On the WISC-IV, my DD has either a 1st or 2nd percentile processing speed, measured 1 year apart. On the Woodcock-Johnson III, her reading, writing. and verbal fluencies measure in the low or very low range. She has similar fluency scores on other instruments with nothing above the 26th percentile. Private neuropsychologist recommended double time for all tests, but she only received time and a half on her IEP.
Her official diagnosis is ADHD/ Inattentive.
Her school says that ACT would not give her double time. I am wondering who would get double time, if not her.
What grade level is your DD in?
It will be easier if she gets double time at school. Was she ever given double time for her school tests/quizzes even it was not in the IEP?
11th. It is possible that she used more than time and a half to complete tests in the resource room or during a free period. I doubt that they were really tracking her time. Edited to add: They seemed mostly interested in handing off the test to another teacher so it would stay secure.
I should also add that on all three measures of fluency (reading, writing and math), she scored in the low or very low range when timed, and in the high average range untimed.
@Mehitabelle here is my experience a few years ago…it was not for double time, but for multiple days with timed and a half …the kid’s IEP had extra time, when I asked the school to apply for timed and a half and multiple days, the GC told me no, because she talked to the case manager and the case manager said the kid could only apply for timed and a half…(essentially she refused to apply for multiple days)… I checked with ACT and based on everything I read, it was ACT who made the decision, not the school and not the counselor…I escalated and we were lucky to have a department head who has an open mind, he called ACT to confirm that it was ACT who made the decision…bottom line is the school cannot make the decision and refuse to apply for a parent.
When I submitted the documentation, I included IEPs, neuropsychological reports, speech reports etc, I think what helped was that I included a letter from the school stating that they had been giving her multiple days for the state’s test…I was able to get the letter because the IEP only specified extra time, and the teachers had been giving the kid multiple days for the state’s standardized tests over my objections for years, and when I raised the issues, they would claim the “extra time” in the IEP allowed them to do it…so when the GC told me no, I asked for the letter and they reluctantly agreed (if not, I would attach our communications to the application)…I did not ask for double time, but looking back, by giving the kid multiple days, they gave her double time as well.
From everything I read, it would be so much easier if the kid has been receiving the same type of support in school. I suspect it may help if you get the teachers’ support in a letter saying that the kid needs double time or that they have been providing to her, you may want also want to write a cover letter to highlight all the recommendations.
In the new system, the GC should give you a printout of what she submitted…
My son gets time and one half in school so I don’t even know that double time was on the table. When he got extra time, he went from a 22 composite to a 27. I am not sure how he will do on the recent test since he didn’t study.
@Mehitabelle In my case, my kid’s school gave her double time and multiple days for the state’s standardized tests, but when applying to ACT I only asked for multiple days plus time and a half. The way the school did was to give the same time slot on a second day, hence I asked them to write a letter stating they had been giving the kid multiple days…
My point, in your case, is that from everything I read, it helps if your document shows the kid has been having the same accommodation you are requesting…if not and if I were me, I will (or have the neuropsych) prepare a cover letter.