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Question regarding testing eligibility testing...
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<blockquote data-quote="seriously" data-source="post: 428093" data-attributes="member: 11920"><p>I'll answer this here because it's a clarification about these tests and they are not only done in the context of Special Education.</p><p></p><p>When you talk about the Woodcock Johnson you will need to be more specific.</p><p></p><p>There are two different tests from Woodcock Johnson. One is a test of achievement usually referred to as the WJ III Achievement. It measures academic skills and knowledge. For example, it assesses reading comprehension or math knowledge along with the fluency or speed at which the child can perform these types of academic tasks. This test can also be given in portions that are meant to be very brief assessments of academic achievement.</p><p></p><p>The other one is the Woodcock Johnson Tests of Cognitive Abilities. It is an intelligence test and is designed to be used with the WJIII Achievement testing.</p><p></p><p>However either set of WJ assessments can be used separately.</p><p></p><p>The WISC is the Weschler Intelligence Scale for Children. It can be administered in full or brief form. It is a widely used intelligence test.</p><p></p><p>Educational testing is usually interpreted to mean tests of achievement - not ability. Tests of ability/disability are generally seen as psychological. This is why both kinds are done when a child's eligibility is first established. It used to be that the difference between scores on achievement tests and scores on ability tests were the basis for determining learning disabilities. While that is no longer allowed, it is still necessary to establish the child's achievement and ability levels in order to help identify some areas of special needs or patterns of strength/weakness.</p><p></p><p>Generally (but not always) the school would do a new Psycho-educational Assessment which would include a test of cognitive abilities at a triennial. It might be one of these tests or another but the main purpose of this testing at triennials is simply to establish that the child</p><p></p><p>1) continues to have normal or near-normal intelligence since extremely low intelligence must be ruled out as a reason for lack of academic progress and</p><p>2) that there has not been a significant decline in intelligence since the previous testing</p><p></p><p>This is because the triennial is officially a time to reconsider the child's continuing eligibility for Special Education.</p><p></p><p>The Psycho-ed report should also include a short history section that recaps the child's development including the changes of the previous 3 years and any other assessments the school psychologist feels are needed based on observed/known areas of disability or suspected areas of disability. There is no "standard" set of tests/assessments done except that at least a brief IQ test is generally required.</p><p></p><p>If there is no question of continuing eligibility then what testing is done is much fuzzier. And in no case is there a prescribed set of testing.</p><p></p><p>I always suggest that parents ask for a complete battery of testing in every area at least once to make sure there are no "hidden" disabilities particularly language processing ones which are assessed by speech pathologist.</p><p></p><p>If you have not received a copy of the assessment results then I would insist on receiving a copy immediately since they say they have been done. Then you can see what was done at the triennial (if you're unsure) and decide if, taken together, you have enough information/assessment or not.</p><p></p><p>If you wanted your son assessed for these specific disability issues then you should have been specific about that when asking for additional testing.</p></blockquote><p></p>
[QUOTE="seriously, post: 428093, member: 11920"] I'll answer this here because it's a clarification about these tests and they are not only done in the context of Special Education. When you talk about the Woodcock Johnson you will need to be more specific. There are two different tests from Woodcock Johnson. One is a test of achievement usually referred to as the WJ III Achievement. It measures academic skills and knowledge. For example, it assesses reading comprehension or math knowledge along with the fluency or speed at which the child can perform these types of academic tasks. This test can also be given in portions that are meant to be very brief assessments of academic achievement. The other one is the Woodcock Johnson Tests of Cognitive Abilities. It is an intelligence test and is designed to be used with the WJIII Achievement testing. However either set of WJ assessments can be used separately. The WISC is the Weschler Intelligence Scale for Children. It can be administered in full or brief form. It is a widely used intelligence test. Educational testing is usually interpreted to mean tests of achievement - not ability. Tests of ability/disability are generally seen as psychological. This is why both kinds are done when a child's eligibility is first established. It used to be that the difference between scores on achievement tests and scores on ability tests were the basis for determining learning disabilities. While that is no longer allowed, it is still necessary to establish the child's achievement and ability levels in order to help identify some areas of special needs or patterns of strength/weakness. Generally (but not always) the school would do a new Psycho-educational Assessment which would include a test of cognitive abilities at a triennial. It might be one of these tests or another but the main purpose of this testing at triennials is simply to establish that the child 1) continues to have normal or near-normal intelligence since extremely low intelligence must be ruled out as a reason for lack of academic progress and 2) that there has not been a significant decline in intelligence since the previous testing This is because the triennial is officially a time to reconsider the child's continuing eligibility for Special Education. The Psycho-ed report should also include a short history section that recaps the child's development including the changes of the previous 3 years and any other assessments the school psychologist feels are needed based on observed/known areas of disability or suspected areas of disability. There is no "standard" set of tests/assessments done except that at least a brief IQ test is generally required. If there is no question of continuing eligibility then what testing is done is much fuzzier. And in no case is there a prescribed set of testing. I always suggest that parents ask for a complete battery of testing in every area at least once to make sure there are no "hidden" disabilities particularly language processing ones which are assessed by speech pathologist. If you have not received a copy of the assessment results then I would insist on receiving a copy immediately since they say they have been done. Then you can see what was done at the triennial (if you're unsure) and decide if, taken together, you have enough information/assessment or not. If you wanted your son assessed for these specific disability issues then you should have been specific about that when asking for additional testing. [/QUOTE]
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