For years now, students with cognitive processing difficulties have been allowed 25 per cent extra time (or more) in exams and assessments. In the past, to qualify for this, students have needed one below-average score in the standard tests set by a Sendco. This means they need a score of 84 or less in speed of working, whether in reading, writing, memory or phonology.
However, the landscape has shifted with new regulations from the Joint Council for Qualifications (JCQ) this autumn. Whether you assess in school or use an external assessor, the change is clear: one below-average standardised score now needs to be two. And what’s more, they must be in different areas of cognitive processing speed.
Happily, Sendcos do not need to start all over again: this does not apply for current Year 11 or Year 13 students whose access arrangements have already been processed or for those taking autumn resits.
More on Dyslexia Week 2021:
In a video recently recorded for Real Training, Nick Lait, head of examination services at JCQ, made no bones about the reasons for the change. He said it was about “robustness and integrity” and to ensure that “no candidate is advantaged”. Understandably, arrangements for students with EHC plans remain unaffected.
SEND: New requirements to get students extra time in exams
So, as Dyslexia Week starts, now might be the ideal time to check you are meeting the new access arrangement regulations.
1. Differentiate areas of processing and check that your assessments offer sufficient breadth
The two different areas of processing now required could be in:
- Speed of reading and speed of writing.
- Speed of reading and cognitive processing.
- Speed of writing and cognitive processing.
- Any two different areas of cognitive processing that have a substantial and long-term adverse effect on speed of working; for example, memory and phonology.
2. Gather supplementary evidence early
If a student has one below-average and one low-average score, make sure you have one piece of supplementary evidence alongside proof of normal way of working - a spreadsheet, teacher emails with comments and observations, work or test samples. For two scores of 85-89, you will need two. For a cluster of three scores between 90-94, you will also need a recent HPC-registered psychologist or specialist assessor’s report.
3. Observe students earlier than you might normally do
Getting the ball rolling sooner will avoid a workload bottleneck as March approaches.
4. Trial readers and read aloud
Remember that students who are better able to understand text when they read out loud to themselves are entitled to do so in exams in separate accommodation. This does not need a Form 8 or testing, but you must have a file note with a statement of need and confirmation that this is their normal way of working.
5. Check standard scores for laptop users
If a student’s only below-average score is in speed of handwriting, you will now need to collect evidence in two other areas of speed of working to secure extra time.
6. Trial rest breaks
Dyslexic students often struggle with fatigue and concentration difficulties or have co-occurring difficulties, so trialling rest breaks is important. JCQ now wants Sendcos to prove they have “considered and thoroughly exhausted the option of supervised rest breaks” before recommending extra time.
7. Reading papers and readers
For papers assessing reading, remember that students with a reader, reading software or read aloud entitlement become eligible for 50 per cent extra time.
8. Scribes
No changes here but remember that if a student dictates on to a recording, they must be present when the answers are later typed up. Similarly, laptop users must verify their work once it is printed out.
9. Diarise the deadline
The deadline is 31 March 2022, though JCQ reassures Sendcos that “the shutters are not down” if circumstances make this impossible.
