The EC2 offers a variety of educational assessments that can be administered on a daily basis by different members of the team. A short description of these services is given in this paragraph. Please note that the Clinical Psychologist, SLT, School Nurse, and Behavior Coach also have additional instruments to assess child development.
Assessment of 4 to 6 year-olds
The Kaufman Survey of Early Academic and Language Skills is used yearly in early May as a school readiness assessment for 5 year-olds on entering grade 1 (group 3). Based on the outcome the teachers can set up a remedial plan with the parents for the last months in K2. The evaluation is done as a standard procedure by the Education Coach of the EC2.
The K-SEALS is a program meant for Kindergarten children between the ages of 3 and 6. It assesses skills development in several areas:
a. Vocabulary: Naming or pointing to objects or actions shown in the pictures; identifying objects from descriptions and riddles.
b. Numbers, Letters & Words: Naming or pointing to numbers, letters or words; counting; solving number problems; recognizing words and numbers.
c. Articulation: Pronouncing the names of common objects or actions.
d. Expressive Skills: Naming objects or actions shown in pictures; naming objects from descriptions; naming numbers, letters and words.
e. Receptive Skills: Responding to verbal instructions by pointing to objects or actions shown in pictures; identifying objects from their descriptions; pointing to numbers, letters and words.
In case a teacher suspects dyslexia, a checklist can be filled out. If the results are affirmative, the Dyslexia Screening Test can be administered. The EC2 uses the second edition of the DST in either the Junior (ages 6.6 to 11.5) or the Secondary version (ages 11.6 to 16.5).
The DST was designed to determine the at-risk factor of reading failure, so extra support can be given. Unlike most psychological tests, it is intended for use by school professionals rather than educational psychologists. It provides a profile of strengths and weaknesses that can be used to guide the development of in-school support for the child. Further testing of the student’s abilities and academic skills is necessary to confirm dyslexia. At EC2 we use the WISC-IV and KTEA-II for this purpose.
A student with a formal dyslexia statement is entitled to extra facilities in the school. This statement is recognized internationally.
Assessment of level of achievement with coaching for teachers
The exact level of functional school achievements of the Saban students is being assessed by administering the Comprehensive Form of the Kaufman Test of Educational Achievement, 2nd edition. The KTEA-II is a test battery designed for students in the age range from 6 - 22. The test results are given in standard scores on 5 test items:
a. Mathematics Applications indicating comprehension of math concepts;
b. Reading Decoding indicating technical reading skills;
c. Spelling indicating spelling skills of high-frequency words;
d. Reading Comprehension indicating understanding of written texts;
e. Mathematics Computation indicating mastery of practical math operations.
The standard scores have a high correlation with IQ scores. They are converted to age and grade equivalents (didactical age). The scores are transferred to error analysis schemes, indicating specific strengths and weaknesses of the student.
The error analyses show what has to be worked on in class. The diagnostic reports give ample ideas for remedial and special education activities and can be used in the IEP.
The KTEA-II is also available in a brief from, allowing for timelier reporting of results. This form is used for student placement.
Assessment of information processing skills
The Kaufman Assessment Battery for Children, 2nd edition, assesses the intelligence and achievement of 2½ to 12½ year-old children. The KABC-II is intended for psychological and clinical assessment, psychoeducational evaluation of learning disabled and other exceptional children, educational planning and placement, preschool assessment, neuropsychological assessment and research.
The test results are given in standard scores on the four global scales:
a. Sequential Processing: solving problems where the emphasis is on the serial or temporal order or stimuli (for example: copying a sequence of hand movements performed by the examiner).
b. Simultaneous Processing: using a gestalt-like or holistic approach to integrate many stimuli to solve problems (for example: completing a visual analogy).
c. Mental Processing Composite: a combination of sequential and simultaneous skills, yielding a global estimate of intellectual functioning.
d. Achievement: demonstrating knowledge of facts, language concepts, and school-related skills such as reading and arithmetic.
Checklists for teachers
Checklists are available at the EC2 to identify and communicate on several topics:
a. Dyslexia (Ronald Davis; dyslexia protocol purchased and implemented in May 2013);
b. Child Behavior Checklist;
c. Social attributes checklist;
d. Multiple intelligences test (Howard Gardner);
e. Speech & language development (different levels).
The checklists are meant to possibly confirm a concern of a teacher and to decide if a specialist should be called in for diagnosis.
Behavior modification plans with coaching for teachers
Behavior modification plans can be recommended whenever the teacher, School Care Team or Care Coordinator has a concern about a certain behavior of a child. When a child is referred for educational or psychological testing, advice can be given on behavior issues. The advice usually comes in the form of a plan that can be carried out by teachers and parents.
EC2 uses two resource books in preschool and primary education:
a. Randall Sprick. The Solution Book, a Guide to Classroom Discipline. Macmillan/McGraw-Hill.
b. Triple P Tip sheets. The University of Queensland and Families International Pty Ltd.
After observations by the behavior coach, psychologist or educationalist, a priority is set for behavior modification. An appointment can be made for teacher coaching.
IDEAS career assessment
IDEAS is an Interest Determination, Exploration and Assessment System that we use to explore students’ career interests. It helps students to decide on future options, a college major or a career path at work. The outcome is given in a student profile, picturing current interests. Some of the fields of interest checked are: mechanical, protective services, science, medical, business, sales, education.
Non-verbal ability assessment
When a child is bilingual or has a problem in the language development, it can be wise to test the abilities of the child without depending on language. The EC2 performs such assessments using the Standard Progressive Matrices or the Colored Progressive Matrices prepared by J.C. Raven. The S/CPM was developed for use in homes, schools and workplace to measure eductive ability. Eductive ability involves making meaning out of confusion, perceiving and identifying relationships. It must be understood that cognitive ability in general involves a variety of distinct psychological processes that build upon one another. The S/CPM in our setting is used as one of many indicators to assess the student’s options.
The assessment consists of 60 problems divided into 5 sets of 12 items. The student is asked to complete a broken pattern. In each set the first problem is as nearly as possible self-evident. The items that follow become progressively more difficult. Each set provides opportunities to grasp the method of thought required to solve the problems and assessments of a person’s capacity for intellectual activity.
Evaluation of speech, language and communication skills
The Clinical Evaluation of Language Fundamentals, 4th edition, is an individually administered screening tool designed to screen students ages 5 through 22 years for language disorders. Specifically, the CELF-4 is meant to assist in the identification of students who may need in-depth assessment of their language abilities. It measures if the student’s language abilities appear adequate for his or her age.
The CELF-4 is not a timed test. Criterion scores are provided for each half-year interval for ages 5 and 6, and for each one-year interval for ages 7-16. Ages 16-22 have been collapsed into one group.
The CELF-4 is administered by the Speech & Language Therapist.
Evaluation of cognitive ability (IQ)
The Wechsler Preschool and Primary Scale of Intelligence, 3rd edition, is an intelligence test designed for children ages 2.6 years to 7.3 years. It has last been revised in 2002. It measures intellectual functioning in verbal and performance cognitive domains, as well as it provides a score that represents a child’s general intellectual ability. The WPPSI-III is administered by the EC2 Clinical Psychologist.
The WPPSI-III has 14 subtests, some examples:
- Block design, the child uses one- or two-color blocks to re-create a block design;
- Information, the child responds to a question by choosing a picture from 4 response options;
- Matrix reasoning, the child chooses the missing portion of an incomplete matrix from 4 or 5 response options;
- Receptive vocabulary, the child looks at a group of 4 pictures and points to the one the examiner names aloud.
- Similarities, the child completes a sentence by providing a response that reflects a shared characteristic.
The Wechsler Intelligence Scale for Children, 4th edition, is an individually administered intelligence test for children between the ages of 6-17, that can be completed without reading or writing. It generates and IQ score which represents a child’s general cognitive ability.
The WISC-IV is divided into 15 subtests, checking for example:
- Vocabulary, examinee is asked to define a provided word;
- Similarities, asking how two words are alike;
- Comprehension, questions about social situations or common concepts;
- Information, general knowledge questions;
- Digit span, repeating a given sequence of numbers, either as heard or in reverse order;
- Picture concepts, determining which pictures go together.
The WISC-IV is administered by a psychologist and can help to diagnose ADHD and learning disabilities.
Evaluation of motor skills with training
The Remedial Motor Trainer can develop and execute a program for senso-motor integration.
Topics can be:
- Controlled and coordinated movements;
- Hopping on one leg;
- Jumping on the trampoline;
- Core strength and stability;
- Bilateral coordination;
- Direction and distance;
- Muscle strength;
- Fine motor skills.
Assessment of learning styles and learning attitudes
When recommendations are given for an individual approach of the student, the preferred learning style of the child is also assessed. This is done through a card game (Meervoudig intelligent?) or by filling out a questionnaire based on Howard Gardner’s theory. When taught according to the prevalent learning style, the student is expected to learn, retain and apply the skills more easily.
Standard part of the transition process from SHS to SCS is the evaluation of student attitudes that are important in the learning process at school. Results give information on three sets of attitudes:
a. The motivation of the student with regards to
b. Well-being or social-emotional attitude with regards
to school life, and
c. Self-confidence or attitude pertaining to own competencies of the student.
This self-assessment instrument is a translation of the SchoolVragenLijst voor Basisonderwijs en Voortgezet Onderwijs, H.C.M. Vorst (2008), Pearson.
Site of the Center for Non Violent Communication.
Site for early childhood care and development.
For teachers, PE teachers and sports leaders.
Website national platform for Care Coordinators (Dutch).
Website National platform for Remedial Teachers (Dutch).
Dutch ministry of Education, Culture & Science.
Website for paramedics, occupational and physical therapists involved with physical development of children.
Information about special education students, categories, practices, instruction, special teaching strategies, etc.