Woodcock Johnson III
The Woodcock Johnson III Test of Cognitive Ability is administered by a school psychologist and provides a comprehensive measure of general intellectual ability. The Woodcock Johnson III Test of Achievement measures academic achievement with specific information on academic strengths and weaknesses. Together, they provide a comprehensive measurement of intellectual ability, cognitive ability, scholastic aptitude, oral language and achievement.
DIAL (Developmental Indicators for the Assessment of Learning)
DIAL-3 tests motor, concepts, self-help, and social development. Percentile ranks and standards scores are provided along with standard deviation and percentile cut-off points by chronological age.
DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
DIBELS are a set of standardized, individually administered measures of early literacy development. They are designed to be short fluency measures used to regularly monitor the development of pre-reading and early reading skills.
DACS (Dakota Assessment of Content Standards)
This computer-adaptive test quickly pinpoints the proficiency level of students across a range of subjects that correspond with state standards.
LACII (Lindamood Auditory Conceptualization)
The LAC screen is an individually administered assessment that measures an individual’s ability to perceive and conceptualize speech sounds using a visual medium.
DRA – (Developmental Reading Assessment)
This evaluation helps pinpoint students’ strengths and abilities as readers in a quick one-on-one conference. It provides a word per minute fluency rate and assesses 40 important reading skill components.
FASTT Math (Fluency and Automaticity through Systematic Teaching with Technology)
This program tests the fluency in which students know their addition, subtraction, multiplication and division facts.
CTOPP (The Comprehensive Test of Phonological Processing)
The CTOPP assesses phonological awareness, phonological memory, and rapid naming. Persons with deficits in one or more of these kinds of phonological processing abilities may have more difficulty learning to read than those who do not.
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