Screening for Entitlement to Special Assessment Conditions

STUDENT’S NAME

NSN DATE YEAR LEVEL

The candidate has: / ü Notes
Psychometric test Date:
o  WISC IV
o  Woodcock Johnson III
o  Stanford-Binet 5
o  Other - ……………………………… / Percentile:
FSIQ:
GIA /GAI:
Description:
Discrepancies between cognitive ability and academic performance, as identified by:
·  school reports
·  other (name)
A history of interventions at primary school such as:
·  Reading Recovery
·  Learning support
·  RTLB
·  RTLit
·  Other
Persistent learning difficulties, as identified by:
·  an independent assessment
·  standardised school entry tests: eg midYIS, asTTle, PAT
·  literacy and numeracy national standards
·  learning support
·  other
Uneven performance – strengths in some areas and significant weaknesses in others:
·  examples attached
A history of difficulties with the acquisition and development of literacy skills:
Discrepancies between oral language ability and written language, as identified by:
·  PAT scores
·  dictated and unassisted writing tasks
·  other (name
Discrepancies between oral/aural comprehension and reading comprehension, as identified by:
·  PAT scores
·  Other (name)
This student’s learning difficulties are not the result of:
Vision or hearing impairments (these are not learning difficulties)
Lack of educational opportunity
Low general intelligence
Lack of motivation (although this may be the result of a SLD)
ESOL

Indicators to help determine appropriate Special Assessment Conditions

READER – documented evidence of at least two of:
Discrepancy between oral comprehension and reading comprehension
Reading speed (reads continuous text or sentences at a speed which is below average for their age)
Decoding difficulties (comprehends continuous text or sentences at a level which is below average for their age)
Reading accuracy (untimed reading accuracy is below average for their age)
Results of school testing: Reading
·  Neale Date tested: / Reading comprehension:
Reading speed / rate:
Reading accuracy:
·  PROBE Date tested: / Reading age:
Reading comprehension:
·  Burt Date tested: / Reading age:
Reading accuracy:
·  ……. Date tested: / Reading age:
Reading comprehension:
Reading speed / rate:
Reading accuracy:
WRITER – documented evidence of at least three of:
Spelling which prevents communication (largely illegible to someone who is unfamiliar with it evidenced by % of errors unrecognisable as target word)
Handwriting – (pace and production slower than average for their age)
(Lack of) punctuation which prevents communication (writing is incomprehensible to someone who is unfamiliar with it)
Discrepancy between oral expression and written expression (evidenced by marked difference in fluency, coherence and sophistication of expression)
COMPUTER - if this is the student’s usual means of writing to accommodate their learning needs
Results of school testing: Writing / Computer use
·  Handwriting: Date written:
·  Patoss Speed
Handwriting date:
Typing date: / Readable / legible (shown to several teachers)
WPM:
WPM:
Results of school testing: Spelling
·  Schonell Date tested:
·  SAST Date tested:
·  Peters Date tested:
·  …………… Date tested:
·  / Age:
Age:
Age:
Age:
EXTRA TIME – for external assessment, at least two of the following (and only if entered for all the external standards in an examination session for which the time allowance is 3 hours)
Slow processing
Slow reading
Slow writing
Results of psychometric and school testing: Extra time
·  WISC IV
·  Woodcock Johnson III
·  Stanford-Binet 5
·  Neale Date tested: / Processing speed score:
Reading rate:

þ

Decision: Proceed with application for SAC for assessment for national qualifications ¨

Provide learning support only ¨

Signed: Date