SPECIFIC LEARNING

DISABILITYASSESSMENT AND CURRICULUM

Assessment

Type of Test

Curriculum

Objective

EXIT

WHAT IS ASSESSMENT?

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INSTRUMENT AND

PROCEDURES FOR

COMPREHENSIVE

ASSESSMENT AND EVALUATION

COMPREHENSIVE ASSESSMENT

To obtain a comprehensive set of quantitative andqualitative data, accurate and useful informationabout an individual student's status and needsmust be derived from a variety of assessmentinstruments and procedures including Response-to-Intervention (RTI) data, if available. Acomprehensive assessment and evaluation should

1. Use a valid and

the most current

version of any

standardized

assessment.

classroom. It sheds light on why a child might be struggling, succeeding, or accelerating on

2. Use multiple measures, including both

standardized and non-standardized

assessments, and other data sources,

such as•case history and interviews with parents, educators, related professionals, and the student (if appropriate);

•evaluations and information provided by parents;

•direct observations that yield informal (e.g., anecdotal reports) or data-based information (e.g., frequency recordings) in multiple settings and on more than one occasion;

•standardized tests that are reliable and valid, as well as culturally, linguistically, developmentally, and age appropriate;

•curriculum-based assessments, task and error pattern analysis (e.g., miscue analysis), portfolios, diagnostic teaching, and other non-standardized approaches;

• continuous progress monitoring repeated during instruction and over time.

3. Consider all components of the

definition of specific learning

disabilities in IDEA 2004 and/or its

regulations, including• exclusionary factors;

• inclusionary factors;

• the eight areas of specific learning disabilities (i.e., oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, reading fluency, mathematics calculation, mathematics problem solving);

• the intra-individual differences in a student, as demonstrated by "a pattern of strengths and weaknesses in performance, achievement, or both relative to age, State-approved grade level standards or intellectual development" 34 CFR 300.309(a)(2)(ii).

4. Examine functioning and/or ability

levels across domains of motor, sensory, cognitive, communication, and behavior, including specific areas of cognitive and integrative difficulties in perception; memory; attention; sequencing; motor planning and coordination; and thinking, reasoning, and organization.

EVALUATION

5. Adhere to the accepted and recommended procedures for administration, scoring, and reporting of standardized measures. Express results that maximize comparability across measures (i.e., standard scores). Age or grade equivalents are not appropriate to report.

6. Provide confidence interval and standard error of measure, if available.

7. Integrate the standardized and informal data collected.

8. Balance and discuss the information gathered from both standardized and non-standardized data, which describes the student's current level of academic performance and functional skills and informs decisions about identification, eligibility, services, and instructional planning.

NOTES SECTION:

CURRICULUM-BASED MEASUREMENT, OR CBM

is a method of monitoring student. educational progress through direct assessment of academic skills. CBM can be used to measure basic skills in reading, mathematics, spelling, and written expression. It can also be used to monitor readiness skills.

NON- STANDARDIZED AND ALTERNATIVE ASSESSMENTS

is the traditional form of Assessment, where teachers construct questions, evaluate student responses, assign and check homework, and informally assess student progress everyday.

Benefit

-They provide more accurate results of each students progress

-They can objectively provide a basis for cultural teaching practices

-They are less intimidating to the student

-They can provide teachers better results on focus area's and

improvement points

NOT a benefit

-They cannot provide a wide-spread standard

-Grading is usually subjective to the teacher's interpretations

-It is hard to generate curriculum based on more abstract assessment methods.

EXCLUSIONARY FACTORS

In order to be considered for a Specific Learning Disability (SLD), the multi-disciplinary team must rule out that the primary cause of the academic deficit is. caused by: • A visual, hearing, or motor disability.

INCLUSION CRITERIA

are characteristics that the prospective subjects must have if they are to be included in the study.

INTRA-INDIVIDUAL DIFFERENCES

compares the child’s abilities in one area with the child’s abilities in other areas.

TYPE OF TEST

TYPES OF TESTS FOR

READING, WRITING AND

MATH

SCHOLASTIC READING INVENTORY (SRI)

What it measures: Reading comprehension

How it works: This computer-based test asks your child to read fiction and nonfiction passages and then answer questions about them. It’s “computer-adaptive.” This means that the test adjusts the difficulty of questions based on what she’s getting right and wrong.

What the scores mean: The scores point to a grade level at which your child is ready to be taught. Schools can then provide instruction and support accordingly.

WOODCOCK READING MASTERY TEST (WRMT-III)

What it measures: Essential reading skills

How it works: Your child is given up to nine subtests that cover a range of skills. This test looks at skills like phonological awareness, comprehension, word and letter identification, reading fluency and others.

What the scores mean: This test measures many important components of reading. Results can be combined and compared to better understand your child’s reading challenges.

GRAY ORAL READING TEST (GORT-5)

What it measures: Spoken (oral) reading fluency and reading comprehension

How it works: Your child is asked to read passages aloud and then answer multiple-choice questions about what she’s just read. A tester observes, follows along and takes notes. These observations are used to analyze how and why your child is struggling.

What the scores mean: The results of this test show how quickly and accurately your child can read aloud. They also show how well she understands what she reads.

COMPREHENSIVE TEST OF PHONOLOGICAL PROCESSING

What it measures: How well your child understands sounds in words

How it works: Your child is given up to a dozen subtests. Each subtest manipulates parts of words to see if she understands how letters and groups of letters combine to make sound. For example, one subtest may remove part of a word (“dresser”) to form another word (“dress”). Your child is then asked to say the new word. Other sub tests may focus on rapid letter or object naming.

What the scores mean: This is a targeted test. A professional who gives this test will want to pinpoint where your child has difficulty with understanding sounds in words. The results can help direct how she is taught.

TEST OF WORD READING EFFICIENCY (TOWRE-2)

What it measures: Ability to pronounce written words

How it works: Your child is asked to pronounce real and “nonsense” words. This test can be completed in as little as five or 10 minutes.

What the scores mean: This is a relatively quick way to determine how well your child recognizes sight words and decodes sounds in words. In grade school, results can help identify kids who need help with reading skills. In older kids, the test can help identify features of specific learning issues like dyslexia.

RAPID AUTOMATIZED NAMING TASKS

What it measures: How easily and quickly your child can process printed information

How it works: For each subtest, your child is shown a paper with various items, such as letters, numbers, colors or pictures of common objects. She’s tested on how quickly and accurately she can name them.

What the scores mean: Low scores on this test may not necessarily be a problem. Some children can complete these tasks slowly but accurately. However, if your child is working too slowly or making mistakes, it can mean there’s an underlying problem. Seeing how your child struggles with this task can be useful in creating strategies to help her learn.

TEST OF EARLY READING ABILITY (TERA-3)

What it measures: Reading skills of children from preschool through third grade

How it works: Your child is asked to identify letters of the alphabet and the meaning of words. She’s also asked about how books work—for instance, where is the title page, what do pictures in a book mean, how do you hold a book and in which direction do you read the text.

What the scores mean: The results of this test can show where your child is on the path to independent reading. A child who doesn’t know the alphabet or how books work may need more than instruction on basic skills.

WIDE RANGE ACHIEVEMENT TEST 4

What it measures: Basic academic skills in reading, spelling and math for ages 5 and up

How it works: Your child takes a written test in word reading, sentence comprehension, spelling, counting and math. She writes her answers in a booklet. The same test is given regardless of a child’s age, and items start easy and get increasingly difficult.

What the scores mean: Results can show where your child performs on grade-level work. They can also point to where she needs help in various areas of academic performance.

KEYMATH–3 DIAGNOSTIC ASSESSMENT

What it measures: Essential math concepts and skills

How it works: Your child is tested on math concepts that are appropriate for her age. These may include addition and subtraction, percentages and interpreting numerical data.

What the scores mean: This test shows how well your child understands essential math concepts. The results can show where she has strengths and weaknesses and can help schools give her targeted instruction.

TEST OF MATHEMATICAL ABILITIES (TOMA-3)

What it measures: Math abilities in kids 8 and up

How it works: Your child is tested on math concepts like word problems, computation and math symbols. There is also a subtest on using math in everyday life. Your child is also asked how she feels about math and her math ability.

What the scores mean: This test offers a broad take on how your child is doing in math. The results help identify students who are behind (or ahead of) their peers in math skills and knowledge. By asking about attitudes, the test uncovers how your child feels herself as a math learner.

WECHSLER INDIVIDUAL ACHIEVEMENT TEST

What it measures: Reading, writing and oral language, as well as math skills (depending on which subtests are used)

How it works: Your child takes a pencil and paper or online version of this test. It can be given to students at all grade levels. Depending on the grade level and subtests used, the test can take from 45 minutes to two hours to complete.

What the scores mean: Results for this test, like other tests, give a sense of how your child is doing in various academic areas.

It’s important to keep in mind these aren’t the only tests that your child may be given. There are dozens of different tests for reading, writing and math.

If testing is part of a comprehensive evaluation, the school evaluation team will work with you and your child. Team members will describe the tests to you, as well as the meaning of the results.

Some tests are given once as part of an evaluation. Others may be repeated during the year to help monitor your child’s progress. Either way, the results will help you and others understand and address your child’s challenges—and put everyone on track to finding solutions.

Types of Intelligence

and Achievement Tests

Intelligence Tests

WOODCOCK JOHNSON III TESTS OF COGNITIVE ABILITIES

Age range: 2–90+ years

How it works: Kids are given a series of tests on a number of topics. These include verbal comprehension, spatial relations and visual-auditory learning. The tests can take 60 to 90 minutes.

DIFFERENTIAL ABILITY SCALES (DAS-II)

Age range: 2.6–17.11 years

How it works: Twenty subtests look at problem-solving skills in a number of areas. There are lots of visual cues, such as pictures. And children can often respond to prompts by pointing to an “answer.”

STANFORD-BINET INTELLIGENCE SCALE-V

Age range: 2–85+ years

How it works: This test assesses abilities in five basic areas. These include fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing and working memory.

UNIVERSAL NONVERBAL INTELLIGENCE

Age range: 5.0–17.11 years

How it works: This test is given and answered using a series of eight hand and body gestures, such as pointing. It’s often used with kids who are nonverbal or who have hearing issues.

WECHSLER INTELLIGENCE SCALE FOR CHILDREN (WISC-V)

Age range: 6.0–17.11 years

How it works: This test is divided into 15 subtests that assess a range of areas. Results are totaled up to provide one Full Scale IQ score. Sub-scores are also tallied for four other areas. These include verbal comprehension, nonverbal and fluid reasoning, working memory and processing speed.

Achievement Tests

WECHSLER INDIVIDUAL ACHIEVEMENT TEST (WIAT-III)

Age range: 4.0–50.11 years

How it works: This test is divided into eight subtests. Each assesses a specific ability. There’s a subtests that looks at spelling, for instance, and one that looks at listening comprehension. The subtests may be given over a number of sessions.

PEABODY INDIVIDUAL ACHIEVEMENT TEST

Age range: 5–22.11 years

How it works: Kids are asked questions on a range of subjects, like reading, math and spelling. They can then look at multiple-choice answers and point to what they believe is the correct response. Because this is a “show me” test, it’s often used with kids who have trouble communicating verbally.

If your child is being tested, it’s a good idea to learn as much as possible about the entire evaluation process. It can also help to know about the specific assessments used. The more you know, the easier it will be to explain the process to your child.

Types of Behavior

Assessments

VINELAND ADAPTIVE BEHAVIOR SCALES

What it measures: How a child’s daily living skills compare to those of other kids his age.

How it works: Someone who knows the child well fills out a questionnaire or answers questions about him. This is usually a parent or teacher. Questions focus on the child’s abilities in basic areas. These include communication, daily living, socialization and motor skills.

What results mean: This test looks at a child’s ability to function on a daily basis. It’s helpful for diagnosing and classifying certain types of disorders. These include autism, Asperger’s syndrome and developmental delays. It also helps determine how far a child is lagging behind his peers, and if there’s reason for concern.

CONNERS’ PARENT AND TEACHER RATING SCALES

What it measures: The presence and severity of behaviors related to ADHD.

How it works: Parents and teachers fill out a brief multiple-choice questionnaire on how a child behaves. Older kids may also be given a questionnaire to fill out. Areas explored include inattention, hyperactivity, learning problems and social skills.

What results mean: This screening test points out where further testing may be needed. It can help doctors diagnose ADHD. It can also help them monitor how well medication or other therapies are working for kids who are already diagnosed.

VANDERBILT ASSESSMENT SCALES

What it measures: The existence and severity of ADHD symptoms. Also, other common behavioral concerns and how they might be affecting behavior and schoolwork.

How it works: This test may be given after a more general assessment suggests that a child shows signs of ADHD. Parents and teachers are asked how often they see those symptoms and other concerning behaviors. The choices are “never,” “occasionally,” “often” and “very often.”

What the scores mean: Some of the questions are related to focus issues and hyperactivity. If there are numerous answers of “often” and “very often,” it could point to ADHD.

BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN (BASC)

What it measures: Various aspects of a child’s behavior.

How it works: A parent or teacher is given a broad range of questions about a child’s behavior. That includes questions about his social skills, ways of thinking and ability to adapt.

What the scores mean: This far-reaching test is used to evaluate kids for a broad range of behavior issues. Results help identify areas of specific concern. They also help narrow down the possibilities of what the problem might be.

ACHENBACH CHILD BEHAVIOR CHECKLIST

What it measures: Emotional, behavioral and social development and abilities.

How it works: Parents and teachers get a list of about 100 statements that describe child behaviors. They then rate how “true” or “untrue” each statement is for the child being evaluated. There’s a Child Behavior Checklist for preschoolers, as well as for older children.

What the scores mean: Test results can point to a number of behavioral and emotional issues. These include ADHD, depression, phobias and oppositional defiant disorder.

BARKLEY HOME AND SCHOOL SITUATIONS QUESTIONNAIRES

What they measure: A child’s behavior at home and at school.

How they work: Parents are asked to rate how a child behaves in 16 common home situations. Teachers are asked to do the same for 12 common school situations.

What the scores mean: To be officially diagnosed with ADHD, kids’ symptoms must cause difficulties in two different areas of life. These two tests together can show that.

It’s helpful to learn as much as you can about the assessment process. You can also find out about tests that are used to assess academic and social skills. Together, you and your child’s assessment team will find answers to important questions about your child’s behavior. Then you can begin to help him make the most of all he has to offer.

Types of Tests for Language, Motor

and Processing Skills

REY-OSTERRIETH COMPLEX FIGURE DRAWING

What it measures: Perception of geometric objects, figures and their relationship to each other in space and memory.

How it works: Kids are given cards with pictures on them. They are first asked to copy the figure they are looking at and then to draw it from memory.

What the scores mean: The scores reflect how kids perceive objects in space. They may also suggest challenges with memory, attention and planning. These “visuospatial skills” can affect the ability to identify shapes. They may also affect athletics and how easily kids can find their way around.

BEERY-BUKTENICA DEVELOPMENTAL TEST OF VISUAL MOTOR INTEGRATION

What it measures: Visual and motor skills.

How it works: Kids are asked to copy geometric designs.

What the scores mean: Low scores suggest problems with fine motor skills and hand-eye coordination.

CHILDREN’S MEMORY SCALE

What it measures: Thinking and memory skills.

How it works: Kids are given a range of memory-related challenges, such as remembering what’s been read aloud to them.

What the scores mean: Poor memory skills may point to learning or attention issues. Identifying specific memory problems can help with the creation of interventions at school.

NEPSY DEVELOPMENTAL NEUROPSYCHOLOGICAL ASSESSMENT–II

What it measures: A broad range of thinking and problem-solving skills.

How it works: Kids are tested in seven general areas that affect learning. These include attention, language, sensory/motor, spatial, learning and memory. The assessment also looks at how kids make sense of social situations.

What the scores mean: Low-scoring sections of the test can point to specific areas where kids may need help.

PEABODY PICTURE VOCABULARY TEST–IV

What it measures: Ability to understand what is being said.

How it works: Kids are shown a series of four pictures. The examiner says a word that describes one of the pictures. Kids are then asked to point to the matching picture.

What the scores mean: The scores reflect how well kids understand spoken language, and if problems at school are related.

CLINICAL EVALUATION OF LANGUAGE FUNDAMENTALS (CELF-5)

What it measures: Ability to understand language and to express feelings and thoughts out loud.

How it works: Kids are shown pictures and asked to respond to them verbally.

What the scores mean: Scores that vary from the norm for a child’s age can point to problems with language comprehension and expression.

EXPRESSIVE ONE-WORD PICTURE VOCABULARY TEST AND RECEPTIVE ONE-WORD PICTURE VOCABULARY TEST

What they measure: Ability to understand language and communicate verbally.

How they work: In the expressive test, kids are asked use one word to name a variety of objects, actions and concepts. In the receptive test, kids hear words and are asked to select pictures that best depict them.

What the scores mean: Kids with low expressive scores show difficulty getting their message across to others. Kids with low receptive scores show difficulty grasping what others are saying.

PEABODY DEVELOPMENTAL MOTOR SCALES (PDMS-2)

What it measures: Motor skills of kids up to 7 years old.

How it works: Kids are asked to complete a series of activities that test their motor abilities, such as drawing.

What the scores mean: Low scores for certain motor skills may point to issues such as dyspraxia or dysgraphia.

These tests can provide valuable information about what may be at the root of a child’s learning challenges. The professional evaluating your child should discuss the testing process with you and your child separately. Both the professional and parents can prepare kids so that the evaluation is a good experience. It also helps to learn about other types of tests that are used to evaluate learning and attention issues.

CURRICULUM

Verbal Communication with the student

To ensure that students appreciate the significance of what is being said to them –the subtleties of competing perspectives in a lecture theatre, or the health and safety arrangements in a workshop, or the detailed planning for a fieldtrip – it it important for staff to ensure that strategies are in place to support the desired understanding.

Processing auditory information

Developing reliable short term memory and recall

Sequencing information

Multi-asking (especially note-taking)

Processing information under constrains

WRITTEN MATERIALS FOR THE STUDENT

Despite advances in e-learning, the widespread use of hard-copy written material to inform the study is fundamental.

Accurately comprehending written material

Scanning for information

Reading, analyzing and summarizing for acquisition, retention and revision

Reading freely without distractions and discomfort from visual perceptual distortions in a text

Reading for meaning in a distracting environment

Making accurate notes

Reading accurately at a competent rate

Pre-planning for practical activities such as fieldwork

Written assignments, reports,

fieldwork logs.Writing legibly at speed

Demonstrating understanding through written expression and fluency

Utilizing spelling and grammar for key skills, written communication

Proofreading successfully

Acquiring a subject-specific vocabulary

MATHEMATICS, STATISTICS AND SYMBOLS

Confusion with mental arithmetic calculations, symbol recognition and ordering

Recalling previous stages of calculations and losing the minutes in a complex problem

Difficulties recording accurate data

Accurately scanning graphs for information

Misplacing and misreading decimal points

Missing out and misreading questions and worded problems

Confusion of symbols such as + and x, < and >.

Mistakes in copying from line to line.

Inversion of fractions.

GROUP WORK AND COLLABORATIONS

Reluctance to reveal weaker areas, e.g spelling, handwriting, inaccurate calculations.

Problems with verbal fluency, processing language and saying the wrong thing.

Increased anxiety caused by group work.

Effects of low-esteem and lack of confidence.

Mis-cueing facial expression and body language

Not wanting different treatment to others.

Ensuring that students with dyslexia are not stigmatized

PRESENTATIONS AND COMMUNICATIONS

Problems with verbal fluency, processing language and saying the wrong thing

The effects of a lack of confidence and low self-esteem.

Increased anxiety occasioned by making a presentation.

Effectively managing time and timing

The need to keep updating strategies to support learning and minimize the impact of dyslexia.

OBJECTIVE:

At the end of lesson the student may able to:

Identify the Assessment and Curriculum suited in SLD.

Determine the type of test and proper action assess SLD.

Do proper assessment and Create curriculum for SLD.