The Admission Process
Parents often start this process with lots of questions about where to start and how to understand their child relative to the typical Carroll student. In short, we require a recent (within the last 18 months) neuropsychological evaluation that includes the WISC-IV and measures of academic achievement. In most cases, we also require a recent speech and language evaluation. In addition to these two critical pieces, we will need a completed application submitted on-line as well as the required release forms before we review a given student’s application.
Once we have received a complete application, one of our Directors will review the materials to determine whether your child may fit the range of students that we serve best. If so, we will contact the family to set up a campus visit in order to further evaluate a student’s appropriateness for our program. A decision regarding acceptance will be forthcoming following the student’s visit.
We’ve answered some key questions below to give parents a sense of the required elements of a Carroll School application as well as the learning profile that best fits our program.
1. Do you have an educational and/or neuropsychological evaluation for your child?
This evaluation should give you a sense of your child’s cognitive horsepower as well as where their reading, writing, math, and executive functioning levels lie relative to their same-aged peers. Strong applicants to the Carroll School have average to well above average cognitive scores (on the WISC-IV, for example) and have relative weaknesses on measures of reading and writing particularly.
2. Does your child have a speech and language evaluation?
This evaluation will give you a sense of whether your child’s struggles with reading and writing lie in the speech and language domain rather than simply requiring a language-based academic environment. Strong applicants to Carroll School earn average to above average scores on measures of speech and language functioning.
3. Does your child struggle with attention or anxiety that impacts all realms of functioning?
Attention and/or anxiety issues are often co-morbid, or co-exist, with language-based learning disabilities. It can be challenging to discern whether attention is impacting academic performance or whether academic struggles are impacting attention and availability for learning. As part of the admission process, we utilize all pre-existing information to determine where attention and anxiety struggles arise, and the degree to which these struggles impact functioning.