Needed Prior to Admissions

Click here for a list of local professionals who can administer these assessments.

Cognitive and achievement assessment reports are required in order to help provide information regarding a potential student’s current abilities and learning styles, as well as their academic strengths and weaknesses.  The information from these Initial Assessments helps our staff develop an effective curriculum for each student.  Ultimately, this information proves invaluable in helping each student understand his or her learning style and strengths in order to re-approach learning with “new eyes” and assists students in becoming lifelong learners and effective self-advocates.

The staff at Humanex Academy works from the philosophy that test scores are only one indicator of a student’s abilities.  They are merely an overview of the student’s functioning levels at that point in time.  Test scores are considered in combination with data from the parents, previous schools, and student history to help deliver instruction in the way that will best meet the needs of each student.

The following tools are used to better understand each student’s educational needs:

COGNITIVE ASSESSMENT
WISC/WAIS:  Weschler Intelligence Scale for Children or Weschler Adult Intelligence Scale.

These tests take 45-65 minutes to administer and generate a Full Scale IQ (formerly known as an intelligence quotient or IQ Score) which represents a child’s general intellectual ability.  It also provides five primary index scores for Verbal Comprehension Index, Visual Spatial Index, Fluid Reasoning Index, Working Memory Index, and Processing Speed Index that represent a child’s abilities in more discrete cognitive domains.  The five ancillary composite scores can be derived from various combinations of primary or primary/secondary subtests.  The five complementary subtests yield three complementary composite scores to measure related cognitive abilities relevant to assessment and identification of specific learning disabilities, particularly dyslexia and dyscalculia.  Variation in testing procedures and goals can reduce time of assessment to 15-20 minutes for the assessment of a single primary index, or increase testing time to three or more hours for a complete assessment, including all primary, ancillary, and complementary indices.

ACHIEVEMENT ASSESSMENT
WAIS/WJ-III:  Weschler Individual Achievement Test or Woodcock-Johnson III.

The Weschler Individual Achievement Test Second Edition (WIAT-II; Weschler, 2005) assesses the academic achievement of children, adolescents, college students, and adults.  The test enables the assessment of a broad range of academic skills or only a particular area of need.  There are four basic scales for Reading, Math, Writing, and Oral Language.    Within these scales there are a total of nine sub-test scores.

The Woodcock-Johnson Tests of Cognitive Abilities is a set of intelligence tests cover a wide variety of cognitive skills.  There are seven tests in the standard battery, and an additional 14 in the extended battery, allowing for a considerably detailed analysis of cognitive abilities.  This test provided both age and grade equivalent scores related to academic achievement – current status.

BEHAVIORAL/EXECUTIVE FUNCTIONING
BRIEF:  The Behavior Rating Inventory of Executive Functioning

While not a requirement for admissions, we have found the addition of this self-report measure very helpful in understanding the overall functioning of our students. The BRIEF is an assessment of executive function behaviors both at home and at school by measuring Behavioral Regulations Scales for Inhibit, Shift, and Emotional Control as well as Metacognition Scales for Initiate, Working Memory, Plan/Organization, Organization of Materials, and Monitor.  The questionnaire is administered to parent- and teacher- informants and takes 10-15 minutes to administer, and then takes an additional 15-20 minutes to score.

“My son struggled in math at his former school. Part of the problem was that despite recommendations from psychologists to alter their high-pressure approach, his teachers insisted on doing it their way. And their way resulted in little learning and lots of anxiety. Humanex was such a relief. With its individualized approach to learning, my son not only is doing well in one math class, he added another … and is excelling there too. He thinks the world of the teacher, Bob, and enjoys a subject he used to detest. It’s such a pleasure for me, as a Humanex parent, to see educators who are not just dedicated but who work with each child’s strengths, weaknesses and personality.”

Parent of a Humanex Academy 7th grader