Idea Transcript
Agenda Special Education Advisory Committee Meeting October 19, 2015 10:00 a.m. – School Board Office
I.
Welcome and Introductions
II.
Introduction of Student Services Staff
III.
Overview of Agenda
IV.
Update from Committee members and discussion
V.
Presentation on: Testing 101: Understanding the Basics of Evaluations Used for Eligibility
VI.
Future Meeting Dates: November 19th Queens Lake Middle School th January 14 School Board Office March 17th Bruton High School School Board Office May 26th (Committee Work Session)
VII.
Public Comment Period 15 minutes with a maximum of 3 minutes per person
VIII.
Adjournment
7:00 p.m. - 9:00 p.m. 7:00 p.m. - 9:00 p.m. 7:00 p.m. - 9:00 p.m. 7:00 p.m. - 9:00 p.m.
TESTING 101
Special Education Advisory Committee Meeting October 16, 2015 Analisa M. Wellington, EdS, NCSP Lead School Psychologist
Why test? Testing helps us answer two very important questions: What is facilitating your child’s learning? What is inhibiting your child’s learning?
What types of “tests” are given to help us answer those questions? • • • •
Cognitive Behavioral Academic Adaptive
Direct and Indirect measures
“Why does this testing information seem so complicated?”
BDI II
Conners 3 Teacher : Long
KTEA II Response Book B
SIB R Response Book Early Dev
WNV Response Booklet
BEERY VMI-6
Conners 3 Teacher : Short
KTEA II Response Book A
SB-V Early Childhood
WASI 2 Record Form
KTEA II Record Form B
SB-V Test Record
ACHENBACH CTRF 1.6-5 ACHENBACH CBC 4-18 BRIEF- Parent Form ACHENBACH TRF 5-18 ACHENBACH YSR 11-18
BRIEF-Parent Scoring Summary BRIEF- Teacher Form
ASDS BRIEF-Teacher Scoring Summary ABS-S:2
DAS II Booklet A
KTEA II Record Form A
DAS II Booklet B
Motivation Assessment Scale
DAS II Booklet C
NEPSY II Record Forms Ages 3-4
DAS II Early Years Record Form
NEPSY II Record Forms Ages 5-16
DAS II Early Years Record Form
NEPSY II Response Book Ages 3-4
DAS II School-Age Record Form
NEPSY II Response Book Ages 5-16
DAS II School-Age Record Form
Piers Harris 2
DAS II School-Age Record Form
Piers-Harris
D-KEFS Record Form
RCMAS-II
CMS Record Form 9-16 ACUTE CMS Record Form 5-8 ADHD RATING SCALE Manual ADHD RATING SCALE IV-P ADHD RATING SCALE IV-T BASC II SR-A
CAD CAT CARS-2HF CARS-2QPC
BASC II SR-C (8-11)
CARS-2ST
BASC II PRS-A
CAB- Parent FormExtended
GADS Manual
RADS-2 Summary Form
BASC II PRS-C
CAB- Parent Rating Form
GADS Summary/Response Form
RADS 2-Test Booklet
BASC II PRS-P (2-5)
CAB- Teacher Rating Form
GARS II Summary/Response Form
RCDS-2
BASC II TRS-A
CTOPP (Ages 5&6)
RCDS-2
CTOPP-2 (Ages 4-6)
RIST
BASC II TRS-C (8-11) BASC II TRS-P (2-5) BASC II PRS-P Spanish BASC-II- SDH BASC II PFR-PRS BASC II PFR-TRS BASC II SRP-COL
CTOPP-2 (Ages 7-24) Conners 3 EARLY +A42:A48Childhood Parent Conners 3 EARLY Childhood Teacher Conners 3 Parent : Long Conners 3 Parent : Short
WISC IV Record Form SIQ -Jr
WISC IV Record Form
SIQ 7-9 Answer Sheet
WISC IV Record Form
TAT
WISC IV Response Booklet 1
TEA-Ch
WISC IV Response Booklet 1
TEWL 2
WISC IV Response Booklet 2
TOWL-4 Response Book A
WISC IV Response Booklet 2
TOWL-4 Response Book B
WPPSI III Record Form -4:0-7:3
TOWL-4 Record Form
WPPSI III Response Book
TAPS-3
WPPSI-IV Record Forms Ages 4:0-7:7
TVPS-3
WPPSI-IV Record Forms Ages 2:6-3:11
UNIT Maze Response Booklet
WPPSI-IV Response Booklet 2
UNIT Test Record Form
WPPSI-IV Response Booklet 1 WPPSI-IV Response Booklet 3
Vineland II Survey Interview (Spanish)
WRAML 2 Design Memory Recognition
Vineland II Survey Interview Form
WRAML 2 Design Memory Response
Vineland II Survey Parent/Caregiver
WRAML 2 Examiner Form
SAED 2- Developmental/Educational Questionnaire
Vineland II Teacher Rating Form
WRAML-2 Picture Memory Recognition
SAED 2- Observation Form
WAIS IV Record Form
WRAML-2 Picture Memory Response
KTEA II Kyra's Dragon
SAED 2-Rating Scales
WAIS IV Response Booklet 1
KTEA II Error Analysis B
SIB R Response Book Short
WAIS IV Response Booklet 2
KTEA II Error Analysis A
SIB R Response Book Full Scale
WNV Record Form
KABC II Test Record
RIAS
KBIT II Test Record
RATC-2
KTEA II Pam & Don's Adventure KTEA II A Day on the Set
Conners 3 Self-Report Ages 8-18
WJ III Cog BIA
Conners 3 Self-Report Ages 8-18 : Short BASC-II SOS
WJ III Cog Test Record
So let’s simplify….
Norm Referenced Tests & Measures • Compares your child to a larger group of peers called a “norming sample”. • Asks “How did he/she perform compared to everyone else?” • Scores are based on the normal curve or normal distribution and so they are described as “standardized measures”. • You will typically hear scores called Standard Scores, Scaled Scores, or T-Scores which are just different ways of describing how your child’s scores fall around the average score.
Examples of Norm Referenced Tests/Measures: Wechsler Intelligence Scale for Children Woodcock Johnson Tests of Achievement/Cognitive Ability Differential Ability Scales Vineland Adaptive Behavior Scales Behavior Assessment System for Children Key Math Diagnostic Assessment Comprehensive Test of Phonological Processing Conners 3
Criterion Referenced Tests/Measures • Your child’s performance is measured against a preset criterion for proficiency. Asks, “What has the student learned?” “What skills has he/she mastered?” • The performance of your child’s peers is irrelevant to determining his/her score. • Scores are reported according to the scale (criteria) of the particular test or measure.
Examples of Criterion Referenced Tests/Measures: • Phonological Awareness Literacy Screening • Developmental Reading Assessment • Gates-MacGintie Reading Tests • Brigance • Most tests your child’s teacher prepares.
Let’s get back to our guiding questions…. What is facilitating the student’s learning? What is inhibiting the student’s learning? Data is interpreted depending on the type of test/measure: • Generally, high scores on norm referenced tests of cognition and achievement would be expected to facilitate learning. Low scores would be expected to inhibit learning. The same would be true for criterion referenced tests of learning/skill development.
Norm referenced measures of behavior and adaptive functioning are a bit different: • If you see a high score on a nondesired behavior , like hyperactivity, depression, or anxiety, we would say that it may inhibit learning. • If you see a high score on an desired behavior like social skills, leadership, or functional communication, we would say that it may facilitate learning.
Refer to your graph-Facilitate or Inhibit? Cognitive: • A Working Memory standard score of 95? • A T Score of 36 on a Verbal Ability subtest? • A scaled score of 10 on a Nonverbal Reasoning Ability subtest? Academic: • A standard score of 76 on Sentence Reading Fluency? • A score of 430 on the Reading SOL? (Pass=400) Behavioral: • A T Score of 65 on Hyperactivity? • A T Score of 65 on Study Skills? Adaptive: • A standard score of 85 on Daily Living Skills? • A standard score of 69 on Socialization?
How do we decide what tests to give? And who decides what to give? Back to our questions: What is facilitating the student’s learning? What is inhibiting the student’s learning?
• Based on what we hypothesize about your child from the data we may already have and the input of a multidisciplinary team, (including you) we select instruments (cognitive, behavioral, academic, adaptive) that will give us additional relevant data to answer our guiding questions. • Each professional of the team is tasked with determining the instrument and method to best provide that data. • All types of data: progress monitoring, criterion-referenced, norm-referenced, observational/anecdotal, is considered relevant to get a full picture of your child.
Disabilities and Examples of Associated Standardized Tests/Measures:
Autism: Autism Spectrum Rating Scale, Childhood Autism Rating Scale, Gilliam Autism Rating Scale Emotional Disability: Behavior Assessment System for Children, Scales for Assessing Emotional Disturbance Intellectual Disability: Vineland Adaptive Behavior Scales, Scales of Independent Behavior Other Health Impairment: Conners, Behavior Assessment System for Children, Comprehensive Executive Functioning Inventory, Behavior Rating Inventory of Executive Functioning Specific Learning Disability: Any cognitive measure (Woodcock Johnson), Differential Ability Scales, Wechsler Scales, Kaufman Assessment Battery for Children, Comprehensive Test of Phonological Processing, Test of Orthographic Competence, Wide Range Assessment of Memory and Learning ACHIEVEMENT TESTS and MEASURES Woodcock Johnson, Kaufman Tests of Educational Achievement, Key Math, Wechsler Individual Achievement Test, Test of Written Language, Gray Oral Reading Test
QUESTIONS?