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 7:00 p.m. - 9:00 p.m. January 14th School Board Office 7:00 p.m. - 9:00 p.m. March 17th Bruton High School 7:00 p.m. - 9:00 p.m. May 26th School Board Office 7:00 p.m. - 9:00 p.m.

(Committee Work Session)

VII. Public Comment Period 15 minutes with a maximum of 3 minutes per person

VIII. Adjournment

TESTING 101 Special Education Advisory Committee Meeting

October 16, 2015

Analisa M. Wellington, EdS, NCSP

Lead School Psychologist

Testing helps us answer two very important questions: What is facilitating your child’s learning? What is inhibiting your child’s learning?

Why test?

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?”

ACHENBACH CTRF 1.6-5

ACHENBACH CBC 4-18

ACHENBACH TRF 5-18

ACHENBACH YSR 11-18

ASDS

ABS-S:2

ACUTE

ADHD RATING SCALE Manual

ADHD RATING SCALE IV-P

ADHD RATING SCALE IV-T

BASC II SR-A

BASC II SR-C (8-11)

BASC II PRS-A

BASC II PRS-C

BASC II PRS-P (2-5)

BASC II TRS-A

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

BASC-II SOS

BDI II

BEERY VMI-6

BRIEF- Parent Form

BRIEF-Parent Scoring Summary

BRIEF- Teacher Form

BRIEF-Teacher Scoring Summary

CMS Record Form 9-16

CMS Record Form 5-8

CAD

CAT

CARS-2HF

CARS-2QPC

CARS-2ST

CAB- Parent FormExtended

CAB- Parent Rating Form

CAB- Teacher Rating Form

CTOPP (Ages 5&6)

CTOPP-2 (Ages 4-6)

CTOPP-2 (Ages 7-24)

Conners 3 EARLY +A42:A48Childhood Parent

Conners 3 EARLY Childhood Teacher

Conners 3 Parent : Long

Conners 3 Parent : Short

Conners 3 Self-Report Ages 8-18

Conners 3 Self-Report Ages 8-18 : Short

Conners 3 Teacher : Long

Conners 3 Teacher : Short

DAS II Booklet A

DAS II Booklet B

DAS II Booklet C

DAS II Early Years Record Form

DAS II Early Years Record Form

DAS II School-Age Record Form

DAS II School-Age Record Form

DAS II School-Age Record Form

D-KEFS Record Form

GADS Manual

GADS Summary/Response Form

GARS II Summary/Response Form

KABC II Test Record

KBIT II Test Record

KTEA II Pam & Don's Adventure

KTEA II A Day on the Set

KTEA II Kyra's Dragon

KTEA II Error Analysis B

KTEA II Error Analysis A

KTEA II Response Book B

KTEA II Response Book A

KTEA II Record Form B

KTEA II Record Form A

Motivation Assessment Scale

NEPSY II Record Forms Ages 3-4

NEPSY II Record Forms Ages 5-16

NEPSY II Response Book Ages 3-4

NEPSY II Response Book Ages 5-16

Piers Harris 2

Piers-Harris

RCMAS-II

RADS-2 Summary Form

RADS 2-Test Booklet

RCDS-2

RCDS-2

RIST

RIAS

RATC-2

SAED 2- Developmental/Educational Questionnaire

SAED 2- Observation Form

SAED 2-Rating Scales

SIB R Response Book Short

SIB R Response Book Full Scale

SIB R Response Book Early Dev

SB-V Early Childhood

SB-V Test Record

SIQ -Jr

SIQ 7-9 Answer Sheet

TAT

TEA-Ch

TEWL 2

TOWL-4 Response Book A

TOWL-4 Response Book B

TOWL-4 Record Form

TAPS-3

TVPS-3

UNIT Maze Response Booklet

UNIT Test Record Form

Vineland II Survey Interview (Spanish)

Vineland II Survey Interview Form

Vineland II Survey Parent/Caregiver

Vineland II Teacher Rating Form

WAIS IV Record Form

WAIS IV Response Booklet 1

WAIS IV Response Booklet 2

WNV Record Form

WNV Response Booklet

WASI 2 Record Form

WISC IV Record Form

WISC IV Record Form

WISC IV Record Form

WISC IV Response Booklet 1

WISC IV Response Booklet 1

WISC IV Response Booklet 2

WISC IV Response Booklet 2

WPPSI III Record Form -4:0-7:3

WPPSI III Response Book

WPPSI-IV Record Forms Ages 4:0-7:7

WPPSI-IV Record Forms Ages 2:6-3:11

WPPSI-IV Response Booklet 2

WPPSI-IV Response Booklet 1

WPPSI-IV Response Booklet 3

WRAML 2 Design Memory Recognition

WRAML 2 Design Memory Response

WRAML 2 Examiner Form

WRAML-2 Picture Memory Recognition

WRAML-2 Picture Memory Response

WJ III Cog BIA

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?