When must students provide documentation with their request for accommodations?
Some but not all requests for testing accommodations require students to submit supporting documentation, such as psychoeducational reports or results from eye exams. The request will go through the College Board's Documentation Review process (see Document Review).
SSD Online informs you when documentation is required. Circumstances include:
- The student lacks a disability or the only disability is "other impairment."
- The student:
- Has no formal educational plan in place
- Has been declassified
- Has not used the requested accommodations in the past four school months
- Has had his or her formal educational plan in place for less than four months
- The student's documentation does not meet College Board Guidelines. (See Documentation Guidelines.)
- The student's testing is not current. (See Documentation Guidelines.)
- The student's documentation on file at the school lacks results from both a cognitive ability test and an academic achievement test—except for certain physical/visual conditions. (See Documentation Guidelines.)
- The request is made without the involvement of the student's school, or the student's school does not have an SSD Coordinator Form (.pdf/64K) on file with the College Board. Requires Adobe Reader (latest version recommended).
- The student is requesting specific accommodations for which the College Board requires documentation. These include use of a computer, more than 100% extended time (more than double-time), individualized testing, and accommodations not commonly requested.
Documentation must be provided to the College Board for review when the school provides information indicating that the documentation that it has on file does not meet College Board Guidelines. When a request is submitted using SSD Online, the situations where documentation is requested will differ depending on the student’s disability and requested accommodations.
For example, an SSD Coordinator who submits a request for extended time for a student with a learning disability, will be asked whether the school has results from both a cognitive ability test and an academic achievement test. In contrast, an SSD Coordinator who submits a request for a reader for a student with a visual disability, will be asked whether the school has a visual reader for the student.
For information about the documentation that must be provided, see: