Assessment & Evaluation

Classroom-based Assessment

Assessment begins with the classroom teacher and implementation of the curriculum. Saskatchewan ‘s Core Curriculum uses a model of teaching and learning that integrates curriculum, instruction, and assessment. The classroom teacher uses a variety of information gathering processes and tools to monitor each student’s progress, interests, and responsiveness to instructional approaches, materials, and environment. For example:

• observation
• quizzes, tests, examinations
• demonstrations or presentations
• reflective journals or learning logs
• work samples
• questioning
• computer-based assessments
• projects
• checklists and inventories
• reading running records
• error analysis
• interviews and conferences (e.g. writing conferences)
• student self-assessment
• peer assessment
• systematic observation of behavior and collection of data
• cumulative folder and student history
• parent interviews
• norm-referenced achievement tests
• functional behavioral assessment which includes data collection on specific behaviors, the context in which they occur, and identification of potential contributing factors
• portfolios

Student Support Teacher and/or Counsellor Assessments

The student support teacher and/or counsellor may conduct further informal and/or formal assessments. This typically starts with a classroom observation and review of information provided by the classroom teacher. In addition, the student support teacher synthesizes information from parents/guardians, student records, other service providers, and health-related information to aid the assessment process.

Other assessments that may be provided by the student support teacher or counsellor may include:

• achievement testing by the student support teacher using criterion-referenced or norm-referenced assessment (WJIII, WJIV, Key Math, Brigance, BASC-2)
• instruction for the purposes of error analysis and response to specific instructional approaches
• systematic observation of behavior and functional behavioral analysis in collaboration with classroom teacher and parent/guardian
• social skills checklists
• behavioural checklists
• interviews (with student and/or parent/guardian)

Central Student Services Team Assessment

When further information is required to assist in planning or evaluating the student’s program, a referral is made to the student support team. Depending on the nature of the student and family needs, further assessment and intervention may be provided by one or more of the following: the school psychologist , speech-language pathologist, counsellor, or occupational therapist.

Assessment information can be used to evaluate individual student progress as well as to evaluate instructional approaches and programs at the classroom, school and division levels.

          Considerations for Referral for Cognitive Assessment

When students are struggling academically, further information may be provided through academic assessment, speech-language assessment or cognitive assessment. Cognitive test data should not be used in isolation for program planning but as part of a comprehensive current assessment process. The following general considerations can assist in determining the need for a cognitive assessment.

• Kindergarten to Grade One:
  • If a kindergarten or grade one student is having difficulty in speech and language related skills, it is critical to refer them to the speech-language pathologist as soon as the difficulties are identified by the parents/guardians or teacher. This will likely be identified through a combination of classroom observation and speech/language screenings.
  • If a kindergarten or grade one student is having difficulties in emerging and beginning literacy, the student services teacher can gather further information through informal or formal assessment of skill development. Assessment, recommendations and early intervention from the speech-language pathologist may also be warranted for students who may be experiencing difficulties in phonological awareness, listening skills and language (expression and comprehension).
  • If there continue to be concerns and it is questioned whether difficulties are related to cognitive functioning, or if further analysis of cognitive abilities is needed, concerns are discussed in a team meeting with the coordinator and psychologist to determine if a formal assessment would be appropriate at this time.
• Grades Two to Six:
  • If a student is not successfully responding to interventions, a cognitive assessment may provide additional information on the student’s particular profile of strengths and areas of difficulty, and can provide valuable information for program planning.
  • If there is some concern regarding the validity of the previous cognitive assessment, the student may be reassessed after a two-year period. If not, there is no need to reassess all students, unless the assessment scores are going to be used for decision-making.
  • Anytime cognitive assessment data is used for decision-making (e.g. program placement/course modifications), it is essential that the information is considered valid. It is recommended that consultation with a psychologist and coordinator occur.
• Grades Seven and Eight:
  • If a student continues to require additional supports and is being identified for additional supports in the transition planning to high school, information from current cognitive and academic assessments are important in the planning process. A student may be referred for assessment, following consultation with the coordinator and psychologist, if there were any questions regarding the validity of a previous assessment, or in order to provide updated data.
• Grades Nine to Twelve:
  • If it is anticipated that a student will need an assessment to access support in post secondary programs, a current assessment will be required. It is recommended that consultation with the psychologist and coordinator occur.

          Considerations for Referral for Behavioural Assessment

Behavioural assessment includes a range of information-gathering procedures such as: interviews; systematic observation and recording of behaviours; checklists; rating scales; inventories; and functional behaviour assessment. The following factors can be considered in determining when an assessment is needed, what type of assessment is needed and who may be the most appropriate person(s) to conduct the assessment(s).

• Assessment of a student with a disability or disorder must involve a functional behaviour assessment that includes information gathering and analysis of the students’ behaviours in various settings and with different people who are part of his/her environment.
• Behavioural assessment should:
  • focus on strengths as well as needs
  • rule out or address other conditions which may be contributing to the behaviour (e.g. learning difficulties)
  • clarify the characteristics of any diagnosed behaviour disorder or mental illness
  • address the possibility of other medical or health impairments
  • provide information for planning and evaluating the student’s educational program

    

     Considerations for Referral for Speech/Language Assessment

Speech

• Speech which is difficult to understand, due to the child deleting, substituting or adding speech sounds
• Problems discriminating between speech sounds, so ‘catch’ and ‘cat’ or ‘conscious’ and ‘conscience’ might sound the same
• A persistently harsh or unusual voice quality
• Difficulty using voice intonation to add to the meaning of what’s being said

Language

• Using sentence structures more appropriate for someone younger
• Problems linking sentences with words such as ‘and’, ‘but’, ‘so’, ‘then’
• Difficulty sequencing sentences to make a meaningful narrative such as explanations and stories
• Problems learning new words
• Difficulty finding the right words at the right time.  This is also known as ‘wording finding’ difficulties
• Limited vocabulary for general and curriculum based interactions
• Difficulty understanding lengthy and/or complex sentences/questions.  For example, someone with SLCN might understand the statement ‘the boy was kicked by the girl’ and think that the boy did the kicking
• Difficulty understanding idioms such as ‘don’t hit the roof’ and other non-literal comments

Literacy

• Difficulties segregating words within sentences, syllables within words, and individual sounds within syllables
• Ability to decode written letters/words is below expected levels

Social Communication

• Limited eye contact
• Poor turn taking: difficulty with starting, maintaining, and ending conversations
• Problems getting the conversation back on track after two people have talked at once, or if there has been a misunderstanding between them
• Difficulty understanding or responding to feedback from the listener.  For example, not noticing when someone is bored or doesn’t understand something
• Difficulty staying on topic in conversation.
• Problems using language to negotiate in discussions or arguments

Dysfluency

• Flow of speech is disrupted due to an unusual amount of repetitions, prolongation and/or stoppages

English as an Additional Language (EAL)

Speaking more than one language is a positive and beneficial skill.  There is no evidence to suggest that learning more than one language will delay the development of speech and language skills. Please do not send referrals for Speech/Language for EAL students without consultation with the Coordinator of Student Achievement & Supports, even if the student is showing delay in acquisition of language skills.

    

     Considerations for Referral for Occupational Therapy Assessment

This service, provided via contract with Sunrise Health Region, provides services to assist children with reducing barriers in school related to physical, motor, sensory, or developmental concerns.

The pre-referral checklist and visual perception PowerPoint found on the “O drive” under Occupational Therapy will should be used as a guide to determine the need for referral.