Educational Assessments

They may also measure reasoning skills, processing speed, Measures of adaptive behavior rate the child’s functional EDUCATIONAL ASSESSMENTS or working memory. The plan includes the following: skill levels. A parent (or other caregiver) of a child or a teacher who has observed the child over time responds to Jefferson County Schools ● Wechsler Intelligence Scale for Children – V the adaptive behavior scales. Adaptive behavior scales may August 2015 ● Wechsler Adult Intelligence Scale – IV rate levels of communication, daily living skills and ● Wechsler Preschool and Primary Scales of socialization. Some scales rate motor abilities. Other When a child is referred for special education services or Intelligence - IV scales rate the child’s academic abilities and vocational reevaluated to determine continued eligibility for services, ● Woodcock Johnson-III Tests of Cognitive Ability abilities. The assessment plan includes: an evaluation must be conducted. This evaluation will ● Kaufman Assessment Battery for Children - 2 include a review of existing data (data contained in ● Comprehensive Test of Nonverbal Intelligence - 2 ● Vineland Adaptive Behavior Scale – 2 (Survey educational records). It will also include assessments to ● Universal Nonverbal Intelligence Test determine educational needs (unless existing data is ______Edition, Teacher Rating Form, Parent Rating Form) available addressing such needs). The following measures ● Adaptive Behavior Assessment System – 2 (highlighted or otherwise indicated) are included in the assessment plan. Children with limited English skills who come from Spanish-speaking homes may be assessed using these tests. Behavior/Personality Achievement Testing ● Bateria Woodcock-Munoz Children suspected of emotional or behavioral problems Achievement tests assess reading, mathematics, and written ● Bilingual Verbal Abilities Scales that may be interfering with their educational progress may language skills. They may also assess oral language and ● Nonverbal tests listed above be assessed to determine how their behaviors compare with expressive communication. The assessment plan includes: other children of the same age and gender. The assessment plan includes the following: ● Wechsler Individual Achievement Test – III Measures of Learning Processes ● Woodcock Johnson Tests of Achievement - IV  Behavior Assessment System for Children – 2 ● Kaufman Tests of Educational Achievement - 2 Children with suspected learning problems may need  Conners 3rd Edition ● Gray Oral Reading Test – 5th Edition assessments addressing memory, executive function,  Attention Deficit Disorders Evaluation Scale – III ● Kaufman Survey of Early Academic and Language perception, sensory functioning, phonological processes, or Skills visual-motor skills. The assessment plan includes:  Clinical Assessment of Depression ● Curriculum-based Measures and/or Content ● Interviews (Child, Parent, Teacher) Standards Rating Scales ● Developmental Test of Visual-Motor Integration - 5 ● Human Figure Drawing ● Bender Visual-Motor Gestalt Test - 2  House-Tree-Person Children who have been educated in a Spanish-speaking ● NEPSY- 2  Kinetic Family Drawing program may be assessed on levels of reading and writing  Wide Range Assessment of Memory and Learning – 2  Sentence Completion Technique skills in Spanish. Tests used to determine a child’s  Behavior Rating Inventory of Executive Functioning  Functional Behavior Assessment (FBA) achievement levels in Spanish include:  Comprehensive Test of Phonological Processes - 2  Sensory Profile Other Assessments ● Woodcock Munoz Language Proficiency Scales-R  Classroom Observations ● Bateria Woodcock Munoz Children suspected of autism spectrum disorder may be ● Other When more in-depth assessments are needed, the student assessed with a variety of instruments including direct may be referred to an Occupational Therapist from Central observation, rating scales, standardized assessments of Intelligence Testing Oregon Regional Program (CORP) for additional cognitive ability and/or achievement, an assessment of assessment. Parents will be asked to sign a separate social communication skills and interviews. The Children suspected of cognitive impairment (intellectual consent form evaluation when CORP specialists conduct assessment plan may include: disability) must be assessed with a standardized measure of initial evaluations. intelligence (if possible). Intelligence testing may assist in identifying strengths and weaknesses in ability for all  Autism Diagnostic Observation Schedule, children and may be included in assessments for other Adaptive Behavior Second Ed. (ADOS-2) suspected conditions (e.g., learning disability). Some  Childhood Autism Rating Scale, Second Ed. intelligence tests measure verbal and nonverbal abilities. (CARS-2) JCESD August 2015  Autism Spectrum Rating Scales (ASRS) ● Parent/Teacher Checklists ● Clinical Evaluation of Language Fundamentals-5  Gilliam Autism Rating Scale, Second Ed. ● Classroom Observations ● Preschool Language Scales-5 (GARS-2) ● Case History  Comprehensive Assessment of Spoken Language (CASL) Parents may be requested to complete a Developmental Profile and a Developmental History form. A history form Voice summarizes prenatal, birth, developmental, and current ● Test of Problem Solving medical or social concerns. This is required when Communication Disorders Specialists evaluate those ● Test of Expressive Morphology considering disabilities such as intellectual disability and/or students who are referred for a suspected voice disorder. ● HELP Test of Language Competence autism spectrum disorders. The Case History is These children may evidence difficulties of pitch (too high, ● Oral Language Samples recommended for all initial referrals. too low), quality (hoarseness, breathiness), loudness (too ● Parent/Teacher Checklists weak), or nasal tone. ● Classroom Observation Medical documentation of the presence of vision  Test for Auditory Comprehension of Language – 3 impairment, hearing impairment, orthopedic impairment, The assessment plan may include:  Test of Auditory Processing Skills – 3 other health impairment, and traumatic brain injury is  Clinical Evaluation of Language Fundamentals required. ● Observation/Interview Preschool (CELF-P-2) ● Oral Reading/Language Samples  Expressive One-Word Picture Vocabulary Test: ● Voice Index Spanish SPEECH/LANGUAGE ASSESSMENTS ● Medical Evaluation (required)  Receptive One-Word Picture Vocabulary Test:  Boone Program for children: Voice evaluation form Spanish Jefferson County Schools September 2014 Hearing Fluency

A trained member of the Communications Disorders staff Children who may be difficult to understand because they Communication Disorders Specialists (Speech/language screens all children referred for speech/language concerns have difficulties with speaking at a normal rate may also be Pathologists) evaluate children for communication needs. for hearing levels. The hearing screening may be a pure- evaluated for special education services. This disability The evaluation includes information from formal and tone screening or an oto acoustic emissions (OAE) hearing may manifest itself in stuttering-like behavior such as informal assessments. The following measures/procedures screen. If a child fails the initial hearing screening, he/she repeating, prolonging or blocking on given sounds, words (highlighted or otherwise indicated) are included in the may be referred to Central Oregon Regional Program for a or phrases to such a degree that it forms an educational assessment plan. more in-depth audiological evaluation. handicap. The assessment plan includes:

Language ● Total Dysfluency Index ● Oral Language Sampling Articulation/Phonology Evaluation for language delays/disabilities will examine the ● Observation of Associated Motor Behaviors child’s level of understanding (receptive) and use of ● Speech Rate Children suspected of a disorder in the ability to speak language (expressive). The student may be assessed on ● Self-Assessments (by dysfluent students) without sound distortion, substitution, or omission are meaning (word meaning, sentence meaning, non-literal ● Stuttering Severity Rating assessed to determine the intelligibility of their speech, how meaning), structure (grammar and syntax), communication ● Cluttering Characteristics Checklist their speech compares with children of the same age, the intentions, conversational skills, and awareness of  Stuttering Severity Index nature of any delayed sounds, and the potential for language. The assessment plan may include: improvement. The parent, teacher, or the student often provides information on a child’s speech performance. ● Peabody Picture Vocabulary Test – III ● Expressive One Word Picture Vocabulary Test – 4 ● Speech Screenings  Receptive One Word Picture Vocabulary Test – 4 ● The Arizona Articulation Proficiency Scale ● Oral and Written Language Scales (OWLS) ● The Goldman-Fristoe Test of Articulation - 2 ● Bracken Basic Concepts Scales ● Kahn-Lewis Phonological Analysis ● Boehm Test of Basic Concepts, third edition ● The Photo Articulation Test ● Elementary Word Test – Revised ● Oral Speech Sample ● Adolescent Word Test JCESD August 2015