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Print out the Student Eligibility Form (.pdf/148KB). When printing, do not change the size of the form. (Use the default “actual size” for printing).

When a school is submitting a Student Eligibility Form for a student, Sections 1–11 are generally completed (and must be signed) by the student/parent. Sections 12–16 are to be completed by the official representative of the student’s school (often the school’s SSD Coordinator). The school will then mail the application for accommodations on the student’s behalf.

Regardless of how the school chooses to submit a request for accommodations on their students’ behalf, there must be an SSD Coordinator Form (.pdf/216KB) for the student’s school on file with the College Board. The completed Eligibility Form must be sent directly from the school to the College Board. The SSD Coordinator should keep a copy of each student’s submitted Eligibility Form on file.

When students send the Student Eligibility Form and their documentation directly to the College Board, all sections except Section 16 (“Confirming Information and Signature”) must be completed. An incomplete Student Eligibility Form will not be processed.

Mail or fax your completed form and the supporting disability documentation to College Board SSD.

Completing the Student Eligibility Form

Student Identifying Information Sections 1–10

Complete all student identifying information at the top of the Student Eligibility Form. Do not leave items blank as it may delay the processing of your accommodations request.

Section 6: Country Code

If your mailing address is outside the United States, U.S. territories, or Puerto Rico, write the country code, available in your guidance office or online using Code Search on the SAT website.

Section 8:  College Board High School Code

Print your 6-digit high school code, which is available in your guidance office or online using Code Search on the SAT website.

  • If you are a home-schooled student, enter 970000;
  • If you are no longer in school or don’t have a high school code, enter 000003 (in the US or US territories) or 000004 (in international locations).

Student Agreement Section 11

Be certain that you and your parent/guardian (if you are under 18) sign the first page. The College Board cannot process your request without an appropriate authorizing signature .

Accommodations Sections 12–13

Section 12: Requested Accommodations

When requesting accommodations for College Board tests:

  • Include only accommodations that are needed for standardized tests. Some accommodations that may be provided in school are not relevant for College Board tests (e.g., copy of teacher notes)
  • There may be multiple accommodations that address the same area of need (e.g., a reader vs. MP3 audio, braille vs. large print, computer vs. scribe). Please choose one accommodation that you wish to use for each area of need on College Board tests. If this is a rare case in which more than one of these accommodations is required, please provide a detailed rationale explaining why more than one accommodation in one area is being requested.

In most cases, the student should request only those accommodations that are currently being provided in school. If any accommodations are being requested that have not been provided and used for school tests, or are not included your school plan, this must be indicated in section 13.

  1. Extended Time. Indicate the amount of extended time the student is requesting for each subject type. If the student is not requesting extended time for a specific section, leave that question blank. Keep these facts in mind:
    SAT Test Taking Times
    Amount of TimeStandard50% Extended100% Extended
    SAT without Essay3 hours4 hours, 30 minutes6 hours
    SAT with Essay3 hours, 50 minutes5 hours, 45 minutes7 hours, 40 minutes

    Note: Breaks are not included in test taking time
     

    • All College Board exams require reading
    • College Board exams that include essays require written language expression
    • Many College Board exams require mathematical calculations (e.g., math, physics, chemistry, statistics)
    • Few College Board exams require listening (examples include foreign language and music tests)
    • Foreign language exams require speaking
    • The student receiving extended time must remain at the test site for the entire SAT testing time, even if the student finishes early
    • Students who are approved to test with extended time and who will take the SAT, the PSAT/NMSQT, or the PSAT 10 are also automatically approved to test with extra breaks
       
  2. Breaks. Extra and extended breaks are provided in between test sections, and do not count toward testing time. If approved for breaks as needed, the student will be in control of when and how long a break will occur. This type of break is provided within a small group setting at the student’s own school.
     
  3. Reading/Seeing Text Assistance.
    • A 14-point test booklet has larger pages than the standard (8”x11”) test booklet, but the same number of pages per booklet. The 20-point test booklet has standard 8”x11” size pages, which results in more pages per test booklet.  
    • A student may also request braille graphs and figures without braille text. If a student requests a braille test, it will include both braille text and braille graphs and figures.
    • Assistive Technology Compatible (ATC) Test Forms are typically used with screen readers. The ATC Test Form does not enable the student to record answers electronically.
       
  4. Recording Answers.
    • An enlarged answer sheet may be used by students who have difficulty filling in “bubbles” on an answer sheet, as it allows students to simply make a mark in the answer space.
    • A writer/scribe may record both multiple-choice answers and essay responses. Typically, when approved for a writer/scribe, a student would not also need another accommodation to record their answers.
       
  5. Other Assistance. If the student is requesting preferential seating or another accommodation not listed above (i.e., other), please specify what is being requested. For example, “near proctor” or “away from door” may be used to clarify a request for preferential seating.

    Note: Accommodations listed on the form with an asterisk require School Testing for the SAT Program because National Test Centers do not offer these accommodations.

Section 13: Accommodations Provided and Used on School Tests 

 

  • Indicate whether the accommodations being requested have been provided and used on school tests AND are included on the student’s current IEP, 504 Plan, or Formal Written Plan/Program
  • If any of the accommodations being requested have not been provided and/or used on school tests, or are not included on the plan, indicate this in the space provided

Disability and Documentation Sections 14–15

Section 14: Disability

  • For visual, physical, and other impairments, please be sure to specify the student’s condition as diagnosed.
  • Please be sure to use the appropriate entry for the diagnosed condition. For example, any ADHD diagnoses (including ADD) fall under ADHD. Psychiatric disabilities may include anxiety, depression, Tourette’s, and OCD. Physical impairments may include Cerebral Palsy and Diabetes. Common visual impairments include Convergence Insufficiency and Legally Blind.
  • Use “Other Impairment” for diagnosed conditions that do not fall under the other categories. Again, please specify the disability as diagnosed.

Section 15: Documentation

For detailed information on documentation guidelines, see Providing Documentation.

1. Formal Educational Plan/Program:

1a. Indicate whether the student has a current (within 12 months) IEP, 504 Plan, or other type of school generated formal plan/program.

1b. Indicate in the box the date of the initial plan/program, even if it was created at another school. If your records do not indicate when the initial plan was created, enter the date of the oldest plan for which records exist (e.g., “prior to 2005”). If there is no plan/program, leave the space blank.

2. Evaluation Testing. Please indicate the type of evaluation (i.e., psycho-educational, neuropsychological, psychological, psychiatric, medical, visual, audiological, etc.) that was used to diagnose your disability. Please note that a medical note is not sufficient and cannot serve as a substitute for the comprehensive testing, except in the case of certain physical/visual conditions. For more information about disability documentation, refer to Disability Documentation Guidelines.

2b. Commonly used cognitive ability tests include the most recent version of the WAIS or WISC, and commonly used academic achievement tests include the Woodcock-Johnson Tests of Achievement and the WIAT. (Refer to Learning Disorders for other examples.)

Confirming Information and Signature Section 16

  • Students who are home-schooled, or who are submitting a Student Eligibility Form without the involvement of their school, should leave this blank.
  • By signing the form, the appropriate school official (i.e., SSD Coordinator) is verifying that the information provided on the form is true and accurate.
  • At the top right of this section, the school official should fill in the school’s 6-digit high school code.