Introducing 

Prezi AI.

Your new presentation assistant.

Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.

Loading…
Transcript

Testing and Evaluation

Every disability has evaluation criteria that assists with programming and placement needs for the student. Testing is required when a child is initially Referred. A review of previous data and any new testing which may or not be needed is addressed at Re-evaluation.

Cognitive Ability

Achievement Testing

Speech/Language Evaluation

Level 1 and/or Level 2 testing for characteristics of Dyslexia

Programming and curriculum information and data collection

Standardized test results

Response to Intervention data

Current grades

Testing for specific areas (Math, Reading, Written Expression)

Hearing Impairment

Speech or Language Impairment

Intellectual Disability Traumatic Brain Injury

Multiple Disabilities Visual Impairment

Autism

Orthopedic Impairment

Deaf Blindness

Other Health Impairment

Emotional Disturbance

Specific Learning Disablity

Procedures

by The Center for Exceptional Families

What do All These Acronyms Mean?

Section 1 -

Section 2 -

Section 3 -

Section 4 -

Section 5 -

Section 6 -

Attached is a list of tests and what each test will tell the IEP team about the child's current functioning level.

Cognitive Evaluation (IQ testing)

Achievement tests

Speech / Language Tests

Area Tests

Specific Tests for certain disability categories

Other data gathered regarding the child's curriculum needs and present level of performance.


Speech/Language

Evaluation

Level 1 and Level 2

Screening for Dyslexia

Standardized Test Results

Social History

and

Medical Information

What does all this mean?

Curriculum

Based

Assessments

Let's L K!!

IQ tests give the team information about the child's intellectual ability.

These are measured by Standard scores with 100 being the “average” IQ. These tests tell if the child is functioning in the average, above average or below average range of cognitive abilities.

Each school district has specific criteria for how this testing is completed.

These test are administered in specific areas of reading, math, written expression. The standard scores obtained are used as a comparison between what the child currently knows within the grade/age level of their peers and their intellectual abilities.

If the child does not pass the speech/language screening, a formal evaluation is needed

for communication skills

This data comes from district or state required standardized tests.

Some disability areas require a physical examination by the Primary Care Physician.

All disability areas require the parent or caregiver to complete a Social History.

This information comes from the classroom teacher and reports how the child is achieving within the classroom curriculum.

Specific Test titles will be listed at...

Vocational

Area Testing

www.thecenterforexceptionalfamilies.org

Current Grades

Fine and Gross

Motor Skills

Functional Skills

Assessments

BEHAVIORAL SCREENERS/ATTENTION DEFICIT SCREENERS/VISION AND HEARING SCREENING.

Consideration of current grades is part of the referral process.

These evaluations are given by licensed physical and occupational therapists when there is an indication the child might need these services to access their IEP.

This area is usually for children with severe cognitive delays, but can be used whenever the team feels this information is necessary to appropriately address educational needs.

Vocational assessments are given at various ages and times. Some disabilties require more information regarding what services or life skills may be needed for the child.

These areas are usually screening assessments to determine progress in academics, leisure, communication, vision/hearing needs, possible ADD or ADHD that affect home or school funtioning.

Response to Intervention is a program that addresses the current skill level of the child, creates a specific set of interventions and then monitors progress over a period of time.

If the child shows progress, there may not be a need for testing or placement

in special education.

When the comprehensive evaluation shows certain areas of concern, additional “area” testing is required.

Some areas that might be evaluated are: math, reading, written expression,

auditory processing.

1702 Stone street

Jonesboro, Ar 72401

ALL THIS TESTING CAN SOMETIMES BE CONFUSING

ESPECIALLY DURING AN EVALUATION PROGRAMMING CONFERENCE!!!!!

Response to Intervention Data

There are 12 Disability Categories for school age children under IDEA:

Test Measures Include:

Disability Categories Continued...

Disability Categories Continued...

Intellectual Ability

Achievement/Academic Testing

Learn more about creating dynamic, engaging presentations with Prezi