All documentation must be submitted on official letterhead of the professional/service provider describing the disability.

1. A qualified professional must conduct the evaluation.
   Professional evaluators must have comprehensive training and experience relevant to the adolescent and adult LD population, including populations that are culturally and linguistically diverse. Documentation must consist of the following:
   • Name
   • Title
   • Professional credentials
   • License or certification
   • Area of specialization
   • Employment and state of employment 
2. Testing must be current.
   Within the past three (3) years for a high school student and within the past five (5) years for an adult.
   
   
3. Documentation must be comprehensive.
   A comprehensive assessment battery (not to be limited to an individualized educational plan (IEP) or a 504 plan and the resulting diagnostic report must contain the following items: a diagnostic interview, assessment of aptitude, measures of academic achievement and information processing.
   
   
   1. Diagnostic interview
      An evaluation report should include the summary of a comprehensive diagnostic interview with relevant academic historical information.
      • A summary with a description of the present problems
      • Relevant medical history, including absence of a of medical basis for the symptoms
      • Academic history, with prior standardized test scores
      • Relevant family history, including primary language and level of English fluency
      • Reports of class performance
      • Relevant psychosocial history
      • Relevant employment history
      • A discussion of dual-diagnosis
      • Alternative or co-existing mood, behavioral, neurological, and/or personality disorders
      • An exploration of possible alternatives that may mimic a learning disability
   2. Assessment
      For the neurological or psychological evaluation to illustrate a substantial limitation to learning the comprehensive assessment battery must contain the following domains:
      
      
      1. Aptitude and cognitive ability: A complete intellectual assessment with all subtests and standard scores. Suggested tests might include:
         • Weschler Adult Intelligence Scale III (WAIS-III)
         • Woodcock-Johnson Psychological Battery - Revised tests of Cognitive Ability
         • Kaufman Adolescent And Adult Intelligence Test
         • Stanford-Binet Intelligence Scale (4th ed)
      2. Academic achievement: A comprehensive achievement battery with subtests and standard scores indicating current level of functioning in the academic areas of: reading (decoding and comprehension), math, oral and written language. Suggested Tests might include:
         
         
         • Scholastic Abilities Test for Adults (SATA)
         • Stanford Test of Academic Skills (TASK)
         • Woodcock-Johnson Psychological Battery-Revised: Tests of Cognitive Ability
         • Weschler Individual Achievement Test (WIAT)
           
           Or, specific achievement tests such as:
            
         • Nelson-Denny Reading Skills Test
         • Standford Diagnostic Mathematics Test
         • Test of Written Language (TOWL-3)
         • Woodcock Reading Mastery Tests-Revised
      3. Information processing: The specific areas to be addressed include short and long-term memory, sequential memory, auditory and visual perception, processing speed, executive functioning and motor ability. Acceptable instruments might include:
         
         
         • Detroit Tests of Learning Aptitude-3 (DTLA-3)
         • Detroit Tests of Learning Aptitude-Adult (DTLA-A)
         • Information from subtests on WAIS-III or Woodcock-Johnson Psychological Battery-Revised: Tests of Cognitive Ability
   3. Documentation must include a specific diagnosis.
      The diagnostician is encouraged to use direct language in the diagnosis and documentation of a learning disability, avoiding the use of such terms as 'suggests' or 'is indicative of.'
      
      
   4. Actual test scores from standardized instruments must be provided.
      The data, including standard scores and/or percentiles, must logically reflect a substantial limitation to learning, and both the nature and severity of the LD(s) the candidate is requesting accommodations for. The tests used must be reliable, valid, and standardized for use with an adolescent/adult population.
      
      
   5. Each accommodation recommendation must include a rationale.
      The diagnostic report must include the following:
      
      
      • Specific recommendations for accommodations including explanations
      • Description of the impact of the LD on a specific major life activity and the degree of impact on the individual
      • Specific test results or clinical observations to support recommendations.
4. An interpretive summary must be provided.
   A clinical summary must indicate the following:
   
   
   1. The evaluator ruled out all alternative explanations for academic problems such as poor education, poor motivation and/or study skills, emotional problems, attentional problems, and cultural/language differences
   2. How the presences of a learning disability is evident in patterns of cognitive ability, achievement and information processing
   3. The degree of substantial limitation to learning presented by the learning disability and the degree to which it affects the individual in the context for which accommodations are being requested
   4. How specific accommodations mediate the effects of the specific disability
   5. The summary should also include any record of prior accommodations or auxiliary aids