Full Individual Evaluation

Full Individual Evaluation

StaffingARD meeting

REED and REED meeting

Evaluation

Notice

Reevaluati

on

Parent ReportReview

Consent

Multitude of Job Responsibilities

• Putting the puzzle together

• Supporting the campus

Three Significant Changes

Testing Battery

Interpretation

Report

Testing Battery: Breadth and Depth

Conduct Achievement testing first. Get scores in:

Basic Reading Reading Fluency Reading Comprehension Written Expression Math Calculation Math Problem Solving Oral Expression* Listening Comprehension*

Testing Battery: Breadth and Depth Continued

• Choose a main battery and supplement to round out all the G’s

• Best practice suggests the use of co-normed tests, (If you used the KTEA 2, consider the KABC 2 as the primary battery to examine cognitive skills, WJ III-ACH, use the WJ III Cog)

• CHC theory describes cognitive skills as 97 narrow skills combined into 7 major factors that predict learning

• An FIE will include all 7 G’s with 2 subtests in each area (exception: Ga is characterized by phonetic coding on our evaluations so you would want 2 measures of phonetics)

Testing Battery: Breadth and Depth Continued

• Use Assessment Planning Guide to aid in test/subtest selection; choose an original battery and score

• When the 2 subtests are discrepant from one another, you will need more information which may include classroom data, curriculum or criterion referenced data OR norm-referenced data. Are the scores significantly different and is the difference unusual? What is the difference between the two subtests (input vs output)?

• Do not discard a subtest score unless you have documentation that it is not valid (child fell asleep, had a seizure, fire drill interrupted…)

Every score tells you something

Testing Battery: Breadth and Depth Continued

• Is there a pattern of strengths and weaknesses in cognitive processing?

• Analyze your data: Examine what is required in a subtest and how it translates into the classroom (memory span vs working memory, Atlantis vs Rebus)

• Is there an academic deficit in the classroom, on norm-referenced data?

Convergence of data is important

Testing Battery: Breadth and Depth Continued

• Does the pattern of strengths and weaknesses in cognitive processing match the pattern of strengths and weaknesses in academics?

• Is there a need for specially designed instruction for the child to make progress toward grade level expectations?

Exclusionary Factorso Visual, hearing or motor disabilityo Intellectual disabilityo Emotional disturbance and Autismo Cultural factorso Environmental or economic disadvantageo Limited English proficiency