Testing must be comprehensive and current (within the last 3 years).  There must be clear and specific evidence of a learning disability.

Testing must be clear and specific evidence of a learning disability or Attention Deficit Disorder (ADD) must be stated, including its’ impact on the student’s ability to learn.

PLEASE NOTE: We do not accept IEP (Individualized Education Plan) or “504 Plans” as documentation of a learning disability. We require a current diagnosis of a disability as stated on a complete psychological educational evaluation containing scores on each of the tests listed below.

Appropriate services and/or accommodations will be determined based upon the specific information provided on the psychological educational evaluation.

Testing must address the following areas:

Aptitude:

Acceptable instruments are the Wechsler Adult Intelligence Scale-Revised, IV (WAIS-R, IV) or Wechsler Intelligence Scale for Children-Revised, IV (WISC-R, IV). In either case, sub-test scores should be included.  The Woodcock-Johnson Test of Cognitive Ability is acceptable.

Achievement:

Current levels of functioning in reading, mathematics and written language are required.  Acceptable instruments include the Woodcock- Johnson Psychoeducational Battery, Test of Achievement (WJ-R), the Wechsler Individual Achievement Test (WIAT), or specific achievement tests such as the Test of Written Language-2 (TOWL), Woodcock Reading Mastery Test- Revised, or the Stanford Diagnostic Mathematics Test.

Note:

The Wide Range Achievement Test is NOT a comprehensive measure of achievement and therefore is not suitable.

Information Processing:

Specific areas of information processing (e.g. short and long term memory, auditory and visual perception/processing, processing speed) must be assessed.  Use of sub tests from the WAIS or WISC is acceptable.