Update on Awarding Extra Time Anwen Jones SpLD Specialist Disability Advisory Service The University of Oxford Headlines …. SENCO Centre policy Teacher OfQual EP / ST Parent Candidate JCQ / Exam Board Aim of AA is to allow access to all without conferring unfair advantage Equality Act 2010 • Reasonable adjustment • Impact is substantial and long-term Interpreting guidance Who is eligible for an arrangement? Those with or without a formal disability / diagnosis What is reasonable? Set out in JCQ guidance Define substantial and long-term? Not minor or trivial – evidenced through standardised tests and school-based data. Being dyslexic is not enough Painting a picture of need – balance is the key Quantitative Qualitative Quantitative: Speed of Working? <85 Speed of Working Reading Speed (Continuous text preferably) Writing Speed (Free writing speed – not sentence completion) Cognitive Processing Speed Working memory Rapid naming Phonological awareness Visual processing speed Visual / motor integration Quantitative evidence & exceptional circumstances <85 85 - 89 90+ •Vast majority of cases of ET • Exceptional cases •Very rare and exceptional Qualitative Evidence: Balance 84 or less 85-89 90+ • Normal way of working • Normal way of working plus.. • Multiple scores / more evidence of need • All the above plus formal evidence of disability FAQ? When to assess? Regulations have not changed – best practice recommendations have changed Who can assess? Who needs to register ? Specialist Assessors / Everyone without an APC What paperwork do they need to complete? Form 8 / Centre equivalent .... With some exceptions for in-house professionals Impact on Centre: Assessing for extra time is difficult! Resources Specialist Staff Test materials – up-to-date Time Monitoring and review procedures SpLD Assessment Standards Committee http://www.sasc.org.uk/ Guidance on SpLD Diagnostic Assessments http://www.ox.ac.uk/students/shw/das/ Questions?