State Approved Test Lists/Cases

Gifted Students In West Virginia

STATE APPROVED TEST LIST FOR THE IDENTIFICATION OF GIFTED STUDENTS IN WEST VIRGINIA

KEY: O = No X = Yes G = Group I = Individual P = Psychologist TEST NAME	Bilingual Verbal Ability Tests, Normative Update (BVAT NU)
GRADES	K - 16
AGES	5 to Adult
COMPOSITE	X
VERBAL	X
QUANTITATIVE	O
NON-VERBAL	O
GROUP/INDIVIDUAL	I
TRAINED PERSONNEL ADMINISTRATION	X
TRAINED PERSONNEL INTERPRETATION	X
TIME IN MINUTES	30
SPECIAL POPULATION	X

COMMENTS: Date of most recent edition: 1998

BVAT-NU provides 2000 norms for existing WJR test items

Provides a measure of overall verbal ability for bilingual individuals. Assessment available in the following languages: Arabic, Chinese, French, German, Haitian-Creole, Hindi, Hmong, Italian, Japanese, Korean, Navajo, Polish, Portuguese, Russian, Spanish, Turkish and Vietnamese.

Cognitive Abilities Test (Cog AT)
K - 12
5 - 18
X
X
X
X
G
O
X
90
X*

COMMENTS: Date of most recent edition: FORM 6, 2001 (Previous editions may be used, Form 5 currently available).

May be used to complement the definition and eligibility for gifted as described in Policy 2419. Non-verbal edition available with Spanish instructions. Test may not be appropriate for students with limited educational experiences. In the non-verbal section, spatial reasoning and abstract reasoning are combined. Option of hand scoring or machine scoring. *Accommodations are identified for use with students with disabilities and language differences in Form 6.

Cognitive Assessment System (CAS)
K - 12
5 - 17.10
X
O
O
X
I
X
P
60
X*

COMMENTS: Date of most recent edition: 1997

While appropriate for students who are culturally or economically disadvantaged, it may not be suitable for students who are highly verbal since it does not have verbally loaded test items. Norm sample included gifted students and students with disabilities.

*Because fine motor skills are required, the CAS may be of limited use for children with fine motor impairment.

Comprehensive Testing Program, Third Edition (CTP-III)
1 - 12

O
X
X
O
G/I
O
O
240+
X

COMMENTS: Date of most recent edition: Updated Annually

Special accommodations are available for LEP populations. Machine scored by company. Very high ceiling.

KEY: O = No X = Yes G = Group I = Individual P = Psychologist TEST NAME	Differential Abilities Scale 2nd Ed (DAS-II)
GRADES	Pre K-12
AGES	2.6-17.11
COMPOSITE	X
VERBAL	X
QUANTITATIVE	X
NON-VERBAL	X
GROUP/INDIVIDUAL	I
TRAINED PERSONNEL ADMINISTRATION	P
TRAINED PERSONNEL INTERPRETATION	X
TIME IN MINUTES	45- 65
SPECIAL POPULATION	X

COMMENTS: Date of most recent edition: 2006. This new version also includes Spanish and signed directions.

Differential Aptitude Test - Fifth Edition Forms S, T, V, W, C
7 - Adult

O
X
X
X
G
X
X
120
O

COMMENTS: Date of most recent edition: 1990, 5th Edition

Separate scores available to distinguish spatial reasoning (space relationship subtest) from abstract reasoning (abstract reasoning subtest) for identification of non-verbal reasoning. Separate scores available to distinguish verbal reasoning (verbal reasoning subtest) and quantitative reasoning (numerical reasoning subtest). Perceptual speed and accuracy, mechanical reasoning, space relations, spelling and language usage subtests available to provide academic counseling. Career Interest Inventory available as an optional tool for use in guidance and counseling. Computer assisted version adapted from form V available.

•2DISCOVER
Pre K - 12
3 - Adult
X
X
X
X
G
X
X
Un-timed
X

COMMENTS: Date of most recent edition: 2005

May be used to complement the definition and eligibility for gifted as described in Policy 2419.

DISCOVER (Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses) is primarily designed to identify gifted children from diverse ethnic and linguistic backgrounds. For information contact DISCOVER Projects at the University of Arizona: http://www.discover.arizona.edu/

Kaufman Assess-ment Battery for Children (KABC-II)
Pre K-12
3-18
X
X
X
X
I
X
P
65-75
X

COMMENTS: Date of most recent edition: 2004. The KABC-II provides two composite scores, Fluid-Crystallized Index and Mental Processing Index. The Mental Processing Index measures general mental processing without measures of acquired knowledge. Only two of the Kaufman subtests are timed but these two subtests have special directions and norms for administration without time bonuses.

Naglieri Nonverbal Ability Test (NNAT)
K - 12
5 - 18
O
O
O
X
G
O
O
45
X

COMMENTS: Date of most recent edition: 1997

May be used as a screening tool.

KEY: O = No X = Yes G = Group I = Individual P = Psychologist TEST NAME	Naglieri Nonverbal Ability Test-Individual (NNAT-I)
GRADES	K - 12
AGES	5 - 17
COMPOSITE	O
VERBAL	O
QUANTITATIVE	O
NON-VERBAL	X
GROUP/INDIVIDUAL	I
TRAINED PERSONNEL ADMINISTRATION	O
TRAINED PERSONNEL INTERPRETATION	P
TIME IN MINUTES	25-30
SPECIAL POPULATION	X

COMMENTS: Date of most recent edition: 2003. This is a nonverbal cognitive test that measures nonverbal general ability.

This is a good test for language minority students because it can be administered non-verbally by an administrator who does not share the child's primary language. Also ideal for students with speech, language, motor and hearing impairments.

Otis-LennonSchoolAbility Test Seventh Edition (OLSAT)
K-12
6 - 17
X
X
O
X
G
O
O
60 - 75
X

COMMENTS: Date of most recent edition: 2003, Eighth Edition (Previous editions may be used)

May be used to complement the definition and eligibility for gifted as described in Policy 2419, not as the sole source of information for evaluation.. The norming sample included minority populations matched to US census ratios. Various modality and timed portions can be selected for students with disabilities.

Pictorial Test of Intelligence - II
PS-3
3-8
X
X
X
I
X
P
15-30
X

COMMENTS: 2nd Edition (2001 norms). Average White-African American IQ difference is 6.9 IQ points.

RAVEN-Coloured Progressive Matrices
K-5
5 - 11
O
O
O
X
G/I
O
O
15 - 30
X

COMMENTS: Date of most recent edition: 1998 Edition

RAVEN-Standard Progressive Matrices
2-10
8 - Adult
O
O
O
X
G/I
O
O
30 - 45
X

COMMENTS: Date of most recent edition: 2000 Edition

RAVEN - Advanced Progressive Matrices
9 - 12
14 - Adult
O
O
O
X
G/I
O
O
30 - 40
X

COMMENTS: Date of most recent edition: 1998 Edition

KEY: O = No X = Yes G = Group I = Individual P = Psychologist TEST NAME	Reynolds Intellectual Assessment Scales (RIAS)
GRADES
AGES
COMPOSITE
VERBAL
QUANTITATIVE
NON-VERBAL
GROUP/INDIVIDUAL
TRAINED PERSONNEL ADMINISTRATION

The RIAS is an individually administered test of intelligence that includes a co-normed, supplemental measure of memory. The RIAS includes a two-subtest Verbal Intelligence Index (VIX), a two-subtest Nonverbal Intelligence Index (NIX), and a Composite Intelligence Index (CIX), created by combining the VIX and NIX subsets. The VIX assesses verbal intelligence by measuring verbal problem-solving and verbal reasoning where acquired knowledge and skills are important. The NIX assesses nonverbal intelligence by measuring reasoning and spatial ability using novel situations and stimuli that are predominantly nonverbal. The CIS assesses overall general intelligence (g), including the ability to reason, solve problems and learn.

Stanford Binet Intelligence Scales, Fifth Edition
Pre K - 12
2.0 - Adult
X
X
X
X
I
P
P
45-90
X

COMMENTS: Date of most recent edition: 2003 Fifth Edition

Students who achieve a composite score of 97% percentile or above qualify for placement in a gifted program. Specific subtests may be selected for students with disabilities.

Universal Nonverbal Intelligence Test (Unit)
K-12
5-17.1
X
O
O
X
I
X
P
10-45
X*

COMMENTS: Date of most recent edition: 1998

Excellent for language minority students because it can be administered non-verbally by an administrator who does not share the child's primary language. Also ideal for students with speech, language and hearing impairments.

*Because physical manipulation of test materials is required, the UNIT may be of limited use for children with fine motor impairment.

Wechsler Intelligence Scale for Children-4thEd (SPANISH)
1-12
6-16.11
X
X
O
X
I
P
P
60
X

COMMENTS: Date of most recent edition: 2004 Fourth Edition

The WISC-IV Spanish normative sample of Hispanic-American children is stratified across multiple Hispanic origins including Mexico, Cuba, Dominican Republic, Puerto Rico, Central and South America. The WISC-IV Spanish is an adaptation of the WISC-IV.

Wechsler Intelligence Scale for Children 4th Ed
1-12
6-16
X
X
O
X
I
P
P
60
X

COMMENTS: Date of most recent edition: 2004 Fourth Edition Integrated

Verbal comprehension and perceptual reasoning scores are recommended for placing children in gifted education.

The WISC-IV measures general cognitive ability and four specific cognitive abilities which are verbal comprehension, perceptual reasoning, working memory, and processing speed. It does not directly measure academic achievement, but is a good predictor of academic achievement.

Bateria III Woodcock-Munoz Pruebas de Habilidades Cognitivas
Pre K-12
2-Adult
X
X
X
X
I
X
X
90
X

COMMENTS: Date of most recent edition: 2005

Woodcock-Johnson III Test of Cognitive Abilities
Pre K-12
2-Adult
X
X
X
X
I
X
X
90- 120
X

COMMENTS: Date of most recent edition: 2001

Documentation of Adverse Effects on Educational Performance for Students with Speech/language impairments

IDEA requires that the EC in making the determination of a speech-language impairment consider how the disability affects the progress and involvement of the student in the general curriculum. The EC must consider each student individually to determine how the student's disability adversely affects educational performance.

Documentation of adverse effects on educational performance can be gathered from a thorough assessment of communication skills. The assessment must include student, parent, and teacher input.

Information must be recorded by the speech-language pathologist (SLP) on the Eligibility Report form.

An assessment of a student's ability to communicate, rather than isolated skill assessment, will provide information on how the impairment affects the student. The following examples may be considered when determining how the student's ability to communicate may adversely impact educational performance:

Sound errors, voice quality, or fluency disorders inhibit the student from reading orally in class, speaking in front of the class, or being understood by teachers, peers, or family members.
Sound errors, voice quality, or fluency disorders embarrass the student. Peer relationships suffer as a result, or peers may make fun of the student.
Sound errors cause the student to make phonetic errors in spelling or have difficulty in phonics.
Grammatical errors create problems with a student's orientation in time.
Morphological errors inhibit the student from using or making complete sentences.
Semantic problems slow the student's ability to follow directions, give directions, make wants and needs known, make oneself understood, relate information to others, or fully participate in daily living.

Fluency Communication Rating Scale

Student:

School: Date:

	Frequency Descriptive Assessment
Nondisabling Condition	Frequency of dysfluent behavior is within normal limits for student's age, gender, and speaking situation and/or less than 1 stuttered word per minute. Speech flow and time patterning are within normal limits. Developmental dysfluencies may be present.
Mild	Transitory dysfluencies are observed in specific speaking situation(s) and/or 1-2 stuttered words per minute. Rate of speech interferes with intelligibility. Sound, syllable, and/or word repetitions or prolongations are present with no other secondary symptoms. Fluent speech periods predominate.
Moderate	Frequent dysfluent behaviors are observed in specific speaking situations(s) and/or 4-10 stuttered words per minute. Rate of speech interferes with intelligibility. Sound, syllable, and/or prolongations are present. Secondary symptoms including blocking, avoidance, and physical concomitants may be observed.
Severe	Habitual dysfluent behaviors are observed in a majority of speaking situations and/or more than 10 stuttered words per minute. Rate of speech interferes with intelligibility, sound, syllable, and/or word repetitions and/or prolongations are present. Secondary symptoms predominate. Avoidance and frustration behaviors are observed.

Comments:

Voice Rating Scale

Student School Date

	Pitch	Intensity	Quality	Resonance	Description of Current Physical Condition
Nondisabling Condition	Pitch is within normal limits.	Intensity is within normal limits.	Quality is within normal limits.	Nasality is within normal limits.	No consistent laryngeal pathology; physical factors influencing quality, resonance, or pitch, if present at all, are temporary and may include allergies, colds, or abnormal tonsils and adenoids.
Mild Descriptive	There is a noticeable difference in pitch that may be intermittent.	There is a noticeable difference in intensity that may be intermittent.	There is a noticeable difference in quality that may be intermittent.	There is a noticeable difference in nasality that may be intermittent.	Laryngeal pathology may be present. Physical factors indicated in moderate and/or severe levels may be present.
Moderate Descriptive	There is a persistent, noticeable inappropriate raising or lowering of pitch for age and gender, or evidence of dysphonia.	There is a persistent, noticeable inappropriate increase or decrease in the intensity of speech, or the presence of aphonia.	There is a persistent, noticeable breathiness, glottal fry, harshness, hoarseness, tenseness, strident, or other abnormal vocal quality.	There is a persistent noticeable cul-de-sac, hyper- or hypo-nasality, or mixed nasality.	Probable presence of laryngeal pathology. Physical factors may include nodules, polyps, ulcers, edema, partial paralysis of vocal folds, palatal insufficiency, enlarged/insufficient tonsils and/or adenoids, neuromotor involvement, or hearing impairment.
Severe Wilson Voice Profile Scale	+3 Pitch -3 Pitch -2 Pitch +2 Pitch	-3 Intensity +2 Intensity -2 Intensity	-2 Laryngeal +3 Laryngeal +2 Laryngeal - 3 Laryngeal	-2 Resonance +3 Resonance +4 Resonance	Physical factors may include: - unilateral or bilateral paralysis of vocal folds - laryngectomy - psychosomatic disorders - neuromotor involvement of larynx muscles, i.e., cerebral palsy

Hardy County Schools

State Approved Test Lists/Cases