Seeking Accomodations
At Bishop Kelly, we are committed to supporting students with documented learning differences while maintaining academic integrity and consistency with national testing agencies. To qualify for school-based accommodations, students must provide a current, comprehensive evaluation that aligns with standards from the DSM-V and testing organizations such as ACT and the College Board.
Families should carefully review the following requirements and share them with the licensed professional completing the evaluation.
Please note: an evaluation or diagnosis alone does not guarantee accommodations at Bishop Kelly, nor does school-based eligibility ensure approval for ACT or College Board accommodations.
Important Guidelines
- Psychoeducational testing and/or a clinical diagnosis does not automatically result in accommodations at Bishop Kelly or with ACT/College Board.
- ACT and College Board make independent decisions regarding accommodations. Students receiving accommodations at Bishop Kelly are not automatically granted them on standardized exams.
- Doctor’s notes, IEPs, 504 Plans, or private school learning plans may provide helpful context but are not sufficient on their own to qualify a student for accommodations at Bishop Kelly.
- Testing must be current (within the past three years). If updated assessments no longer support the diagnosis, accommodations may be revised or phased out.
- Evaluations must be completed by a licensed psychologist, psychiatrist, or school psychologist.
- Bishop Kelly may provide accommodations such as extended time or testing in a reduced-distraction setting. However, modifications to curriculum (e.g., reduced workload, alternate assignments, or modified grading) are not part of our accommodations process.
Required Tests & Documentation
To be considered for accommodations, evaluation reports must include results from the most recent editions of standardized tests in the following areas. Reports must provide scaled/standard scores and percentiles for all measures administered. Partial or selective test results are not sufficient.
Cognitive
One of the following full cognitive batteries is required:
- Wechsler Intelligence Scale for Children (WISC)
- Wechsler Adult Intelligence Scale (WAIS)
- Woodcock-Johnson Cognitive Battery
Achievement
One of the following comprehensive achievement batteries is required:
- Wechsler Individual Achievement Test (WIAT)
- Woodcock-Johnson Achievement Test
Memory
One of the following is required to assess memory functioning:
- Children’s Memory Scale
- Wechsler Memory Scale
- Wide Range Assessment of Memory and Learning
Rating Scales
- Parent ratings and at least three current teacher ratings addressing attention, behavior, and emotional functioning are required.
- Acceptable tools include BASC, Conners, SNAP-IV, or other standardized rating scales.
Tests Not Accepted
The following abbreviated or screening measures do not meet Bishop Kelly’s requirements:
- Wechsler Abbreviated Scale of Intelligence (WASI)
- Reynolds Intellectual Screening Test (RIST)
- Slosson Intelligence Test
- Kaufman Brief Intelligence Test (KBIT)
- Woodcock-Johnson Brief Intellectual Ability
- Kaufman Test of Educational Achievement – Brief Form
- Individual subtests (without the full test battery)
Required Evaluation Contents
For consideration for accommodations, a comprehensive evaluation report must include the following:
| Reason for Referral | Clear explanation of the concerns that led to testing, including presenting problem(s) and history. |
| Developmental and Medical History | Relevant birth/neonatal information, medical conditions (e.g., concussions, seizures, significant illnesses), and medication history (including dosage, dates taken, and whether medication was used during testing). |
| Family and Personal History | Information on learning, attention, psychiatric, or medical conditions present in the family or student history. |
| Academic Record | Previous and current grades, standardized test scores (e.g., MAP, STAR, IOWA, Stanford, etc.), and a pattern of academic performance over time. |
| Prior Evaluations | Results from any previous psychoeducational or neuropsychological assessments, including dates, tests used, and DSM-V diagnoses (if applicable). |
| Accommodation History | Documentation of accommodations previously provided and evidence of their use. If none have been used in the past, a clear explanation of why accommodations are needed now. |
| Clinical Interview | Notes from interviews with the student and parents, including observations of the student’s affect, attention, mood, and work style during testing. |
| Interpretive Summary | A professional analysis that connects test results, history, and observed patterns to a DSM-V diagnosis. This summary must document substantial limitations in learning or other major life activities and explain the educational impact. |
| Rationale for Accommodations | A clear explanation of why the recommended accommodations are necessary, with evidence showing how they reduce the impact of the diagnosed learning or attention difference |
Important Notes on Diagnoses and Eligibility
- A valid diagnosis must be supported by a history of below-average academic performance that is significantly lower than the student’s cognitive ability, despite documented interventions.
- Diagnoses cannot be based solely on a prior evaluation, a few low subtest scores, or a single measure (for example, using only the CPT or TOVA to diagnose ADHD).
- A previous history of receiving accommodations, without current evidence of functional limitations, does not guarantee continued eligibility.
- Slow processing speed or difficulty finishing timed tests, by themselves, are not sufficient to establish a need for accommodations. Scores within the average range—even if lower than expected for the student’s cognitive ability—do not automatically demonstrate a substantial limitation compared to most peers.
- Non-specific diagnostic language such as “academic weaknesses,” “may have,” “suggests a diagnosis of,” or “slow processing speed” is not considered a formal diagnosis.
Documentation of Psychiatric Conditions
In most cases, students seeking accommodations for psychiatric conditions must follow the same testing and documentation guidelines outlined in Sections 1–4. In addition, the following requirements apply:
| A specific DSM-V diagnosis must be documented, along with the student’s current level of functioning and the direct impact of the condition on academic performance. |
| Documentation must be provided by a qualified, licensed professional such as a psychiatrist, psychologist, or neurologist. |
| The report must include a clear rationale for the requested accommodations, demonstrating how the psychiatric condition creates a substantial limitation in the school setting. |
| Because the severity of psychiatric conditions may change over time, updated documentation of current functioning and daily life impact must be submitted annually. |
| Anxiety related only to test-taking or school performance, without additional evidence of a significant functional impairment, does not automatically qualify a student for accommodations. |
| In many cases, psychiatric diagnoses must be accompanied by documentation of an attention or learning difference to meet eligibility for accommodations. |
Documentation Requirements for ADHD
Students seeking accommodations for ADHD must follow the comprehensive evaluation requirements outlined in Sections 1–4. In addition, the evaluation report must include the following:
| Initial Diagnosis | Date and age at initial diagnosis, name of diagnosing professional, tests administered, DSM-V criteria met, level of impairment, etc. |
| Current Impairment Across Settings | Evidence that ADHD symptoms currently impact the student in two or more settings (e.g., academic performance, social relationships, family functioning). Documentation may include teacher ratings, parent reports, school records, and report card comments. |
| Rating Scales | Standardized rating scales from at least one parent and three teachers, including percentiles and levels of significance, to demonstrate the impact in the school setting. |
| DSM-V Criteria | A description of which DSM-V symptoms are present and how they affect the student’s academic achievement, daily functioning, social skills, or executive functioning. |
| Differential Diagnosis | Other conditions that can mimic ADHD symptoms (e.g., allergies, sleep disorders, vision or hearing issues, anxiety, depression) must be ruled out through clinical interviews, supplemental tests, and rating scales. |
| Attention/Executive Functioning Tests | Recommended assessments may include the CPT, TOVA, or Wisconsin Card Sorting Test, with all scores, percentiles, and interpretations included. These tests should never be used alone to diagnose ADHD. |
Important Note: A diagnosis of ADHD alone, without evidence of current impairment across multiple settings, does not automatically qualify a student for accommodations at Bishop Kelly.
