Evaluation
procedures to be utilized in assessing these areas of functioning are explained
on this form. Qualified professionals
will conduct evaluation procedures to provide a multidisciplinary assessment of
your child’s educational needs. If you
have further questions regarding these evaluation procedures, please contact Mrs. Christine Kuhar, School Psychologist,
at 776-4258.
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HEALTH/MEDICAL: |
Health and medical
history, information about child’s health and medical status or medical
diagnostic evaluation to determine a medically-related disability |
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VISION: |
Assessment of
visual acuity, field of vision, and vision functioning as necessary to
determine a vision-related disability |
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HEARING: |
Assessment of
hearing functioning and extent of hearing impairment as necessary to
determine a hearing-related disability |
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MOTOR: |
Assessment of gross
and/or fine motor skills and abilities in relation to educational needs,
conducted with a current doctor’s order |
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COMMUNICATION/LANGUAGE: |
Speech skills
(including articulation, voice, fluency, and oral-motor) and/or receptive and
expressive language skills and abilities (including phonology, morphology,
syntax, semantics, and pragmatics) |
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ACADEMIC/ACHIEVEMENT: |
Procedures and
tests to measure academic achievement in such areas as basic reading skills,
reading comprehension, math reasoning, math calculation, spelling, written
language and expression, oral expression, and listening comprehension
skills. Areas could be specific to a
skill (i.e.: reading only, math only) or conducted as an entire battery. |
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INTELLECTUAL/COGNITIVE: |
Individually
administered assessment of child’s ability to learn, including overall mental
ability and cognitive functioning |
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VISUAL/MOTOR: |
Child’s ability to
perceive and process information using visual-motor and visual perceptual
skills. |
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SOCIAL/EMOTIONAL
AND/OR FUNCTIONAL BEHAVIORAL ASSESSMENT: |
Information collected
and assessments of the child’s social skills, emotional status, and/or
functional behavior (may include data collection, rating scales, behavioral
observations, interviews, and personal inventories). It should be noted that there are many
different components of a functional behavioral assessment which could be
utilized depending upon a student’s needs and behavioral history. |
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ECOLOGICAL
ASSESSMENT/ADAPTIVE BEHAVIOR: |
Assessment of
child’s general ability to perform the skills necessary for everyday living
in the home and school settings |
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OBSERVATIONS: |
Observation of
child’s performance and functioning in the classroom and/or other appropriate
settings |
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VOCATIONAL: |
Assessment of vocational
interests, aptitudes, and skills for students 14 and older |
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CURRICULUM
BASED ASSESSMENT – CBA: |
Examination of how
student is achieving when assessed using materials from the present
curriculum |
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PSYCHIATRIC
EVALUATION: |
Individual assessment
of mental well-being, conducted by a licensed psychiatrist, utilized when
results of a Functional Behavioral Assessment and/or school based
psychological evaluation are inconclusive and/or when additional data is
needed |
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OTHER: |
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