Assessment
You are testing a preschooler. Which of the following assessments could you use?
a. WPPSI-IV and KABC-II
b. WISC-V and KABC-II
c. CTONI-2 and YCAT-2
d. KABC-II and YCAT-2
e. A and D
E - A and D
(WPPSI-IV, KABC-II, and YCAT-2)
100- You are itinerant. You pull up to the school and unload your KABC-II, YCAT-2, Woodcock Johnson, your lunchbox, water bottle, purse, coffee and your laptop. You drop your keys on the ground. How do you get all of this in the building?
a. There is no correct answer. Good luck.
b. You have a rolling cart and a bungee cord
c. You ask someone to come help you.
d. You give up and go home.
You have opened an initial assessment. What timeline are you on?
a. 60 school days
b. 90 calendar days
c. 60 calendar days
d. 40 school days
a. 60 school days
What part does RTI play in the SLD identification process?
a. It is the most important piece of the identification process.
b. It is one of the pieces of information to consider.
c. RTI is less important that standardized testing information.
d. It is just a perfunctory hoop to jump through.
b. It is one of the pieces of information to consider.
You have obtained a standard score of 100. In what percentile does this score fall?
a. 10th percentile
b. 25th percentile
c. 50th percentile
d. 75th percentile
C. 50th Percentile
You have opened an assessment. What needs to happen before you do the assessments?
a. You need to activate the referral in the Easy IEP system.
b. Informed consent needs to be uploaded.
c. A vision and hearing screener should be conducted and passed.
d. All of the above
How do you find out when your reevals are due?
a. Ask the special ed teacher
b. Ask the speech/language pathologist
c. Look at the caseloads on Easy IEP
d. Wait until the case manager brings up the case for scheduling
c. Look at the caseloads on Easy IEP
How may data points are recommended by the state of TN?
a. 4 to 6
b. 8 to 10 data points if progress monitored every other week
c. 10 to 15 data points if progress monitored weekly
d. At least 20 data points if progress monitored weekly
e. B and C
e. B and C
(8 to 10 if progress monitored every other week OR 10 to 15 data points if progress monitored weekly)
You have completed a cognitive assessment on a student. The overall composite score is a 69. What other information should you consider when looking at an eligibility designation?
a. Adaptive behavior scores from teachers
b. Adaptive behavior scores from parents
c. Classroom observations
d. Parent input and observations
e. Behavioral rating scales
f. Teacher input and observations
g. Speech/language assessment
h. All of the above
H. All of the above
You work at a high needs school but there is no testing room available for your regular use and you don’t have an office. How do you solve this problem?
a. Cry to the principal
b. Just don’t test anyone until you are up on timeline.
c. You wander around all day, looking for an unlocked door.
d. Be resourceful, look for unused rooms, and find out who is in charge of those unused rooms. Don’t be afraid to ask.
d. Be resourceful, look for unused rooms, and find out who is in charge of those unused rooms. Don’t be afraid to ask.
You are working on an SLD case. What information do you need?
a. Standardized test score
b. Progress monitoring data
c. Classroom observations
d. Intervention group observations
e. Parent input
f. All of the above
f. All of the above
The school is very confused on how to go about setting up RTI intervention groups and then is unfamiliar with what interventions should be used and in what area. What is the school psychologist’s responsibility in all of this:
a. None
b. Set up groups and analyze all the data
c. Attend RTI meetings and participate as one member of the group
d. Tell the RTI coordinator which programs to use
c. Attend RTI meetings and participate as one member of the group
A parent has demanded an eligibility designation of SLD and has given the school a copy of a private evaluation that has been completed at Vanderbilt. There are diagnoses of dyslexia and dysgraphia. What are your next steps?
a. Hold an eligibility meeting and make the student eligible.
b. Call the parent on the phone and tell them services will be starting soon and we are just waiting on a slot in the schedule to write and IEP.
c. Have the special education teacher who would be the case manager to set up an Assessment Team meeting in order to discuss present levels of performance and review private assessment results with the team.
d. Find out if they are in Tiered instruction and look at Easy CBM data.
e. C and D
e. C and D
The principal has an agenda regarding eligibility on a student. You…
a. Do what the principal says because they are responsible for your evaluation.
b. Engage in drama trying to find out what their agenda may be.
c. Gossip with teachers about the situation.
d. Be familiar with TN eligibility criteria and follow school psychology ethics.
d. Be familiar with TN eligibility criteria and follow school psychology ethics.
Teachers and the principal are telling you constantly about some students that are extremely low functioning. They are currently eligible as SLD. The principal wants to put them in CDC. What is your next step?
a. Open a reevaluation
b. Call parents on the phone and talk about how low functioning their child is in the classroom
c. Observe the child in the classroom
d. Review the data before you do anything
d. Review the data before you do anything
You are nearing the end of your timeline for evaluation. You are presented with 6 data points from the teacher. Parent is demanding eligibility for their child who has been struggling since kindergarten and is now in 4th grade. Parent is talking about filing due process and retaining a lawyer. What are your next steps?
a. Reach out to your supervisor
b. Have your observations done
c. Have your standardized testing done
d. Look at iReady scores and historical grades
e. Use what pieces of information you have to determine whether or not criteria are met
f. Make the eligibility decision a team decision
g. All of the above
g. All of the above