TSTP Screening Tools
The Teacher Support Team Program uses screening tools for school-wide screening. Together these instruments provide time-efficient and effective tools for developing identification of the skill level and development of skill training prescriptions for each student. All screenings are completed within 30 days of school entry.
A variety of assessment tools are used for following student progress on an individual basis. The data collected in both the screening and assessment tools assists in the determination of deficit areas needing remediation and guide the team in selecting the most appropriate intervention. Based on the assessment data received, students will graduate from, continue in, or move to another intervention.
Screenings and assessments vary from school to school based on need, resources and current practice.
Physical Readiness Screening
Recent brain research has determined that certain connections must be made in the brain in order for children to learn at their optimal level. These connections are enhanced through specific kinds of physical activity. Prerequisite physical skills are required to make necessary connections between the physical world and other domains, and include:
- Balance - the ability to be able to move your body under control;
- General Coordination - the ability to coordinate movement;
- Body Image - knowing where parts of the body are and using them effectively;
- Hand-Eye Coordination - using hands and eyes effectively at the same time;
- Laterality/Directionality - knowing internally left from right, top from bottom, and front from back;
- Tactile Touch - feeling objects as they are meant to be felt
- Audio Receptive/Audio Expressive Language - the ability to hear and distinguish between basic sounds in a given language and the ability to express those sounds in a distinguishable manner.
Ocular Motor Screening
This school-wide screening is used to identify those students who lack visual integration skills to process environmental clues appropriately. Students with poor visual processing skills commonly experience behavioral problems, reading failure, and other learning difficulties.
This Ocular Motor Assessment includes a comprehensive battery of vision skills:
Oculomotor (eye movement) skills
Ability to point eyes at object and keep eyes on target
Used: In reading, while keeping eyes fixated on a word
Ability to move eyes in "jumps"
Used: In reading, when moving from word to word
Ability to turn eyes inward/outward to view targets at near/far distances
Used: In writing, when copying from board to paper
Ability to move eyes smoothly along a path or to follow a moving object
Used: In reading, when moving eyes across line from left to right, then back to next line
Ability to use two eyes together to form a single image
Used: In reading, for depth perception
* Health Department Vision and Hearing Screenings must be reviewed regularly.
Evaluation tools are carefully selected to identify specific learning challenges and to determine and track appropriate interventions. A variety of assessments are used by participating schools including:
|6 Traits of Writing||Neuro-Reading|
|10 Reading Prerequisite List||Ocular Motor|
|Boehm Test of Basic Concepts||Project First Step|
|Clinical Evaluation of Language Fundamentals (CELF)||Qualitative Reading Inventory (QRI)|
|Developmental Reading Assessment (DRA)||Scantron Performance Series|
|English Language Proficiency Assessment (ELPA)||Sight Word Lists|
|Goldman-Fristoe Test of Articulation||Slosson|
|IOWA Test of Basic Skills||Test of Written Language (TOWL)|
|Kaufmann Test of Educational Achievement (KTEA)||Wechsler Intelligence Scale for Children (WISC)|
|KeyMath||Wide-Range Achievement Test (WRAT)|
|Mi-Access||Woodcock Reading Mastery Test (WRMT)|
|MEAP||Woodcock JohnsonAbility & Achievement Tests|
|Michigan Literacy Progress Profile||Woodcock-Munoz Language Survey|
* This list is not intended to be a comprehensive list but rather a sampling of some of the assessments currently being used in the data collection: