A psycho-educational assessment is a series of standardized tests to determine an individual’s intellectual ability, achievement levels, and social/emotional and behavioural functioning.

 

Educational assessment is the process of documenting, usually in measurable terms, knowledge, skill, attitudes, and beliefs. It is a tool or method of obtaining information from tests or other sources about the achievement or abilities of individuals.

 

These assessments are completed with children, adolescents, and adults to help identify underlying disabilities (e.g., learning disabilities, AD/HD, associated disorders, giftedness)which may be impacting their academic/work, social, and/or overall psychological well-being.

 

Depending on the outcome of the assessment, it is possible that accommodations and services can be arranged within the school, university or other community resources to help your child/ yourself achieve at a level that matches her or his highest potential.

The Cognitive Assessment System – Second Edition (CAS2) is a well-researched, norm-referenced measure of cognitive ability based on the cognitive/neuropsychological theory called PASS (Planning, Attention, Simultaneous, and Successive). The CAS2 was designed to measure cognitive processing abilities important for a broad range of differential diagnoses and instructional planning in individuals ages 5-0 through 18-11. CAS2 provides practitioners with a valid and reliable tool to evaluate children's strengths and weaknesses in important areas of cognitive processing.

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CAS2 Scores

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The CAS2 Extended Battery has three subtests in each of the four PASS scales. The Core Battery includes two subtests from each of the four PASS scales. Each PASS scale as well as the CAS2 Full Scale yields a standard score with a mean of 100 and a standard deviation of 15. 

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Planning – a cognitive process requiring the individual to determine, select, and use a strategy to solve a problem. The subtests require the solving of novel tasks. The three Planning subtests are: Planned Codes, Planned Connections, and Planned Number Matching.

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Attention – a cognitive process requiring the individual to selectively attend to a particular stimulus and inhibits attending to competing stimuli. The three Attention subtests are: Expressive Attention, Number Detection, and Receptive Attention.

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Simultaneous – a cognitive process involving integrating separate stimuli into a single whole or group. The three Simultaneous subtests are: Matrices, Verbal-Spatial Relations, and Figure Memory.

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Successive – a cognitive process requiring the serial ordering of things. The four Successive subtests are: Word Series, Sentence Repetition (ages 5-7) or Sentence Questions (ages 8-18), and Visual Digit Span.

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The CAS2 also yields six supplemental composite scores: Executive Function without Working Memory, Executive Function with Working Memory, Working Memory, Verbal Content, Nonverbal Content, and Speed/Fluency. A visual versus auditory comparison is also provided.

GIFTED AND TALENTED (ECS to Grade 12: Code 80)

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Giftedness is exceptional potential and/or performance across a wide range of abilities in one or more of the following areas:

• ·  general intellectual

• ·  specific academic

• ·  creative thinking

• ·  social

• ·  musical

• ·  artistic

• ·  kinesthetic

A combination of cognitive ability and achievement tests are used to develop a comprehensive understanding of your child's learning strengths and weaknesses.

 

1. The student is identified as intellectually gifted with Very Superior/Extremely High cognitive ability (Full-Scale IQ of 130+) as determined by a registered psychologist who administers an individual standardized psychological assessment. 

2. Adjustments in programming are required to address the needs giftedness presents. Social and emotional characteristics, typical of many gifted learners, impact these needs.

 

The test of intellectual ability used depends on the age of your child: 

 

• WPPSI-IV (ages 2 years 6 months to 7 years 7 months) 

• WISC-V (ages 6 years to 16 years 11 months)

• WAIS-IV (age 16 years onward) 

 

These tests evaluate verbal and nonverbal cognitive abilities and yields a Full-Scale IQ score.

 

The test of academic achievement is the WIAT-III which evaluates rote and higher order academic skills in the reading, writing, and math domains.

 

 For parents seeking testing in order to apply specifically to Westmount Charter School, only a test of intellectual functioning is required.

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WESTMOUNT CHARTER SCHOOL APPLICATION INFORMATION

Education is a key to having a successful future. Alberta Human Rights Act helps to ensure equity in post‑secondary education and help to make it is accessible to everybody including people with disabilities, such as learning disabilities and mental health conditions.  (Visit your University/ College Accessibility  Centre)

 

Are you experiencing difficulties with?

•  

• comprehension

• remembering

• time constraints on exams

• attention and focus

• reading/writing/math skills (e.g., word decoding, spelling, solving math equations)

• anxiousness

• depressed mood

 

An assessment will help determine if your problems are the result of an underlying neurodevelopmental disorder (e.g., a learning disability or ADHD) or a mental health disorder (e.g., major depressive disorder, generalized anxiety.)  

 

A formal diagnosis will help you access

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• Academic accommodations (e.g., extra time on exams) in university or college,

• Accommodations for various entrance exams (e.g., GRE, LSAT, MCAT, or GMAT),

• (e.g., up to $2000 per year to assist with costs, and up to $8000 per year for special grants for students with disabilities. Education-related costs such as assistive services and equipment.) 

​A psychoeducational assessment is an excellent tool to establish your child’s strengths and weaknesses. Not only are these insights empowering but also act as a roadmap for ensuring your child learns and develops to their full potential. Knowing which natural strengths you should help your child to grow are essential to improve their happiness and quality of life in the future.

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• Does your child experiences difficulty maintaining grade level academics (e.g., reading, writing, math skills)?

• Are grades are sustained only through high levels of effort or support?

• Does your child struggle with attention and focus?  

• Are you interested in the GATE program or Webber Academy, Calgary Academy, Rundle College, Westmount Charter School & Others? Assessments help us to understand the current situation so we can more clearly see how we can improve it. In fact, schools recommend a re-assessment approximately every 2-3 years.