Overview

The admissions process at WPS seeks to identify students with specific learning disorders for whom we can help facilitate the achievement of their independence and actualization of their potential. WPS students have a wide variety of cognitive and academic profiles, including students who are dyslexic, have difficulties with expressive and receptive language, have non-verbal learning disabilities, and those who have difficulty with executive functions.

While WPS is committed to serving students with learning disabilities, we are also committed to serving a diverse population of students. WPS accepts students of all races, nationalities and ethnic groups, and the school works hard to maintain diversity in terms of gender, educational background, and socioeconomic status.

Admissions policies at WPS conform to the National Association of Independent Schools’ (NAIS) Principles of Good Practice for Admission to Independent Schools. WPS also has professional associations with the International Dyslexia Association, Learning Disabilities Association, Independent School Association of Greater New York, New York State Association for College Admission Counseling, National Association of Independent Schools Parents League, and, of course, the New York State Association of Independent Schools with whom we are fully accredited.

Criteria for Admission

In terms of criteria for admissions, a specific admissions checklist does not exist, as WPS students present with various skills and abilities along the academic and social-emotional continuum. The educational philosophy is to serve a wide range of students as individual learners with individual needs; therefore a specific checklist requiring maximum and minimum scores and evaluation results would not be an accurate determinant of success at WPS. Despite the individualized approach, there are some general expectations of the applicants, including that they are diagnosed with a learning disability, that they do not have a primary emotional or behavioral diagnosis, and that their cognitive and academic profile matches that of our current students.