Testing Services

Testing Services Defined

Initial testing is necessary in order to determine if a student may have cognitive/achievement factors interfering with the learning process. Results are used to determine the student’s pattern of strengths and weaknesses and his/her need for support and/or intervention.

Purpose of Testing

Testing services are designed to provide data that will supplement academic information in order to develop a comprehensive profile of the student. Test results are used in combination with academic information to determine a pattern of strengths and weaknesses within an individual student, not to diagnose.

Testing Process

*For students with no testing or outdated testing results

  • Student is referred for testing
  • Parent fills out the application
  • If possible, gather feedback and data from teachers
  • Administer academic, cognitive and informal testing, BASC-III is given if needed

Comprehensive report is written using test data, application info and, if possible, teacher feedback
Parent consultation

Testing Process

*For students with qualified testing approved by administration

  • Student is referred for testing
  • Parent Fills out the application
  • Test data is submitted with the application
  • Only the informal tests are administered to the student.  No report is written.
  • Parent consultation

Testing Battery

Formal Assessments

  • Woodcock Johnson Tests of Cognitive Abilities
  • Woodcock Johnson Tests of Academic Achievement
  • Formal Reading Assessment

Informal Assessments

  • Alphabet/Numbers
  • Dictation/Copy
  • Composition
  • Days/Months
  • Draw a Person
  • Draw a Clock
  • Bender

Summary and Recomendations

Test results will be reviewed by the examiner in order to recommend the appropriate plan, if necessary.  Current information will be used to determine a pattern of strengths and weaknesses across all test data received.  Scores will be evaluated to determine a variation in performance and ability.  If this variation is found to be evident, educational coaching that may include educational therapy, executive functioning intervention or a combination will be recommended in order to target academic and cognitive weaknesses.  It is important to identify these areas in order to improve overall academic experience and prevent future academic difficulties.

It may also be necessary to recommend classroom strategies and accommodations to address weaknesses during the time the student is receiving intensive intervention.  Some accommodations educators may need to consider:

  • Instructions written out to ensure understanding of classroom and homework expectations
  • Multi-sensory strategies for learning spelling rules not yet mastered
  • Tests given orally when necessary to determine the student’s level of understanding of concepts
  • Decreased homework with the goal of assessing quality rather than quantity, especially in the areas of writing and math
  • Increased time for tests and/or homework assignments

It is very important to understand that these and other accommodations and strategies are limited in directly remediating the student’s weaknesses.  Strategies and accommodations are best used in conjunction with intensive intervention in order to allow student success while remediating deficits in cognition and academics.  This will help the student develop the independent learning skills necessary for ongoing academic success and reduce a pattern of “learned helplessness” in the student.

2150 W. Cherry Lane,
Meridian, ID 83642

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