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2016-2017

ASSESSMENT MANUAL

Moniteau County R-1 School District

Assessment Coordinator: Kim Wilkins

MONITEAU COUNTY R-1 SCHOOL DISTRICT

CALIFORNIA Board Approved Date: December 14, 2016

PROGRAM EVALUATION STRATEGIES

Assessment Program

GOAL To provide a district-wide educational testing program as one indication of the success and quality of the total education program in the school district. The testing program is provided to gain a better understanding of the individual student’s abilities, aptitudes, skills, and personal characteristics. EVALUATION The Board of Education will annually evaluate the district’s testing program. EVALUATION CRITERIA

1. The testing program should produce information about relative student achievement, so that parents/guardians, students, and teachers have a baseline with which to monitor academic progress.

2. The testing program will serve as a tool in the guidance and counseling of students for further direction and specific academic placement.

3. The testing program will provide data which will assist teachers in formulating and recommending instructional decisions and planning regarding classroom objectives and program implementation, and to assist the Board of Education to adopt instructional policies.

4. The testing program will provide indicators of the progress of the district toward established goals.

5. Confidentiality is maintained with regard to the individual student test scores. 6. Student scores are discussed with parents/guardians upon request. 7. Tabulated results are made available to authorized school personnel. 8. A testing calendar has been adopted by the Board of Education. 9. Security is provided for all testing materials.

EVALUATED BY Counselors, Administration, and the Board of Education

RATIONALE

Testing is a means of assessing a student’s performance so judgments and decisions can be made regarding individual students, groups of students, or to develop educational programs for the students. The validity of judgments and decisions must be based on wise choice of tests, prior planning, appropriate administration, and appropriate interpretation of the tests. The primary justification of the testing program is in the use of information gained from the tests to make informed educational decisions and judgments. The test results have three major types of uses: 1) Instructional, 2) Guidance and Counseling, and 3) Administrative.

1. Instructional Utilization: Information from testing has two instructional uses. Pre-instructional measurements of entry-level performance may be used to identify individual student performance differences so differential assignments may be made within the classroom and/or among classroom groups. Entry level performance results may be used to motivate or direct students to work on unmastered goals. Post- instructional measurements of the student’s performance may be used to evaluate individual learning, group or classroom learning, and instructional effectiveness. Testing may reveal that instructional reorganization and/or reteaching may be necessary. The main purpose of testing is to assist teachers in making instruction more effective for each student.

1. Guidance and Counseling: Information from testing is used in the guidance and counseling of students. Test information helps students make better decisions about personal and educational choices. Information from a variety of tests may be used in helping a student understand his or her academic needs and achievement, plan a school program of studies, make career decisions, plan for college or advanced training, or to make wise personal decisions.

1. Administrative Utilization:

Tests are used to monitor student performance and to check whether students have achieved certain levels of competence. Appropriate test information shall be part of a student’s permanent school record and may be released with student or parent consent. Individual test performance and standards should be used to help select students for participation in certain school programs. The test performance of students in a school district should be used to inform the public about the quality of student performance and schooling and may aid in setting priorities, curriculum planning, revisions of instructional processes, and evaluation of the educational program.

ASSESSMENT PROGRAM The Board supports the establishment of a district wide educational assessment program as one indication of the success and quality of the total education program in the school district. In the case of individual students, standardized tests, in combination with other criteria, can provide an indication of student’s achievement. The purposes of a district wide assessment program are to facilitate and provide information for the following:

1. Student Achievement – To produce information about relative student achievement so that parents/guardians, students and teachers have a baseline against which to monitor academic progress. Within the limitations of group testing instruments, the information should be useful to serve as a validation device for other measures of student progress.

2. Student Counseling – To serve as a tool in the counseling and guidance of students for further direction and for specific academic placement.

3. Instructional Change – To provide data which will assist in the preparation of recommendations for instructional program changes to:

a. Help teachers with instructional decisions, plans, and changes regarding classroom objectives and program implementation;

b. Help the professional staff formulate and recommend instructional policy; and c. Help the Board of Education adopt instructional policies.

4. School and District Evaluation – To provide indicators of the progress of the district toward established goals.

In the continual effort to improve the efficiency of instruction, the assessment program will address the types of tests administered, include a description of how assessment results will be used and disseminated as well as identify areas for instructional improvement. The district will implement the components of the Missouri Assessment Program in order to monitor the progress of all students in meeting the Show-Me Standards, as set forth by the Missouri State Board of Education. The district’s assessment program shall test for student competency in the subject areas of English, reading, language arts, science, and mathematics. The program should be developed primarily for furnishing needed information to decision makers, including the Board, administrators, teachers, parents/guardians, and students. The Board, in cooperation with the administrative and instructional staff, will annually review student performance data and use this information to evaluate the effectiveness of the district’s existing curricular and instructional programs, making adjustments as necessary. The needs of these various groups shall be clearly identified, and the assessment program shall be limited to obtaining that information which is needed and useful. There shall be broad-based involvement in the development of the assessment program and its implementation. Instructional staff will be given training and responsibilities in coordinating the

program. In planning, every effort will be made to see that testing contributes to the learning process rather than detracts from it. Efforts shall also be made to incorporate necessary culture-free and culture-fair tests to assure that measurements are reasonably accurate. In keeping with recommendations and regulations from the Department of Elementary and Secondary Education concerning assessment programs, the district will focus on the administration of criterion-referenced tests in assessing basic competencies. The district will also incorporate traditional and performance-based test-taking strategies in the instructional process. Confidentiality will be maintained with regard to the individual test scores and other information derived from the district’s assessment program. Individual student scores will be discussed with parents/guardians upon request. Tabulated results of standardized tests will be made available to authorized school personnel as interpreted by trained professional staff. Districts will comply with all assessment requirements for students with disabilities mandated by federal and state law, including the Individuals with Disabilities Act (IDEA).

SECURITY OF TESTS AND TEST BOOKLETS

When using paper/pencil forms of assessments, test booklets and answer sheets are kept in a locked “secured area”. Students will insert the answer sheets into test booklets at the close of each session. Before and after the test, the booklets and answer sheets are counted and inspected for holes, rips, stains, and smudges that can interfere with accurate scoring. Booklets and answer sheets are then locked in the “secured area”, until mailed. The systematic collection of tests lessens the chance of mix-ups and lost materials. The tests are always counted at each collection to ensure there is a booklet and answer sheet from every student. When tests are administered electronically, test tickets will be printed by the District Testing Coordinator (DTC) or School Testing Coordinator (STC) and stored in a locked “secured area” approved by the District Testing Coordinator. After each testing session, the STC will collect and account for, then destroy, all test tickets. These procedures are reviewed at faculty meetings, grade level meetings, or team level meetings, preceding test date.

TEST SECURITY

Storage and Access Before Test Administration

1. All Missouri assessment documents and other standardized test booklets are to be stored, immediately upon receipt, in a secured area.

2. When the test documents first arrive at the district, the test coordinator will carefully check all materials and sort them in preparation for administration. A written record of the number of booklets will be sent to each administration site.

3. The test coordinator or individual responsible for the program will assume responsibility for contacting the Center for Educational Assessment if the order is inaccurate. The test coordinator will provide secured storage of any materials received as a result of this contact.

4. Beyond the initial check and sorting, test booklets will remain untouched until they are distributed for administration.

5. Only the test coordinator and other designated individuals will have access to test materials.

6. No teacher shall have access to test booklets or be told what is in them before the test is distributed.

7. Teachers will have access to the appropriate documents, including the Test Administration Manual.

Instructions for Administration

1. Prior to the first day of any standardized testing, all staff involved in test administration will be required to participate in an in-service led by the testing coordinator or counselor designed to train test administrators in administration procedures.

2. The in-service will stress the maintenance of test security during test administration. Security issues addressed, will include handling materials in a secure manner, providing directions to students, responding to students’ questions, and monitoring the test setting.

3. Prior to any standardized testing, staff will receive a handout which outlines in a step-by-step manner the procedures to follow when administering a standardized test in a secure manner.

Test Administration

1. All standardized tests will be administered in an appropriate manner in compliance with testing guidelines.

2. Test booklets or test tickets will be delivered to each building before the day of the test and distributed by building staff immediately prior to testing. Students will not receive test booklets or test tickets until time for testing to begin.

3. Students will be encouraged to use restroom facilities, get drinks, etc., before starting to take the test. If students must leave the room during testing, they will be instructed to place their answer sheets in their test booklets and close these booklets before leaving their seats.

4. All individuals administering tests will strictly follow the procedures outlined in the test administration manual. Test administrators will not leave the testing room while the test is being given.

5. While the test is being given, building administrators and other designated individuals will move between classrooms to help monitor administration and to provide assistance as needed.

6. If test is to be administered over a series of days, test booklets and answer sheets will be collected each day immediately following testing, counted by the test administrator, and stored in a locked facility.

Collection and Storage of Test Materials Following Testing

1. Test tickets will be collected, accounted for, and destroyed by School Testing Coordinator.

2. Answer sheets and test booklets will be collected from test administrators immediately following testing, organized according to instructions, and stored in a secured area.

3. Test booklets and answer sheets will be re-counted by the building level counselor and counts will be documented and checked against pre-administration counts.

4. Answer sheets and test booklets will be sorted and packaged by test coordinator or person who has been designated as responsible, according to directions, and sent for scoring as expediently as possible while allowing for makeups.

5. All test makeups will be scheduled by the building level counselor or test coordinator. Students in each building will be grouped together for testing. A designated individual will administer the test according to specified administration procedures, taking all aforestated precautions to ensure security. Test materials will be counted.

Sanctions Against Unfair Practices

1. The security measures outlined in this document should help prevent unfair practices. If however, any should occur, the sanctions specified in this section, will be put into motion. Following is a list of unfair practices which the district considers inappropriate:

a. Copying any part of a standardized test booklet for any reason. b. Removal of a test booklet from the secure storage area except during test

administration.

c. Failure to return all test booklets following test administration. d. Directly teaching any test item included on a standardized test. e. Altering a student’s responses to items on an answer sheet. f. Indications to students during testing that they have missed items and the need to

change them; giving students clues or answers to questions; allowing students to give each other answers to questions; to copy off each other’s work; or altering test administration procedures in any other way to give students an unfair advantage.

g. Undue pressure or encouragement on the part of administrators for teachers to engage in any of the aforementioned inappropriate or unfair practices.

2. If a district staff person is suspected of engaging in any of the aforementioned unfair practices, then an immediate investigation will occur. If allegations are proven, a report will be forwarded to the superintendent and appropriate disciplinary action will be taken.

STAFF IN-SERVICE TRAINING – ASSESSMENT PROGRAM Staff in-service training (Assessment Program): Administering Achievement Tests The district provides a staff in-service for administering achievement tests that include the MAP and Terra Nova 3. Training the staff includes how to carry out standard examination procedures. To ensure accurate and reliable results, the staff is trained to become thoroughly familiar with examining procedures before attempting to administer the tests. Interpretation of Achievement Tests The district provides a staff in-service for interpretation of achievement test results. These tests include the MAP and Terra Nova 3. The teaching staff understands the test results of the subtests, Show-Me Standards, state/national percentiles, achievement levels, and summary report. A copy of the student profile is given to the parents during parent/teacher conferences or with grade card reports. Interpretation of Cognitive Tests The results of individual cognitive evaluations are shared with parents, students, and staff personnel that have a need to know. Laws regarding confidentiality apply to the results of this test.

TEST-TAKING SKILLS

Test-Taking Skills: Teachers incorporate test-taking skills in the classroom and the counseling curriculum. This is part of teaching study skills, which includes getting organized, note taking, reading for comprehension, and test-taking. The after school tutoring program may utilize test-taking skills, getting organized, note taking, and comprehension reading for further help. If additional work is necessary (for example; test anxiety), then the student will visit the building counselor.

PERIODIC SCREENING CHART DISTRICT NAME: REORGANIZED SCHOOL DISTRICT NO. 1 OF MONITEAU COUNTY

AREA MEASUREMENT PROCEDURES

TIME LINE AGE/GRADE

PASS/FAIL CRITERIA

SCREENER USE OF RESULTS

VISION

*Observation *Parent Report *Lea Symbols both near and far vision (Grades K and 1) *Vision Battery (Grades 3 and 7) (Snellen Chart both near and far vision) Functional Vision Assessment

All ages 1-4 years 3-5 years at parent request Grades K and 1 and new students in K and 1 Grades 3 and 7, and New Students Grades 3 and 7 Any other new students with no screening information from previous school Can be used in grades PreK-12. Students who are in the process of being evaluated or reevaluated for special education.

PreK and K criteria: *above 20/40 or two-line difference Grades 1-12: *above 20/30 or two-line difference *Certain pass/fail criteria.

Teacher/Parent/ School Personnel School Nurse School Nurse Special Education Teacher/School Nurse

Failures are referred for medical evaluation.

HEARING

*Observation *Informal Assessment *Puretone Audiometer

All ages 1-5 years Grades K, 1, 3, and 6

*Deviant response = fail *No response to

Teacher/Parent School Personnel School Nurse

Failures are referred for medical evaluation.

and New Students Grades 1, 3 and 6 And any other new students with no screening information from previous school Students who are in the process of being evaluated or reevaluated for special education.

1000/2000/4000 Hz at 25 dB = fail

AREA MEASUREMENT PROCEDURES

TIME LINE AGE/GRADE

PASS/FAIL CRITERIA


HEALTH/ MOTOR

*Observation/Parent Report *Weight/Height Measurement *Immunization Review *ASQ (motor) *Scoliosis Exam Sensory Processing Measure

All ages Grades PreK-5 All ages Birth-5 years Grade 5-Girls, Grade 9-Girls and Boys Ages 5-12

*Outside the recognized average = fail *Lack = fail *Test pass/fail criteria *Deviation from norm = fail *Test pass/fail criteria

Teacher/Parent Teachers/School Nurse School Nurse Trained PAT Personnel School Nurse Occupational Therapist

Failures are referred for appropriate medical/service agency Assess sensory processing difficulties

AREA

MEASUREMENT PROCEDURES

TIME LINE AGE/GRADE

PASS/FAIL CRITERIA


COGNITIVE (INCLUDE ADAPTIVE BEHAVIOR)

*Observation *ASQ

All ages Birth-5 years

*Test pass/fail criteria

Teacher/Parent Trained PAT Personnel

Failures are referred for services.

APTITUDE

*Armed Services Vocational

Grade 10 and 11 (Optional)

Counselor

Vocation Plan

Aptitude Battery (ASVAB) *National Merit Scholarship Test (PSAT) *ACT *Missouri Connections *Compass

Grade 11 (Optional) Grade 11 Grades 7 -12 Grade 12 (Optional)

Counselor Counselor Counselor &Teacher Counselor

Scholarships College Entry Vocation Plan Scholarships

AREA

MEASUREMENT PROCEDURES

TIME LINE AGE/GRADE

PASS/FAIL CRITERIA


ACADEMIC (PRE-ACADEMIC/ DEVELOPMENTAL FOR EARLY CHILDHOOD)

*ASQ DIAL-4 *WIDA W-APT *WIDA ACCESS *Missouri Assessment Program: Communication Arts Math Science *Stanford Diagnostic Reading Test *Diagnostic Reading Assessment

Birth-5 years 2:6-5:11 New students in grades K-12 Grades K-12 Grades 3-8 Grades 3-8 Grades 5 and 8 Grades 3-4-5 and new students at grades 3-5 with suspected reading difficulties Grades K-2

*Test pass/fail criteria

Trained PAT Personnel Trained PAT Personnel or Teacher ELL Teacher ELL Teacher Faculty and Counseling Staff Trained Personnel Teacher Teacher/Counselor Teacher

Failures are referred for services. Concerns are referred to appropriate agency Placement Assess student achievement Assess student achievement Assess student reading level Assess progress

*DIBELS Next *Easy CBM Math *Scholastic Reading Inventory eValuate *End of Course Exams Algebra I English I and English II Biology, Amer. Gov. *MAP-A

Grades K-5 Grades K-5 Grades 2-8 Grades 2-8 Grades 9-12 Grades 3-11 (as qualifies)

Teacher Teacher Teacher Teacher Teacher Sp Ed Teacher

Assess student reading progress Assess student math progress Assess student reading progress Assess student math & reading progress Assess student achievement Assess student achievement

SPEECH LANGUAGE

*Informal Screening *Fluharty *Kindergarten Language Screening Test-2 *Informal Speech/Language Checklist

1-4 years 2-4 years 4-5 years Grade K, and New Students in Elementary Grades Rescreen students on monitor list

*Test pass/fail criteria *Test pass/fail criteria *Pass/fail criteria

PAT Educator/Parent Speech Pathologist Speech Pathologist Speech Pathologist

Failures are referred for speech/language evaluation

SOCIAL/EMOTIONAL/BEHAVIORAL

*Parent Checklist *ASQ: SE

1-4 years Birth-5 years

*Deviant to age expectation = concern area *Test pass/fail criteria

PAT Educators Trained PAT Personnel

Concerns are referred to appropriate agency.

ASSESSMENTS 1. Adaptive Behavior Assessment System 2. Ages & Stages Questionnaires (ASQ) 3. Ages & Stages Questionnaire: Social Emotional (ASQ: SE) 4. American College Test (ACT) 5. Armed Services Vocational Aptitude Battery (ASVAB) 6. Assessing Comprehension and Communication in English State-to-State for English Language

Learners (ACCESS for ELLs) 7. Behavior Rating Inventory of Executive Functioning (BRIEF) 8. Brigance (Diagnostic Inventory Scale) 9. Bruininks-Oseretsky Test of Motor Proficiency 2 10.Childhood Autism Rating Scale (CARS) 11.Compass Test 12.Comprehensive Assessment of Spoken Language (CASL) 13.Developmental Test of Visual Perception-Second Edition (DTVP-2) 14.Developmental Indicators for the Assessment of Learning, Fourth Edition 15. (DIAL-4) 16.Diagnostic Reading Assessment 17.DIBELS Oral Reading Fluency and Retell Fluency (DORF) 18.Dynamic Indicators of Basic Early Literacy Skills (DIBELS) 19.Early Screening Inventory-Kindergarten 20.Easy CBM Math 21.Emotional and Behavior Problem Scale-2nd Edition School Version 22.End of Course Exams 23.eValuate by Catapult 24.Expressive Vocabulary Test (EVT2) 25.Fluharty Speech and Language Screening Test 26.Glencoe Math Placement Test 27.Goldman Fristoe 2 Test of Articulation 28.Goldman-Fristoe-Woodcock Auditory Skills Battery 29.Goldman-Fristoe-Woodcock Test of Auditory Discrimination 30.Kaufman Survey of Academic and Language Skills 31.Kaufman Test of Educational Achievement 32.Kindergarten Language Screening Test 33.Learning Disability Evaluation Scale-R2 (LDES-R2) 34.Leiter-Revised (Leiter International Performance Scale-Revised) 35.MAP (Missouri Assessment Program) 36.MAP-A (Missouri Assessment Program-Alternate) 37.Missouri Connections 38.Oral and Written Language Scale (OWLS) 39.Peabody Developmental Motor Scales (PDMS-2) 40.Peabody Picture Vocabulary Test-Fourth Edition Form A & B (PPVT-4) 41.Pragmatic Language Observation Scale (PLOS)

42.Pre-Scholastic Aptitude Test (PSAT) 43.Preschool Language Scale: Fourth Edition (PLS-4) 44.Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS) (Known as:

Renzulli-Hartman Behavioral Checklist) 45.SCAN-3 for Adolescents & Adults 46.SCAN-3 for Children 47.Scholastic Reading Inventory 48.Stanford-Binet Intelligence Scale: 5th Edition 49.Stanford Diagnostic Reading Test 50.Structured Photographic Articulation Test-Preschool (SPELT-P2) 51.Stuttering Severity Instrument Fourth Edition (SSI-4) 52.Test for Auditory Comprehension of Language-3rd Edition 53.Test of Auditory-Perceptual Skills-Revised (TAPS-R) 54.Test of Auditory Perceptual Skills-Upper Level (TAPS-UL) 55.Test of Kindergarten/First Grade Readiness Skills (TKFGRS) 56.Test of Early Written Language-Second Edition (TEWL-2) 57.Test of Handwriting Skills, Revised (THS-R) 58.Test of Language Development-Intermediate, Fourth Edition (TOLD-I:4) 59.Test of Language Development-Primary-Fourth Edition (TOLD-P:4) 60.Test of Memory and Learning 61.Test of Pragmatic Language 62.Test of Written Expression 63.Test of Written Language-4th Edition 64.The Vineland-II Teacher Rating Form 65.The Vineland Social-Emotional Early Childhood Scale 66.Wechsler Adult Intelligence Scale-3rd Edition (WAIS-III) 67.Wechsler Individual Achievement Test 68.Wechsler Intelligence Scale for Children-4th Edition (WISC-IV) 69.Wechsler Preschool and Primary Scale of Intelligence-Restandardized (WPPSI-R) 70.Weiss Comprehensive Articulation Test (WCAT) 71.WIDA-ACCESS Placement Test (W-APT) Version 2 Release 5 72.Woodcock-Johnson-III Tests of Achievement (WJ-III)

ASSESSMENT

Name of test: -Adaptive Behavior Assessment System, 3rd Edition

Required or optional: Determined by staffing team Grade/age level administered:

Birth-12th grade Date administered:

Within 60 days of parental consent signature received Information provided by test:

Provides a complete assessment of adaptive skills across the life span Purpose of administering test:

Used to assess a student’s adaptive skills Provisions for in-service training of staff in the use of results of test:

None. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance:

Results reported and interpreted at diagnostic staffing used to compare child to various age-appropriate tasks and abilities. Referrals are made as needed.

Procedures for disseminating information about test results to the public: The results of this test are individual and laws regarding confidentiality apply.

ASSESSMENT

Name of test: -Ages & Stages Questionnaires (ASQ) - Ages & Stages Questionnaire: Social Emotional (ASQ: SE)

Required or optional: Optional Grade/age level administered:

Birth-5 years Date administered:

Annually as part of the Parents as Teachers Program’s screening Information provided by test:

Identification of individuals who have Intellectual and Developmental Disabilities, developmental delays, autism spectrum disorders, and other impairments. It also provides information for developing educational and treatment plans

Purpose of administering test:

To determine intellectual and developmental delays Provisions for in-service training of staff in the use of results of test:

None. Interpreted by trained personnel Procedures for using test results for improvement of instruction and student performance:

Results reported and interpreted by Special Education staff at diagnostic staffing. Used to obtain adaptive behavior composite score.


ASSESSMENT

Name of test: American College Test (ACT) Required or optional: Required for all grade 11 students in Missouri Public Schools

Optional for 7th, 8th, 9th, 10th, and 12th grade students Grade/age level administered: 9th grade through 12th grade 7th and 8th grade by special arrangement Date administered:

-Grade 11: April 19, 2017; Makeup Test Date: May 3, 2017; Accommodations Testing Window: TBA. -Grades 7, 8, 9, 10, 12: There are six national test dates per year; all six are given at California High School.

Information provided by test:

The ACT (No Writing) consists of four multiple-choice tests: English, Mathematics, Reading, and Science. The ACT Plus Writing includes the four multiple-choice tests and a Writing Test. The English test measures standard written English and rhetorical skills. The Mathematics test measures mathematical skills students have typically acquired in courses taken up to the beginning of grade 12. The Reading test measures reading comprehension. The Science test measures the interpretation, analysis, evaluation, reasoning, and problem-solving skills required in the natural sciences. The writing test measures writing skills emphasized in high school English classes and in entry-level college composition courses.

Purpose of administering test: The ACT score is used to meet the requirement of a college entrance exam. The ACT score may also be used for student’s qualify for scholarships.

Provisions for in-service training of staff in the use of results of test:

Teachers who are asked to administer the ACT will be trained as needed during the school year.

Procedures for using test results for improvement of instruction and student performance:

Districts will receive ACT Profile Reports for each high school, and for the district, as well as a Student Data File that will include all college-reportable scores for all participating students.

Procedures for disseminating information about test results to the public:

http://www.actstudent.org/writing/

-Grade 11: Individual student reports will be sent to the district’s Test Supervisor for distribution. Additional students will have the opportunity to create an ACT account to receive scores electronically. -Grades 7, 8, 9, 10, and 12: Results are sent directly to the students by ACT. Group scores are in Principals Report which is presented at a school board meeting.

ASSESSMENT

Name of test: Armed Services Vocational Aptitude Battery (ASVAB) (Career Exploration Program) Required or optional: Required for 10th grade Grade/age level administered: 10th grade Date administered: Once per school year; to be determined with military recruiter. Information provided by test:

Multi-aptitude test that gives students a better understanding of skills and career interest Purpose of administering test: Career awareness Provisions for in-service training of staff in the use of results of test: No staff training is necessary for this test. Procedures for using test results for improvement of instruction and student performance:

Test results are used for career awareness and are used in career exploration classes. Procedures for disseminating information about test results to the public:

Each student gets a copy of results from recruiter if student is present during scheduled time.

ASSESSMENT Name of test: Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs) Required or optional:

Required for those K-12 students that are identified for ESL services, whether they are or are not currently receiving services.

Grade/age level administered: Grades K to 12 Date administered: January 9, 2017-March 3, 2017 Information provided by test: Norm referenced measure of English language proficiency in the five areas of:

Social and Instructional Language, the language of Language Arts, the language of Mathematics, the language of Science, and the language of Social Studies.


● Help students understand their current level of English language proficiency along the developmental continuum.

● Serve as one of multiple measures used to determine those students prepared to exit English language support programs.

● Provide teachers with information they can subsequently use to enhance instruction and learning in programs for their English language learners.

● Provide districts with information that will help them evaluate the effectiveness of their ESL/bilingual programs.

● Meet federal requirements, such as Annual Measureable Achievement Objectives 1 and 2, for the monitoring of ELLs progress toward English language proficiency.

Provisions for in-service training of staff in the use of results of test: Training provided by DESE to ELL teachers. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance: Identified students will receive targeted small group instruction in reading, writing, listening, and comprehension of oral and written English. Procedures for disseminating information about test results to the public:

Results will be given to school board, District Report Card, parents, and students.

ASSESSMENT Name of test:

Behavior Rating Inventory of Executive Functioning (BRIEF) Required or optional:

Determined by staffing group to assess executive function and self-regulation in children and teens.

Grade/age level administered: 5 to 18 years old Date administered: Within 60 days of parental consent of signature Information provided by test:

A Behavioral Regulation Index and Metacognition Index are combined to form a Global Executive Composite

Purpose of administering test: To assess executive function and self-regulation in children and teens Provisions for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only Procedures for using test results for improvement of instruction and student performance: Writing IEP present level and goals Ongoing assessment of skills Procedures for disseminating information about test results to the public:

The results of this test are individual and laws regarding confidentiality apply.

ASSESSMENT

Name of test: Brigance (Diagnostic Inventory Scale) Required or optional:

Determined by staffing group and to determine present level of performance, in self help skills, daily living skills, and academic skills

Grade/age level administered: Birth to 21 years Date administered: Ongoing assessment Information provided by test: Academic level of readiness and skills Purpose of administering test: To determine readiness and academic skills Provisions for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only Procedures for using test results for improvement of instruction and student performance: Writing IEP present level and goals Ongoing assessment of skills Procedures for disseminating information about test results to the public:


ASSESSMENT Name of test: Compass Test (through November 2016; then will be replaced with ACCUPLACER) Required or optional:

Optional Grade/age level administered: Grade 12 Date administered: During the school year by appointment. Information provided by test:

ACT Compass is an untimed, computerized test that helps evaluate skills and place students into appropriate courses. ACT Compass offers tests in reading, writing, and math. Students will receive your ACT Compass test results immediately upon completion of testing, and the score report will include placement messages informing student about what courses they should take.

Purpose of administering test: ACT Compass offers test modules in the subject areas most frequently used by postsecondary institutions to evaluate the skill levels of incoming students.

Provisions for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only Procedures for using test results for improvement of instruction and student performance:

ACT Compass is not used like a traditional test. There is generally no "passing score." Rather, ACT Compass scores indicate areas in which the student is strong and areas in which students may need help. Thus, ACT Compass can identify problems in major subject areas before they disrupt educational progress, giving students the opportunity to prepare more effectively for needed courses.



ASSESSMENT Name of test: Childhood Autism Rating Scale (CARS) Required or optional:

Determined by staffing group to help identify children with autism and determine symptom severity through quantifiable ratings based on direct observation

Grade/age level administered: 2 years and up Date administered: Within 60 days of parental consent of signature Information provided by test:

The Childhood Autism Rating Scale is a 15-item rating scale used to identify children with autism and distinguish them from those with developmental disabilities. It is empirically validated and provides concise, objective, and quantifiable ratings based on direct behavioral observation. It was normed on a sample of 1,034 individuals with autism spectrum disorders.


The Childhood Autism Rating Scale (CARS) helps to identify children (2 years and older with Autism, specifically, distinguishing them from developmentally handicapped children who are not Autistic. In addition, it distinguishes between mid-to-moderate and severe Autism. Its brevity makes it a very useful tool to help you recognize and classify Autistic children. The clinician rates the individual on each item, using a 4-point response scale. Ratings are based not only on frequency of the behavior in question, but also on its intensity, peculiarity, and duration.

Provisions for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only Procedures for using test results for improvement of instruction and student performance: Writing IEP present level and goals Ongoing assessment of skills Procedures for disseminating information about test results to the public:


ASSESSMENT

Name of test: Bruininks-Oseretsky Test of Motor Proficiency 2 Required or optional:

Determined by staffing team Grade/age level administered: Age 4 ½ through 14 ½ Date administered: Within 60 days of parental consent of signature Information provided by test: An individually administered measure of gross and fine motor skills Purpose of administering test:

To establish motor proficiency of students with motor dysfunctions and developmental handicaps

Provisions for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance:

Results reported and interpreted at diagnostic staffing. Used in developing and evaluating motor training programs.



ASSESSMENT

Name of test: Comprehensive Assessment of Spoken Language (CASL) Required or optional:

Determined by SLP and staffing team. Grade/age level administered: Ages 3 to 21 Date administered: Within 60 days of parental consent of signature. Information provided by test: Assesses oral language, knowledge, processes and skills Purpose of administering test:

To evaluate the language of children in a wide age spectrum Provisions for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance:

Results reported and interpreted at diagnostic staffing. Used to compare current expressive vocabulary baseline to academic criterion level and performance




Developmental Indicators for the Assessment of Learning, Fourth Edition (DIAL-4)

Required or optional: Determined by staffing group as a global screener for assessing large groups of children quickly and efficiently.

Grade/age level administered: 2 yrs 6 months – 5 yrs 11 months Date administered: Observational Information provided by test:

DIAL-4 provides standard deviation and percentile cutoff points by chronological age at two-month intervals for total and area scores—Motor, Concepts, Language, Self-Help, and Social Development. Percentile ranks and standard scores also are provided.


Administered by presenting stimuli one at a time using a dial, manipulative, and other materials. To give you comprehensive information, DIAL-4 provides scores for all five early childhood areas: Motor area: Gross Motor items include catching, jumping, hopping, and skipping. Fine Motor items include building with blocks, cutting, copying shapes and letters, and writing, and a popular finger touching task. Language area: Items include answering simple personal questions (name, age, and sex), articulation, naming (expressive) or identifying (receptive) objects and actions, plus phonemic awareness tasks such as rhyming and “I Spy.”Concepts area: Items include pointing to named body parts, naming or identifying colors, rote counting, counting blocks, identifying concepts in a triad of pictures, and sorting shapes. Includes an item that assesses automatic naming of objects, a skill that is associated with potential learning disabilities. Self-help development: Looks at the child’s development of personal care skills related to dressing, eating, and grooming. Social development: Looks at the child’s development of social skills with other children and parents, including rule compliance, sharing, self-control, and empathy.

Provisions for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only Procedures for using test results for improvement of instruction and student performance: Ongoing assessment of skills Procedures for disseminating information about test results to the public:


ASSESSMENT

Name of test: Developmental Test of Visual Perception—Second Edition (DTVP-2) Required or optional: Determined by staffing team Grade/age level administered: Ages 4 through 10-11 years Date administered: Within 60 days of parental consent of signature Information provided by test:

The DTVP2 is the 1993 revision of Marianne Frostig’s popular Developmental Test of Visual Perception (DTVP). The original version of the test was administered to more than 6 million children. The new edition includes numerous improvements, is suitable for children ages 4 to 10, measures both visual perception and visual motor integration skills, has eight subtests, is based on updated theories of visual perceptual development, and can be administered to individuals in 35 minutes.

Purpose of administering test: To determine qualification for occupational therapy Provisions for in-service training of staff in the use of results of test: None. Interpreted by trained personnel Procedures for using test results for improvement of instruction and student performance: Results reported and interpreted by Special Education staff at diagnostic staffing. Used to obtain information regarding fine motor skills.

ASSESSMENT

Name of test: Diagnostic Reading Assessment Required or optional: Required in grades K-2 Grade/age level administered:

Grades K-2 Date administered: During a testing window in September and May Information provided by test:

A student’s current reading level according to the Developmental Reading Continuum along with grade level benchmarks.


Used to determine a student’s instructional level in reading. Provisions for in-service training of staff in the use of results of test:

Training provided to teachers in grades k-2 as needed. Procedures for using test results for improvement of instruction and student performance:

Teachers use DRA results, along with other assessments, to determine whether students are reading on, above, or below grade level. By knowing student DRA levels, teachers can plan for small group, guided reading instruction, including targeted interventions and supplemental instruction.


The results of this test are individual and are reported to the individual student and parent/guardian of student being assessed. Results are reported to on grade card as student reading on, above, or below grade level.

ASSESSMENT

Name of test: Dynamic Indicators of Basic Early Literacy Skills (DIBELS Next)

Required or optional: Required in grades K-5 Grade/age level administered:

Grades K-5 Date administered: During testing windows throughout school year. Information provided by test:

Comprised of 7 measures to function as indicators of phonemic awareness, alphabetic principle, accuracy, and fluency with connected text, reading comprehension, and vocabulary. Set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through 5th grade. Designed to be short (one minutes) fluency measures used to regularly monitory the development of early literacy and early reading skills.

Purpose of administering test: To identify students who may be at risk for reading difficulties (universal screening), to help teachers identify areas to target instructional support, to monitor at-risk students while they receive additional, targeted instruction, and to examine the effectiveness of instructional supports.

Provisions for in-service training of staff in the use of results of test: Training provided to teachers in grades k-5 as needed.


Designed for use in identifying children experiencing difficulty in acquisition of basic early literacy skills in order to provide support early and prevent the occurrence of later reading difficulties.


The results of this test are individual and are reported to the individual student and parent/guardian of student being assessed.

ASSESSMENT

Name of test: Early Screening Inventory-Kindergarten Required or optional:

Optional Grade/age level appropriate for administration: Age 3-6 Date administered: Before entering kindergarten Information provided by test: Determines level of developmental skills Purpose of administering test:

For placement purposes and to identify children at risk for school failure in order that appropriate help be provided.


Counselors, Principals, or testing coordinator will meet with kindergarten teachers to view test results and individual strengths and weaknesses and strategies for improvement.


Results are used to identify students at-risk by comparing performance to expected levels of performance for students entering kindergarten. Extra instruction will be provided to students so identified by Title I teachers.


Results will be shared with parents at the time of the screening.

ASSESSMENT

Name of test: Easy CBM Math

Required or optional: Required in grades k-5 Grade/age level administered:

Grades k-5 Date administered: During testing windows throughout school year. Information provided by test:

The math tests are based on the National Council of Teachers of Mathematics (NCTM) Focal Point Standards in Mathematics and include three test types per grade (aligned with the NCTM Focal Points for each grade level). Each of the math tests is comprised of 16 items. They are designed to focus more on students’ conceptual understanding than on their more basic computational skills.

Purpose of administering test: To assess students’ mastery of the knowledge and skills outlined in the National Council of Teachers of Mathematics Focal Point Standards.

Provisions for in-service training of staff in the use of results of test: Training provided to teachers in grades k-5 as needed.


To help facilitate good instructional decision-making, screen and progress monitor students, and show growth for a particular student.



ASSESSMENT

Name of test: Emotional and Behavior Problem Scale-2nd Edition School Version

(EBPS-2SV)

Required or optional: Determined by staffing team Grade/age level administered: Ages 4 through 21 years Date administered: Within 60 days of parental consent of signatures. Information provided by test: Status of student’s behavior in school environment Purpose of administering test:

To help determine educational diagnoses of emotionally disturbed or behavior disordered. Provisions for in-service training of staff in the use of results of test: None. Administered and interpreted by trained personnel. Procedures for using test results for improvement of instruction and student performance: Staffing conferences to provide educational service delivery Procedures for disseminating information about test results to the public:


ASSESSMENT Name of test: End of Course Exams Required or optional:

-Required End of Course Exams are administered in Algebra I, English II, Biology, and Government. -The district may opt to administer EOCs in Algebra II, Geometry, English I, American History, and Physical Science at district cost.

Grade/age level administered: High school grades Date administered: -Fall 2016 Window: 10/3/16-01/20/17 -Spring 2017 Window: 02/20/17-05/26/17 Information provided by test:

End-of-course exams will provide a valid and reliable method for assessing students’ knowledge of Missouri’s Course-Level Expectations (CLEs). They will also allow classroom teachers to incorporate statewide assessment results into students’ course grades.

Purpose of administering test: Mandatory in the state of Missouri as well as:

● Measuring student achievement and progress toward postsecondary readiness ● Identifying students’ strengths and weaknesses ● Communicating expectations for all students ● Meeting state and national accountability requirements ● Evaluating programs

Provisions for students with disabilities:

Testing accommodations as specified in the student's IEP are followed in order that the student with a disability can demonstrate what he/she knows and is able to do.

Provisions for in-service training of staff in the use of results of test: In-service training available, in the fall, after test results are received Procedures for using test results for improvement of instruction and student performance: Results will be used with school staff, parents, and student conferences. Procedures for disseminating information about test results to the public: Results will be given to school board, teachers, District Report Card, parents,

and students.

ASSESSMENT

Name of test: eValuate by Catpult

Required or optional: Required in grades 2-8 Grade/age level administered:

Grades 2-8 Date administered: Once a month, August-May Information provided by test:

eValuate is a formative assessment system. Monthly benchmark assessments in math and reading are administered online with real-time scoring. Reports at the school, grade, class, section, or student levels, with breakdowns by subject, strand, skill, and question.

Purpose of administering test: eValuate assessments are aligned to the Common Core State Standards as well as individual state standards. These reading and math assessments closely simulate end of year assessments, allowing administrators and teachers to better predict student performance on state tests.

Provisions for in-service training of staff in the use of results of test: Training provided to teachers in grades 2-8 as needed.


eValuate combines monthly benchmark assessments with comprehensive and easy to use reporting and analysis tools. Tool for driving instruction and increasing student achievement.



ASSESSMENT

Name of test: Expressive Vocabulary Test 2 (EVT2) Required or optional:

Determined by SLP and staffing team. Grade/age level administered: Ages 2-5 to 90 Date administered: Within 60 days of parental consent of signature. Information provided by test: Measures expressive vocabulary knowledge Purpose of administering test:

Establish current knowledge of expressive vocabulary baseline to compare to academic criterion level and performance.





ASSESSMENT

Name of test: Fluharty Speech and Language Screening Test Required or optional:

Determined by SLP staff Grade/age level administered: Ages 2 through 6 years Date administered: Within 60 days of parental consent of signature. Information provided by test: Observation of communication skills and identifies levels of articulation. Purpose of administering test:

Determine further evaluation and testing. Provisions for in-service training of staff in the use of results of test: None. Administered and interpreted by SLP. Procedures for using test results for improvement of instruction and student performance:

Results reported and interpreted by SLP at diagnostic staffing. Used to compare language and articulation performance to age-based norms



ASSESSMENT

Name of test: Goldman Fristoe 2 Test of Articulation Required or optional:

Determined by SLP and staffing team Grade/age level administered: Ages 6-0 to 16+ Date administered: Within 60 days of parental consent of signature Information provided by test:

Provides a systematic means of assessing an individual’s articulation of the consonant sounds Purpose of administering test:

Provides speech/language pathologist with information about sounds student has in error Provisions for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance:

Results reported and interpreted at diagnostic staffing. Used to compare current receptive vocabulary baseline to academic criterion level and performance



ASSESSMENT

Name of test: Goldman-Fristoe-Woodcock Auditory Skills Battery

Required or optional: Determined by SLP and staffing team Grade/age level administered:

3 years 8 months through 70+ years Date administered:

Within 60 days of parental consent of signature Information provided by test:

Measures several basic auditory skills related to decoding and encoding

Purpose of administering test: Establish current level of auditory skills


None. Administered and interpreted by trained professionals only Procedures for using test results for improvement of instruction and student performance:

Results reported and interpreted at diagnostic staffing. Used to compare current auditory skills baseline to academic criterion level and performance


ASSESSMENT

Name of test: Goldman-Fristoe-Woodcock Test of Auditory Discrimination

Required or optional: Determined by SLP and staffing team. Grade/age level administered:

3 years 8 months through 70+ years Date administered:

Within 60 days of parental consent of signature. Information provided by test:

Measures the ability to discriminate speech sounds against two different backgrounds—quiet and noise


Establish current level of speech-sound discrimination Provisions for in-service training of staff in the use of results of test:

None. Administered and interpreted by trained professionals only Procedures for using test results for improvement of instruction and student performance:

Results reported and interpreted at diagnostic staffing. This is used to compare current expressive vocabulary baseline to academic criterion level and performance

Procedures for disseminating information about test results to the public: The results of this test are individual and laws regarding confidentiality apply

ASSESSMENT

Name of test: Kaufman Survey of Early Academic and Language Skills


3 years through 6 years 11 months Date administered:


Measure of children’s expressive and receptive language skills, pre-academic skills, and articulation


Establish current level of academic and language skills Provisions for in-service training of staff in the use of results of test:

None. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance:


Procedures for disseminating information about test results to the public: The results of this test are individual and laws regarding confidentiality apply

ASSESSMENT

Name of test: Kaufman Test of Educational Achievement, 3rd Edition

Required or optional: Determined by staffing team Grade/age level administered: Grades Pre-K to 12 Date administered: Within 60 days of parental consent of signature. Information provided by test:

Students receive a test score for reading skills, math skills, and written expression skills. Purpose of administering test: Establishes criterion scores to qualify or deny presence of learning deficits. Provisions for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance: None. This test is used to identify student’s strengths and weaknesses for program placement. If placed in Special Education, results can be used to write goals and objectives. Procedures for disseminating information about test results to the public: The results of this test are individual and laws regarding confidentiality apply

ASSESSMENT

Name of test: Kindergarten Language Screening Test


4 years to 6 years 11 months Date administered:


Measures the student’s expressive and receptive language competencies Purpose of administering test:

Identification of children who need further diagnostic testing to determine whether or not they have language deficits that will accelerate academic failure

Provisions for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only.




ASSESSMENT

Name of test: Learning Disability Evaluation Scale- R2 (LDES-R2) Required or optional:

Determined by staffing team Grade/age level administered: Ages 5 through 18 years Date administered: Within 60 days of parental consent of signature. Information provided by test:

Screen/provide information for diagnoses of learning disabilities. Purpose of administering test:

To determine specific strengths and weaknesses for documentation of existence of learning disabilities

Provisions for in-service training of staff in the use of results of test: None. Results interpreted by professionals only Procedures for using test results for improvement of instruction and student performance:

Results will be shared with parents, students, and involved school staff to compare current student performance and instructional expectations.



ASSESSMENT

Name of test: Leiter-Revised (Leiter International Performance Scale-Revised) Required or optional:

Used for non-verbal students or ESL students as determined by staffing team. Grade/age level administered: Pre-K thru 12 Date administered: As requested or within 60 days of parental consent of signature Information provided by test:

IQ score and mental age Purpose of administering test:

To establish a baseline IQ and/or to be compared with the score obtained from the WISC-III or Stanford-Binet.

Provisions for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance: To determine eligibility for special education services



ASSESSMENT Name of test: MAP (Missouri Assessment Program) Grade-Level Assessment Required or optional: Participation in MAP is required by the state of Missouri. Grade/age level appropriate for administration: English Language Arts: Grades 3-8 Mathematics: Grades 3-8 Science: Grades 5 and 8 Date administered: TBA Information provided by test: Four achievement levels: Below Basic Basic Proficient Advanced Purpose of administering test: Mandatory assessment for Missouri's students Provisions for students with disabilities:

Testing accommodations as specified in the student's IEP are followed in order that the student with a disability can demonstrate what he/she knows and is able to do.

Provisions for in-service training of staff in the use of results of test: In-service training available, in the fall, after test results are received Procedures for using test results for improvement of instruction and student performance: Results will be used with school staff, parents, and student conferences. Procedures for disseminating information about test results to the public: Results will be given to school board, District Report Card, parents, and students.

ASSESSMENT OF THE SHOW-ME STANDARDS NOT ADDRESSED BY THE MAP TEST

● Communication Arts Standard 6, In Communication Arts, students in Missouri public

schools will acquire a solid foundation which includes knowledge of and proficiency in … participating in formal and informal presentations and discussions of issues and idea.

Moniteau County R-1 measures this objective using board-approved curriculum, activities and teacher made assessments including oral presentations of reports. ● Fine Arts Standard 3, In Fine Arts, students in Missouri public schools will acquire a solid

foundation which includes knowledge of … the vocabulary to explain perceptions about and evaluations of works in dance, music, theater, and visual arts.

Moniteau County R-1 measures this objective using board-approved curriculum; teacher made activities and assessments. ● Health/Physical Education Standards 1 through 7, In Health/Physical Education, students

in Missouri public schools will acquire a solid foundation which includes knowledge of … 1) structures of, functioning of, and relationships among human body systems, 2) principles and practices of physical and mental health, 3) diseases and methods of prevention, treatment and control, 4) principles of movement and physical fitness, 5) methods used to assess health, reduce risk factors, and avoid high-risk behaviors, 6) consumer health issues and 7) responses to emergency situations.

Moniteau County R-1 measures this objective using board-approved curriculum; teacher made activities and assessments. ● Goal 2 Process Standard 5 and 6, Students in Missouri public schools will acquire the

knowledge and skills to communicate effectively within and beyond the classroom … 5) perform and produce works in the fine and practical arts and 6) apply communication techniques to the job search and to the workplace.

Moniteau County R-1 measures this objective using board-approved curriculum; teacher made activities and assessments.

● Goal 4 Process Standard 4, Students in Missouri public schools will acquire the knowledge and skills to make decisions and act as responsible members of society … 4) recognize and practice honesty and integrity in academic work and in the workplace.

Moniteau County R-1 measures this objective using board-approved curriculum; teacher made activities and assessments.

ASSESSMENT

Name of test: MAP-A (Missouri Assessment Program-Alternate) (DLM) Required or optional: Participation in MAP is required by the state of Missouri.

The IEP team determines if student meets the criteria to be eligible in MAP-A. Grade/age level administered: Grades 3-8 and 11 – English Language Arts Grades 3-8 and 11 – Mathematics *ELA and mathematics will be administered in all grades 3-12, with grade 11 used for accountability. Date administered: TBA

Information provided by test: Four achievement levels: Below Basic Basic Proficient Advanced Purpose of administering test: Mandatory assessment for students' with disabilities who meet the criteria Provisions for in-service training of staff in the use of results of test: DESE provides training opportunities in the fall. Procedures for using test results for improvement of instruction and student performance: Results will be used with school staff, parents, and student conferences. Procedures for disseminating information about test results to the public: Results will be given to school board, District Report Card, parents, and students.

ASSESSMENT

Name of test: Missouri Connections

Required or optional: Required for transition planning Grade/age level administered:

Grades 7-12 Date administered:

As determined by counselors and/or teachers Information provided by test:

Web-based inventory of student interests, abilities, and skills Purpose of administering test:

To plan for post-secondary training, education or employment Provisions for in-service training of staff in the use of results of test:

Counselors will train students and teachers to use website. Procedures for using test results for improvement of instruction and student performance:

Results are provided to students, parents and teachers to use for planning purposes. Also used for IEP transition.

Procedures for disseminating information about test results to the public: The results of this test are individual and laws regarding confidentiality apply. Students and their parents will have access to their information via the website or the information can be printed for personal planning use.

ASSESSMENT

Name of test: Oral and Written Language Scale (OWLS) Required or optional:

Determined by SLP and staffing team. Grade/age level administered: Oral and Listening – Ages 3 to 21 Written Scale – Ages 5 to 21 Date administered: Within 60 days of parental consent of signature. Information provided by test:

The test measures the student’s understanding of oral and written language. Purpose of administering test:

Listening comprehension scale measures understanding of spoken language. Written language scale is an assessment of written language and oral expression scale measures understanding and use of spoken language.


Results reported and interpreted at diagnostic staffing. Used to compare current receptive and expressive vocabulary baseline to academic criterion level and performance



ASSESSMENT

Name of test: Peabody Developmental Motor Scales (PDMS-2) Required or optional:

Determined by staffing team Grade/age level administered: Birth to 5 years Date administered: Within 60 days of parental consent of signature. Information provided by test:

Information is used for assessment and instructional programming for gross and fine motor skills.


Assesses fine and gross motor development and provides instructional programming. Provisions for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance:

Results reported and interpreted at diagnostic staffing. To develop active programs for student improvements



ASSESSMENT

Name of test: Peabody Picture Vocabulary Test-Fourth Edition Form A & B (PPVT-4) Required or optional:

Determined by SLP and staffing team. Grade/age level administered: Grades 2 to 6 Date administered: Within 60 days of parental consent of signature. Information provided by test:

Used to measure student’s current knowledge of receptive vocabulary Purpose of administering test:

Establish current receptive vocabulary baseline to compare to academic criterion l evel and performance.


Results reported and interpreted at diagnostic staffing. This test is used to compare current receptive vocabulary baseline to academic criterion level and performance.



ASSESSMENT

Name of Test: Pragmatic Language Observation Scale (PLOS) Required or optional: Determined by SLP and staffing team Grade/age level administered: Ages 8-0 through 17-11 Date administered: Within 60 days of parental consent of signature. Information provided by test: Uses teachers’ ratings to assess students’ everyday classroom oral language behaviors. Purpose of administering test: Its results can be used to (a) support a referral, (b) expand the scope of a comprehensive oral language evaluation, (c) compare teachers’ ratings with test results, (d) help plan interventions, (e) monitor the effectiveness of interventions, and (f) represent oral language ability in research studies. Provision for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance: Result reported and interpreted at diagnostic staffing. Procedures for disseminating information about test results to the public: The results of this test are individual and laws regarding confidentiality apply.

ASSESSMENT

Name of test: Pre-Scholastic Aptitude Test (PSAT) Required or optional:

Optional Grade/age level administered: 10th and 11th Grades Date administered: October (Test on National Test Date each year) Information provided by test:

Student achievement in the areas of math and verbal abilities Purpose of administering test:

Qualifying test for National Merit Scholarship Program, practice for SAT, and qualifying test for Missouri Scholars Academy

Provisions for in-service training of staff in the use of results of test: None. Procedures for using test results for improvement of instruction and student performance:

None.


Results and interpretation shared with parents in a mailing. They may make individual appointments with counselor if needed.

ASSESSMENT

Name of Test: Preschool Language Scale: Fourth Edition Required or optional: Determined by SLP and staffing team. Grade/age level administered: Birth through 6 years, 11 months of age. Date administered: Within 60 days of parental consent of signature. Information provided by test: Used to identify children who have an expressive and/or receptive language deficit. Purpose of administering test: To determine a language disorder or delay. Provision for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance: Result reported and interpreted at diagnostic staffing. Procedures for disseminating information about test results to the public: The results of this test are individual and laws regarding confidentiality apply.

ASSESSMENT

Name of test: Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS)

(Known as: Renzulli-Hartman Behavioral Checklist) Required or optional:

Required for all students nominated for gifted and talented program Grade/age level administered: Ages 7 through 14 years Date administered: At time of referral. Information provided by test:

Supplement measures of intelligence, achievement, and creativity in selecting students for gifted programs.


Assesses the behavioral characteristics related to the objectives of gifted and talented students.

Provisions for in-service training of staff in the use of results of test: In-service training available if students are placed in the gifted program Procedures for using test results for improvement of instruction and student performance:

Results with be used with school staff, parents, and student conferences.


The results of this test are individual and laws requiring confidentiality apply.

ASSESSMENT

Name of Test: SCAN-3 for Adolescents & Adults Required or optional: Determined by SLP and staffing team Grade/age level administered: Ages 13 through 50 years. Date administered: Within 60 days of parental consent of signature. Information provided by test: Can be used to evaluate auditory processing abilities in the areas of: temporal processing, listening in noise, dichotic listening, and listening to degraded speech. Purpose of administering test: To ascertain underlying processing disorders in order to offer appropriate individualized management and remediation solutions. Provision for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance: Result reported and interpreted at diagnostic staffing. Procedures for disseminating information about test results to the public: The results of this test are individual and laws regarding confidentiality apply.

ASSESSMENT

Name of Test: SCAN-3 for Children Required or optional: Determined by SLP and staffing team Grade/age level administered: 5 years through 12 years Date administered: Within 60 days of parental consent of signature. Information provided by test: Can be used to evaluate auditory processing abilities in the areas of: temporal processing, listening in noise, dichotic listening, and listening to degraded speech. Purpose of administering test: To ascertain underlying processing disorders in order to offer appropriate individualized management and remediation solutions. Provision for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance: Result reported and interpreted at diagnostic staffing. Procedures for disseminating information about test results to the public: The results of this test are individual and laws regarding confidentiality apply.

ASSESSMENT

Name of test: Scholastic Reading Inventory Required or optional: Required Grade/age level administered: Grades 3-8 Date administered: District Testing Windows Information provided by test:

Reading assessment program which provides immediate, actionable data on students’ reading levels and growth over time.

Purpose of administering test: To assess student progress in reading. Provisions for in-service training of staff in the use of results of test: Training for teachers in grades 3-8 as needed. Procedures for using test results for improvement of instruction and student performance:

Helps educators differentiate instruction, make meaningful interventions, forecast growth toward grade-level state tests, and demonstrate accountability.



ASSESSMENT

Name of test: Sensory Processing Measure Required or optional: Determined by Occupational Therapist and staffing team. Grade/age level administered: Ages 5 to 12 years Date administered: Within 60 days of parental consent of signature. Information provided by test:

Measures how sensory processing problems manifest in various settings. Assessment has a home form (completed by the child’s parent or home based care provider), main classroom form (filled out by the child’s primary classroom teacher), school environments form (completed by other school personnel who work with and observe the child). The form provide norm-referenced standard scores for two higher level integrative functions-praxis and social participation-and five sensory systems-visual, auditory, tactile, proprioceptive, and vestibular. With each system, the SPM also offers descriptive clinical information on processing vulnerabilities, including under-and-over-responsiveness, sensory seeking behavior, and perceptual problems.


Provides a complete picture of children’s sensory processing difficulties at school, at home, and in the community.


Results reported and interpreted at diagnostic staffing. This test offers descriptive clinical information on processing vulnerabilities, including under-and-over-responsiveness, sensory seeking behavior, and perceptual problems.


The results of this test are individual and laws regarding confidentiality apply. The results of this test are reported to the individual student and parent/guardian of student being assessed.

ASSESSMENT

Name of test: Stanford Diagnostic Reading Test Required or optional: Required Grade/age level administered: Grades 3, 4, 5 and new students in grades 3-5 with suspected reading difficulties Date administered: District Testing Window Information provided by test:

Information provided to help teachers relate student performance to criterion objectives. Raw scores can be converted into scaled scores, percentiles, stanines, normal-curve equivalents, and grade equivalents.


Group-administered, multiple choice test of reading achievement used for screening, diagnostic, and progress monitoring purposes. Assesses students on Sounds (Phonemic Awareness), Letters (Phonics), Words (Vocabulary), Pictures (Fluency), Stories (Comprehension.


Overall reading level is compared to the student’s grade level, including month of instruction, to determine how the student is doing compared to the expected reading level.



ASSESSMENT

Name of test: Stanford-Binet Intelligence Scale: 5th Edition Required or optional: Determined by staffing team Grade/age level administered: Age 2 to adult Date administered: As requested or within 60 days of parental consent of signature Information provided by test: IQ scores to obtain student's potential in areas of: Verbal Reasoning Abstract/Visual Reasoning Quantitative Reasoning Short-Term Memory Purpose of administering test: To establish student's potential and eligibility for placement in gifted program or special education programs. Used especially for gifted placement. Provisions for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance: To determine placement on special services program, either gifted or LD.


ASSESSMENT

Name of Test: Structured Photographic Articulation Test-Preschool Required or optional: Determined by SLP and staffing team Grade/age level administered: 3-0 through 5-11 Date administered: Within 60 days of parental consent of signature. Information provided by test: Provides a systematic means of assessing an individual’s articulation of the consonant sounds. Purpose of administering test: Provides speech/language pathologist with information about sounds student has in error. Provision for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance: Result reported and interpreted at diagnostic staffing. Used to compare to state normative data. Procedures for disseminating information about test results to the public: The results of this test are individual and laws regarding confidentiality apply.

ASSESSMENT

Name of Test: Structured Photographic Expressive Language Test-Preschool (SPELT-P2) Required or optional: Determined by SLP and staffing team Grade/age level administered: Children 3-0 through 5-11. Date administered: Within 60 days of parental consent of signature. Information provided by test: The Spelt-P2 measures a child’s generation of specific morphologic and syntactic structures. Purpose of administering test: To elicit responses from a child that will result in the desired response to appropriately assess the morphosyntactic structures. Provision for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance: Result reported and interpreted at diagnostic staffing. Used to obtain information to determine if a child has a language impairment. Procedures for disseminating information about test results to the public: The results of this test are individual and laws regarding confidentiality apply.

ASSESSMENT

Name of Test: Stuttering Severity Instrument Fourth Edition (SSI-4) Required or optional: Determined by SLP and staffing team Grade/age level administered: It should be useful for both children and adults. Date administered: Within 60 days of parental consent of signature. Information provided by test: This test was designed to assess and monitor stuttering severity in both children and adults. Purpose of administering test: The SSI-4 measures stuttering severity in both children and adults and can be used for clinical as well as research purposes. Provision for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance: Result reported and interpreted at diagnostic staffing. It gives normative data so that a given sample of the stuttering can be located on a standardized scale. Procedures for disseminating information about test results to the public: The results of this test are individual and laws regarding confidentiality apply.

ASSESSMENT

Name of test: Test for Auditory Comprehension of Language-3rd Edition


3 years through 9 years 11 months Date administered:


Measures receptive spoken vocabulary, grammar and syntax

Purpose of administering test: Establish current knowledge of receptive spoken vocabulary, grammar, and syntax.

Provisions for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only


Results reported and interpreted at diagnostic staffing. Used to compare current receptive vocabulary baseline to academic criterion level and performance


ASSESSMENT

Name of test: Test of Auditory-Perceptual Skills – Revised (TAPS-R) Required or optional: Determined by SLP and staffing team. Grade/age level administered: Ages 4 to 12 years Date administered: Within 60 days of parental consent of signature. Information provided by test:

Measures how a child performs auditorily based on performance on various auditory subtests. Purpose of administering test: It is helpful in collaboration with other tests to determine learning problems. Provisions for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance:



ASSESSMENT

Name of test: Test of Auditory-Perceptual Skills – Upper Level (TAPS-UL) Required or optional: Determined by SLP and staffing team. Grade/age level administered: Ages 12 to 18 years Date administered: Within 60 days of parental consent of signature. Information provided by test:

Assesses a subjects’ strengths and weaknesses in seven areas of auditory skills. Purpose of administering test: To identify students who have weaknesses in auditory processing. Provisions for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance:



ASSESSMENT

Name of test: Test of Kindergarten/First Grade Readiness Skills (TKFGRS) Required or optional: Determined by staffing team Grade/age level administered: Ages 4 years to 7 years Date administered: Within 60 days of written parental or guardian consent. Information provided by test: Information concerning child's readiness for kindergarten and for first grade Information regarding areas of low functioning Purpose of administering test: Establishes criterion scores to qualify or deny presence of learning deficits. Provisions for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance: Results reported and interpreted at diagnostic staffing for instructional expectations and student performance. Procedures for disseminating information about test results to the public: The results of this test are individual and laws regarding confidentiality apply.

ASSESSMENT

Name of test: TEWL-2 (Test of Early Written Language- Second Edition) Required or optional: Determined by staffing team Grade/age level administered: Ages 4-0 through 10-11 Date administered: Within 60 days of written parental or guardian consent. Information provided by test:

This composite quotient is formed by combining the standard scores for the Basic Writing Quotient that measures a child’s ability in such areas as spelling, capitalization, punctuation, sentence construction, and metacognitive knowledge and the Contextual Writing Quotient that measures of a child’s ability to construct a story when provided with a picture prompt. The assessment allows items to be profiled for diagnosis of strengths and weaknesses and provides direction for interpretation and instruction


Establish current understanding and use of written language and grammar



Results reported and interpreted at diagnostic staffing. This test is used to compare current written expression baseline to academic criterion level and performance.


ASSESSMENT

Name of test: Test of Handwriting Skills, Revised (THS-R) Required or optional: Determined by staffing team Grade/age level administered: Ages 6 through 18-11 years Date administered: Within 60 days of parental consent of signature Information provided by test:

The THS-R is an untimed, clinical assessment of neurosensory integration skills evident in handwriting (both manuscript and cursive) that are often disrupted in students with learning difficulties. The THS-R provides standardized assessment of children’s handwriting ability for both manuscript and cursive styles that can be used with any of the popular handwriting programs (such as Palmer, Zaner-Bloser, D’Nealian). The THS-R is not a classroom assessment of penmanship. Revised edition. Provides standard scores, scaled scores, percentile ranks, and stanines.

Purpose of administering test: To determine qualification for occupational therapy Provisions for in-service training of staff in the use of results of test: None. Interpreted by trained personnel Procedures for using test results for improvement of instruction and student performance: Results reported and interpreted by Special Education staff at diagnostic staffing. Used to obtain information regarding fine motor skills.

ASSESSMENT

Name of test: TOLD-I:4 (Test of Language Development-Intermediate, Fourth Edition)


8 years through 17 years 11 months

Date administered: Within 60 days of parental consent of signature

Information provided by test:

The TOLD:I-4 comprises six subtests that measure semantics (i.e., meaning and thought) or grammar (i.e., syntax and morphology) skills. Two subtests measure listening abilities; two measure organizing abilities; and two measure speaking abilities. The combination of all six subtests represents overall Spoken Language.


Establish current understanding and use of spoken words and grammar



Results reported and interpreted at diagnostic staffing. This test is used to compare current expressive vocabulary baseline to academic criterion level and performance.


ASSESSMENT

Name of test: TOLD-P:4 (Test of Language Development- Primary-Fourth Edition)




Measures the student’s understanding and meaningful use of spoken language

Purpose of administering test: Establish current understanding and use of spoken language



Results reported and interpreted at diagnostic staffing. This test is used to compare current expressive vocabulary baseline to academic criterion level and performance.


ASSESSMENT

Name of test: Test of Memory and Learning




Measures general and specific memory functions Purpose of administering test:

Establish current knowledge of memory functions



Results reported and interpreted at diagnostic staffing. This test is used to compare current memory function baseline to academic criterion level and performance.


ASSESSMENT

Name of test: Test of Pragmatic Language


6 years to 18 years Date administered:


Measures the student’s social communication in context Purpose of administering test:

Identification of children with pragmatic language deficits, and to determine individual strengths and weaknesses



Results reported and interpreted at diagnostic staffing. Used to compare current pragmatic language baseline to academic criterion level and performance


ASSESSMENT

Name of test: Test of Written Expression


6years 6 months to 14 years 11months Date administered:


Measures the student’s writing skills

Purpose of administering test: Establish current knowledge of written language skills



Results reported and interpreted at diagnostic staffing. This test is used to compare current written language baseline to academic criterion level and performance.


ASSESSMENT

Name of test: Test of Written Language-4th edition


9 years-17 years 11months Date administered:

Within 60 days of parental consent of signature. Information provided by test: Measures a student’s proficiency with written language. Purpose of administering test:

It is used to (a) identify students who write poorly and, therefore, need special help, (b) determine students’ particular strengths and weaknesses in various writing abilities, (c) document students’ progress in special writing programs,



Results reported and interpreted at diagnostic staffing. This test is used to compare current written language baseline to academic criterion level and performance.


ASSESSMENT Name of test: The Vineland-II Teacher Rating Form Required or optional: Determined by staffing team Grade/age level administered: Ages Birth through 90 years Date administered: Within 60 days of parental consent of signature Information provided by test: Identification of individuals who have Intellectual and Developmental Disabilities, developmental delays, autism spectrum disorders, and other impairments. It also provides information for developing educational and treatment plans. Purpose of administering test: To determine intellectual and developmental delays Provisions for in-service training of staff in the use of results of test: None. Interpreted by trained personnel Procedures for using test results for improvement of instruction and student performance: Results reported and interpreted by Special Education staff at diagnostic staffing. Used to obtain adaptive behavior composite score. Procedures for disseminating information about test results to the public: The results of this test are individual and laws regarding confidentiality apply.

ASSESSMENT Name of test: The Vineland Social-Emotional Early Childhood Scale Required or optional: Determined by staffing team Grade/age level administered: Ages Birth to 5 years-11 months Date administered: Within 60 days of parental consent signature received Information provided by test: Identification of individuals who have Intellectual and Developmental Disabilities, developmental delays, autism spectrum disorders, and other impairments. It also provides information for developing educational and treatment plans. Purpose of administering test: To determine intellectual and developmental delays Provisions for in-service training of staff in the use of results of test: None. Interpreted by trained personnel Procedures for using test results for improvement of instruction and student performance: Results reported and interpreted by Special Education staff at diagnostic staffing. Used to obtain adaptive behavior composite score. Procedures for disseminating information about test results to the public: The results of this test are individual and laws regarding confidentiality apply.

ASSESSMENT Name of test: Wechsler Adult Intelligence Scale- 3rd Edition (WAIS-III) Required or optional: Determined by staffing team Grade/age level administered: Age 16 to 89 Date administered: Within 60 days of parental consent of signature. Information provided by test:

IQ in areas of verbal, performance, and full scale cognitive abilities. This test is used to establish student’s potential.

Purpose of administering test: Establish baseline IQ to determine academic criterion levels and instructional expectations. Provisions for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance:

Results reported and interpreted at diagnostic staffing used to compare current student performance and instructional expectations.


ASSESSMENT

Name of test:

Weiss Comprehensive Articulation Test (WCAT) Required or optional: Determined by SLP and staffing team. Grade/age level administered: Ages 3 to adult Date administered: Within 60 days of parental consent of signature. Information provided by test: Provides information about the speech of children and adults Purpose of administering test:

Determine whether an articulation delay or disorder is present, to identify the kind of misarticulation patterns that exist, and to identify other associated problems or conspicuous features that may be present in a subjects articulation.


Results reported and interpreted by SLP at diagnostic staffing. This test is used to compare articulation performance to age-based norms.


ASSESSMENT Name of test: Wechsler Intelligence Scale for Children -4th Edition (WISC – IV) Required or optional: Determined by staffing team Grade/age level administered: Age 6 to 16 years 11months Date administered: Within 60 days of parental consent of signature. Information provided by test:

The test provides four index scores, (Verbal Comprehension Index, the Perceptual Reasoning Index, the Working Memory Index and the Processing Speed Index) and one Full Scale IQ (FSIQ).

Purpose of administering test: Establish baseline IQ to determine academic criterion levels and instructional

Expectations. Used to establish student’s potential. Provisions for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance:

Results reported and interpreted at diagnostic staffing. This test is used to compare current student performance and instructional expectations.



Wechsler Preschool and Primary Scale of Intelligence - Restandardized (WPPSI-R) Required or optional: Determined by staffing team Grade/age level administered: Ages 4 through 6.5 years Date administered: Within 60 days of written parental or guardian consent. Information provided by test: IQ score Purpose of administering test: Establish baseline IQ to determine academic criterion levels and instructional expectations Provisions for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance: Results reported and interpreted at diagnostic staffing for instructional expectations and student performance. Procedures for disseminating information about test results to the public: The results of this test are individual and laws regarding confidentiality apply.

ASSESSMENT Name of test: WIDA-ACCESS Placement Test (W-APT) Version 2 Release 5 Required or optional:

Upon enrollment, Missouri LEAs are required to give a home language survey or questions on an enrollment form. The questions are: -Is the student’s native tongue a language other than English? -Is a language other than English spoken in the student’s home or environment? If the answer to either question is yes, or if an LEA feels that a child might have an English language learning need due to unreported exposure to another language, the LEA is required to screen the child using the W-APT screening assessment. LEAs have 30 days from the beginning of the school year to administer the W-APT.

Grade/age level administered: Grades K to 12 Date administered: Within 14 days of enrollment Information provided by test: Norm referenced measure of English language proficiency in the five areas of:

Social and Instructional Language, the language of Language Arts, the language of Mathematics, the language of Science, and the language of Social Studies.

Purpose of administering test: Establishes language proficiency in English. Scores are used to identify students for participation in the ELL program. Provisions for in-service training of staff in the use of results of test: ELL teachers are trained in administration and interpretation by the MELL office. Procedures for using test results for improvement of instruction and student performance: Identified students are placed in ELL classes to receive targeted small group instruction in reading, writing, listening, and comprehension of oral and written English. Procedures for disseminating information about test results to the public: Letters are sent to parents informing parents of their child(ren)’s results and if they qualify for ELL instruction, requesting parent’s permission for the school to provide ELL instruction.

ASSESSMENT

Name of test: William’s Creativity Assessment Packet (CAP) Required or optional: Optional part of assessment for gifted and talented program Grade/age level administered: Ages 6-18 Date administered: Administered as part of gifted and talented evaluation Information provided by test: Measures cognitive thought factors of fluency, flexibility, elaboration, originality, vocabulary, and comprehension. Purpose of administering test: Part of battery of evaluations administered to determine qualification for gifted and talented program (i.e. QUEST and/or STRETCH). Provisions for in-service training of staff in the use of results of test: Administered by qualified testing personnel. Procedures for using test results for improvement of instruction and student performance: If student meets all of the qualifying standards, student will be offered enrollment in the gifted and talented program, and receive enriched curriculum. Procedures for disseminating information about test results to the public: Results and interpretation will be discussed with parents via phone or meeting.

ASSESSMENT Name of test: Woodcock-Johnson-III Tests of Achievement (WJ-III) Required or optional: Determined by staffing team Grade/age level administered: Grades K to 12 Date administered: Within 60 days of parental consent of signature. Information provided by test:

Students receive a test score for oral expression, listening comprehension, written expression, phonological awareness, basic reading skills, reading comprehension, math calculation skills, and math reasoning

Purpose of administering test: Establishes criterion scores to qualify or deny presence of learning deficits. Provisions for in-service training of staff in the use of results of test: None. Administered and interpreted by trained professionals only. Procedures for using test results for improvement of instruction and student performance: None. This test is used to identify student’s strengths and weaknesses for program placement. If placed in Special Education, results can be used to write goals and objectives. Procedures for disseminating information about test results to the public: The results of this test are individual and laws regarding confidentiality apply

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