Saturday, August 25, 2012

Princeton Review Sued by Federal Government

Federal prosecutors say The Princeton Review, a leading test-preparation company, fraudulently claimed "millions of dollars" of federal money for tutoring services it never provided to hundreds of underprivileged students in New York City.

The U.S. Department of Education's Office of Inspector General and New York State announced Tuesday that a civil fraud lawsuit was filed in federal court against The Princeton Review and its former employee-director Ana Azocar. The governments seek punishments and damages under the False Claims Act. (Read the full complaint below).

According to the suit, a city investigation found misconduct in 2006, but the company continued to submit and receive false claims between 2006 and 2010, when the company closed its school tutoring division, for reimbursement under the federal Supplemental Education Services tutoring program.

The initiative, mandated for low-performing students at underperforming schools under the federal No Child Left Behind law, provides reimbursement to providers based on the volume of students tutored. Princeton Review's documentation of students served were sign-in sheets from tutoring sessions, and tutoring supervisors -- like Azocar -- were given bonuses if attendance was high.

But the company and some of its employees forged student signatures, falsified sign-in sheets and provided fake certifications to "deceitfully profit from a well-meaning program," the United States attorney in Manhattan, Preet Bharara, said in a statement Tuesday. The program was paid between $35 and $75 an hour for each student it claimed to tutor.

The suit argues that the company's bonus system incentivized fraud, and supervisors pressured site managers to falsify numbers, as evidence shows "obvious" forgeries and falsifications. Azocar, the suit alleges, was paid bonuses of $9,600 and $6,600 in 2008 and 2009, respectively.

Below: A chart from the lawsuit shows how often Princeton Review claimed reimbursements for tutoring services for students who were absent or when school was closed, and how much was paid from the federal fund to the company.

Names were sometimes misspelled on student attendance sheets, and signatures changed in appearance from class to class. Reimbursement claims were also made for tutoring sessions held for students were were abroad or when schools were closed -- the suit claims that 19,000 such incidents occurred between 2006 and 2010. The company sought claims for a supposed 74-student tutoring session on New Year's Day at a school in the Bronx and for a student who was in Mexico for a family vacation when the student's signature was written onto attendance.

Princeton Review does not currently serve all city schools, though some have hired the company to provide test prep courses for exams like the SAT, according to GothamSchools. More than 100 other companies are eligible to offer Supplemental Education Services tutoring to students in New York City as the number of eligible students increased this year while an unprecedented number of schools failed to meet federal performance benchmarks.

In a statement Tuesday, the Princeton Review did not deny the claims but noted that the alleged improprieties are in the company's past -- and ended when its Supplemental Educations Services division was discontinued in 2010. The company says it is working with prosecutors to resolve the charges and none of the employees or executives involved in the program are still with the company.

Alleged dishonesty associated with Princeton Review's bonus incentives is reminiscent of widespread cheating among Atlanta Public School educators, in which teachers and school administrators said they were pressured to maintain high scores under No Child Left Behind, as student performance on standardized exams is tied to school funding and teacher performance assessments. A number of school districts offered bonuses to teachers who had students with significant gains to testing scores. An investigation into the scandal found that Atlanta Public Schools officials created a culture of "fear, intimidation and retaliation."

But the overhead pressure wasn't unique to Atlanta. School districts from Washington, D.C. to Pennsylvania to Texas to California saw similar problems, often identified by test erasure analyses, as investigations launched in systems across

Princeton Review Law Suit

Federal prosecutors announced on Tuesday that they had filed a lawsuit against the test-preparation company the Princeton Review, accusing it of fraudulently claiming millions of dollars in reimbursement for tutoring services that they said it never delivered to hundreds of underprivileged schoolchildren in New York City.

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In the suit, which was brought against the company and a former supervisor, Ana Azocar, the government said the company submitted false claims between 2006 and 2010 for reimbursement for providing tutoring services under a federally financed program. “The company and certain of its employees forged student signatures, falsified sign-in sheets and provided false certifications in order to deceitfully profit from a well-meaning program,” the United States attorney in Manhattan, Preet Bharara, said in a statement.

A spokeswoman for Princeton Review, Denise DesChenes, said that Ms. Azocar no longer worked for the company and that the current management was “working closely with the U.S. attorney’s office to resolve this matter expeditiously.”

“The activity allegedly occurred within the company’s former Supplemental Educational Services division, which the company discontinued in 2010,” Ms. DesChenes said. “No former S.E.S. employees or executives are with the company today, and current management — most of whom joined the company after the division was shuttered — had no involvement or role in the affairs of S.E.S.”

The suit charges that students participating in Princeton Review tutoring sessions under the Supplemental Educational Services division were required to fill out attendance sheets that were used as part of the record to apply for reimbursement for the federal money. In New York, site managers were instructed by Ms. Azocar to falsify attendance records, the suit claimed. For example, it said, an invoice was submitted for 74 students who were signed in for a class in the Bronx on New Year’s Day in 2008, when there was no class.

In exchange for the regularly recorded high attendance in classes, Ms. Azocar received bonuses. Efforts to reach her by phone were not successful.

The lawsuit seeks both damages and penalties.

SAT GRAMMAR common conundrums

SAT Grammar Tips: Common Conundrums
Accept: “verb/to agree”: I accept the fact that I must take the SAT.
Except: “Apart From”: I love everything about high school except the SAT!
Effect: “Result”: The effect of studying relentlessly for the SAT will hopefully be the obtaining of a very high score.
Affect: “To Influence”: Kweller Prep SAT affects many people positively.
Fewer: “Countable number”: She scored fewer points than I did on the SAT (because she didn’t go to Kweller Prep).
Less: “not a countable number”: She studies less than I do.
Then: “time”: First you study, and then you pass!
Than: “compare”: She studies more than I do.
To: “place”: I go from home to Kweller Prep tutoring.
Too: “also”: After studying, I make time for fun too.
It’s: “It is”: It’s hard to get a perfect score on the SAT without practice.
Its: “possession”: Despite its complicated questions, the SAT is a coachable test.
Farther: “physical distance”: My home is farther from Alaska than it is from Kweller Prep tutoring.
Further: “a degree”: With Kweller Prep tutoring, you will go further than your friends will in preparing for the SATs.
Could of / should of / would of / might of are incorrect. Instead, use could HAVE/should HAVE/would HAVE/might HAVE.
Incorrect: I could of scored higher on my SAT.
Correct: I could have scored higher on my SAT.
Their: “possession” Kweller Prep students score higher on their SAT’s.
They’re: “they are” The SATs are hard, but they’re not impossible.
There: “a location”: You’ll find your practice test over there, on the desk.
Theirs: “possession”: Can you tell your SAT score apart from theirs?
There’s: “there is”: There’s no reason why you can’t get a good SAT score with practice.
That: “restrictive”: The test that you prepare for best will feel the best.
Which: “nonrestrictive, by the way” The SATs, which were always hard for me, seem easy now.
Who: “human” The students who study hard will be pleased with the results!
Who: “subject” Who is going to help you study?
Whom: “object” With whom will you study?
Use subject (I, he, she, we, they) with a linking verb: (to be: am, is, are, was, were, be, been). Don’t use the object (me, him, her, us, them)!
Incorrect: You are more prepared for the SAT than me.
Correct: You are more prepared for the SAT than I (am).

Tuesday, August 21, 2012

How to submit a request for SAT test accommodations online

How to submit a request for accommodations online



  1. School should ensure that it has a SSD Coordinator Form on file with the College Board, an Education Professional account, and a parental consent form signed by the parent/ and/or guardian ( or student, if over 18 years old).

  2. Go to and select "Disabilities Accommodation Mgmt" from the drop-down menu when you log in.

  3. Click “Submit Eligibility Form” in top right corner of dashboard. This will bring you to a new Eligibility Form to start a new request. Complete the questions, and submit the form electronically.

  4. If documentation is required, print out the cover sheet, and attach it to the requested documentation. Fax (or mail) the documents to the fax number on the form, for the College Board’s review.

  5. You will receive an email notifying you that a decision has been made. Check your dashboard to see the student’s status or to read the decision letter. Parents or students receive a letter by mail identifying the approved accommodations or explaining why accommodations were not approved.

  6. For more information about the submitting a request for accommodations online, view the tutorial.

Extra Time for the SAT - Eligibility Form - Kweller Prep

I want to make something extremely clear to all of you reading this. If you suffer from any learning impairment or disability that will affect your performance on the SAT or similar standardized tests, PLEASE do not be embarrased to get help. Do not be shy about getting help to get more time for these tests.

You may qualify for double time or even unlimited time to complete this test. ADD, ADHD, or the like is nothing to be ashamed of.

Please contact us at Kweller Prep is you need professional assistance organizing all these forms. We assist a limited number of students each year, depending on our staff's availability.

Call 1(800) 631-1757

LAST NAME (Family Name) - first 15 letters FIRST NAME - first 12 letters M.I.

Enter your legal name, including hyphens, apostrophes and spaces.
Omit suffixes such as Jr. or III.

Female Male


(Outside U.S. only)

(Outside U.S., U.S. territories, and Puerto Rico only)

Month Day Year

Student Eligibility Form

Student’s Signature: Parent/Guardian’s Signature: Parent/Guardian’s Name:

Indicate the accommodations that are being requested for the College Board tests below. Do not list accommodations that are not
needed for College Board tests, even if included in the IEP or 504 Plan. For assistance in filling out this section, and for additional information regarding specific accommodations,
refer to the guidance and definitions provided in the “Instructions for Completing the Student Eligibility Form,” or online at

parents and students to directly request accommodations on College Board Tests based on Disability (SAT®,
SAT Subject Tests®, Advanced Placement Program® Exams, PSAT/NMSQT®
). All requests must be accompanied
by documentation
. Do not staple anything to this form. Use black or blue ink to print information in the boxes and
to fill in the ovals. If you make a mistake, small amounts of white correction fluid may be used. Please print clearly
in capital letters.
Do not use a pencil. Complete both sides of this form. Mail completed form to the College Board
in the envelope provided. (Copies or faxes cannot be processed.)



Line 1 (Street address or P.O. Box)
Line 2 (Apartment number if applicable)
State ZIP Code Home Telephone

( )


School Name:
Street Address:
(Not P.O. Box)
City: State:

I have read the College Board’s “Instructions for Completing the Student Eligibility Form” and wish to apply for testing accommodations on College Board tests based on disability. When
sections of the form are completed and signed by an official of the school identified in section 17 of the form, I authorize the school: to release to the College Board copies of my records that document the existence of my disability
and need for testing accommodations; to release any other information in the school’s custody that the College Board requests for the purpose of determining my eligibility for testing accommodations on College Board tests;
and to discuss my disability and accommodation needs with the College Board. I also grant the College Board permission to receive and review my records, and to discuss my disability and needs with school personnel and
other professionals. I agree to the conditions set forth in these Instructions and in the student bulletins for the SAT, AP
®, and PSAT/NMSQT Programs. I attest that all information I have provided on this form is true and accurate.
If your mailing address is outside the U.S. and you have a postal
code, fill in this oval and print your code in the space above.
Fill in the country code from the list in the “SAT Paper
Registration Guide” available in your guidance office or online
at (go to SAT registration section).


Find your school code online at
or ask your
school counselor. Entering a HS code
authorizes us to send a score report
to your school. Students schooled at
home: enter 970000. Enter 935000 if
no longer in school.

9 10


SAT or SAT Subject
Month Year
Month Year



(Time and 1/2)

Greater than +100%*
a. Reading Time needed: + %
b. Written language expression Time needed: + %
c. Mathematical calculations Time needed: + %
d. Listening (Foreign language and music tests only) Time needed: + %
e. Speaking (Foreign language tests only) Time needed: + %


1. Extended Time

Indicate the amount of extended time requested for each test or section type. If requesting more extended time than currently
provided and used in school, you must indicate this. If you are not requesting extended time for a particular test type, leave that
section blank.

2. Breaks

Break time does not count toward testing
time (clock is “stopped”). If a configuration
not listed below is required, complete
item 6, “Other Assistance.”
Extra Breaks (between each section)
Extended Breaks (twice the length of
standard breaks)

3. Visual Assistance
If a required format is not listed below, complete item 6, “Other Assistance.”
Large print test book (14 point) Braille test (text, graphs, figures)* Magnifier Braille Writer *
Large print test book (20 point)* Magnifying machine* Enlarged (large-block) answer sheet (no “bubbles”/not scanned)

4. Auditory Assistance
(Do not choose both Reader and Cassette) Reader* Cassette Test* Braille graphs and figures (can be used with Reader or Cassette)*
5. Manual Assistance
(Do not choose both a computer and a writer/scribe)
Computer (word processor) for essays* (Note: Spell-check/grammar check are disabled)
Enlarged (large-block) answer sheet (no “bubbles”/not scanned) Writer/scribe to record dictated responses*

6. Other Assistance

Small group testing Permission for medication/food/drinks during test
Preferential seating (Specify: ) Written copy of oral instructions
Other (Specify: )

Accommodation requires School Testing for SAT tests. National Test Centers do not offer these accommodations.

6-digit High
School Code

87701-004633 • UNLPDF811


Month Year



What is the diagnosed disability? (Note all that apply)
LD (e.g., dyslexia, visual/auditory/language processing) Visual (specify):
Visual acuity:
(Measurements are: With correction Without correction)
ADHD Visual Field:
Hearing Physical (specify):
Autism (Not Asperger’s) Other impairment (specify):
(If this is the only disability)


All accommodations requested in section 13 have been provided and used on school tests for the past four school months and are included on the current IEP, 504 Plan or
Formal Written Plan/Program.
Some or all accommodations requested in section 13 have NOT been provided and used on school tests for the past four school months or are not included on the current
IEP, 504 Plan or Formal Written Plan/Program. In the box below, list the accommodations that are being requested that have not been provided, used, or included in
a school plan.


1. Formal Education Plan/Program Verification

a. Indicate the current school-generated formal education plan/program that is approved. (To be current, the plan/program
must be valid for the current school year.)
Current IEP No current formal plan is in place
Current 504 Plan Student has been declassified
Current Formal Written Plan/Program
b. What is the date the FIRST plan/program was approved (even if created at another school)?
(If there is no formal plan or the date is unknown, see “Instructions for Completing the Student Eligibility Form.”)
c. Indicate whether the date entered in response to 1.b. (date of first school plan) was more than 4 school months ago or less than 4 school months ago.
More than 4 school months ago Less than 4 school months ago

2. Evaluation Testing Verification

Additional assistance and references are provided in the “Instructions for Completing the Student Eligibility Form,” or online at
a. Is the testing to support the need for accommodation/s current? (Note: For academic testing, within 5 years; for psychiatric disabilities,
the annual evaluation update must be within 1 year; for visual, within 2 years; for physical/medical, within 1 year from the time of request.)
Yes No Does not apply (only for certain physical/visual conditions):
If yes, indicate date of most recent evaluation see instructions
(write in mm/dd/yy)
b. Indicate the most recent standardized tests used to document the existence of the disability and the need for accommodation/s.
(See “Instructions for Completing the Student Eligibility Form” for examples.)
Cognitive Ability Test (Test Name: )
Academic Achievement Test (Test Name: )
Documentation includes results from BOTH a cognitive ability and academic achievement test noted above.
Documentation does not include results from BOTH a cognitive ability and academic achievement test noted above.
Does not apply (only for certain physical/visual conditions). See “Instructions for Completing the Student Eligibility Form.”
Examiner’s name and title
Area of certification/license Date of evaluation


SCHOOLS: If form is submitted by school, this section must be completed by school’s SSD coordinator or official school representative.

I verify that I have read the “Instructions for Completing the Student Eligibility Form” and that the accommodations requested above, unless
otherwise indicated in section 14, are provided and used on school-based tests, and that all the information provided is true and accurate.


(Please print.)

© 2011 The College Board. All rights reserved. Advanced Placement Program, AP, College Board, SAT and the acorn
logo are registered trademarks of the College Board. SAT Subject Tests is a trademark owned by the College Board.
PSAT/NMSQT is a trademark of the College Board and National Merit Scholarship Corporation.

How to get Extra Time for the AP Test (Advanced Placement Exam) - Kweller Prep

You must fill out this consent form.

source:The College Board
The College Board
Services for Students
Consent Form for Request for Accommodations

Student’s Name: _____________________________
School: ______________________________________
Student’s Date of Birth: _________________________
I wish to apply for testing accommodation(s) on College Board tests (SAT, PSAT/NMSQT, and/or Advanced Placement Tests) due to disability. I authorize my school: to release to the College Board copies of my records that document the existence of my disability and need for testing accommodations; to release any other information in the school's custody that the College Board requests for the purpose of determining my eligibility for testing accommodations on College Board tests; and to discuss my disability and accommodation needs with the College Board. I also grant the College Board permission to receive and review my records, and to discuss my disability and needs with school personnel and other professionals. I agree to the conditions set forth in the student bulletins for the SAT, AP®, and PSAT/NMSQT Programs relating to accommodations for disabilities.
__________________________ ____________
Student’s Signature Date
__________________________ ____________
Parent /Guardian’s Signature Date
(Required if Student is under 18)


How to get Extra Time for the SAT -- Kweller Prep

Kweller Prep Staff Prepares forms and applications for students requesting extended time for the SAT and/or SAT 2 Subject tests.

Please call 1(800) 631-1757 to inquire about rates and availability or email

How to Get Extended Time for the SAT



Information about testing with accommodations on the SAT

To take the SAT with testing accommodations, students with disabilities must be approved for accommodations by the College Board’s Services for Students with Disabiltities. See Applying for Accommodations for more information. The following information explains many of the details about accommodations on the SAT.

Once a student is approved by the College Board for accommodations, how can he or she register for the SAT?

When a student requests accommodations for College Board tests, he or she receives an SSD Eligibility Code. The student must use this code when registering for the SAT. If registering by mail, the student should include a copy of the Student Eligibility Letter in the envelope with the SAT registration form. For more information, please visit SAT registration.

Can a student register for the SAT before receiving notification of approval for the requested accommodation?

Yes, the student can register for the SAT by any of the means available. After being approved for accommodations, the student should call the College Board at (609) 771-7137. This contact should be at least two weeks before a test date to have the SAT registration reflect the accommodations that the student will receive. Because it takes time to make appropriate arrangements at a testing site (for example, proctor, space, shipped materials), changes requested less than two weeks before a test date cannot be guaranteed until the next test date.

When will I learn if my student is approved for the requested accommodations?

It takes about five weeks from the date that a complete request for accommodations is submitted to receive a response from the College Board. If a documentation review is required, it takes up to seven weeks from the date that the documentation is complete. Please see Important SSD Dates for more information.

Does a student have to use his or her accommodations on the SAT?

No. The student may register without providing the SSD Eligibility Code that was included in the Student Eligibility Letter. Students who register with their SSD Eligibility Code and thereafter decide that they do not wish to use their accommodation(s) must submit a signed statement (by a parent or guardian if the student is under 18) stating the decision.

Can a student request additional accommodations or change the current accommodations that are approved by the College Board?

Yes. A student may change the approved accommodations by submitting an Accommodations Change Request Form. See Changing Accommodations.

What is the difference between National Center Testing and School Testing?

Most students—with and without accommodations—take the SAT at National Centers. These sites often are local educational facilities. Some of the accommodations that may be provided at a National Test Center are:
  • 50% extended time
  • 14-point test booklet
  • Large block answer sheet

Some students, including some students testing with accommodations, take the SAT at their school. Some accommodations that may only be provided at the student's school are:
  • 100% extended time
  • A reader
  • A writer
  • A Braille version of the test
  • A computer to record written responses

If my student is approved for accommodations that are provided at a National Test Center, how will he or she know which center to go to?

The student's assigned test center for the date requested can be found on his or her admission ticket.

Is the school testing given on the same day as center testing?

Students who receive school testing most often test at the school they attend. The SAT is given at any time within the four-day period that begins with the Saturday national test date. (Please see SAT Calendar Dates & Fees.) The SSD Coordinator at the testing school determines the specific date, start time, and the location within the school, and then notifies the students.

How will I know which students are taking the SAT at my school?

A few weeks before each test date, the SSD Coordinator will receive a roster of all School Testing students who are registered for the SAT. The report also provides a list of each student's approved accommodations. SSD Coordinators should ensure that the information is correct.
Immediately before the test date, the SSD Coordinator will receive a Nonstandard Administration Report (NAR), with students' names and SSD Eligibility Codes pre-entered. This will be the final roster showing all of the students who are approved for school-based testing. This roster has to be returned with the answer sheets after the completion of the testing.

What is the best time to give the SAT at my school?

It is best to begin the test as early in the four-day period as possible so that you can return the answer sheets promptly and allow for timely reporting of the students' scores. It also is advisable to test all students on the same day.

How long will the SAT be with 50% or with 100% extended time?


The variable section has been eliminated for extended-time students. For 50% extended time, the test will be 5 hours, with 11 minutes of breaks: a 5-minute break after sections 2 and 6 and a 1-minute break after section 4. Students with 50% extended time are allowed:
  • 38 minutes for a standard 25-minute section
  • 30 minutes for a standard 20-minute section
  • 15 minutes for a standard 10-minute section

For 100% extended time, the test will be 6 hours and 40 minutes, with two 5-minute breaks (after section 2 on the first day and after section 6 on the second day). Students with 100% extended time are allowed:
  • 50 minutes for a standard 25-minute section
  • 40 minutes for a standard 20-minute section
  • 20 minutes for a standard 10-minute section

SAT Subject Tests™

  • Students with 100% extended time are allowed 2 hours for each standard one-hour test.
  • Students with 50% extended time are allowed 1 1/2 hours for each standard one-hour test.

What is the procedure for testing students approved for 100% extended time?

All 100% extended-time students who are taking the SAT will be tested over two days. Only those students eligible for 100% extended time who are taking the SAT Reasoning Test can continue the test on the second day.
  • Day 1—Complete ID information and test sections 1–4. Lock test materials in a secure area overnight.
  • Day 2—Complete test sections 5–9. Be sure to give each student the same book and answer sheet they used on the first day.
  • Begin testing all School-Testing students on any day within the window (i.e., Saturday, Sunday, Monday, or Tuesday).
  • Complete testing on the next consecutive day within the window whenever possible. If necessary, the second day of testing may occur on Wednesday.

How many breaks will students approved for 50% extended time receive on the SAT and will they be allowed to eat during these breaks?

Students testing with 50% extended time will be testing for about 25 minutes longer than they did when taking the earlier, shorter SAT. Each break for extended-time students will take place after an hour and 15 minutes of testing. Students are welcome to bring nourishing, filling snacks for the two 5-minute breaks.

What are the guidelines for snacks during the SAT?

Snacks may be consumed during breaks, but generally they are not permitted to be eaten in the testing room. However, students with a medical need may request permission to eat or drink during the test as an accommodation.

What is section timing?

Students will be timed separately on each SAT section or Subject Test. Students must be given their full approved time on each section or subject, even if they stop work before time is called. They may not move to the next section or subject until all time has elapsed.

How to Get ExtraTime for the SAT and SAT 2 Subject Tests

Kweller Prep Staff Prepares forms and applications for students requesting extended time for the SAT and/or SAT 2 Subject tests.


Please call 1(800) 631-1757 to inquire about rates and availability or email


How to Get Extended Time for the SAT 


How It works on College Board tests

A commonly requested accommodation on College Board tests is extended time. When requesting it, schools are asked to indicate the specific subject area(s) in which extended time is needed (reading, written expression, mathematical calculations and speaking), as well as the amount of time the student needs. Students who request more than 100% extended time must provide documentation of their disabilities and their need for accommodations for the College Board's review.

How long is a test with extended time?

On the SAT, time frames for tests with extended time are as follows:
  • 50% extra time = 5 hours and 25 minutes
  • 100% extra time = 7 hours (school testing; conducted over 2 days)

See Test-Specific Guidelines for information about extended time on the SAT®, AP® and PSAT/NMSQT®. Schools and students should be aware that, when taking College Board tests such as the SAT, students with approval for extended time must sit for the entire test. Students cannot continue to a new section if they complete a section before the time ends, and they cannot leave early.
In some cases, accommodations other than extended time may be more appropriate to accommodate a student's disability. For example:
  • A student with a physical disability that causes them to write slowly may request a large block answer sheet (which does not require students to "bubble in")
  • Some students with ADHD find that the accommodation of a small group setting helps to reduce distractions.
  • Counselors are encouraged to see Other Accommodations for a list of other examples of accommodations provided by the College Board.

Documentation guidelines for extended time

Please keep in mind that a student's documentation must demonstrate not only that he or she has a disability, but also that the student requires the accommodation being requested. Therefore, a student who requests extended time should have documentation that demonstrates difficulty taking tests under timed conditions. In most cases, the documentation should include scores from both timed and extended/untimed tests, to demonstrate any differences caused by the timed conditions.
The following tests are commonly used to measure a student's academic skills in timed settings. Because tests are frequently developed and updated, this list is not exhaustive. There are other timed tests that may also be used. Tests must be conducted under standardized procedures.
  • Nelson Denny Reading Test, with standard time and extended time measures Stanford Diagnostic Reading Test (SDRT)
  • Stanford Diagnostic Math Test (SDMT)
  • Woodcock-Johnson III Fluency Measures
  • Test of Written Language-Third Edition (TOWL-3)

When these tests are administered under standardized conditions, and when the results are interpreted within the context of other diagnostic information, they provide useful diagnostic information about testing accommodations. A low processing speed score alone, however, usually does not indicate the need for testing accommodations. In this instance, it would be important to include documentation to support how the depressed processing speed affects the student's overall academic abilities under timed conditions.
See Learning Disabilities for a list of commonly used tests and measures used to measure a student's academic skills in extended time conditions.
Note: When requesting extended time, students with all diagnosed disabilities (physical, psychiatric, learning, etc.), should provide documentation to support their difficulty with test-taking under standard time conditions. In most cases, this is best demonstrated with scores from a timed, academic test, such as the five listed above. In some cases, the following information also may be helpful:
  • Detailed description of the disability and explanation of how it affects test-taking under timed conditions (e.g., for a student with Tourette's Syndrome, a detailed description of tics, including duration and frequency of tics).
  • Occupational therapy evaluation.
  • Teacher Survey on Classroom Learning Behavior (.pdf/79K)
  • Comparisons of student's performance under timed and untimed conditions.
  • Educational history, including use of extended time.