Start Early: At this time, Student Eligibility Forms need to be printed and mailed or faxed along with associated documentation to College Board SSD Program.
Be Prepared: It is helpful to gather all relevant supporting documentation in advance. Documentation should be current and comprehensive. Doctors, Psychologists and other treatment providers may need time to provide updates on current functioning.
Be Knowledgeable: College Board tests are administered in a structured, quiet, standardized setting. It is important to consider how your disability impacts your functioning in this type of environment. Accommodations that are appropriate in school and at home, may not be needed on a College Board test. Familiarizing yourself with the types of accommodations we offer will help you request those that are specific to your needs.
Be Creative: College Board makes recommendations on documentation that would be most helpful in determining a functional impairment. However, the College Board will review any information that paints a picture of what your disability looks like for you, and why you require the accommodations that you are requesting. You, your family, and the professionals who work with you are usually the best sources of information about your daily functioning.
Be Thorough: Information from multiple sources will help provide the most complete picture of your current functioning and needs. Examples of types of information that would be helpful to submit alongside information typically requested by the College Board include the following. (NOTE: These are examples only. Not all examples are needed or appropriate in every situation).
Information About Academic Functioning/History
- Standardized assessments that measure academic mastery which are provided to all students within the school/district/state
- Performance levels/cutoffs or percentiles help reviewers understand the nature of your scores
- Teacher observations regarding your current level of academic functioning and/or the frequency, duration, and intensity of any behaviors you exhibit in class
- School records that document your educational history, including:
- Grades – previous and current, with teacher comments
- Attendance records
- Previous school plans, special services, interventions and remediation programs
Information From your Treatment Provider
- An update, within the past year, regarding your academic functioning and/or the frequency, duration, and intensity of any symptoms you exhibit before, during, and after treatment
- A narrative about treatments or interventions that have been attempted
- Outdated or older evaluations, along with information about your current functioning
- A detailed rationale for each accommodation being requested
Information From your Family
- A narrative describing the nature and history of your disability and its impact on your academic functioning
- Include any interventions or services provided outside of school
- Observations about the frequency, duration, and intensity of symptoms or behaviors seen at home