Any Town Public Schools Specific School Address, City State ZIP

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Any Town Public Schools Specific School Address, City State ZIP"

Transcription

1 Any Town Public Schools Specific School Address, City State ZIP XXXXXXXX Supertindent XXXXXXXX Principal Speech and Language Evaluation Name: School: Evaluator: D.O.B. Age: D.O.E. Reason for Referral: Student was... Assessment Tools Used in Evaluation: Peabody Picture Vocabulary Test-4(PPVT) Expressive Vocabulary Test (EVT) Clinical Evaluation of Language Fundamentals-4 (CELF) Test of Language Competence (TLC) Test of Auditory Processing (TAPS) Test of Problem Solving Adolescent (TOPS) Behavior during Evaluation: Test Results: Test Standard Score range previous change Peabody Picture Vocabulary Test IV Expressive Vocabulary Test On both tests standard scores are based on 100 with +/- 15 being within the average range The Peabody Picture Vocabulary Test-IV measures understanding of single spoken words (average standard score is 100 with +/- 15 being within the average range). On the PPVT XXX achieved a standard score of 00, placing her in the 00th percentile rank. XXX is currently demonstrating receptive vocabulary skills in the Z range.

2 The Expressive Vocabulary Test measures expressive vocabulary knowledge (average standard score is 100 +/- 15 being within the average range). On the EVT XXX achieved a standard score of 00, placing her in the 00rd percentile. XXX is currently demonstrating expressive vocabulary skills in the Z range. A gap between performance on the PPVT and EVT often suggests a problem with word retrieval. There is still a significant gap present inxxxs performance suggesting continued difficulty with word retrieval. Her manner of performance on the EVT further suggests difficulty with word retrieval. The Clinical Evaluation of Language Fundamentals-4 is a general test battery that looks at overall receptive and expressive language skills. Expectations for children above 12 years of age increase significantly with all subtests. range Scaled scores are based on 10 with +/-3 being within the average Subtests Scaled Score Range Previous 10/09 change Recalling Sentences Formulated Sentences Word Classes Receptive Word Classes Expressive Word Classes Total Word Definitions Understanding Spoken Paragraphs Sentence Assembly Semantic Relationships CELF-4 Supplementary Subtest Rapid Automatic Naming Time Errors Range The Concepts & Following Directions subtest evaluates the student s ability to interpret, recall and execute oral commands of increasing length and complexity that contain concepts of functional language. The student identifies objects in response to oral directions.... In the classroom: Comprehension, recall and the ability to act upon spoken directions are essential for achieving in all subject areas and for internalizing scripts and rules for behavior. These abilities are required in following directions for lessons, assignments and activities, both in the classroom and in the home.

3 The Recalling Sentences subtest evaluates the student s ability to recall and reproduce sentences of varying length and syntactic complexity. The student imitates sentences presented by the examiner. In the classroom: comprehension, recall and the ability to follow spoken directions are essential for success in all subject areas. The Formulated Sentences subtest evaluates the student s ability to formulate compound and complex sentences when given grammatical (semantic and syntactic) constraints. The student must formulate a sentence, using a target word or phrase, while using an illustration as a reference.... In the classroom: The ability to formulate complete, semantically and grammatically correct spoken and written sentences of increasing length and complexity is important for sentence completion and combination, written narratives, editing and other literacy activities. The Word Classes 2 subtests evaluate the student s ability to understand relationships between words that share a variety of functional and conceptual relationships. There are two parts to this subtest, receptive and expressive. On the receptive part, the student must choose the items that best represent the desired relationship. On the expressive part, the student must explain the relationship.... In the classroom: Using word associations, word opposites and synonyms are important classroom skills. The Word Definitions subtest evaluates the student s expressive vocabulary. The student receives an orally presented word, followed by an introductory sentence that includes the word. The student must then define the word using descriptive language.... In the classroom: Defining words is important for explaining word meanings, acquiring new word meanings and developing in-depth understanding of word use in literature. The Understanding Spoken Paragraphs subtest evaluates the student s ability to understand information presented in spoken paragraphs. The student answers questions about a short paragraph presented orally. The questions probe the student s understanding of the paragraph s main idea, detail and sequence of events, and the student s ability to make inferences and predictions from the information presented.... In the classroom: Understanding stories, descriptions of actions and events, opinions and instructional materials is required in all academic subjects.

4 SUPPLEMENTARY SUBTESTS The Rapid Automatic Naming subtest is a supplementary subtest of the CELF. It evaluates the ability to produce automatic speech. While being timed, the student must name familiar colors, shapes and shape color combinations presented in picture form. This is a criterion reference subtest and used to gain additional information about the student s accuracy, speed of speech production and word retrieval. The RAN also provides additional information around word retrieval.... In the classroom: Pre-reading, early reading and early math activities are practiced to automatize decoding and naming of printed material in order to develop speed of processing, efficiency or working memory and fluency and accuracy in speaking, reading and writing. The Core Language score and the Language scores are composite scores from the CELF subtests. Scores are based on 100 with +/- 15 considered to be within the average range. CELF Core and S.S Range 11/08 change Scores Core Language Score Receptive Language Expressive Language Language Content Language Memory Below is a brief description of what The Core Language Score and Language Scores measure. All of XXX composite scores fall in the ZZZ range. CELF 4 CORE LANGUAGE SCORE The Core Language score is the most representative measure of language skills and provides an easy and reliable way to quantify a student s overall language performance. CELF 4 RECEPTIVE LANGUAGE INDEX The Receptive Language index is a cumulative measure of performance on two or three subtests designed to best probe receptive aspects of language including comprehension and listening. CELF 4 EXPRESSIVE LANGUAGE INDEX The Expressive Language index is a cumulative measure of performance on the three subtests that probe expressive aspects of language including oral language expression. CELF 4 LANGUAGE CONTENT INDEX

5 The Language Content index is a cumulative measure of performance on three subtests designed to probe semantic knowledge. CELF 4 LANGUAGE MEMORY INDEX The Language Memory index is a cumulative measure of performance on the subtests designed to probe memory dependent language tasks. The Test of Language Competence (TLC) will identify students who have not acquired the expected levels of competence in the semantics, syntax and/or pragmatics. Subtests S.S. Range Ambiguous Sentences Listening Comprehension: Making Inferences Oral Expression: Recreating Sentences Figurative Language Standard scores are 10 with +/-3 being with in the average range. The ambiguous sentences subtest presents the student with a multiple meaning sentence and the student must come up with the two different meanings for that sentence.... The listening comprehension: making inferences subtest looks at the student s ability to draw inferences from hypothetical situations. On this subtest, the student is given a situation and 4 possible conclusions of what might happen in that situation. The student then must pick the two most logical conclusions.... The oral expression: recreating sentences subtest is very similar to the CELF formulated sentences subtest. On both subtests, the student must generate a sentence given a picture cue and a specific word or words. However, the oral expression: recreating sentences subtest is more difficult because it asks the student to use three specific words in a sentence rather than one word, thus needing to create sentences with more complexity.... The figurative language subtest looks at the student s ability to interpret expressions. The student is presented with a situation (written and verbal), then given an expression that goes along with the situation. Then they must interpret the expression. On the second part of this subtest, the student is presented 4 choices (written and verbal) on what the expression might mean.... The Test of Auditory Processing Skills-3 is a general test battery that is designed to assess a child s ability to comprehend auditory information. The tasks on the TAPS-3 Cohesion focuses primarily on the higher-order functions involved in using auditory information in the understanding of spoken language.

6 Scaled scores: based on 10 with +/-3 being within the average range. Subtest Scaled Score Range previous change Auditory Comprehension Auditory Reasoning The Auditory Comprehension subtest is designed to show how well the student understands spoken information. In this subtest, passages of increasing length and complexity are read to the student. The student is asked questions around specific information in each passage.... The Auditory Reasoning subtest is intended to determine if the student can understand implied meaning, make inferences or come to logical conclusions. On this subtest, a passage is read to the student and then they are asked an inferential question.... The Standard Scores are composite scores from the TAPS-3 subtests. Standard Scores Range Cohesion Scores: based on 100 with +/- 15 considered to be within the average range. TAPS-3 Cohesion The Cohesion is comprised of the subtests that assess the most complex higher-order linguistic skills that requires the student not only to understand exactly what is said, but also to be able to used inferences, deductions and abstractions to understand the meaning of a passage. This is similar to many tasks used to assess reading comprehension. Summary: Recommendations: Thank-you, Therapist MA/SLP-ccc

INCREASE YOUR PRODUCTIVITY WITH CELF 4 SOFTWARE! SAMPLE REPORTS. To order, call 1-800-211-8378, or visit our Web site at www.pearsonassess.

INCREASE YOUR PRODUCTIVITY WITH CELF 4 SOFTWARE! SAMPLE REPORTS. To order, call 1-800-211-8378, or visit our Web site at www.pearsonassess. INCREASE YOUR PRODUCTIVITY WITH CELF 4 SOFTWARE! Report Assistant SAMPLE REPORTS To order, call 1-800-211-8378, or visit our Web site at www.pearsonassess.com In Canada, call 1-800-387-7278 In United Kingdom,

More information

CELF -5 Clinical Evaluation of Language Fundamentals-Fifth Edition Score Report Elisabeth H. Wiig, Eleanor Semel, Wayne A. Secord

CELF -5 Clinical Evaluation of Language Fundamentals-Fifth Edition Score Report Elisabeth H. Wiig, Eleanor Semel, Wayne A. Secord CELF -5 Clinical Evaluation of Language Fundamentals-Fifth Edition Score Report Elisabeth H. Wiig, Eleanor Semel, Wayne A. Secord Name: Timothy Sample Gender: Male Birth Date: 03/23/2003 Test Date: 11/21/2013

More information

Technical report. Eleanor Semel and Elisabeth H Wiig. Overview. Revisions in this Edition

Technical report. Eleanor Semel and Elisabeth H Wiig. Overview. Revisions in this Edition Technical report Eleanor Semel and Elisabeth H Wiig Overview The Clinical Evaluation of Language Fundamentals Fourth Edition UK (CELF 4 UK ) is an individually administered test for determining if a child

More information

Comprehensive Assessment of Spoken Language (CASL) The Comprehensive Assessment of Spoken Language (Carrow-Woolfolk, 1999a) is a

Comprehensive Assessment of Spoken Language (CASL) The Comprehensive Assessment of Spoken Language (Carrow-Woolfolk, 1999a) is a Comprehensive Assessment of Spoken Language (CASL) The Comprehensive Assessment of Spoken Language (Carrow-Woolfolk, 1999a) is a norm-referenced, individually administered test designed to measure expressive,

More information

Technical Report. Overview. Revisions in this Edition. Four-Level Assessment Process

Technical Report. Overview. Revisions in this Edition. Four-Level Assessment Process Technical Report Overview The Clinical Evaluation of Language Fundamentals Fourth Edition (CELF 4) is an individually administered test for determining if a student (ages 5 through 21 years) has a language

More information

ALBUQUERQUE PUBLIC SCHOOLS

ALBUQUERQUE PUBLIC SCHOOLS ALBUQUERQUE PUBLIC SCHOOLS Speech and Language Initial Evaluation Name: Larry Language School: ABC Elementary Date of Birth: 8-15-1999 Student #: 123456 Age: 8-8 Grade:6 Gender: male Referral Date: 4-18-2008

More information

Listening Speaking Reading Writing

Listening Speaking Reading Writing Advanced CB 21 A One level Assess descriptions and narrations of factual and technical materials. Discriminate for accurate information while taking notes of a complex discourse. Assess the essential message

More information

CELF-4 Clinical Evaluation of Language Fundamentals FOURTH EDITION

CELF-4 Clinical Evaluation of Language Fundamentals FOURTH EDITION Student: Matthew F. Franklin Test Date: 5/13/2003 Date of Birth: 4/13/1990 Age at Testing: 13 years 1 month Gender: Male Report Date: 5/16/2003 Grade: 6th Examiner: Maria Randolph Parent(s): Tom Franklin

More information

Demystifying the Speech and Language Evaluation. What exactly does a Speech and Language evaluation consist of?

Demystifying the Speech and Language Evaluation. What exactly does a Speech and Language evaluation consist of? Demystifying the Speech and Language Evaluation What exactly does a Speech and Language evaluation consist of? When we are evaluating we need to look at the discrete skills, as well as how they all tie

More information

The Clinical Evaluation of Language Fundamentals, fourth edition (CELF-4;

The Clinical Evaluation of Language Fundamentals, fourth edition (CELF-4; The Clinical Evaluation of Language Fundamentals, Fourth Edition (CELF-4) A Review Teresa Paslawski University of Saskatchewan Canadian Journal of School Psychology Volume 20 Number 1/2 December 2005 129-134

More information

English Language Proficiency Standards for Precalculus

English Language Proficiency Standards for Precalculus xxviii ENGLISH LANGUAGE PROFICIENCY STANDARDS FOR PRECALCULUS (M) use trigonometric identities such as reciprocal, quotient, Pythagorean, cofunctions, even/odd, and sum and difference identities for cosine

More information

Comprehensive Spoken Language Assessment

Comprehensive Spoken Language Assessment Comprehensive Spoken Language Assessment Reasons for Assessment Initial evaluation What is child s baseline functioning? Is a student eligible for services? Documenting progress Where is the child currently

More information

Oral Language. Section II

Oral Language. Section II Section II Oral Language Rationale The development of literacy begins through the use of spoken language. Oral language provides a means to observe children as they learn to construct conceptual meanings

More information

Barbara J. Ehren, Ed.D., CCC-SLP Research Associate Libby23@aol.com

Barbara J. Ehren, Ed.D., CCC-SLP Research Associate Libby23@aol.com Nanette Fritschmann Doctoral Fellow nfritsch@ku.edu Irma Brasseur Doctoral Candidate ibrasser@ku.edu Barbara J. Ehren, Ed.D., CCC-SLP Research Associate Libby23@aol.com The University of Kansas Center

More information

Scoring Assistant SAMPLE REPORT

Scoring Assistant SAMPLE REPORT Scoring Assistant SAMPLE REPORT To order, call 1-800-211-8378, or visit our Web site at www.psychcorp.com In Canada, call 1-800-387-7278 In United Kingdom, call +44 (0) 1865 888188 In Australia, call (Toll

More information

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student

More information

Overview: Part 1 Adam Scheller, Ph.D. Senior Educational Consultant

Overview: Part 1 Adam Scheller, Ph.D. Senior Educational Consultant Overview: Part 1 Adam Scheller, Ph.D. Senior Educational Consultant 1 Objectives discuss the changes from the KTEA-II to the KTEA-3; describe how the changes impact assessment of achievement. 3 Copyright

More information

Standardized Criterion-referenced Tests Norm Referenced Tests Informal Reading Inventories Miscue Analyses Portfolio Assessment Running Records

Standardized Criterion-referenced Tests Norm Referenced Tests Informal Reading Inventories Miscue Analyses Portfolio Assessment Running Records Standardized Criterion-referenced Tests Norm Referenced Tests Informal Reading Inventories Miscue Analyses Portfolio Assessment Running Records Rubrics Retellings for Assessment Text Leveling In theory,

More information

Reading Comprehension

Reading Comprehension Reading Comprehension Program Overview Grades 2 11 in Varied Subject Matter Including Passages from National Geographic Society Build literal and inferential comprehension skills with reading selections

More information

Learning Disability Documentation Instructions Updated December, 2015

Learning Disability Documentation Instructions Updated December, 2015 Learning Disability Documentation Instructions Updated December, 2015 The Office of Accessibility Services establishes academic and/or housing accommodations for students with a documented disability.

More information

Whitefield Schools and Centre

Whitefield Schools and Centre Whitefield Schools and Centre APPROACHES TO READING Position statement Key elements in teaching reading Learning to read is a complex activity. It may be the most complex subject to teach. It is widely

More information

Patterns of Strengths and Weaknesses in L.D. Identification

Patterns of Strengths and Weaknesses in L.D. Identification Patterns of Strengths and Weaknesses in L.D. Identification October 3, 2013 Jody Conrad, M.S., N.C.S.P School Psychologist, SOESD Definitions of SLD Federal and State A disorder in one or more basic psychological

More information

READING TEST RESULTS, STRENGTHS, NEEDS, MEASURABLE GOALS: EXAMPLES

READING TEST RESULTS, STRENGTHS, NEEDS, MEASURABLE GOALS: EXAMPLES READING TEST RESULTS, STRENGTHS, NEEDS, MEASURABLE GOALS: EXAMPLES NOTE SEVERAL DIFFERENT EXAMPLES OF STRENGTHS AND WEAKNESSES IN EACH AREA ARE PROVIDED AS EXAMPLES ONLY. THE IEP TEAM DECIDES HOW MANY

More information

PROGRESS MONITORING CHECKLIST FOR ENGLISH LANGUAGE LEARNERS (ELL)

PROGRESS MONITORING CHECKLIST FOR ENGLISH LANGUAGE LEARNERS (ELL) LISTENING Standard : Students demonstrate competence in listening as a tool for learning and comprehension. Proficiency Level I: Students at this level are beginning to understand short utterances. They

More information

Modern foreign languages

Modern foreign languages Modern foreign languages Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007

More information

Score Report. Sydney NSW 2000 Referred By Johnny Cash. Standard Score. CI* 95% Level PR*

Score Report. Sydney NSW 2000 Referred By Johnny Cash. Standard Score. CI* 95% Level PR* Score Report Student Name Date of Report 13/04/2010 Student ID Year Preschool Date of Birth 15/12/2006 Home Language English Gender Female Handedness Right Race/Ethnicity Australian Examiner Name Elise

More information

TExES English Language Arts and Reading 4 8 (117) Test at a Glance

TExES English Language Arts and Reading 4 8 (117) Test at a Glance TExES English Language Arts and Reading 4 8 (117) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.

More information

(by Level) Characteristics of Text. Students Names. Behaviours to Notice and Support

(by Level) Characteristics of Text. Students Names. Behaviours to Notice and Support Level E Level E books are generally longer than books at previous levels, either with more pages or more lines of text on a page. Some have sentences that carry over several pages and have a full range

More information

Preschool Development Assessment

Preschool Development Assessment Preschool Development Assessment Child s Name: DOB: Completed by: Date began: This document may be copied for classroom use only. Not to be sold or used on any other website. Property of www.re-teach.com.

More information

ENGLISH LANGUAGE ARTS

ENGLISH LANGUAGE ARTS ENGLISH LANGUAGE ARTS INTRODUCTION Clear student learning outcomes and high learning standards in the program of studies are designed to prepare students for present and future language requirements. Changes

More information

WPS Scoring Summary. Scale Raw Standard Confidence Description Percentile Test-age score score interval rank equivalent 95%

WPS Scoring Summary. Scale Raw Standard Confidence Description Percentile Test-age score score interval rank equivalent 95% Oral and Written Language Scales, Second Edition (OWLS-II) Elizabeth Carrow-Woolfolk, Ph.D. Copyright 2011 by WPS. All rights reserved. www.wpspublish.com Version 1.210 WPS Scoring Summary As with any

More information

Parents Guide Cognitive Abilities Test (CogAT)

Parents Guide Cognitive Abilities Test (CogAT) Grades 3 and 5 Parents Guide Cognitive Abilities Test (CogAT) The CogAT is a measure of a student s potential to succeed in school-related tasks. It is NOT a tool for measuring a student s intelligence

More information

Fostering Vocabulary Development in Elementary Classrooms. Joanne F. Carlisle University of Michigan/CIERA

Fostering Vocabulary Development in Elementary Classrooms. Joanne F. Carlisle University of Michigan/CIERA Fostering Vocabulary Development in Elementary Classrooms Joanne F. Carlisle University of Michigan/CIERA The importance of vocabulary instruction Vocabulary knowledge is significantly related to reading

More information

READING SPECIALIST STANDARDS

READING SPECIALIST STANDARDS READING SPECIALIST STANDARDS Standard I. Standard II. Standard III. Standard IV. Components of Reading: The Reading Specialist applies knowledge of the interrelated components of reading across all developmental

More information

The child is given oral, "trivia"- style. general information questions. Scoring is pass/fail.

The child is given oral, trivia- style. general information questions. Scoring is pass/fail. WISC Subscales (WISC-IV shown at bottom with differences noted) Verbal Subscales What is Asked or Done What it Means or Measures Information (Supplemental in WISC-IV) The child is given oral, "trivia"-

More information

READ 6305 READ 6308 READ 6351 READ 6307 READ READ 6310 READ 6313 READ 6345 READ 6329 READ 6356 READ 6323 READ READ 6357

READ 6305 READ 6308 READ 6351 READ 6307 READ READ 6310 READ 6313 READ 6345 READ 6329 READ 6356 READ 6323 READ READ 6357 Reading Specialist Certification Option Reading M.Ed. Program (Beginning Fall 2012) College of Education, University of Texas-Pan American Components of Reading: The Reading Specialist applies knowledge

More information

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27 Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge

More information

Which WJ-III Subtests Should I Administer?

Which WJ-III Subtests Should I Administer? Which WJ-III Subtests Should I Administer? P R E S E N T E D B Y : J U D D F R E D S T R O M A R E A S P E C I A L E D U C A T I O N C O O P A S E C. N E T Woodcock-Johnson III tests of Achievement Eligibility

More information

Bilingual Education Assessment Urdu (034) NY-SG-FLD034-01

Bilingual Education Assessment Urdu (034) NY-SG-FLD034-01 Bilingual Education Assessment Urdu (034) NY-SG-FLD034-01 The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national

More information

Reading Competencies

Reading Competencies Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies

More information

How to Take Running Records

How to Take Running Records Running Records are taken to: guide teaching match readers to appropriate texts document growth overtime note strategies used group and regroup children for instruction How to Take Running Records (adapted

More information

TExES English Language Arts and Reading 7 12 (231) Test at a Glance

TExES English Language Arts and Reading 7 12 (231) Test at a Glance TExES English Language Arts and Reading 7 12 (231) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.

More information

SPEECH OR LANGUAGE IMPAIRMENT EARLY CHILDHOOD SPECIAL EDUCATION

SPEECH OR LANGUAGE IMPAIRMENT EARLY CHILDHOOD SPECIAL EDUCATION I. DEFINITION Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment (comprehension and/or expression), or a voice impairment, that

More information

Interpretive Report of WMS IV Testing

Interpretive Report of WMS IV Testing Interpretive Report of WMS IV Testing Examinee and Testing Information Examinee Name Date of Report 7/1/2009 Examinee ID 12345 Years of Education 11 Date of Birth 3/24/1988 Home Language English Gender

More information

Foundations of the Montessori Method (3 credits)

Foundations of the Montessori Method (3 credits) MO 634 Foundations of the Montessori Method This course offers an overview of human development through adulthood, with an in-depth focus on childhood development from birth to age six. Specific topics

More information

Functional Auditory Performance Indicators (FAPI)

Functional Auditory Performance Indicators (FAPI) Functional Performance Indicators (FAPI) An Integrated Approach to Skill FAPI Overview The Functional (FAPI) assesses the functional auditory skills of children with hearing loss. It can be used by parents,

More information

Alignment of the National Standards for Learning Languages with the Common Core State Standards

Alignment of the National Standards for Learning Languages with the Common Core State Standards Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,

More information

Age Birth to Four Months Four to Eight Months

Age Birth to Four Months Four to Eight Months Healthy Beginnings: Supporting Development and Learning Birth through Three Years of In order for individually developed comprehensive curricula for infants and toddlers to be considered for acceptance

More information

Understanding Your Child s ERB Scores

Understanding Your Child s ERB Scores Understanding Your Child s ERB Scores An Overview of Standardized Testing at KSMS Cheri A. Crow Learning Specialist Krieger Schechter Middle School Educational Records Bureau ERB is the company that created

More information

Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D.

Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. Bebop Books Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. What Is Guided Reading? Guided reading involves a small group of children thinking, talking, and reading through a new text with

More information

ELIGIBILITY GUIDELINES SPEECH PATHOLOGY

ELIGIBILITY GUIDELINES SPEECH PATHOLOGY ELIGIBILITY GUIDELINES SPEECH PATHOLOGY These guidelines are consistent with the Texas Speech- Language-Hearing Association s (TSHA) eligibility templates. It is recommended that you contact the TSHA Vice

More information

Florida Center for Reading Research LANGUAGE!

Florida Center for Reading Research LANGUAGE! 1 Florida Center for Reading Research LANGUAGE! What is LANGUAGE!? LANGUAGE! is a comprehensive literacy curriculum that integrates reading, spelling, writing, and other critical language arts strands.

More information

Areas of Processing Deficit and Their Link to Areas of Academic Achievement

Areas of Processing Deficit and Their Link to Areas of Academic Achievement Areas of Processing Deficit and Their Link to Areas of Academic Achievement Phonological Processing Model Wagner, R.K., Torgesen, J.K., & Rashotte, C.A. (1999). Comprehensive Test of Phonological Processing.

More information

Assessment Analysis & Report Interpretation

Assessment Analysis & Report Interpretation Assessment Analysis & Report Interpretation Assessments Clinical Evaluation of Language Fundamentals Preschool 2 (CELF Preschool 2) Children aged 3-6 years Assessment of receptive and expressive language

More information

ACT Aspire Information Meeting. September 29, 2015

ACT Aspire Information Meeting. September 29, 2015 ACT Aspire Information Meeting September 29, 2015 Shifts in English Language Arts Standards Alabama Standards are called the College and Career Readiness Standards. In 2010 the state adopted these standards.

More information

ReadyGEN Grade 4, 2016

ReadyGEN Grade 4, 2016 A Correlation of Grade 4, To the Introduction This document demonstrates how, meets the College and Career Ready. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade,

More information

SEMINOLE COUNTY PUBLIC SCHOOLS ESOL Strategies For Mainstream Teachers 2011-2012

SEMINOLE COUNTY PUBLIC SCHOOLS ESOL Strategies For Mainstream Teachers 2011-2012 SEMINOLE COUNTY PUBLIC SCHOOLS ESOL Strategies For Mainstream Teachers 2011-2012 ESOL/World Languages Department For additional resources and strategies, visit the ESOL/ World Languages Department website

More information

Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002. Reading (based on Wixson, 1999)

Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002. Reading (based on Wixson, 1999) Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002 Language Arts Levels of Depth of Knowledge Interpreting and assigning depth-of-knowledge levels to both objectives within

More information

Spanish Level II Online Instructional Materials Correlation to the 2007 Spanish Level II Standards of Learning

Spanish Level II Online Instructional Materials Correlation to the 2007 Spanish Level II Standards of Learning Provider York County School Division Course Title Spanish II Last Updated 2010-11 Course Syllabus URL http://yorkcountyschools.org/virtuallearning/coursecatalog.aspx STANDARD Correlation: Content must

More information

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5 Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken

More information

62 Hearing Impaired MI-SG-FLD062-02

62 Hearing Impaired MI-SG-FLD062-02 62 Hearing Impaired MI-SG-FLD062-02 TABLE OF CONTENTS PART 1: General Information About the MTTC Program and Test Preparation OVERVIEW OF THE TESTING PROGRAM... 1-1 Contact Information Test Development

More information

Stamford Green Primary School Spanish Curriculum Map. September 2014

Stamford Green Primary School Spanish Curriculum Map. September 2014 Stamford Green Primary School Spanish Curriculum Map September 2014 Contents Page Essential characteristics of linguists Page 3 Aims of the National Curriculum Page 4 Early Years Page 5 Year 1 Expectation

More information

20 by Renaissance Learning, Inc. All rights reserved. Printed in the United States of America.

20 by Renaissance Learning, Inc. All rights reserved. Printed in the United States of America. R4 Advanced Technology for, Renaissance, Renaissance Learning, Renaissance Place, STAR Early Literacy, STAR Math, and STAR Reading, are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered,

More information

BAS3 PARENT REPORT. What is the BAS3? Why has my child been assessed? Why was the BAS3 used to assess my child?

BAS3 PARENT REPORT. What is the BAS3? Why has my child been assessed? Why was the BAS3 used to assess my child? What is the BAS3? The British Ability Scales 3 (BAS3) is a collection of individual tests that are used to assess the general thinking and reasoning skills of children aged from 3 to 17 years. The tests

More information

TASIS England Summer School. TASIS English Language Program (TELP) Description of Levels and Key Learning Objectives

TASIS England Summer School. TASIS English Language Program (TELP) Description of Levels and Key Learning Objectives TASIS England Summer School TASIS English Language Program (TELP) Description of Levels and TELP Level Descriptions There are 6 levels of instruction, ranging from classes to serve those with very basic

More information

French Language and Culture. Curriculum Framework 2011 2012

French Language and Culture. Curriculum Framework 2011 2012 AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement

More information

CREATING LEARNING OUTCOMES

CREATING LEARNING OUTCOMES CREATING LEARNING OUTCOMES What Are Student Learning Outcomes? Learning outcomes are statements of the knowledge, skills and abilities individual students should possess and can demonstrate upon completion

More information

Louisiana English Language Arts Content Standards BENCHMARKS FOR 5 8

Louisiana English Language Arts Content Standards BENCHMARKS FOR 5 8 Louisiana English Language Arts Content Standards BENCHMARKS FOR 5 8 BOOK TITLE: Houghton Mifflin Reading 2001, Level 5 Teacher s Books Grade 5 PUBLISHER: Houghton Mifflin Company STANDARD 1 ELA-1-M1 ELA-1-M2

More information

Illinois Reading Assessment Framework PSAE Grade 11

Illinois Reading Assessment Framework PSAE Grade 11 Illinois Reading Assessment Framework PSAE Grade 11 State Assessments Beginning Spring 2006 Illinois State Board of Education August 2005 Revised April 2007 Introduction to the Illinois Reading Assessment

More information

A Consumer s Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis

A Consumer s Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis A Consumer s Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis National Center to Improve thetools of Educators Deborah C. Simmons, Ph. D. Edward J. Kame enui, Ph. D.

More information

Professional Learning Guide

Professional Learning Guide Professional Learning Guide Professional Learning Guide Published by the Student Wellbeing and Health Support Division Office for Government School Education Department of Education and Early Childhood

More information

Martha Kinney, MA CCC-SLP Wendy Solomon, MA CCC-SLP

Martha Kinney, MA CCC-SLP Wendy Solomon, MA CCC-SLP Martha Kinney, MA CCC-SLP Wendy Solomon, MA CCC-SLP Learn More at www.thespeechvine.com Communication Disorders Speech Disorders Articulation Apraxia of Speech Fluency/Stuttering Voice Language Disorders

More information

LeapTrack Assessment & Instruction System

LeapTrack Assessment & Instruction System LeapTrack Assessment & Instruction System Grades K 5 Providing personalized learning paths to accelerate student mastery of state standards Meets NCLB Guidelines Now available in version 4.0 How does the

More information

psychology and its role in comprehension of the text has been explored and employed

psychology and its role in comprehension of the text has been explored and employed 2 The role of background knowledge in language comprehension has been formalized as schema theory, any text, either spoken or written, does not by itself carry meaning. Rather, according to schema theory,

More information

Common Educational Tests used for Assessments for Special Education

Common Educational Tests used for Assessments for Special Education Cognition/Intelligence Ability to reason, to think abstractly, and to solve problems. Wechsler tests: WISC-III, WAIS-R, WPPSI-R Stanford-Binet: Fourth Edition Differential Ability Scales (DAS) Verbal Intelligence

More information

The English Language Learner CAN DO Booklet

The English Language Learner CAN DO Booklet WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 1-2 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English

More information

CELTA. Syllabus and Assessment Guidelines. Fourth Edition. Certificate in Teaching English to Speakers of Other Languages

CELTA. Syllabus and Assessment Guidelines. Fourth Edition. Certificate in Teaching English to Speakers of Other Languages CELTA Certificate in Teaching English to Speakers of Other Languages Syllabus and Assessment Guidelines Fourth Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is regulated

More information

SAMPLE REPORTS. Scoring Assistant. To order, call 1-800-211-8378, or visit our Web site at www.pearsonassess.com

SAMPLE REPORTS. Scoring Assistant. To order, call 1-800-211-8378, or visit our Web site at www.pearsonassess.com INCREASE YOUR PRODUCTIVITY WITH CELF 4 SOFTWARE! Scoring Assistant SAMPLE REPORTS To order, call 1-800-211-8378, or visit our Web site at www.pearsonassess.com Scoring Assistant The Clinical Evaluation

More information

CONNECTICUT SEED Student and Educator Support Specialists Guidance Document

CONNECTICUT SEED Student and Educator Support Specialists Guidance Document CONNECTICUT SEED Student and Educator Support Specialists Guidance Document This document provides guidance to administrators and Student and Educator Support Specialists (SESS) on the application of the

More information

Sample Candidate Writing Scripts and Examiner Comments

Sample Candidate Writing Scripts and Examiner Comments Sample Candidate Writing Scripts and Examiner Comments The General Training Writing Module consists of two tasks, Task 1 and Task 2. Each task is assessed independently. The assessment of Task 2 carries

More information

Grade 2 Reading and Literature Objectives

Grade 2 Reading and Literature Objectives Grade 2 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills

More information

As Approved by State Board 4/2/09

As Approved by State Board 4/2/09 Improving students' ability to learn, communicate, and collaborate through literacy education As Approved by State Board 4/2/09 Nebraska Language Arts Standards As approved by State Board 4/2/09 Table

More information

OCPS Curriculum, Instruction, Assessment Alignment

OCPS Curriculum, Instruction, Assessment Alignment OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 1: Reading and Language Arts Kindergarten Reading Process The student demonstrates knowledge of the concept of

More information

21st Century Community Learning Center

21st Century Community Learning Center 21st Century Community Learning Center Grant Overview The purpose of the program is to establish 21st CCLC programs that provide students with academic enrichment opportunities along with activities designed

More information

SPECIFIC LEARNING DISABILITY

SPECIFIC LEARNING DISABILITY I. DEFINITION "Specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself

More information

Learning Today Smart Tutor Supports English Language Learners

Learning Today Smart Tutor Supports English Language Learners Learning Today Smart Tutor Supports English Language Learners By Paolo Martin M.A. Ed Literacy Specialist UC Berkley 1 Introduction Across the nation, the numbers of students with limited English proficiency

More information

Spanish Language Development Standards Primary

Spanish Language Development Standards Primary Spanish Language Development Standards Primary Standard 1 Spanish Language Learners listen for information and understanding, using a variety of sources, for academic and social purposes. Primary Beginner

More information

MATRIX OF STANDARDS AND COMPETENCIES FOR ENGLISH IN GRADES 7 10

MATRIX OF STANDARDS AND COMPETENCIES FOR ENGLISH IN GRADES 7 10 PROCESSES CONVENTIONS MATRIX OF STANDARDS AND COMPETENCIES FOR ENGLISH IN GRADES 7 10 Determine how stress, Listen for important Determine intonation, phrasing, points signaled by appropriateness of pacing,

More information

Modifying Curriculum and Instruction

Modifying Curriculum and Instruction Modifying Curriculum and Instruction Purpose of Modification: The purpose of modification is to enable an individual to compensate for intellectual, behavioral, or physical disabi1ities. Modifications

More information

Adopted by the Board of Directors: November 12, 2002

Adopted by the Board of Directors: November 12, 2002 Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.

More information

PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS STEPHANIE, BUCK. Submitted to

PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS STEPHANIE, BUCK. Submitted to Animated Literacy 1 RUNNING HEAD: Years of Animated Literacy Letters PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS By STEPHANIE, BUCK Submitted to

More information

(MIRP) Monitoring Independent Reading Practice

(MIRP) Monitoring Independent Reading Practice (MIRP) Monitoring Independent Reading Practice ~ A Returning Developer ~ For further information contact Kathy Robinson Lake Country Elem. School 516 County Road 29 Lake Placid, Florida 33852 863.699.5050

More information

ELPS TELPAS. Proficiency Level Descriptors

ELPS TELPAS. Proficiency Level Descriptors ELPS TELPAS Proficiency Level Descriptors Permission to copy the ELPS TELPAS Proficiency Level Descriptors is hereby extended to Texas school officials and their agents for their exclusive use in determining

More information

Speech and Language Therapy Apps

Speech and Language Therapy Apps Speech and Language Therapy Apps Based on the Five Domains of Language Language is divided into five domain areas: Morphology, Syntax, Semantics, Pragmatics, and Phonology/Phonetics. The American Speech

More information

SPEECH OR LANGUAGE IMPAIRMENT

SPEECH OR LANGUAGE IMPAIRMENT I. DEFINITION "Speech or Language Impairment" means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational

More information

SPEECH AND LANGUAGE CLASSROOM INTERVENTION MANUAL

SPEECH AND LANGUAGE CLASSROOM INTERVENTION MANUAL SPEECH AND LANGUAGE CLASSROOM INTERVENTION MANUAL Goals, Objectives, and Intervention Strategies Jacquelyn S. Hagan Steven B. McDannold Jacqueline Meyer Copyright 1990 by Hawthorne Educational Services,

More information

Visual Literacy: Using Images to

Visual Literacy: Using Images to Visual Literacy: Using Images to Increase Comprehension Deepens children s understanding of texts Children live in a very visual world Builds on children s experiences Students need visual images to help

More information

The Michigan State University - Certificate of English Language Proficiency (MSU-CELP)

The Michigan State University - Certificate of English Language Proficiency (MSU-CELP) The Michigan State University - Certificate of English Language Proficiency (MSU-CELP) The Certificate of English Language Proficiency Examination from Michigan State University is a four-section test

More information

Test Blueprint. Grade 3 Reading. 2010 English Standards of Learning

Test Blueprint. Grade 3 Reading. 2010 English Standards of Learning Test Blueprint Grade 3 Reading 2010 English Standards of Learning This revised test blueprint will be effective with the administration of the 2012-2013 English Standards of Learning (SOL) tests. Notice

More information

Present Level statements must: Goals and Objectives Progress Reporting. How Progress will be determined: Goals must be: 12/3/2013

Present Level statements must: Goals and Objectives Progress Reporting. How Progress will be determined: Goals must be: 12/3/2013 Present Level statements must: Goals and Objectives Progress Reporting Establish a baseline (snapshot) of measurable information that serves as the starting point for developing goals and objectives. Include

More information