1. AUTISM
1.1. Academic Performance
1.1.1. KTEA-II (Formal)
1.1.1.1. Appropriate for: Initial, Progress, and 3-year evals
1.1.1.2. Purpose: Screening and identification, IEP goals, progress monitoring, academic placement
1.1.1.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days
1.1.2. CBM (Formal)
1.1.2.1. Appropriate for: Initial, progress, and 3-year evals
1.1.2.2. Purpose: a measurement to use to alter or modify instruction programs based on student progress, and to monitor student growth against curriculum standards
1.1.2.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days
1.2. Adaptive Behavior
1.2.1. SIB-R (Formal)
1.2.1.1. Appropriate for: Initial, 3-year evals
1.2.1.2. Purpose: Eligibility decisions, a total adaptive behavior package
1.2.1.3. National and state accommodations: N/A
1.2.2. AAMR ABS-2 (Formal)
1.2.2.1. Appropriate for: Initial, Progress, 3- year evals
1.2.2.2. Purpose: assesses degree of independence in daily living skills and degree of individual's maladaptive behavior
1.2.2.3. National and state accommodations: N/A
2. DEAF-BLINDNESS
2.1. Academic Performance
2.1.1. SAT-10 (Formal)
2.1.1.1. Appropriate for: Initial and 3-year evals
2.1.1.2. Purpose: screen and identify students who may need further academic testing, determination of goals; special edition for individuals who are visually or hearing impaired
2.1.1.3. National and state accommodations: presentation - large text, oral reading, Nemeth Code, audio amplification; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days
2.1.2. WJ-III Achievement Battery (Formal)
2.1.2.1. Appropriate for: Initial, Progress, and 3-year evals
2.1.2.2. Purpose: document an educational deficit, progress monitoring, and academic placement
2.1.2.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days
3. EMOTIONAL DISTURBANCE
3.1. Academic Performance
3.1.1. KTEA-II (Formal)
3.1.1.1. Appropriate for: Initial, progress and 3-year evals
3.1.1.2. Purpose: Screening and identification, IEP goals, progress monitoring, academic placement
3.1.1.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days
3.1.2. Student Observation (Informal)
3.1.2.1. Appropriate for: Initial, progress and 3-year evals
3.1.2.2. Purpose: screening and identification, developing instructional strategies, document need for further evaluation, develop IEPs
3.1.2.3. National and state accommodations: N/A
4. DEAFNESS
4.1. Academic Performance
4.1.1. SAT-10 (Formal)
4.1.1.1. Appropriate for: Initial and 3-year evals
4.1.1.2. Purpose: screen and identify students who may need further academic testing, determination of goals; special edition for individuals who are visually or hearing impaired
4.1.1.3. National and state accommodations: presentation - large text, oral reading, Nemeth Code, audio amplification; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days
4.1.2. CBM (Formal)
4.1.2.1. Appropriate for: Initial, progress and 3-year evals
4.1.2.2. Purpose: a measurement to use to alter or modify instruction programs based on student progress, and to monitor student growth against curriculum standards
4.1.2.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days
5. INTELLECTUAL DISABILITY
5.1. Academic Performance
5.1.1. KTEA-II (Formal)
5.1.1.1. Appropriate for: Initial, progress and 3-year evals
5.1.1.2. Purpose: Screening and identification, IEP goals, progress monitoring, academic placement
5.1.1.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days
5.1.2. CBM (Formal)
5.1.2.1. Appropriate for: initial, progress and 3-year evals
5.1.2.2. Purpose: a measurement to use to alter or modify instruction programs based on student progress, and to monitor student growth against curriculum standards
5.1.2.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days
5.2. Adaptive Behavior
6. OTHER HEALTH IMPAIRED
6.1. Academic Performance
6.1.1. KTEA-II (Formal)
6.1.1.1. Appropriate for: Initial, progress and 3-year evals
6.1.1.2. Purpose: Screening and identification, IEP goals, progress monitoring, academic placement
6.1.1.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days
6.1.2. Student Observation (Informal)
6.1.2.1. Appropriate for: Initial, progress and 3-year evals
6.1.2.2. Purpose: screening and identification, developing instructional strategies, document need for further evaluation, develop IEPs
6.1.2.3. National and state accommodations: N/A
7. ORTHOPEDIC IMPAIRMENT
7.1. Academic Performance
7.1.1. KTEA-II (Formal)
7.1.1.1. Appropriate for: Initial, progress and 3-year evals
7.1.1.2. Purpose: Screening and identification, IEP goals, progress monitoring, academic placement
7.1.1.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days
7.1.2. CBM (Formal)
7.1.2.1. Appropriate for: Initial, progress and 3-year evals
7.1.2.2. Purpose: a measurement to use to alter or modify instruction programs based on student progress, and to monitor student growth against curriculum standards
7.1.2.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days
8. HEARING IMPAIRMENT
8.1. Academic Performance
8.1.1. SAT-10 (Formal)
8.1.1.1. Appropriate for: Initial and 3-year evals
8.1.1.2. Purpose: screen and identify students who may need further academic testing, determination of goals; special edition for individuals who are visually or hearing impaired
8.1.1.3. National and state accommodations: presentation - large text, oral reading, Nemeth Code, audio amplification; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days
8.1.2. CBM (Formal)
8.1.2.1. Appropriate for: Initial, progress and 3-year evals
8.1.2.2. Purpose: a measurement to use to alter or modify instruction programs based on student progress, and to monitor student growth against curriculum standards
8.1.2.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days
9. SPECIFIC LEARNING DISABILITY
9.1. Academic Performance
9.1.1. KTEA-II (Formal)
9.1.1.1. Appropriate for: Initial, progress and 3-year evals
9.1.1.2. Purpose: Screening and identification, IEP goals, progress monitoring, academic placement
9.1.1.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days
9.1.2. CBM (Formal)
9.1.2.1. Appropriate for: Initial, progress and 3-year evals
9.1.2.2. Purpose: a measurement to use to alter or modify instruction programs based on student progress, and to monitor student growth against curriculum standards
9.1.2.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days
9.2. Observation
9.2.1. Event Recording (Informal)
9.2.1.1. Appropriate for: Initial, progress, and 3-year evals
9.2.1.2. Purposes: screening and identification, strategies for instructional practices, document further academic need, develop and evaluate IEP goals
9.2.1.3. National and state accommodations: N/A
9.2.2. Behavioral Coding System (Formal)
9.2.2.1. Appropriate for: Initial, progress and 3-year evals
9.2.2.2. Purposes: screening and identification, strategies for instructional practices, document further academic need, develop and evaluate IEP goals
9.2.2.3. National and state accommodations: N/A
10. SPEECH-LANGUAGE IMPAIRMENT
10.1. Academic Performance
10.1.1. KTEA-II (Formal)
10.1.1.1. Appropriate for: Initial, progress, and 3-year evals
10.1.1.2. Purpose: Screening and identification, IEP goals, progress monitoring, academic placement
10.1.1.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days
10.1.2. Student Observation (Informal)
10.1.2.1. Appropriate for: Initial, progress and 3-year evals
10.1.2.2. Purpose: screening and identification, developing instructional strategies, document need for further evaluation, develop IEPs
10.1.2.3. National and state accommodations: N/A
11. TRAUMATIC BRAIN INJURY
11.1. Academic Performance
11.1.1. KTEA-!! (Formal)
11.1.1.1. Appropriate for: initial, progress and 3-year evals
11.1.1.2. Purpose: Screening and identification, IEP goals, progress monitoring, academic placement
11.1.1.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days
11.1.2. CBM (Formal)
11.1.2.1. Appropriate for: Initial, progress and 3-year evals
11.1.2.2. Purpose: a measurement to use to alter or modify instruction programs based on student progress, and to monitor student growth against curriculum standards
11.1.2.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days
11.2. Adaptive Behavior
11.2.1. SIB-R (Formal)
11.2.1.1. Appropriate for: Initial, 3-year evals
11.2.1.2. Purpose: Eligibility decisions, a total adaptive behavior package
11.2.1.3. National and state accommodations: N/A
11.2.2. AAMR SBS-2 (Formal)
11.2.2.1. Appropriate for: Initial and 3-year evals
11.2.2.2. Purpose: Assess degree of independence in daily living skills and degree of individual's maladaptive behavior
11.2.2.3. National and state accommodations: N/A
12. VISUAL IMPAIRMENT/BLINDNESS
12.1. Academic Performance
12.1.1. SAT-10 (Formal)
12.1.1.1. Appropriate for: Initial and 3-year evals
12.1.1.2. Purpose: screen and identify students who may need further academic testing, determination of goals; special edition for individuals who are visually or hearing impaired
12.1.1.3. National and state accommodations: presentation - large text, oral reading, Nemeth Code, audio amplification; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days
12.1.2. CBM (Formal)
12.1.2.1. Appropriate for: Initial, progress and 3-year evals
12.1.2.2. Purpose: a measurement to use to alter or modify instruction programs based on student progress, and to monitor student growth against curriculum standards
12.1.2.3. National and state accommodations: presentation - large text, oral reading; Response - use of computer, augmentative device, or AT; Setting - individual or small group, adaptive lighting, noise barriers; Timing - extended time, frequent breaks, completed over several days
13. VOCATIONAL ASSESSMENTS
13.1. Vocational
13.1.1. Strong-Campbell Interest Inventory (Formal)
13.1.1.1. Appropriate for: Initial
13.1.1.2. Purpose: measures personality and interest in various occupations'
13.1.1.3. National and state accommodations: N/A
13.1.2. VPI-R (Formal)
13.1.2.1. Appropriate for: Initial
13.1.2.2. Purpose: measures personality and vocational interests
13.1.2.3. National and state accommodations: N/A