1. Full Individual Evaluation Staffing ARD meeting REED and REED meeting Evaluation Notice Reevaluation Parent Report Review Consent

2. Multitude of Job Responsibilities Putting the puzzle together Supporting the campus

3. Three Significant Changes Testing Battery Interpret ation Report

4. Testing Battery: Breadth and Depth Conduct Achievement testing first. Get scores in:  Basic Reading  Reading Fluency  Reading Comprehension  Written Expression  Math Calculation  Math Problem Solving  Oral Expression*  Listening Comprehension*

5. Testing Battery: Breadth and Depth Continued Choose a main battery and supplement to round out all the G’s Best practice suggests the use of co-normed tests, (If you used the KTEA 2, consider the KABC 2 as the primary battery to examine cognitive skills, WJ III-ACH, use the WJ III Cog) CHC theory describes cognitive skills as 97 narrow skills combined into 7 major factors that predict learning An FIE will include all 7 G’s with 2 subtests in each area (exception: Ga is characterized by phonetic coding on our evaluations so you would want 2 measures of phonetics)

6. Testing Battery: Breadth and Depth Continued Use Assessment Planning Guide to aid in test/subtest selection; choose an original battery and score When the 2 subtests are discrepant from one another, you will need more information which may include classroom data, curriculum or criterion referenced data OR norm-referenced data. Are the scores significantly different and is the difference unusual? What is the difference between the two subtests (input vs output)? Do not discard a subtest score unless you have documentation that it is not valid (child fell asleep, had a seizure, fire drill interrupted…) Every score tells you something

7. Testing Battery: Breadth and Depth Continued Is there a pattern of strengths and weaknesses in cognitive processing? Analyze your data: Examine what is required in a subtest and how it translates into the classroom (memory span vs working memory, Atlantis vs Rebus) Is there an academic deficit in the classroom, on norm-referenced data? Convergence of data is important

8. Testing Battery: Breadth and Depth Continued Does the pattern of strengths and weaknesses in cognitive processing match the pattern of strengths and weaknesses in academics? Is there a need for specially designed instruction for the child to make progress toward grade level expectations?

9. Exclusionary Factors o Visual, hearing or motor disability o Intellectual disability o Emotional disturbance and Autism o Cultural factors o Environmental or economic disadvantage o Limited English proficiency