Consequently, in these instances a Comprehensive Evaluation is indicated (see above).
A review of prior testings and support services is also needed. Often, they are looking for a more comprehensive examination that assesses additional cognitive indices and assesses anxiety and other emotional factors, as well as attentional factors, and processing speed. In these instances, the Educational Testing Service and other test entities are hesitant to approve Extended Time if the assessment of processing speed, focus issues, and history of support services as school is not substantial. Although there are more recently normed tests, those who work with the highly and profoundly gifted feel that it is the best test for locating children with intellectual abilities above the 99th percentile. Situation 2: A student does not have a comprehensive evaluation completed within the past two years OR there was an evaluation but it does not adequately identify the rationale for Extended Time. The Gifted Development Center uses the Stanford -Binet Scale of Intelligence, Form L-M as a supplemental test instrument. Tynan can do a diagnostic interview, review the existing recent testing as well as the IEP or 504 plan if the student has one, administer some additional measures critical to the determination of eligibility for Extended Time, and generally provide a report within 2 weeks. If the evaluation was completed by the school district and the student is already approved for Extended Time through an IEP or a 504 Plan, the family might ask the appropriate school personnel if the school can assist them in applying for Extended Time for standardized examinations. Situation 1: A student has a comprehensive evaluation that was completed within the past two years that includes IQ and Achievement testing.
0 kommentar(er)
