Assessment and Evaluation Information Needed for Candidate Application
As we strive to meet the individual needs of each potential student, candidates for the Learning Services program are evaluated based on their learning profile and the potential to thrive in our community. Current assessment information is key to understanding a student’s learning profile to determine programming and support needed in our learning environment. This information should include any group standardized testing a school district has completed. In addition, it is most helpful to have a current Psychoeducational Evaluation completed privately or through one’s school district. This includes both cognitive and educational achievement assessment information. The more current this information is, the easier it is to plan programming for the student. We also like to see the testing results from when the primary diagnosis was initially made.
In terms of cognitive testing, most often the Wechsler Intelligence Scale for Children WISC 4th or 5th edition or for those preparing for college, the Wechsler Adult Intelligence Scale 4th or 5th edition, is utilized. In addition, most often, non-verbal processing measures are included in the cognitive evaluation, such as the Beery-Buktenica Developmental Test of Visual Motor Integration and the Rey-Osterrieth Complex Figure Test or the Hooper Visual Organization Test. In addition, the testing may also include Memory measures, such as Wide Range Assessment of Memory and Language — 2nd Edition, Children’s Memory Scale, California Verbal Learning Test.
For academic testing, be sure the evaluator includes all areas relevant to the primary areas of learning difference. For instance, if the student has reading and written expression challenges, more than one reading and written measure should be included. For example, this may include the Wechsler Individual Achievement Test — 3rd Edition testing, the Test of Written Language 4th Edition, and the Gray Oral Reading Test 5th Edition or the Nelson Denny Reading Test, that can help determine the role of extra time needed for reading. Depending on the student, if the challenges in reading and writing are due to a language-based learning disability, it is likely that a speech and language evaluation would also be most helpful. If a student has been working with a tutor, information from the tutor would also be relevant.
If the student has challenges linked to executive functioning, the testing should include information regarding specifics of the challenges and how parents, the student, and teachers view the challenges. This information should be submitted in addition to the achievement academic testing. Admissions personnel will ask you to complete a Focus form for parents and teachers to complete.
If the student has social or emotional challenges, include the most relevant testing linked to the challenge. Information from a current therapist may be particularly helpful toward assessing the candidate’s learning profile.