Developmental Assessments (Primary School)

Our faculty combines proven, standardized testing methods with our own signature data collection system to monitor each student’s progress and performance over time.  These assessment tools provide insight to the education team regarding each child’s learning needs and facilitate the development of individualized education planning.

Preschool Language Scales 5th Edition

The PLS-5 offers a comprehensive developmental language assessment, with items that range from pre-verbal, interaction-based skills to emerging language to early literacy.  This interactive, play-based assessment provides comprehensive, reliable, and trusted information about language skills for children birth through age 7.  This standardized tool allows for the educational team to assess our preschoolers in early speech and language development and school readiness skills, target language skills that tap Theory of Mind and emergent literacy skills for 6- and 7-year-olds, and assess children at age 7 with new language tasks such as assessing use of irregular plurals and synonyms, constructing sentences using target words, and answering questions about a story.

Psycho-Educational Profile (3rd Edition)

The PEP–3 has been used for more than 20 years to assess the skills and behaviors of children with pervasive developmental disorders and communicative delays who function between the ages of 6 months to 7 years. The profile graphically charts uneven and idiosyncratic development, emerging skills, and atypical behavioral characteristics. This test serves as an assessment tool to assist in the educational programming for young children (ages 3 through 5) who present with exceptionalities and is particularly useful in planning for objectives on the Individualized Education Plan (IEP).

Kindergarten Readiness Test (KRT)

The KRT offers six subtests including: vocabulary, phonemic awareness, comprehension and interpretation, mathematical knowledge, and visual discrimination.  The purpose of the KRT is to determine the child’s readiness across domains so that instruction may be modified to meet individual needs where necessary.

Developmental Observation Checklist System (DOCS)

DOCS is a three-part inventory/checklist system for the assessment of very young children with respect to general development (DC), adjustment behavior (ABC), and parent stress and support (PSSC). The DC component measures the areas of language, motor, social, and cognitive development. The test is suitable for ages birth through 6 and can be completed by parents or caregivers.  The DOCS assists our educational team in communicating with caregivers regarding “average”, age-equivalent skills and developmental milestones across various domains.

Comprehensive Test of Phonological Processing (CTOPP-2)

The CTOPP-2 assists the educational team in 1) identifying students who are significantly below their peers in important phonological abilities, 2) determining student’s strengths and weaknesses, and 3) documenting a student’s progress in phonological processing as a result of specialized intervention.

Orton-Gillingham Assessment

For students who are participating in daily multi-sensory reading instruction, an assessment will be administered to determine placement for intervention and re-administered in January and May to monitor progress in the development of reading and strategy-use.


*Other reading assessments may be given to further assess the student’s ability in the five essential components of reading including fluency, vocabulary, and comprehension.

Baseline Data Comparison (Preschool and Non-graded programs)

Once a student begins in the program, our educational team will assess their current level of functioning across various developmental domains, including speech/language, fine motor, gross motor, behavior, social, cognitive, independence and self help.  Our signature data collection system consists of an intensive checklist of subskills in each domain, a cumulative comparison graph, a domain specific graph, a monthly communication comparison, and an Individual Education Plan outlining the primary goals and objectives for the student for the academic year.

Individual Education Plan (IEP)

The IEP outlines the child’s present levels of academic and functional performance, provides measurable annual goals, including academic and functional goals, documents the child’s progress toward meeting the annual goals, and identifies special education services, related services, program modifications and supplementary aids to be provided to the student.  The IEP is reviewed quarterly during a parent-teacher conference.  Goals and objectives may be updated at any time during the year.