Documentation Checklist

This informal checklist is intended to help you review your current learning disability or AD/HD documentation or to guide you if you are getting an updated assessment. CLASS will still consider documentation that does not meet these guidelines. We recommend that you submit your materials to CLASS for review and/or schedule a meeting with us as soon as possible. We will give you specific recommendations if we think an update would be beneficial.

1. Qualifications of the Evaluator

Yes – No The person(s) conducting the testing and writing the report hold professional qualifications in an appropriate field (e.g., psychology, psychiatry, educational assessment).

Yes – No The academic credentials of the person(s) conducting the testing and writing the report are stated (e.g., M.Ed., Ph.D., Psy.D., M.D.).
Yes – No The person(s) conducting the testing and writing the report cite the licensure or certification they hold, and provide license/certification numbers, where appropriate (e.g., licensed clinical psychologist, educational specialist).

2. Format of the Diagnostic Report

Yes – No The report is prepared on the professional letterhead of the clinician or institution issuing it.

Yes – No The report is signed by the evaluator(s).
Yes – No The report includes the dates of testing and the date the report was issued.
Yes – No The report includes contact information for the person or office issuing the report.

3. Comprehensiveness of Documentation

Yes – No The report includes a thorough developmental, educational and (where relevant) medical history.

Yes – No The report includes a major cognitive battery (e.g., WISC, WAIS) with a full listing of all subtest standard scores and percentiles.
Yes – No The report includes a comprehensive academic achievement battery (e.g., Woodcock-Johnson Tests of Achievement, WIAT) with a full listing of subtest standard scores and percentiles.

4. Diagnostic Conclusions and Reasoning

Yes – No The report includes a Conclusions or Summary section in which the findings from history and testing are integrated and interpreted.

Yes – No Diagnostic conclusions are clearly stated and are linked to specific features of the student’s history and testing results.

5. Recommendations for Accommodations or Interventions

Yes – No The report explains the specific impact(s) of the condition(s) on the student’s academic performance.
Yes – No The report suggests specific accommodations and explains how these adjustments would compensate for the specific effects of the disability in a post secondary academic setting.