statement essay o Reviewed at time of application no denial necessary

15 15 Plan/Achieve/Test/Fund/Admit! Carolyn Jorgensen, MBA CSU Exceptions Admissions Overview Trustee policy provides for a limited number of undergraduate admission exceptions to regular admission criteria. Exception admissions under this policy are commonly referred to as "special admits." Allocated by individual campus annually approx. 4% of total freshman admissions Campus Allocation data available via CSU Office of the Chancellor For more information: Assistant Vice Chancellor, Allison G. Jones (as of 2009) Student Academic Support, Academic Affairs 401 Golden Shore, 6th Floor Long Beach, CA (562)

16 16 Plan/Achieve/Test/Fund/Admit! Carolyn Jorgensen, MBA CSU Exceptions Admissions General Section Section 40900, Title 5 of the California Code of Regulations, General Exceptions An applicant who is not otherwise eligible for admission as either a first-time freshman pursuant to Article 4 (commencing with Section 40751) or as a transfer student with fewer than 60 semester units commencing with admission to the fall 2005 term pursuant to Article 5 (commencing with Section 40801) may be admitted to a campus provided that the number of applicants enrolled in the California State University pursuant to this Section for any college year shall not exceed four percent of all undergraduate students who enrolled for the first time in the California State University during the previous college year exclusive of those who enrolled after being admitted under the provisions of this article. From within the four percent limit of all new undergraduates exclusive of those who enrolled after being admitted under the provisions of this article, each campus is allocated exceptional admission spaces on a yearly basis. The Chancellor s Office will allocate admission exceptions annually on the basis of campus enrollment needs and histories. CSU Exceptions Admissions Special Compensatory Programs Section 40901, Title 5 of the California Code of Regulations, Exceptions for Applicants to Special Compensatory Programs An applicant who is not otherwise eligible for admission as either a first-time freshman pursuant to Article 4 (commencing with Section 40751) or as a transfer student with fewer than 60 semester units commencing with admission to the fall 2005 term pursuant to Article 5 (commencing with Section 40801) may be admitted to a campus provided that (s)he is a disadvantaged applicant for whom special compensatory assistance is available, and provided further that the number of applicants enrolled in the California State University pursuant to this Section for any college year shall not exceed four percent of all undergraduate students who enrolled for the first time in the California State University during the previous college year exclusive of those who enrolled after being admitted under the provisions of this article. As used in this Section, the term disadvantaged applicant means an applicant who comes, who has the potential to perform satisfactorily on the college level, but who has been and appears to be unable to realize that potential without special assistance because of economic or education background. from a low-income family Article 6 states that an applicant not otherwise eligible for admission either as a first-time freshman applicant or as a transfer applicant with fewer than 60 semester units may be admitted provided that the number of applicants enrolled in each category does not exceed four percent of all undergraduate students enrolled for the first time during the previous year not including those students enrolled under the provision of the Article.

17 17 Plan/Achieve/Test/Fund/Admit! Carolyn Jorgensen, MBA University of California Guidelines - Admission by Exception Admission by Exception is the process by which a campus may admit applicants who have not achieved University of California Eligibility1, or guaranteed admission to some campus, but who demonstrate high potential for academic success and leadership. 2 At most 6% of a campus frosh matriculatants may have been admitted by exception With at most 4% admitted based on low socio-economic backgrounds or students having experienced limited educational opportunities. The Guidelines present 5 principles, summarized as: 1. Campus-level flexibility in admissions is essential to the University. 2. Admission by exception does not confer guaranteed admission to any other campus. 3. Admission by Exception provides a means to identify students who do not meet numerical requirements for eligibility but who demonstrate strong likelihood of success at UC or exceptional potential to contribute to the University of the State of California. 4. Coordination of Admission by Exception with Comprehensive Review should guard against the unlikely event that applicants the campus determines to be less qualified for UC are admitted instead of applications the campus determines to be more qualified. But, lack of an eligibility criterion must not automatically classify a student as non-competitive. 5. Admission by Exception also permits campuses to seek improvement in admission procedures by applying alternative criteria to small numbers of applicants and monitoring those students subsequent performance at UC. Admission by exception UC Sometimes even the most creative, focused and intellectually passionate students aren't able to fulfill our admission requirements. Even these students have a chance to attend UC. Some students are home-schooled and don't have transcripts. Others have life circumstances that have prevented them living up to their promise. The list is endless. If you believe you have the ability and potential to succeed at UC, you may qualify for admission by exception. How to request consideration We encourage you to take two steps to help us understand your situation and why you think you should be accepted to UC: Explain your unique story in the personal statement portion of your application for admission. Contact the admissions office at the campus you wish to attend

18 18 Plan/Achieve/Test/Fund/Admit! Carolyn Jorgensen, MBA UC Percentage of New Undergraduates Admitted by Exception by Campus Source: Student Academic Services, "Application Flow Report for New Students by Level and Campus," and Corporate Student System Longitudinal databases. UC Regents Office of VP of Student Affairs, Oakland, CA (510) UC Regents Office of Presidents, Admissions Coordinator Han Mi Yoon-Wu, (510)

19 19 Plan/Achieve/Test/Fund/Admit! Carolyn Jorgensen, MBA How Junior College Classes Help or Hinder Admissions JC classes taken during high school help admissions o These courses earn an extra grade point (A=5, B=4) etc for core courses such as English, Math, Foreign Language, Lab Science and Social Sciences o See the Assist website for which courses are transferable as college credit to individual courses o JC classes taken during summer can be used for deficit course credit (missing A-G courses) o Student can still apply as a freshman and designate these courses in progress JC classes taken later than summer after graduation count towards transferable units o Student can only be lower division transfer if 1 or more transferrable units are earned o Can be used for deficit course credit if considering exceptions admissions o Make sure NOT to take any UC/CSU transferable course without contacting Admissions Department. There are two types of transfers: o Lower division: less than 60 transferrable units o Upper division: 60 transferrable units or higher These transfers are guaranteed from local feeder counties For example: SRJC transfers are guaranteed to SSU SF City College matriculate to SFSU Most CSU/UC campuses no longer accept lower division transfers If your student wants to be a freshman at a CSU/UC, don t take any JC courses the fall semester or later after high school graduation, or you can t apply for freshman admissions at a later date! Note: It is advised that your student take the Math Placement test (required by all JC students for enrollment for math courses) the year he/she completes Algebra II. These results are valid for 3 years. Make sure to request extra time as needed as an accommodation. It can be taken twice per semester.

20 20 Plan/Achieve/Test/Fund/Admit! Carolyn Jorgensen, MBA How and when to Document for SAT Testing Accommodations Presently, 2 % of all students taking the SAT receive special accommodations because a professional has found them to be disabled in some way. Up from just 0.5 percent in 1987 Increase of more than 300 % in the number of students taking the SAT with accommodations, compared with overall growth in the test-taking population of only 18 percent. This is due to the elimination of flagging of student scores after 2003 Start early! Processing time is at minimum 90 days. If your student wants to take the test junior year, start the application process sophomore year. A majority of requests are denied and a 2 nd submission is typical. If you are denied: You can present new or additional documentation to support your request for accommodations that were not approved; you may do so at any time. The review process takes 7 weeks from the date of receipt of the new or additional documentation. To be eligible, the student must: Have a disability that necessitates testing accommodations; Have documentation on file at school that supports the need for the requested accommodation and meets the Board s Guidelines for Documentation; Receive and use the requested accommodations, due to the disability, for school-based tests, for at least the past four school months. College Board SSD Eligibility Guidelines: 2 ways for a student to be determined eligible for accommodations on tests: A.) School verification the Student Eligibility Form is completed and the SSD Coordinator verifies that the student meets the 3 eligibility criteria and that the disability documentation meets the Guidelines for Documentation. B.) Documentation Review The College Board reviews a student s disability documentation to determine if it meets the Guidelines. Students can directly request that the College Board s SSD office make the eligibility determination.

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