Far away there in the sunshine are my highest
aspirations. I may not reach them, but I can look up
and see their beauty, believe in them,and try to
follow where they lead.
Louisa May Alcott
E
valuating strengths and weaknesses unique to each student is the core foundation of building academic success.| At Achievement Learning Center, our evaluation process is built on widely recognized testing and assessments used in both the educational and psychological communities. The areas covered are reading, math, writing, vocabulary and spelling. Once a student’s skill level is ascertained, we take it a step further by identifying a student’s preferred learning style and method of motivation. |  |
Our evaluation is further enhanced by historical information provided by the student’s parents, which reflects overall development, as well as habits and practices within the home. This comprehensive evaluation provides a complete picture of the student, as a whole. The family also has access to our licensed psychologist, should extended testing be recommended for learning differences or disabilities, including tests for Attention Deficit Disorder.
Our goal is to best determine how to help each child achieve his/her fullest potential.
EARLY READERS
Woodcock Johnson (Revised) - WJ-R
The Woodcock-Johnson Tests of Achievement is widely used by educators and psychologists. It is an individually administered test that measures achievement in the areas of reading, mathematics, written language and knowledge. Most achievement tests that students encounter in school are group administered, where students "bubble" in answers. Individual administering of a test allows for observations by the test administrator, which can be very effective when designing a plan for that student The WJ-R is a test of limits, which means it will evaluate potential versus performance, enabling us to design an instructional plan to help achieve to that potential. The WJ-R (Form B) is administered after 40 hours of instruction in the prescribed program with Achievement Learning Center. This formal tool, as well as other, informal ones, provides a means for measuring ongoing progress.
Comprehensive Receptive and Expressive Vocabulary Test - CREVT
The CREVT is an innovative, efficient measure of oral vocabulary. It is computer administered and students find the colorful photos relating to familiar concepts to be both pleasant and motivating. The CREVT measures receptive vocabulary, which is the understanding of words spoken by others, and expressive vocabulary, which is the ability to use words in one’s own speech. This test is a valuable tool in identifying development in oral vocabulary proficiency as it relates to other students the same age.
Comprehensive Inventory of Basic Skills (CIBS) - BRIGANCE
The CIBS assesses specific skill areas, identifying areas of strength and weaknesses. The results translate directly into instructional objectives and Achievement Learning Center uses this tool for young students as a means to develop their individual learning plan. The CIBS is individually administered and adapted based on individual student needs.
Note: This test series is administered in a two to two and-a-half hour session.
THIRD GRADE AND UP
Woodcock Johnson (Revised) - WJ-R
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The Woodcock-Johnson Tests of Achievement is widely used by educators and psychologists. It is an individually administered test that measures achievement in the areas of reading, mathematics, written language and knowledge. Most achievement tests that students encounter in school are group administered, where students "bubble" in answers. Individual administering of a test allows for observations by the test administrator, which can be very effective when designing a plan for that student The WJ-R is a test of limits, which means it will evaluate potential versus performance, enabling us to design an instructional plan to help achieve to that potential. The WJ-R (Form B) is administered after 40 hours of instruction in the prescribed program with Achievement Learning Center. This formal tool, as well as other, informal ones, provides a means for measuring ongoing progress. |
Comprehensive Receptive and Expressive Vocabulary Test - CREVT
The CREVT is an innovative, efficient measure of oral vocabulary. It is computer administered and students find the colorful photos relating to familiar concepts to be both pleasant and motivating. The CREVT measures receptive vocabulary, which is the understanding of words spoken by others, and expressive vocabulary, which is the ability to use words in one’s own speech. This test is a valuable tool in identifying development in oral vocabulary proficiency as it relates to other students the same age.
Advanced Learning System - A+LS ASSESS
The ASSESS is a very thorough evaluation of specific skills, including TAAS objectives. The results translate into instructional objectives, which provide Achievement Learning Center the ability to develop a student’s individualized learning plan. The ASSESS is computer administered and is adapted based on individual student needs.
Student Style Questionnaire – SSQ
The SSQ evaluates students using four scales: Introversion/Extroversion, Thinking/Feeling, Practical/Imaginative and Organized/Flexible. It measures preferences; not actual behaviors and students are encouraged to respond in terms of what they like to do. The SSQ assists Achievement Learning Center in planning intervention strategies appropriate to a student’s particular style of learning.
Learning Style Inventory – LSI
The Learning Style Inventory is a comprehensive approach to analyzing the conditions under which a student prefers to learn. It assesses individual preferences in the areas of immediate environment, emotion, sociological needs and physical needs. The LSI provides suggested strategies for instructional modifications and allows student involvement in he development of their unique learning plan with Achievement Learning Center.
Note: This test series is administered in a two-and-a-half to three hour session.
| Sometimes students have more complex or specific learning difficulties or disabilities that require additional assessment. In this instance, personalized consultation allows for individually tailored recommendations to be made. |  |
Test of Early Academic Abilities
Achievement Learning Center is pleased to offer an academic assessment for pre-school (age 4+) learners that provides feedback on how children rank with his or her age-mates in relation to early academic abilities. The latest research affirms that early intervention is a primary component for academic success. Identifying children that are not keeping pace or that are well ahead of their peers is a key element to early intervention.
Our test of early academic abilities is unique in that it measures early reading behaviors and mathematical thinking, both of which emerge spontaneously during the pre-school years. Specifically, the reading portion measures children’s ability to attribute meaning to printed symbols, their knowledge of the alphabet and it’s function, and their understanding of the conventions of print, such as left to right. The math portion assesses four components – number conventions, number facts, calculations and base ten concepts, all of which are classified as either informal or formal skills. By the age of three or four, most children already possess both informal concepts and informal skills. They are referred to as "informal" since they have not been learned in the context of formal schooling. Instead, children seem to acquire these concepts and skills in various informal ways: through watching programs like "Sesame Street", through informal instruction by adults, siblings or peers, and through spontaneous interaction with the environment. Identifying strengths and weaknesses with informal concepts and skills is essential to early success in school, as these informal abilities lay the foundation for formal knowledge.
The test instruments that we have chosen were well researched and reviewed by our licensed psychologist and specialist in school psychology. This assessment is an ability test – it is not linked to a specific curriculum, so it is not a measure of the effectiveness of your child’s current curriculum. The test is individually administered and takes about 30 – 45 minutes. Our teachers are certified and specially trained in the use of these tests and are selected because of their ability to relate well and establish a good rapport with young students.
What are standardized tests?
Standardized tests are the accepted "norm" for measuring a student’s academic skills. Educators nationwide use these tests as a basic measurement to evaluate students’ performance, or a school’s curriculum.
Why do schools use standardized tests?
Because standardized tests are the accepted "norm" nationwide, educators and administrators alike are able to evaluate the individual success of an entire school district, school, or student. The results of these evaluations help administrators make accurate decisions regarding those school systems’ programs.
What’s the difference between norm-referenced and criterion referenced tests?
Norm referenced tests compare your child to other children of the same age or grade level, usually on a national level. The results indicate how far above or below "average" your child is functioning in a given skill area. Criterion referenced tests compare your child’s skills to a specific level of performance – they measure what has been learned. For example, in testing math skills, a criterion-referenced test might identify how many basic math facts 1 – 10 your child has learned.
What does it mean that a test is designed for individual administration?
"Individualized" administration versus group administration refers to a one-on-one testing session versus classroom or group administration. Individual administration allows for observations by the test administrator, which can be effective when designing an educational plan. Most students will do their very best in a one-on-one testing situation. At Achievement Learning Center, the main tool for evaluating a student’s academic standing and potential is the Woodcock-Johnson Achievement Test (Revised). This test is an individually administered test.
What should I ask my child’s teacher?
Before taking a standardized test, it is good to ask the following questions:
- Should my child practice before taking this test?
- How will the results of this test be used by either the educator or by the school?
- Which tests will my child be taking during this year, and what are they for?
- In addition to these tests, how else will my child’s academic performance be evaluated by the teacher or by the school?
What is a learning disability?
A learning disability is a disorder in understanding or using spoken or written language. Individuals with learning disabilities have average to above average intelligence, but experience problems in reading, writing, listening, speaking, concentration, and/or mathematical calculations.
Dyslexia is a type of learning disability that involves reading difficulties. The term learning disability, for example, doesn’t apply to children who have vision and hearing handicaps, mental retardation, emotional disturbance, or environmental, economic or cultural disadvantage.
How are learning disabilities caused?
Many times learning disabilities are inherited. However, often the origin is unknown. There are known risk factors such as low birth weight, stress before or after birth, infections of the central nervous system and severe head injuries.
There is little scientific evidence to show that poor vision, abnormal focusing, jerky eye movements and misaligned or crossed eye cause learning disabilities. Instead, research points to a brain’s disability to interpret what is read. Normally, when we read, our brain relates visual images to previous experiences and known information (such as the meaning of words). A learning disability is a defect in these processes to the brain.
What are some signs of a learning disability?
Preschool |
Grades K-4 |
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Common Learning Disabilities Include:
Dyslexia - a language-based disability in which a person has trouble understanding words, sentences, or paragraphs.
Dyscalculia - a mathematical disability in which a person has a very difficult time solving arithmetic problems and grasping math concepts.
Dysgraphia - a writing disability in which a person finds it hard to form letters correctly or write within a defined space.
Auditory and Visual Processing Disabilities - a sensory disability in which a person has difficulty understanding language despite normal hearing and vision.
How are learning disabilities treated?
A child with a learning disability needs to practice academic skills and learn helpful strategies with the aid of a trained specialist. The evaluation is handled by educators and typically involves educational and psychological testing. A thorough medical eye examination can discover a visual defect that may affect reading. Once the evaluation process has determined that a learning disability exists remedial training should be done by a certified learning disabilities specialist or tutor in special classes or schools.
With the proper help, children with learning disabilities can become very successful. Thomas Edison and Albert Einstein, for example, had learning disabilities, but went on to make great contributions during their lives.
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