As part of your student’s admissions packet, you need to provide us with a recent psychoeducational evaluation that is no more than three years old. We accept evaluations from qualified examiners, including the following:
You may also use professionals who are qualified to assess learning differences but not on this list. If you do, their formal psychoeducational evaluation of your student must include the training and experience that qualifies them to conduct these assessments.
The information we learn from this psychoeducational evaluation should show that your student needs certain accommodations based on how he or she functions in a school setting. The evaluation must include these five things (you’ll find a detailed description of each one below):
This interview will cover the following background about your student:
We require a complete IQ battery, including all subtests and standard scores. This testing will give us an assessment of your student’s aptitude and academic achievement.
The test we accept is the Wechsler Intelligence Scale (the most current, age-appropriate version).
We do not accept the Slosson Intelligence Test–Revised nor Kaufman Intelligence Test. We feel that these tests are inappropriate for your student because they do not adequately measure aptitude and are not generally accepted by college boards.
We also require a complete achievement test battery, including all subtests and standard scores. This test will give us a history of your student’s accomplishments, including academic achievements and areas that need attention. We accept the following:
We do not accept the Wide Range Achievement Test–Revised nor the Nelson-Deny because we believe they do not comprehensively measure achievement and are not generally accepted by college boards.
This test will give us insight into how your student processes information, such as his or her short- and long-term memory, sequential memory, auditory and visual perception and processing, processing speed, executive functioning and motor ability. We accept the following information processing assessments:
Diagnosis should be documented as clearly and specifically as possible. Individual learning styles, learning differences, academic problems and so forth do not constitute a learning disability. While we may, under special circumstances, provide accommodations on our campus for students based on their learning differences, these accommodations will not be allowed for standardized testing and will not be allowed on the college level.
We want your student to succeed in our program and are willing to help. Based on your student’s diagnosis, the professional conducting the evaluation may recommend specific accommodations. If you have any requests, this section of the report needs to include the following:
Your student’s formal psychoeducational evaluation must include the following:
Qualified examiners include the following:
You may also use professionals who are not on this list but qualified to assess learning differences. If you do, they must include the training and experience that qualifies them to conduct these assessments on their report.