Jesuit High School Standardized Testing Accommodations Submission Policy (PSAT/SAT/ACT)


Getting ready for SAT/ACT accommodations

Any student needing college admissions testing accommodations needs full educational testing to prove the need for the accommodations. This educational testing includes both cognitive and achievement assessments. An example of a common accommodation is extended-time testing. Additionally, students need to be using the accommodations regularly in school and they need to have an Academic Support Plan in place through the Academic Support Center.

What is needed

In order for students to take standardized tests such as the PSAT/SAT/ACT with extended-time, students must:

  • Have documentation that meets the requirements of the SAT/ACT organizations
    • Including both cognitive and achievement testing (psycho-educational evaluation).
    • Current as defined by the SAT is documentation that is updated every five years.
    • Current as defined by the ACT is documentation that is updated every three years.
  • Have an Academic Support Plan developed through the Academic Support Center.
    • Each family must meet with the ASC director AND provide learning/educational documentation to the ASC director.
  • Be using and/or needing extended-time on school-based tests (final exam statistics are tracked through the ASC).

ADHD – Attention Deficit Hyperactivity Disorder is a medical diagnosis. It is not currently recognized as a learning disability. Learning documentation regarding ADHD must present clear evidence of needed accommodations. Failure to finish timed tests cannot be used in isolation to demonstrate impairment.

Jesuit High School will not submit documentation as follows:

  • Incomplete (educational evaluations must have cognitive and achievement testing).
  • Doctor diagnosis without educational testing as outlined above. A diagnosis of ADHD is not evidence of a need for extended-time.  Learning documentation must provide measurable impairment of academic achievement.

Additionally, learning documentation should:

  • Clearly state the learning diagnosis with DSM V criteria.
  • Present a history of the disabling condition and its impact on learning as well as other functional limitations.
  • Provide tests used to reach diagnostic conclusions.
  • Provide testing both with and without extended-time.
  • Offer explicit recommendations and accommodations based on individual learning needs.
  • Include evaluator’s professional credentials.

Please be advised that extended-time accommodations are for students with documented learning disorders as defined by the Americans with Disabilities Act.

School-based accommodations and SAT/ACT accommodations may differ. Referrals for educational evaluations are available upon request. 

Additional information can be found at: