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“Psychological Assessment Scheduling Sheet” PASS (DOC)

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									Local Guidelines                                       Screening and Assessments


Psychological Assessment Scheduling Sheet
Fill in the PASS (Psychological Assessment Scheduling Sheet) completely!
Requests for Assessments will not be scheduled if information is not fully provided
on the PASS. Expect delays if information is incomplete.

Make sure that all relevant assessment information is in the student’s EC File
before requesting psychological testing. In most instances, psychological testing
should be the last thing to complete and gather for your case (excluding related
services testing). All assessment information should be placed in the student’s EC
File, along with the PASS and the REF DEC 3, so the Psychologist can have all of the
necessary components for the evaluation and for writing up his/her report (i.e. for a
behavioral evaluation, BASC rating scales should be completed, scored, and placed
in the student’s file and a Social History should be completed and placed in the
student’s file, etc.). This will not only eliminate any confusion but will also help
facilitate timeliness in getting the report back for your meeting.

Any EC Teacher/Case Manager can send a PASS to Mary through fax or through the
courier service. (Make sure you keep a copy of it for the student’s file). Once the
EC Department receives the PASS, Mary will schedule testing on Thursdays, and the
ECAT Chair, EC Case Manager, and the appropriate front-office personnel at your
school will receive an email from the EC Department on Friday that confirms the
students scheduled for testing. Any student up for testing will need to be discussed
at the following week’s ECAT to make sure that all students who had a PASS made
for them were actually scheduled that week. In the event that a student’s name
does not appear on the Friday PASS list, it is likely that either some necessary
components were missing on the PASS or the PASS did not make it to the EC
Department. Please check with Mary or your PSS if one of these scenarios occurs.
Please note that during peak seasons and heavy testing times, it may take up to
three weeks for a student to be scheduled for testing and additional weeks for the
testing to be completed and the reports to be returned. Please allow adequate time
for such unavoidable delays.

If the student is also an English Language Learner (ELL), attach the ELL
Assessment Checklist, also known as ―The Purple Sheet‖ (to be completed with
guidance from your PSS) to the PASS when faxing/sending in to Mary. Your PSS
will provide you with the ELL Assessment Checklist and will sign it upon completion
of the document. Please note that the ELL Assessment Checklist must be
completed and submitted whether it is an Initial Evaluation or a Re-evaluation.
Local Guidelines                                        Screening and Assessments


Use of the REFDEC3 for ALL evaluations:
Circle each area to be assessed (for instance: LD, EMD, or OHI) on the REF DEC 3.
Gather all required components for each area and be sure to include the date of
each completed procedure before submitting to Mary.
 If it is an Initial Evaluation, refer to the DEC 1 for which areas to assess (do not
   attach a copy of the DEC 1 to the PASS) and attach the completed REF DEC 3 to
   the PASS.

   If it is a Re-evaluation, refer to the DEC 7 for which components were selected
    for the evaluation (do not attach a copy of the DEC 7 to the PASS) and attach
    the completed REF DEC 3 to the PASS.

Using the new dated section of the REF DEC 3 will also be useful as a reference
when completing your Form G/H/I’s.


Forms
PASS – Psychological Assessment Scheduling Sheet



Screening Procedures

Health Screening
Health screening is to be conducted by the school health nurse assigned to each
school. Health screening is required for students being considered for initial
Intellectually Disabled and Developmentally Delayed placement only.

Hearing Screening
Cabarrus County Schools' annual hearing conservation program involves mass
screening at grades Kindergarten, one, and three. EC students and other students
specifically referred by teachers may also be included in this screening process.

Results used in the EC identification process for children in kindergarten must be
current within the 90 days preceding the evaluation testing that is conducted as
part of the identification process.

For students in grades one to twelve, the hearing screening results must be current
within twelve calendar months.

When results of the mass-screening program cannot be used for the EC
identification process, the speech-language pathologist or the school health nurse
assigned to that specific school would normally perform the hearing screening.
Local Guidelines                                         Screening and Assessments


Speech/Language Screening
Referrals for screening of speech-language concerns are made through the SSMT or
ECAT process. These referrals may concern the student’s speech sound production,
language understanding, language use, voice, and/or fluency skills. For an initial
referral, the classroom teacher should complete the SSMT paperwork for classroom
concerns regarding speech-language skills and their impact of academic
performance. For referrals for speech-language as a related service to students
already receiving EC services, the referral will be handled through ECAT. Speech-
language screenings are required for certain areas of eligibility. Please refer to the
revised REF DEC 3 to assure students are being properly screened for these areas.

Vision Screening
Members of the Cabarrus County Medical Auxiliary conduct the annual Titmus vision
screening program in Cabarrus County Schools at grades two and five. The Titmus
machine is used to assess both near and far point vision. EC students (those due
for three-year reevaluation), new referrals to EC programs, and other students
specifically referred by teachers may also be included in this screening process.

When mass-screening data is unavailable, the school nurse should conduct the
vision screening using the Snellen Chart (or age-appropriate variation) and Child's
Recognition and Near Point Test. It is required that students being considered for
learning disability certification have both near and far point visual acuity assessed.
For moderate and severely-profoundly mentally disabled students, the Functional
Vision Screening Checklist is used.

At Middle and High Schools Vision Screening required for initial and reevaluations
will need to be done by building level staff at each school. The Snellen Eye Chart is
to be used to screen Far Point Vision and the Child's Recognition and Near Point
Test can be used to screen near point vision.

Results used in the EC identification process must be current within the
last calendar year.

Pass/Fail Criteria. The local criteria for determining that the screening has been
failed is a visual acuity of 20/40 or worse in either or both eyes. In these
instances, a referral to a medical doctor is in order.

The DEC 3 stipulates ―Vision and Hearing Screening Failures must be
resolved/corrected before proceeding to formal evaluation. Note that a child who
passes near point vision screening can be documented as “OK to test,”
since near point vision is most critical to success in testing situations.

"Untestable Students." For very young Intellectually Disabled students and older
students with more severe intellectual disabilities, screening efforts may prove
ineffectual. In these instances, the date of the screening attempt and the outcome
("untestable") should be documented.
Local Guidelines                                        Screening and Assessments


Motor Screening
Motor screening includes reviewing written and verbal information, observing the
child in a variety of settings and/or administering screening instruments. The
motor screening helps to determine the adequacy of the student’s motor
functioning and if there is the need for further evaluation. Typically, school
psychologists administer the Bender Visual-Motor Gestalt Test or Developmental
Test of Visual-Motor Integration. Motor screenings are required for initial
identification of students who are Deaf, Deaf-Blind, Intellectually Disabled, and
Developmentally Delayed.

Preschool Screening Program
Preschool Mass Screening ―Child Find‖ is held at most daycare centers in Cabarrus
County during the months of August and September.

Daycare Screens—Diagnostic teams are available to go into full time, licensed
daycare programs to screen preschool children who have been referred by parents
or teachers.

Community-wide Screens—Diagnostic teams are available to conduct ten to fifteen
minute screens on children who are not enrolled in daycare centers in Cabarrus
County. Parents who are concerned about their child’s development are asked to
bring their children to specific locations throughout Cabarrus County.

After screening, if a child is suspected of having global developmental delays,
permission for further assessment is requested, and the delays will be assessed
through a Multidisciplinary Assessment Team.



Evaluation Procedures

Educational Evaluations
The Woodcock-Johnson-III (WJ-III) Standard and Extended Batteries are used for
most educational assessments regardless of whether testing is for initial referrals or
third-year reevaluations.

For LD, and most OHI, and BED evaluations, the team should focus the assessment
on specific academic areas of concern. This is true for both initial evaluations and
reevaluations. The IEP team will decide which areas are to be assessed.
Remember that children should be assessed in the area(s) of suspected disability.
Therefore, the entire WJ-III Battery will not be routinely administered to every
child.

In some cases, EC staff may choose to administer additional tests: Woodcock
Reading Mastery Test-Revised, Keymath-Revised, Test of Reading Comprehension
3, Test of Written Language-3, Test of Early Reading Ability-3, Test of Early Math
Local Guidelines                                               Screening and Assessments


Ability-3, Test of Early Written Language-2, and Oral and Written Language Scales.
When there are questions regarding instrument appropriateness and/or
interpretation, it may be helpful to contact the school psychologist. They will be
able to assist the EC evaluator in instrument selection, scoring, and interpretation.
When determining eligibility for Specific Learning Disabilities, broad scores in
reading and mathematics should not be used. Score combinations to be used in
certifying learning disabilities in the LD report include:

       Reading Fluency                WJ-III Reading Fluency (Subtest 2)
                                      *Along with supporting documentation.

       Basic Reading                  WJ-III Basic Reading Skills (Subtests 1 and 13)
                                      WRMT-R Basic Skills Cluster

       Reading Comprehension          WJ-III Reading Comprehension (Subtests 9 and 17)
                                      WRMT-R Reading Comprehension Cluster
                                      Test of Reading Comprehension-3

       Math Calculation               WJ-III Math Calculation Skills (Subtests 5 and 6)
                                      KeyMath Basic Concepts Cluster
                                      KeyMath Operations Cluster

       Math Reasoning                 WJ-III Math Reasoning (Subtests 10 and 18)
                                      KeyMath Applications Cluster

       Written Language               WJ-III Written Expression (Subtests 8 and 11)
                                      WJ-III Broad Written Language (Subtests 7, 8, and 11)

                                      TOWL-III Overall Writing Standard Score
                                      TEWL-2 Global Writing Quotient
                                      WIAT Writing Composite Score

       Oral Expression                WJ-III Oral Expression (Subtests 3 and 14)

       Listening Comprehension        WJ-III Listening Comprehension (Subtests 4 and 15)

*Please consult with a school psychologist for eligibility in the area of reading fluency.

In some instances, additional assessment of children within the regular curriculum
will be appropriate using Curriculum Based Assessment, Portfolio Assessment, or
Criterion Referenced Assessment instruments. School psychologists are available to
consult on use of alternative assessment techniques.

Broad scores can be used where more global performance indicators are
appropriate (e.g. EMD evaluations and some BED or OHI evaluations):

       Broad Reading                        3 subtests (1, 2, and 9)

       Broad Math                           3 subtests (5, 6, and 10)

       Broad Written Language               3 subtests (7, 8, and 11)
Local Guidelines                                        Screening and Assessments



      Written Expression               2 subtests (8 and 11)



Psychological Evaluations
A variety of tests are used to assess a student's intellectual functioning. The
psychologist is responsible for selecting the most appropriate test(s) for a student
based upon referral concerns and student age. The Wechsler Intelligence Test for
Children-4th Edition (WISC-IV) is most frequently used with students ages 6-16
years.

Evaluation/Interpretation Framework for Students with Mental Disabilities

IQ:   Mild – approximately 56-70 + or -1 sem of that test
      Moderate – approximately 41-55 + or -1 sem of that test
      Severe – approximately 40 or below + or 1 sem of that test

Adaptive Behavior: This refers to the degree to which an individual demonstrates
appropriate independent functioning, assumes personal responsibility, and accepts
social responsibilities in the environment. In order for a student to be identified as
mentally disabled, deficits in adaptive skills must be present. At least two
independent ratings are essential to assess adaptive behavior. The classroom
teacher will complete the school version of the rating scale and a parent or
guardian will complete the home version. When it is believed the parent/guardian
will not understand the home rating scale, school personnel should read the items
to the parent/guardian and be accessible to answer questions and interpret scale
items. (When every attempt to attain a home version of the ABAS-II is
unsuccessful, document the attempts to involve the parent/guardian in completing
the home version rating scale and have another certified teacher who knows the
child complete a second school version.) When results indicate a significant
discrepancy between the various rating scales, a third rating should be completed
by a certified teacher who knows the child. These results should be discussed by
the IEP Team and the parent/guardian at the time of placement and documented as
to why the child displays or does not display significant delays in adaptive behavior.

ABAS II (Adaptive Behavior Assessment System: Second Edition): This
scale evaluates nine adaptive skill areas with scaled scores having a mean of ten
and a standard deviation of three. Scaled scores of seven to thirteen are
considered average, while scaled scores of six and below indicate a cluster of
behaviors, which are more than one standard deviation below most students in the
normative sample. Additionally, the ABAS II provides an overall General Adaptive
Composite Score with a mean of one hundred and standard deviation of fifteen.
School Psychologists on staff will be reviewing the results of adaptive evaluations
and providing guidance on whether or not the adaptive results reflect deficits in
adaptive functioning. If adaptive scores are deemed to be within guidelines, the
student may be eligible as an Intellectually Disabled student IF an intellectual
deficit within the Intellectually Disabled range has been documented.
Local Guidelines                                        Screening and Assessments


Vineland Adaptive Behavior Scale II: This scale is typically administered to
students over age five and under eighteen but can also be utilized at the discretion
of the school team. The EC Social Worker or psychologist conducts these
evaluations. To qualify for Exceptional Children's services as an Intellectually
Disabled student, the Adaptive Behavior Composite Score must be equal or less
than 72 (along with an intellectual deficit in the ID range).

Academic Achievement Scores: Academic achievement scores can be useful
information in making a classification determination, for mentally disabled, but are
not critical data. IQ and adaptive behavior are the two critical classification
variables. Achievement data will sometimes add support for a
classification/placement. At other times, it will raise serious questions about a
proposed identification based on borderline IQ and adaptive behavior data.

Occupational or Physical Therapist Evaluations
The occupational or physical therapist screens students to determine probable
need, and when indicated, evaluates the impact of a suspected need on functional
school performance at the request of a student’s IEP team. The evaluation may
include classroom observation, standardized testing, and interviews of parents and
school staff. If the results of the evaluation indicate that the student’s functional
performance is impeded, services are recommended to the IEP team. If the IEP
team decides to add occupational or physical therapy services, the results are used
to support an existing classroom Annual Goal or to develop a Present Level of
Performance and Annual Goal(s) to be included in the student’s overall educational
program. These goals are developed collaboratively with the student’s IEP team.

Assistive Technology or Alternative-Augmentative Specialist
Evaluations
The Assistive Technology Program Specialist or Alternative-Augmentative
Communication Specialist screens students to determine probable need, and when
indicated, evaluates the impact of a suspected need on functional school
performance at the request of a student’s IEP team. The evaluation may include
classroom observations, AT/AAC assessments and interviews of parents and school
staff. If the results of the evaluation indicate that the student’s functional
performance is impeded, services are recommended to the IEP team. If the IEP
team decides to add assistive technology or alternative-augmentative
communication services, the results are used to support an existing classroom
Annual Goal or to develop a Present Level of Performance and Annual Goal(s) to be
included in the student’s overall educational program. These goals are developed
collaboratively with the student’s IEP team.

Audiological Evaluations
Referrals for audiological evaluation are made in conjunction with the mass
screening done as part of the Hearing Conservation Program, the SSMT/EC process
for assessing the source of learning/performance difficulties of individual students,
or the annual triennial evaluations of students with documented permanent hearing
Local Guidelines                                      Screening and Assessments


loss. Referrals for an evaluation are normally made by the system’s speech-
language pathologists or school nurses following failed screenings.

Central Auditory Processing Assessment
Referrals for a CAPD evaluation are made by the IEP team or the Speech- Language
Pathologist. If Central Auditory Processing difficulties are suspected, then the IEP
team should first rule out impairment in hearing or intellect prior to referral. The
SLP should also assess areas of listening comprehension and/or oral expression
prior to referral. If it is determined that information supports the need for a more
in-dept evaluation, then a referral should be made to the system audiologist.

								
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