The California School for the Deaf Assessment Department provides a variety of assessment services to students. The Assessment Team is comprised of staff members who have an extensive background in working with diverse groups of Deaf students. The team includes school psychologists, diagnostic teachers, an audiologist, and a speech-language pathologist. Other staff members who work with the team include guidance counselors, ASL and classroom teachers, spoken English teachers, cottage staff, and adaptive physical education teachers. Staff members work collaboratively to provide thorough assessments to address a variety of student needs.
Areas that may be assessed include:
Assessment for Suitability of Placement
When students apply to attend the California School for the Deaf (CSD), the information provided on the applications is reviewed by the Assessment Team to determine if further assessment is warranted in order to support CSD staff in serving the student. With parent permission, the assessments of new students are completed to assist the staff in determining the appropriateness of placement at CSD and to help in developing an Individual Educational Plan (IEP) to serve the student in his or her new placement.
As required by law for all students in Special Education, the CSD Assessment Team reviews students due for triennial review. The purpose of the triennial review is to help determine ongoing eligibility for Special Education, identify any new or ongoing needs, to review progress over the past three years, and to make relevant recommendations. If testing is necessary, assessment staff may administer individual standardized, criterion referenced or informal tests, observe the student in the classroom, and interview school staff, parents and the student. A report is prepared and shared at the student's triennial IEP meeting.
The CSD Assessment Team may conduct assessments outside of the triennial or admission review process by request of the IEP team, teachers, parents or adult students. These Special Assessments are intended to answer specific referral questions about issues that may affect students' learning. To answer these questions, assessment staff review school records; administer individual standardized, criterion referenced or informal tests; interview school staff, parents and the student; conduct direct observations of the student in the classroom; and attend an end-of-assessment IEP to explain the results to the IEP team. Assessment staff collaborate with the classroom teacher to meet the needs of the student based on assessment results.