Documentation Checklist

This informal checklist is intended to help you review your current disability documentation or to guide you if you are getting an updated assessment. DRS will still consider documentation that does not meet these guidelines. We recommend that you submit your materials to DRS for review 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

  • Does the person(s) conducting the testing and writing the report hold professional qualifications in an appropriate field? (e.g., psychology, psychiatry, educational assessment).
  • Are the academic credentials of the person(s) conducting the testing and writing the report stated? (e.g., M.Ed., Ph.D., Psy.D., M.D.).
  • Does 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

  • Is the report prepared on the professional letterhead of the clinician or institution issuing it?
  • Is the report is signed by the evaluator(s)?
  • Does the report include the dates of testing and the date the report was issued?
  • Does the report include contact information for the person or office issuing the report?

3. Comprehensiveness of Documentation

  • Does the report include a thorough developmental, educational and (where relevant) medical history?
  • Does the report include a major cognitive battery (e.g., WISC, WAIS) with a full listing of all subtest standard scores and percentiles?
  • Does the report include 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

  • Does the report include a Conclusion or Summary section in which the findings from history and testing are integrated and interpreted?
  • Are the diagnostic conclusions clearly stated and linked to specific features of the student’s history and testing results?

5. Recommendations for Accommodations or Interventions

  • Does the report explain the specific impact(s) of the condition(s) on the student’s academic performance?
  • Does the report suggest specific accommodations and explanations of how these adjustments would compensate for the specific effects of the disability in a post secondary academic setting?