RRRABC provides assessment services for students and adults. The RRABC team is certified and experienced in screening and/or testing to include;
Myers Briggs Strong Career Inventory and the Thomas Kilmann Conflict Mode Assessment
The Strong Assessment assists students in high school, college, and adults considering a college major, career path, or career change to identify their career interests. Profiles include high school and college assessment profiles and a full interpretive profile for those seeking a career change.
The Thomas Kilmann Conflict Mode Instrument (TKI): Your personalized TKI results will reveal which of the five conflict modes you might be using too much or too little… or just right. With such enhanced self-awareness about your conflict-handling behavior, you’ll be able to easily recognize the most appropriate uses for each of the five conflict-handling modes depending on the key attributes of the situation, which will significantly enhance your skills for resolving all kinds of conflicts and problems—whether at work or at home.
Current Grade Level Academic Performance
Grade Point Average (GPA) measures individual academic achievement and performance while evaluating a student's progress, knowledge, and skills.
The significant element of communicating student learning is ensuring a shared perception between the current educator, student, parent, and the future teacher receiving the evaluation. The essential components of the teaching and learning process are the ability to assess, evaluate, and communicate both student achievements and growth.
Productive dialogue and fruitful interaction between the student, parent, and involved educators enable the supportive foundation appropriate to the student achievement pertinent to the grade level in formulating subsequential learning advancements. The process requires all essential members to motivate, support, guide, and ensure success throughout the process to enable a more productive result.
What is Dyslexia?
Dyslexia and Learning Differences Assessment
The International Dyslexia Association defines dyslexia in the following way:
Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced experience that can impede the growth of vocabulary and background knowledge.
Early identification of students with dyslexia and related disorders is essential, and intervention programs must be structured and planned so that the child achieves current and future academic success. The assessment of dyslexia requires individual testing. It should only be administered by a qualified professional with extensive clinical training applicable to appraisals and evaluations specifically to the learning disabilities and dyslexia.
During an assessment, a series of administered tests enables the examination of various aspects emphasizing such ability as reading, writing, and spelling. The process includes learning skills: phonological awareness, speed of processing and memory, speech, language, and auditory processing.
The 10 Common Characteristics of Gifted Children
Gifted and Talented
Given the need to identify gifted students, here are some general behavioral traits that children exhibit that can help teachers pinpoint a gifted student:
The importance of identifying and pinpointing talented students require general behavioral characteristics such as;
Curious and motivated to learn.
Asks many questions to articulate brain processing while quickly retaining the provided information.
They typically have a good memory.
Quickly retains information.
Masters reading skills early in their adolescence.
The student demonstrates strong math skills.
A gifted student acting out is familiar and often observed in students of all ages and grade levels, demonstrating a hyper-focus on learning. Some children are considered twice-exceptional. They do not necessarily show early signs of dyslexia, but it is possible to be both gifted and learning disabled, a condition often overlooked by educators. A gifted student may also be able to hide his dyslexia and vice-versa. However, the problems will eventually show up as the child grows older and academic and behavior issues arise.
The International Dyslexia Association identifies the following common characteristics of twice-exceptional students (2013).
Superior oral vocabulary
Advanced ideas and opinion
High levels of creativity and problem-solving ability
Extremely curious, imaginative, and questioning
Discrepant verbal and performance skills
Clear peaks and valleys in the cognitive test profile
Wide range of interests not related to school
Specific talent or consuming interest area
Sophisticated sense of humor
RRRABC’s assessment includes intellectual and achievement testing, along with the student’s current level of academic performance in the school setting. Our assessment does not substitute for the GT assessment done by public school districts.
What is Attention Deficit Hyperactivity Disorder (ADHD)
Attention Deficit Hyperactive Disorder (ADHD)
ADHD/ADD assessment begins with a critical analysis of intellectual and behavior assessment, along with an analysis of the student’s daily life at home and school. ADHD/ADD often is comorbid with other learning problems, speech impairments, processing disorders, and students on the autism spectrum.
Our assessment reviews the needs of the whole child.
We all use assistive technology in our daily lives. AT assessment for students experiencing learning issues goes beyond what is available to all students and is conducted to identify tools for the student to be successful in the education setting. Tools to assist students may range from enlarged print, color overlays identified with an Irlen Screening, notebook paper to align math problems, to technology to assist with reading and writing.
We provide a trained ARD/IEP Facilitator to assist the ARD/IEP team in developing agreements that lead to educational programs with beneficial outcomes for students with disabilities.
ARD/IEP facilitation is used to help IEP teams reach agreements collaboratively and to prevent legal actions.
Our team conducts program evaluations for RtI, special education, dyslexia, and Section 504 programs focused on compliance, funding, and student outcomes. We have conducted evaluations in large and small districts, and our team focuses on identifying the concerns and providing your organization with data to drive changes that will result in the best outcomes for your students.
Teresa Ringlein, MEd, has over 30 years of experience in RtI, and the identification and interventions for children with Dyslexia, learning differences, ADD/ADHD, and Autism.
Michael Crain, MSIM, CBA Executive Partner of BAM Consulting