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.
Pages to are hidden for
"“Psychological Assessment Scheduling Sheet” PASS (DOC)"Please download to view full document