Guidance for Filling out the “Green Form”
FORMS ARE DUE TO GUIDANCE BY DECEMBER 11, 2020
Please read the form carefully. Each section (A-D) must be filled out by an appropriate professional or qualified specialist. Section E may be filled out by the student’s 504 designee or a qualified specialist teacher.
Section A: Select the most appropriate and necessary access arrangement(s). See the appendix for details about each arrangement provided by Cambridge’s “Regulations and guidance for administering Cambridge exams” handbook.
Section B: This section has two parts. The appropriate professional or qualified specialist (e.g. a physician) must specifically link the disability or diagnosis to a barrier to assessment and justify the use of the accommodation to remove that barrier.
First, address how the disability/diagnosis presents a barrier to assessment. Then explain why the disability/diagnosis warrants the use of the specific arrangement(s)
Section C: Provide a list of the accommodations (e.g. 50% additional time) that the student has been provided on other standardized tests. Include which test (e.g. “SAT”) and the awarding body (e.g. College Board).
Section D: Attach evidence of the disability/diagnosis.
- Evidence is dated within three years of the exam
- The professional has signed and dated the evidence and included details of their relevant qualifications.
- Where relevant, the supporting evidence contains literacy assessments for the candidate.
Access Arrangements Appendix
Access arrangements are pre-exam arrangements made on behalf of a candidate with particular needs. Access arrangements allow candidates to access the assessment and remove unnecessary barriers, without changing the demands of the assessment. Cambridge will not grant arrangements if they give the candidate an unfair advantage over others.
If access arrangements are provided, MCHS must keep the evidence from each year that the arrangements are provided until Cambridge issues certificates. In some cases, we must apply for permission to provide the arrangements; the decision to permit any arrangements will be made by Cambridge itself and not MCHS nor Martin County School District.
25% extra time:
- Extra time is not appropriate for candidates who require a break during the exam. You should instead apply for supervised rest breaks.
- Candidates who need extra time because of below average reading and writing speed will typically have results measured in tests of speed in a report conducted by an educational psychologist, a clinical psychologist, occupational psychologist or suitably qualified teacher, and are shown to be below average. ‘Below average’ means one deviation below the mean on a nationally standardised test taken within four years of the exam series. It does not mean ‘below average standard’ in a centre.
- A word processor is a typewriter, electronic typewriter or word-processing software on a computer or tablet.
- Candidates who may benefit from a word processor are those with:
- a learning difficulty that affects their ability to write
- a physical disability
- a health condition
- visual impairment
- a cognitive disability
- illegible handwriting.
- A word processor cannot be used by a candidate just because:
- they want to type rather than write in exams
- they work faster on a keyboard
- they use a word processor at home
Supervised rest breaks:
- Candidates who are allowed supervised rest breaks may have permanent or temporary illnesses and disabilities or learning difficulties.
- MCHS must always consider supervised rest breaks before we apply for extra time.
- We will should stop the clock when the candidate starts their rest break and start it again when the rest break is over. In some cases, the candidate may need extra time as well as supervised rest breaks.
Color overlay or modified paper:
- Cambridge allows candidates to use tinted glasses or coloured overlays where appropriate to their needs.