Admission Process
TAL Academy seeks to equip students with tools to access an outstanding Judaic and general studies curriculum. We strive to provide children with language challenges the research-based, high-quality instruction they require to achieve academic success and develop their individual strengths and talents in a Torah environment.
Attend an Open House
Attendance at an Open House is required for prospective parents or guardians and is limited to adults only.
Application Review
Parents are asked to complete the school application and submit requested paperwork along with a comprehensive evaluation. After an application is received and reviewed, it will be determined if the child is an appropriate candidate who matches the learning profile of their cohort. If deemed appropriate, parents will be contacted to schedule an interview with one of the TAL administrators. Parents will also be asked to coordinate a classroom observation with their children’s current school.
Decision & Notification
Families are informed of admissions decisions via phone and by mail. Once a child is accepted, parents will receive an acceptance letter, contract, and financial aid form.Parents are strongly encouraged to return the signed contract and a non-refundable deposit within two weeks of notification in order to guarantee their child’s placement in the cohort . If enrollment has been filled the student will be placed on a wait-list and parents will be notified as soon as an opening becomes available.
Criteria for Admission
A specific admissions checklist does not exist, as TAL students possess various skills and abilities along the academic 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 TAL.
Despite the individualized approach, there are some general expectations of the applicants:
- They are diagnosed with a learning disability
- They do not have a primary emotional or behavioral diagnosis
- Their cognitive and academic profile matches that of our current students.