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This page was
last updated:
February 9, 2010

ACT/SAT DATES | ACT/SAT PREP | ACT/SAT ACCOMODATIONS | ACT/SAT COMPARISON CHART
link to printable version of ACT and SAT Accommodations

GUIDANCE - TESTING INFORMATION

THE ST. FRANCIS HIGH SCHOOL CODE/CEEEB CODE IS 144-383

ACT/SAT DATES | ACT/SAT PREP | ACT/SAT ACCOMODATIONS | ACT/SAT COMPARISON CHART
link to printable version of ACT and SAT Accommodations

ACT/ SAT TEST PREPARATION PROGRAMS

St. Francis High School Guidance Department does not endorse any particular test preparation program nor does it recommend these programs for every student. The choice of enrolling in a test preparation program depends on the time, effort, and financial commitment that the student is willing to put forth. Parents and students are advised to compare the costs, course schedules, and teaching philosophies of several different programs. Families may also wish to investigate the self-help books and software programs for ACT/ SAT preparation which are currently on the market. Check with a reputable bookstore or computer center. The College Board, ACT, and other test prep programs have sample test materials available on their web sites.

ACT/SAT DATES | ACT/SAT PREP | ACT/SAT ACCOMODATIONS | ACT/SAT COMPARISON CHART
link to printable version of ACT and SAT Accommodations

SPECIAL ACCOMMODATIONS FOR THE ACT OR SAT

REQUESTING ELIGIBILITY for EXTENDED TIME or any other appropriate accommodations

• ACT: Complete documentation needs to be ready and in our files in order to be sent into ACT early junior year. As the request for eligibility is sent to ACT, the student is required to register for the test (usually) in April.
• SAT : Complete documentation may be sent in to SAT as early as late freshman year or early sophomore year. The student is only requesting eligibility at this time and does not register for a specific test until junior year which is a different policy from ACT.

• States the specific disability as diagnosed.
• Testing is current. (testing/re-evalutaion in 8 th grade or freshman year is acceptable)
• Describes presenting problem and developmental history including current treatment.
• Describes the comprehensive assessments used to arrive at the diagnosis, such as psychoeducational testing, neuropsychological information, medical diagnoses, etc.
• Describes the adverse effect on learning and academic achievement as supported by the test results.
• Describes specific recommended accommodations for the classroom and provides a rationale explaining how these will address the functional limitations.
• Establishes the professional credentials of the evaluator.
• Students must also USE these accommodations throughout their four years in high school.

For complete protocol for documenting or for any other clarification, log on to www.act.org/aap/disab/policy.html and also www.collegeboard.com/disable/students.com or contact Mary Kay Sullivan x 108.