School Psych Hub · Historical inventory

INCOMPLETE SNAPSHOT · September 10, 2026

This file is historical and is not current Notion truth. The review was not completed or fully refreshed. Every page-level finding below reflects the partial September 10 retrieval unless a later correction is explicitly labeled.

Current correction · September 27: The team can view To Archive / To Delete, but the ClickReports item cited in this snapshot is no longer on that page. The old raw entry remains below only to preserve what the September 10 retrieval returned.

Use the live September 27 audit for current findings and the dated September 28 work plan.

Read the September 10 overview and update recommendations

School Psych Hub: overview and update map

Reviewed September 10, 2026. This is an inventory of the connected Notion content, not a validation of the clinical, legal, or software claims made in that content. Nothing in Notion was changed.

What the hub has become

The hub combines four jobs: onboarding the team, documenting evaluation workflows, storing report-writing resources, and preserving older working material. Its strongest developed areas are the Anderson and Georgia Charter workflows, the assessment write-up collection, and the new School Psych OS guide. Its main problem is that newer operating instructions coexist with older instructions and draft material without a consistently clear indication of which version governs the work. The inventory below provides an entry for each successfully retrieved page, database, and linked content block. Each entry includes its source, location where available, page properties, section outline, resource links, and the returned page text. Repeated navigation is condensed in the reading view. Database records are opened individually, so content stored in properties—particularly Prompt Text—is included even when a page body is blank. External videos, PDFs, Google Docs, spreadsheets, Dropbox files, websites, and screenshots are inventoried as linked or embedded resources. Their contents have not all been opened, watched, or transcribed. Passwords and backup-code material are described without reproducing secret values. The two inaccessible links and the connector's partial-content flags are recorded in the coverage section.

Home page and navigation

The School Psych Hub home page has a two-column menu. The left column contains Modules 1–7. The right contains First Steps, Private Practice, Anderson School District, and Georgia Charter. Below are introductory feature sections for Modules 1 and 3, a Meeting Updates database called Notes, and Quick Links to the report template, Prompt Library, and SOPs and Workflows Library. At the bottom are Hub Portions, Updates Needed, School Psych Hub Components (Do Not Delete), and To Archive / To Delete. This bottom section carries an explicit preservation warning. The Components page stores the original shared navigation block used throughout the hub; it is a dependency, not just an extra copy of the menu.

Module 1: Introduction & Orientation

The orientation module has a 10-entry lesson database, local navigation, links back to the main hub, and a dated training table. Its lessons are: - Welcome to the Team: onboarding welcome and how to work through the orientation resources. - School Psych Orientation Overview: introduction to the field and an orientation recording. - School Psychology Basics: the school psychologist's role and the purpose and components of evaluation work; includes outside learning resources. - Compliance & Privacy: a three-entry collection for HIPAA/FERPA training, IDEA and special education law, and a United States–Philippines comparison. - Frameworks: MTSS, RTI, and PBIS learning resources. - Company Culture & Expectations: a three-entry collection for core values, working hours/availability, and a verification-code procedure. - Training Sessions: dated live/asynchronous training resources, including November 2025 sessions and an incomplete January 18, 2026 entry in the training table. - Cognitive & Academic Testing & Scoring: cognitive ability, academic achievement, score interpretation, and scoring resources. - Tools & Software: platform training resources, including ClickUp and OpenPhone/Quo. - Psych Team Roles: detailed lead and assistant responsibilities. A separate Psych Roles page also leads to Team Lead and Psychometrician/Psych Assistant pages. There are multiple versions of role descriptions and verification-code instructions. These should be compared before merging. The orientation is substantially developed, but the training sequence and software references should be checked against the current portal workflow.

Module 2: VA Essentials & Toolkit

The toolkit explains daily operating practices through expandable sections: time tracking, VPN, team communication, evaluation-report components, prompt bank, report templates, report writing, and testing. Its linked pages include the Activity Tracker with 2025–26 district Google Sheets; a Service Type Reference Guide dividing direct and indirect work; Secure Access & VPN Setup; Team Communication; Psycho-Educational Evaluation Report; Evaluation Report Components; and School Psychologist Guide to Ai. The billing SOP gives daily logging instructions and student-identifier formatting. Team Communication directs questions and updates to Kimi through ClickUp and recommends screen recordings for clarity. This module overlaps heavily with Modules 4–7. The overlap is useful for navigation, but the explanations need to stay aligned: the current portal guide describes Time & Activity and Messages, while these pages still emphasize Google Sheets and ClickUp communication.

Module 3: SOPs and Workflows

The module is primarily a front door to the shared SOP library. Its embedded library view and the root-level library reference the same data source, so they are not separate collections. The library has 16 records. They cover Georgia Charter and multiple-school ClickUp caseload updates; SDH and rating-scale distribution; Infinite Campus records; multiple-school and GSIC/RC folder setup; shared-drive monitoring and file transfer; billing/time tracking; verification codes; rating-scale status updates; Georgia and Anderson prompt usage; scoring and score reports; WISC-V scoring/report generation; Anderson PowerSchool SIS; and RIAS scoring/reporting. Records have description, purpose, district/entity, track, tools, type, a second type field, and update metadata. Views organize them by stage, type, and gallery. The two type fields and inconsistent classifications deserve review: for example, the shared-drive procedure's metadata describes inbox monitoring, and the Multiple caseload SOP is tagged Georgia Charter. Several records carry blank unsupported blocks in the connector response; their accessible procedural text is retained in the inventory.

Module 4: General Forms & Templates

The forms module links to Report Template, Assessment & Administrative Forms, Functional Behavioral Assessment, Other Templates & Inserts, and Assessment Write-Up Templates. The Report Template page was updated in September 2026. It says reports are Google Docs used through School Psych OS Report Studio. It provides Georgia Charter and Anderson Google Doc links, lists Rocky Creek without a corresponding link, explains shared-drive storage, gives working/final naming conventions, and describes creating a Google Doc through Dropbox so the folder holds a shortcut to the live document. Other Templates & Inserts has a wrapper page and a database with zero returned records. It is an empty collection, not a populated resource library. Assessment Write-Up Templates has a wrapper page, a database, 61 records, and a separate default template page. Sixty records have names; one is unnamed. The named collection covers autism measures (including ADOS modules, ADI-R, ASRS age versions, GARS, SCQ, and SRS), behavioral/emotional scales, adaptive behavior, developmental measures, academic achievement, cognitive/intellectual tests, memory/processing/executive functioning, cross-battery examples, and two behavioral-observation templates. Every record is individually indexed below with its actual narrative and tables where returned. These are worked examples as well as templates: many contain STUDENT placeholders together with fixed example scores, percentile values, descriptors, and interpretation sentences. They need a clear distinction between reusable wording and student-specific example data. One concrete internal inconsistency appears in the Tests of Dyslexia–Screener example: Average Letter and Word Choice and High Average Question Reading Fluency are followed by sentences describing weaknesses. That wording warrants review before reuse.

Module 5: Testing & Report Writing Guide

The testing module includes Checklists, List of Psych Tests and Publishers, How to Administer Rating Scale, How to Generate Score Reports, Generating Report in ClickReports, and a tutorial database still named New database. The tutorial database has 13 entries: ABAS, BASC, Beery VMI, Bracken Concept Scale-4, Brown EF/A, DP-4, GORT, RIAS, WIAT, WISC-V, WJ IV Achievement, WJ IV Cognitive, and WJ ECAD. The pages combine short introductions, recordings or embeds, and links to updated SOPs. RIAS and WISC-V act partly as redirects to their newer workflows. GORT is explicitly titled Video Needs Editing. The rating-scale administration page labels its Pearson/Q-global video NOT AVAILABLE ANYMORE. The score-report page contains Pearson/Q-global and WPS headings with little returned explanatory text. The ClickReports guide contains an introductory naming note and examples for BASC-3, BRIEF, CTOPP, KTEA, TAPS, WISC-5, and WJ Cognitive. It now resides under To Archive / To Delete, but Module 5 still points to it. That is a concrete dependency to resolve before archiving or deleting anything.

Module 6: Prompt Library

The module introduces drafting, refinement, and proofreading prompts, but its heading still says Course Module Title. Its linked view points to the root Prompt Library, which has 19 records: 1. Notice of Initial or Re-Evaluation (Indiana only). 2. Reason for Referral. 3. Background/Developmental History and School History. 4. Record Review. 5. Testing Observation. 6. Proofreading. 7. Discussion/Summary introductory paragraph. 8. Discussion/Summary battery/assessment paragraph. 9. Discussion/Summary overall findings paragraph. 10. Final Case Conference Committee paragraph, to preserve exactly. 11. Summary of Battery in Summary Section. 12. IEP Goal Writing. 13. Calendar Invite for Virtual Testing. 14. Indiana Notice of Findings. 15. RIAS-2 NU Cognitive Narrative and Score Table master prompt. 16. Summary Section Writing. 17. Enhancing Vineland/VABS-3 Write-Ups. 18. Comprehensive File Review and Eligibility Consideration. 19. Record Review (Indiana). Prompts may be stored in Prompt Text rather than the page body. A blank page body therefore does not mean a missing prompt. Older versions also survive in Hub Portions and historical pages. District/stage tags and a single authoritative version per purpose would make this collection easier to maintain.

Module 7: School Psych OS Portal Guide

The portal guide is a detailed September 2026 walkthrough in sidebar order. It covers Dashboard priorities and calendars; District Hub settings; student profiles and compliance queues; Time & Activity; Messages; Bookmarks & Forms; Settings; and restricted administration. It then describes Typing Mind/Ask AI, Report Writing Studio, Sample Write-Ups, and KAT Eye. The reference sections cover score/calculation tools, prompts, workflows, resources/templates, and state special education/parent-rights information. It closes with Brain Break, Help & Support, and a September change log. Operational details include manually initiated Day 1/3/5 rating-scale reminders, a next-morning text queued after a unified email, saving reports to the hub, Google Doc export, shared templates/prompts/bookmarks, district-specific connections, and cross-district calendar holds. Time & Activity is marked as being rebuilt; KAT Eye's Route tab is marked not built yet. The guide says 53 sample write-ups, while the connected Notion database currently returns 61 records. It also says the district has nine tabs while listing ten. Its broad statements that AI never acts independently should be made consistent with the descriptions of automatic calendar blocking and queued texting. These are documentation observations; the actual portal behavior was not tested in this review.

First Steps and Private Practice

Both First Steps and Private Practice are largely unfilled course templates. Each has Course Module Title, generic instructions, three lesson placeholders, decorative images, a Lesson 1 Checklist, and a Progress Tracker. Each checklist/tracker has one unchecked placeholder record. These pages are not ready as independent onboarding or operating guides. Older First Steps information exists in historical updates, but it has not been organized into the main First Steps page.

Anderson School District

The district landing page contains entity details, contacts, schools, principal information, scope of work, caseload and system links, and an evaluation workflow database. A separate Anderson Principal page repeats the contact directory. The landing page's school list and the broader principal directory cover different sets of schools, which should be clarified rather than assumed to be interchangeable. The database has five records: Anderson Site—Overview, Case Intake, Active Evaluation, Report Writing & Case Completion, and 2026-27 Anderson Workflow Updates. There is also a separate older Workflow Overview table and a standalone Workflow Updates 2026-2027 draft with ownership intentionally blank. The updated database page, edited September 10, 2026, describes seven main statuses plus Discontinued: Consent Pending, Consent Generated, Consent Signed, Test Administered, Report Initiated, Pending Eval Results Meeting, Complete, and Discontinued. It adds report-template creation at intake, PsyBot records retrieval, preparation in Indiana Special Programs, Kimi's approval of proposed evaluation areas, notice generation and mailing, digital-signature monitoring, rating scales, scoring, peer review, final review, PDF upload, and meeting completion. The consent instructions distinguish the parent e-signature from Shelly's stamped consent. One part lists digital signature as a trigger, while the detailed steps say to leave the student in Consent Generated until the stamped consent arrives. This needs a single unambiguous status rule. The older report-completion page closes the case after report approval and upload; the updated page keeps it open until the results meeting takes place. That is the most consequential workflow mismatch found here.

Georgia Charter / GSIC and Rocky Creek

The Georgia Charter page contains entity and contact details, case-manager emails, school information, scope of services, separate GSIC and Rocky Creek caseload sheets, Infinite Campus access references, and a four-entry workflow database. The four records are GSIC & Rocky Creek—Overview, Case Intake, Active Evaluation, and Report Writing & Case Completion. A nested Georgia Charter Workflow Overview presents the process as a task/action/system/owner table. The workflow covers monitoring caseload sheets, creating Dropbox folders, gathering Drive and Infinite Campus records, tracking consent, sending and following up on rating scales, scoring, drafting, proofreading, Kimi's approval, PDF storage, and closure. The landing page still contains Insert Video Guide text for Infinite Campus. The report-writing page links to a Dropbox Word template, while the current central Report Template page directs users to Google Docs and Report Studio. This is a clear migration cleanup item.

Supporting and historical material

Hub Portions mixes requests and replies, training gaps, Guideflow/video links, account-access material, contractor n8n environment notes, scoring-account notes, backup-code references, Presence Learning resources, marketing/lead stubs, workflow design notes, older prompts, report guidance, and time-tracking definitions. Its dated requests identify missing visual walkthroughs for email-file retrieval, ClickUp basics, reporting, AI use, Quo, faxing, and Hubstaff. It contains substantial useful material, but it is difficult to distinguish completed requests from outstanding work. Updates Needed is blank. Notes, the meeting-updates database on the home page, has one placeholder record titled Updates I MM-DD-YYYY (DAY ET). Neither currently functions as a meaningful update register. Historical linked pages include Psych VA Orientation; School Psych 2025-26; Kimi Psych Weekly Updates and nine October 2025 update records; Psych Staff SOPS and beyond; a team MOU dated October 27, 2025; template collections; workflow-versus-SOP explanations; and a master SOP template. Some include unrelated podcast or marketing material. These are included in the inventory as linked historical context, not assumed to be current policy.

Recommended update order

1. Agree on the current Anderson pipeline. Reconcile consent triggers, official status changes, report review, upload destination, and closure after the meeting; then revise all older pages that explain those steps. 2. Finish the Google Docs/Report Studio migration in the documentation. Replace old Word-template destinations where appropriate, resolve the Rocky Creek link, and clarify the two described report-creation paths. 3. Review sample write-ups before reuse. Label example scores, check narrative/table agreement, and fix the observed TOD wording inconsistency. 4. Make First Steps and Private Practice usable. Define scope, contacts, systems, actual steps, and a real completion checklist—or clearly label them as not yet built. 5. Create one update register. Use Updates Needed for actionable items with owner, status, affected pages, and decision date; move historical discussion out of the daily navigation. 6. Clean the resource libraries. Name generic databases, review blank records, fix unavailable tutorials, reconcile the sample count, and simplify duplicated metadata. 7. Resolve archive dependencies and access-material storage. Keep shared navigation intact, decide the future of the linked ClickReports guide, and move secret values into the designated password manager while retaining access instructions in the hub. These are proposed changes for the next phase. No pages, records, links, or permissions were edited during this inventory.

Coverage and limits

224 pages, 18 database containers, and 3 linked content blocks successfully retrieved. These include linked historical pages outside the hub hierarchy. 16 unique database data sources queried; every result reported has_more=false. 20 additional unsupported blocks were fetched and returned blank.

26 page responses were flagged partial by the connector. Their accessible text is included, but unknown visual/block content remains unverified. External media and files were inventoried, not exhaustively opened. This is a snapshot of what the connection exposed, not a claim to cover inaccessible, unlinked, or archived material.

Inaccessible links: 297f27f9e9d5817e946bf35b8f1e769f · 2eeca6f01ab28173adb4ce116a432441

No Notion content was edited. Secret values are omitted. Legal/clinical claims are described as page content and were not independently validated.

Page-by-page inventory

Search titles and all returned text, or choose an area. Open each entry for properties, page content, and links.

← Front page

Module 1 · page

📚 Module 1: Introduction & Orientation

Multi-Tiered Supports / Problem-Solving Framework (MTSS, RTI, PBIS) 8. 📊 Cognitive & Academic Testing (Individually Administered Testing)

School Psych Hub
Last edited: 2026-08-12T15:50:23.411Z

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Sections: Training

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title: Module 1: Introduction & Orientation

[Shared navigation links condensed; see source page.] [Shared navigation links condensed; see source page.] Module 1: WHAT’S INSIDE 1. 📘 Welcome to the Team 2. 🎬 School Psych Orientation - Watch this video first 3. 🧠 School Psychology Basics - Who are School Psychologists - Learn More About a School Psychologist - Educational Evaluation Reports 4. ⚖️ Compliance & Privacy - HIPAA & FERPA Training - IDEA & Special Education Law - SPED Law Comparison: USA vs Philippines 5. 📝 Frameworks - Multi-Tiered Supports / Problem-Solving Framework (MTSS, RTI, PBIS) 6. 🏢 Company Culture & Expectations - Company Core Values - Core Working Hours & Availability Expectations - SOP I Requesting Verification Codes 7. 📅 Training Sessions 8. 📊 Cognitive & Academic Testing (Individually Administered Testing) - Cognitive Ability / Intellectual Functioning - Academic Achievement - Understanding Scores and Scoring 9. 🔗 Tools & Software - Project Management (ClickUp) - OpenPhone/Quo 10. 👥 Psych Roles

ClickUp, Quo, Dropbox, Minimarks, ClickReports, NordPass, Google Workspace Module 1: Introduction & Orientation

Psych Roles

Training

Number	Date	Format	Topics Covered	Link
1.	Varies	Asynchronous	- Who are School Psychologist? - HIPAA/FERPA - IDEA &SPED Law - MTSS/RTI/PBIS	Who are school psychologist? HIPAA/FERPA IDEA & SPED Law MTSS/RTI/PBIS
2	11/26/2025	Live	Intro to school psych, report writing overview, background information, Georgia Charter Assignment	26 November Orientation Training
3	11/30/2025	Asynchronous	Cog/Intellect, Academic Achievement, Scoring, Report Components	28 - 30 Nov Training Updates
4	12/01/2025	Individual Check-Ins	Direct	N/A
5	12/02/2025	N/A	No New Updates. Please work on completing assigned reports.	N/A
6	01/18/2026

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Module 2 · page

🧰 Module 2: VA Essentials & Toolkit

Welcome to Module 2! This is your essential toolkit for staying organized, communicating clearly, and supporting the evaluation process with confidence. Everything here is designed to help you handle the core tasks you’ll use every day. Use the Testing Process Guide to support testing from start to finish

School Psych Hub
Last edited: 2026-08-12T15:50:21.630Z

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Sections: 📒 Time Tracking · 📒 Using VPN · 📒 Team Communication · 📒 Psychological Evaluation Report Components · 📒 Prompt Bank · 📒 Report Templates · 📒 Report Writing · 📒 Testing Guide

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title: Module 2: VA Essentials & Toolkit

[Shared navigation links condensed; see source page.] Welcome to Module 2! This is your essential toolkit for staying organized, communicating clearly, and supporting the evaluation process with confidence. Everything here is designed to help you handle the core tasks you’ll use every day. In this module, you’ll learn how to: - Track team tasks and progress - Communicate effectively with the team - Understand the key components of psychological evaluations - Use the Prompt Bank for faster drafting and admin support - Navigate the Report Template and report workflows - Follow the SOP for Report Writing - Use the Testing Process Guide to support testing from start to finish By the end, you’ll feel confident using the tools and systems that keep our evaluation process running smoothly.

📒 Time Tracking

Accurately tracking your time is an essential part of your work as a VA. It helps the team understand how much time is spent on each type of task, ensures accurate invoicing, and provides a clear record of the work you’ve completed. We use a shared Google Sheet time tracker for specific school district to log hours, and tools like Hubstaff can help by letting you add notes about what you accomplished during your shift. Time tracking isn’t just about hours — it’s about showing the value of your work, keeping workflows transparent, and helping the school psychologist team manage projects efficiently. In this section, you’ll learn how to: - Record time for direct services (like meetings, assessments, and consultations) - Record time for indirect services (like report preparation, reviewing case files, and documentation) - Use the shared tools to log notes and maintain accurate records By tracking your time properly, you help ensure the work we do is organized, accountable, and efficiently billed — and you gain a clear view of your own contributions. 👉 📝 SOP l Billing & Time Tracking Activity Tracker Service Type Reference Guide *For Time Logs and Invoicing*

📒 Using VPN

This section provides guidance on how to set up and use a VPN as part of the VA Essentials and Toolkit. Using a VPN ensures secure access to sensitive systems and resources, protects data privacy, and helps maintain compliance with organizational security protocols. Follow these instructions to connect safely and efficiently whenever you access work-related platforms remotely. Secure Access & VPN Setup

📒 Team Communication

This page outlines how and where to communicate with the team, including best practices for using messages, emails, and screen recordings. Follow the guidelines here to ensure clear, effective, and organized communication across all projects. Team Communication 👉 📝 SOP I Requesting Verification Codes ![]([attached asset; open source page]

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📒 Psychological Evaluation Report Components

This page explains the key parts of a school psychological evaluation report. You’ll learn what each section includes, why it matters, and how it all comes together to give a full picture of a student’s strengths and needs. Psycho-Educational Evaluation Report Evaluation Report Components

📒 Prompt Bank

This page contains the library of AI prompts used for drafting, refining, and proofreading school psychology reports. The prompts are organized by report section and purpose, making it easy to generate consistent, professional narratives. Use this bank as a reference whenever you are: - Drafting new report sections - Proofreading AI-assisted content - Ensuring clarity, accuracy, and proper tone 👉 See this page for specific prompt School Psychologist Guide to Ai Prompt Library

📒 Report Templates

This page provides the standard templates used for school psychology reports. These templates ensure consistency, professionalism, and compliance across all evaluations. Here, you’ll find ready-to-use report shells for different sections, including background, assessment results, observations, summaries, and recommendations. Use these templates as a guide when drafting reports to keep formatting, structure, and content aligned with the team’s standards. Follow the links in this page: 👉 🗒️ Report Template

📒 Report Writing

This section guides you through the process of writing school psychology reports. You’ll learn how to use AI prompts for each report component to draft narratives efficiently and accurately. Following the SOPs here ensures your reports are consistent, professional, and aligned with the evaluation data. 👉 Read the SOPs below to learn how to write each section correctly using the prompts.

📒 Testing Guide

This guide provides a comprehensive overview of all procedures related to test administration, materials, and rating scales for school psychology evaluations. Inside, you’ll find: - Tutorials on administering and scoring assessments - Materials and resources needed for each test - Instructions and SOPs for sending rating scales to parents and teachers - Sample checklists to ensure all steps are completed accurately 📚 Module 5: Testing & Report Writing Guide ![]([attached asset; open source page]

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Module 3 · page

🗄️ Module 3 : SOPs and Workflows

Welcome to Module 3. This space is your central hub for quick access to all SOPs across every module and workflow. Instead of searching through multiple pages, you’ll find everything linked here in one place. These quicklinks are designed to help you move faster, stay consistent, and follow the right process every time, no matter which workflow you’re working in.

School Psych Hub
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Sections: Welcome to Module 3. This space is your central hub for quick access to all SOPs across every module and workflow.

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title: Module 3 : SOPs and Workflows

[Shared navigation links condensed; see source page.]

Welcome to Module 3. This space is your central hub for quick access to all SOPs across every module and workflow.

Instead of searching through multiple pages, you’ll find everything linked here in one place. These quicklinks are designed to help you move faster, stay consistent, and follow the right process every time, no matter which workflow you’re working in. Use this module as your go-to reference whenever you need clarity, a refresher, or step-by-step guidance to execute tasks smoothly and confidently.

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Module 4 · page

📚 Module 4: General Forms & Templates

This page provides the standard templates used for school psychology reports. These templates ensure consistency, professionalism, and compliance across all evaluations. Here, you’ll find ready-to-use report shells for different sections, including background, assessment results, observations, summaries, and recommendations. Use these templates as a guide when drafting reports to keep formatting, structure, and content aligned with the team’s standards.

School Psych Hub
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Sections: Report Templates · Assessment & Administrative Forms · Functional Behavioral Assessment (FBA)

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title: Module 4: General Forms & Templates

[Shared navigation links condensed; see source page.] Image/attachment: unnamed — open original page to inspect

Report Templates

This page provides the standard templates used for school psychology reports. These templates ensure consistency, professionalism, and compliance across all evaluations. Here, you’ll find ready-to-use report shells for different sections, including background, assessment results, observations, summaries, and recommendations. Use these templates as a guide when drafting reports to keep formatting, structure, and content aligned with the team’s standards. 👉 Follow the links to know the specific approved template according to the district or the type of evaluation Report Template

Assessment & Administrative Forms

This page houses all forms used in the assessment process, including parent communications, consent forms, rating scale packets, and other essential documentation. These forms ensure compliance, standardized procedures, and accurate data collection across evaluations. Assessment & Administrative Forms Image/attachment: unnamed — open original page to inspect

Functional Behavioral Assessment (FBA)

This page provides guidance on conducting a Functional Behavioral Assessment (FBA) to identify the causes of challenging behaviors and inform effective intervention planning. Functional Behavioral Assessment (FBA)

Other Templates & Inserts Assessment Write-Up Templates

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Module 5 · page

📚 Module 5: Testing & Report Writing Guide

Welcome to the Testing Guide Module. This space is designed to support you through every step of the assessment process, from administration to scoring. Here, you’ll find resources on how to administer different tests, direct links to publisher websites, guidance on which rating scales to use and how to send them to parents and teachers, and step-by-step instructions for scoring and interpreting results.

School Psych Hub
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Sections: Module 5 · Checklists · List of Psych Test and Publishers · How to Administer Rating Scales · How to Generate Score Reports · Generating Reports in Clickreports · Test Tutorial Guide

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title: Module 5: Testing & Report Writing Guide

[Shared navigation links condensed; see source page.]

Module 5

Welcome to the Testing Guide Module. This space is designed to support you through every step of the assessment process, from administration to scoring. Here, you’ll find resources on how to administer different tests, direct links to publisher websites, guidance on which rating scales to use and how to send them to parents and teachers, and step-by-step instructions for scoring and interpreting results. Use this module as your go-to reference when preparing for evaluations, ensuring accurate administration, proper documentation, and consistent scoring aligned with best practices.

Checklists

This page contains sample checklists used for teachers and parents, providing ready-to-use examples to gather consistent and organized information. Checklists

List of Psych Test and Publishers

This page is your quick-reference guide for commonly used tests and rating scales. It helps you quickly confirm publishers, versions, and select the right assessment based on the referral question. List of Psych Tests and Publishers

How to Administer Rating Scales

This page provides clear guidance on how to properly administer rating scales, including when and how to send them to parents and teachers to ensure accurate and reliable results. How to Administer Rating Scale

How to Generate Score Reports

This page walks you through how to generate score reports, including the correct tools, steps, and checks to ensure results are accurate and ready for review. How to Generate Score Reports

Generating Reports in Clickreports

This page guides you through generating evaluation reports in ClickReports, from importing data to producing a polished, ready-to-use report. 📔 Generating Report in ClickReports [Connector did not return this block: https://app.notion.com/p/2a1f27f9e9d580f6b143d9891d770221#2cbf27f9e9d58055bdfdf76159cf9411]

Test Tutorial Guide

This page provides an overview of the tests most commonly administered in school psychology evaluations. For each assessment, you will find specific guidance on how to administer, score, and interpret results, helping ensure accuracy, consistency, and confidence in reporting. Open resource

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Module 6 · page

📚 Module 06: Prompt Library

This page contains the library of AI prompts used for drafting, refining, and proofreading school psychology reports. The prompts are organized by report section and purpose, making it easy to generate consistent, professional narratives.

School Psych Hub
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Sections: Course Module Title

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title: Module 06: Prompt Library

[Shared navigation links condensed; see source page.]

Course Module Title

This page contains the library of AI prompts used for drafting, refining, and proofreading school psychology reports. The prompts are organized by report section and purpose, making it easy to generate consistent, professional narratives. Use this bank as a reference whenever you are: - Drafting new report sections - Proofreading AI-assisted content - Ensuring clarity, accuracy, and proper tone 1. Pre-Referral/Consent 2. Testing and Administration 3. Report Writing and Case Closure

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Module 7 · page

🧠 Module 7: School Psych OS Portal Guide

September 2026 portal manual covering daily workspace, districts, students, time, messaging, AI, report studio, sample write-ups, KAT Eye, reference libraries, support, and recent changes.

School Psych Hub
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Sections: Workspace · Dashboard · District Hub · Students · Time & Activity · Messages · Bookmarks & Forms · Settings · Admin Portal · AI Tools · Typing Mind (Ask AI) · Report Writing Studio · Sample Write-Ups · KAT Eye · Library · Score & Calculation Tools · Prompt Library · Workflows & SOPs · Resources & Templates · Special Ed Law & Parent Rights · The rest · Brain Break · Help & Support · Recent updates

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title: Module 7: School Psych OS Portal Guide

[Shared navigation links condensed; see source page.] Welcome to Module 7: The School Psych OS Portal. The portal is the workspace where the day-to-day work actually happens: students, districts, time, reports, and communication all in one place. This module walks through every area of the portal in sidebar order, so you can find where something lives and know what you are able to do there. > 💡 New to the portal? Read the Workspace section first. That is the part you will use every day. The rest you can come back to when you need it.

Workspace

Daily work. Everyone uses these.

Dashboard

Your morning briefing. You read it and jump off it. Nothing gets edited here. What you can do - See the daily briefing the second you sign in - Work Your priorities, the items handed to you by name, and tick them off - Open your day on the calendar, real appointments from every connected district - Jump straight into KAT Eye or Ask AI What you'll see - Students in testing right now - Reports due this week - Your active student total, and forms and resources on file - Appointments colored and labeled by district > 👤 Your priorities are assigned to you personally. Ms. Kimi hands them out with a due date and you check them off as you go. Owners, admins, and tech hand them out and see everything open across the team.

District Hub

The district is the container. Set it once here and the rest of the portal behaves correctly, so nobody has to remember the rules case by case. Six settings, and what each one drives - State → compliance countdowns and the law that goes into reports - Time zone → when a scheduled text actually lands - Google account → email, calendar, and Drive, kept separate per district - ClickUp list → which tasks sync, and what the fields are called - Report templates → which Google Doc a new report starts from - Tag vocabulary → which labels KAT Eye is allowed to apply The nine tabs inside a district - Profile — State, time zone, Google email, calendar URL, ClickUp link, Notion SOPs link. Plus District contacts, a real list anyone on the team can add to and remove from. The ClickUp and Notion links become buttons in the district header. - Schools — Every school in the district, with its level. Add one here. Students attach to a school, the school to the district. - Students — Everyone in this district, with a jump into each profile. - Inbox — What just came in. Scan all new mail, and KAT Eye queues suggested tags and routing. Anything already tagged or cleared stays out. - Mailboxes — Which email accounts belong to this district. - Texting — Text this district's families through the district's own number. Write one now to go out later, timed on their clock. We do not label or tag text conversations, so there is nothing to file. - Google sync — Connect the district's Google account. Set cross district calendar blocking: block automatically, ask first, or do nothing. - Calendar blocking — Every ten minutes the hub reads each connected district's calendar and proposes an "Unavailable" hold on the others. Approve mode parks it in KAT Eye, auto mode writes it straight away. Only the word Unavailable crosses over, never any detail about the appointment. - Calendar — This district's calendar. - ClickUp — The district's ClickUp space in one click. > ℹ️ Adding a district is an admin action. Everything else on this page is open to you.

Students

The master list, and the page that tells you what is about to come due. What you can do - Search by name, school, or district - Filter by evaluation stage - Sync from ClickUp to pull the latest - Paste and verify rating scale links, then send - Open any student's command center - Request deletion of a record, which an admin approves What you'll see - The rating scale queue, everyone waiting on a link - A compliance dashboard in three buckets - Everything due in the next two weeks - Headline counts across the top Compliance, at a glance Three buckets side by side: high priority or expedited, initial evaluations, and reevaluations. Timelines calculate per state, which is where the district setting earns its keep. - 🔴 7 days or less, or overdue - 🟡 30 days or less - 🟢 On track Five tabs on a student's profile - ClickUp Activity — Comments from that student's ClickUp task. Post back to ClickUp from here, so the conversation stays in one place. - Communication Center — One feed of everything said about this student, and where you compose out to the people already on the file. Last Contact and Total Attempts count every email and text actually sent from the hub. - Tagged Email — Mail KAT Eye tagged to this student. - Rating Scales — One section per rater, every link in one place, and the date they must finish by. Send the unified email, edit it first if you want, and send the Day 1, Day 3, and Day 5 reminders. The number on the tab is how many raters. - Report — This student's report, showing the section statuses from the copy saved in the hub. > 📨 Day 1, Day 3, and Day 5 reminders go out by hand on purpose. You send them from the Rating Scales tab so everyone gets a feel for the work before it is automated. When the unified email goes out, the Day 1 text queues itself for 9:00 the next morning on the district's clock. KAT Eye lists follow-ups the day they come due, but it never sends one for you.

Time & Activity

Where we track time. Hubstaff is the clock. Here you say what the time was *for*, so it routes to the right district. What you can do - File today's time under the right district and task - Add a note, or dictate it instead of typing - Review your own week - Pull a printout of the record What you'll see - Your clock status pinned in the sidebar, on every page - One compact line per day, notes opening on click - A color per task - Team Hubstaff, for owner and admin only > ⚠️ This area is being rebuilt right now. Expect it to look different soon. Fuller training comes once the changes settle.

Messages

Team chat on our own server, built right into the portal. - Talk to the team without switching apps - Channels, direct messages, and file sharing - Open in a new tab if you want it full screen - Reload if it ever looks stale > 📩 Your invite is already sent. Look for it at the same email you use to log in to Hubstaff.

Bookmarks & Forms

Every link and electronic form the team reaches for, in one searchable place. What you add, everyone gets. What you can do - Search every link at once - Add one with a label, note, and icon - Create and rename sections What's in there - Testing portals - District sites - Consent forms - References you keep going back to

Settings

Your own connections, not team wide ones. Everyone sets up their own. - Connect your own Hubstaff account. Not a shared one, everyone connects their own. The token is kept on the backend, your browser never holds it. - Review your submissions, the things you have sent in. > ℹ️ There is nothing else to set up here. ClickUp is connected for the whole team, so you no longer paste a token of your own.

Admin Portal

Group admin only, and the owner view is different again. Most of the team will not see this. Training comes separately with the people who have access.

AI Tools

Assistance. None of it acts without you.

Typing Mind (Ask AI)

Our private AI chat, loaded with our own context, embedded in the portal. - Ask questions and get answers in our context, not generic ones - It already knows our SOPs, tools, and saved prompts - Nothing you type goes to a public chatbot

Report Writing Studio

A three pane workspace for writing one student's report: sections, draft, and AI assist side by side. What you can do - Upload a protocol and have the scores pulled out - Start from a district report template - Pull a saved prompt, or a sample write-up, from the AI Assist panel - Lock a section once it is finished - Export, which creates or updates the report's Google Doc in the shared Drive folder What it watches for - Discrepancies across your data sources - Which sections are still open - Version history, so nothing is lost > ☁️ Your report saves to the hub as you type, not to your laptop. The badge reads "Saved to hub," "Saving," or "Not saved to hub." Clearing your cache cannot lose your work, and a teammate can pick it up. The AI Assist panel on the right is the AI, there is no second one hiding on each section. Word and PDF copies come from the Google Doc itself, under File then Download.

Sample Write-Ups

Our own redacted write-ups, so a new report sounds like our reports. Reached from inside the Report Studio. What you can do - Search 53 sample write-ups, grouped by assessment area - Open one and copy it - Pick one inside AI Assist as the format to write in, then upload the protocol and generate - Sync from Notion to pull the latest Also here - The three score table builders: BASC-3, BRIEF-2, Conners-4 > 📖 Notion stays the source of truth. These come from the Assessment Write-Up Templates database in Module 4, and refresh on their own when they get stale.

KAT Eye

The AI ops layer. It reads the inbox and student data and tells you what it thinks should happen. It never acts on its own. Everything waits for a person to approve. What it does for you - Scans the inbox and suggests tags - Approved tags push to Gmail as real labels, and Gmail labels come back the other way - Renames and files documents to Dropbox - Proposes "Unavailable" holds on your other district calendars - Lists rating scale follow-ups the day they come due What you check - KAT Suggestions — the approval queue. This is the one. - Pipeline Signals — only work somebody can do today. - Execution log — everything it did after you said yes. The rest of the tabs - Inbox & Files — Incoming mail and documents. - Route — Where a signal will one day be handed to a named teammate, so it shows up only for them. Not built yet, and the tab says so. Pipeline Signals is the working queue today. - Ops Actions — What it can carry out once approved. - District Command — Ask whether a student is ready for the next stage. The verdict appears under the student you clicked, with the reason, what is missing, and approve or reject. - Calendar — Real appointments from every connected district, next to the amber block proposals. Add event puts an appointment straight onto a district's Google Calendar. - Tag & Type Library — The strict vocabulary. KAT Eye only applies labels on this list, and they mirror Gmail. Editing it is a settings job, not daily work.

Library

Reference. Look things up, copy things out.

Score & Calculation Tools

Quick utilities so nobody is doing this by hand. - Score converter between standard score types - Chronological age calculator - Reference chart for the types of standard scores - Score range tables - Copy any result out in long form

Prompt Library

Our saved AI prompts, ready to fill in. - Pick a prompt, fill in the variables, copy it out - Prompts synced from Notion refresh from Notion, so they open instantly - Prompts you write in the app are shared with the whole team - Reachable from inside the Report Studio too

Workflows & SOPs

How we do each part of an evaluation. Portal workflows plus our Notion pages, in one place. - Pick a process from the sidebar and read it in the portal - District specific SOPs open from the district header too

Resources & Templates

Reference materials, plus the email and text template library. - The same templates you pull from on a student's page - So what goes out stays consistent no matter who sends it - Shared with the whole team, so what you add everyone gets

Special Ed Law & Parent Rights

A state by state reference. Pick a state, get three tabs. - State IDEA — Education code, evaluation timeline, consent rules, what the state adds beyond federal IDEA, and eligibility categories. - Section 504 — How 504 works in that state. - Parent Rights — Procedural safeguards for families. This is why the state on a district profile matters. It feeds the right rules into compliance countdowns, reports, and AI prompts. > 📍 Georgia and Indiana also carry the eligibility areas. That is on purpose. Those are the two states we have schools in, so the eligibility criteria are built out there and not for all fifty.

The rest

Brain Break

Step away, reset, come back sharper. - DSMdle, built into the app - 4-7-8 Breathing, built into the app - A grid of other short activities, some on trusted outside sites

Help & Support

Tickets are the backstop, not the first stop. During work hours, ask Ms. Kimi first. > 💬 If it is during work hours, just ask Ms. Kimi in Messages. She is usually online, and she is the one who troubleshoots most of this anyway. A lot of things get fixed on the spot, in the time it would have taken to write the ticket up. Ask in Messages when - It is during work hours and she is online - You are not sure if it is broken or just you - It is blocking you right now Open a ticket when - You tried it together and it is still broken - It needs a real fix that takes time to build - It is a request, not a glitch, so it needs a place in the queue Once a ticket is open - Track your own tickets and where they stand - Tech works the queue in order, so nothing gets lost

Recent updates

The changes worth knowing about. September 2026. New - Your priorities, handed to you by name. On the Dashboard, right under the briefing. Ms. Kimi assigns them with a due date and you tick them off. - Cross district calendar blocking runs on its own. Book in one district and the hub proposes an "Unavailable" hold on your others within ten minutes. Only the word Unavailable crosses over. - Sample write-ups, 53 of them, synced from Notion. Search them, copy one, or hand one to AI Assist as the format to write in. - Scheduled texts. Write a text today and set it to land later, timed on the district's clock. Improved - Your report saves to the hub as you type. It used to live only in your browser, so a cleared cache lost it and teammates could not see it. A badge tells you where it stands. - Templates, prompts, and bookmarks are shared. All three were stuck in each person's browser. What you add now, the whole team gets. Nothing already written was lost in the move. - Rating scale reminders really send, through the district's own Gmail and text number, and nothing is marked sent unless it actually went. The due date now lives on the plan. - The Dashboard calendar shows real appointments from every connected district, colored and labeled. - KAT Eye tags sync with Gmail both ways, and its calendar shows real appointments alongside the holds it is proposing. Removed - The Missing checklist tab on a student profile. Files live in Dropbox and reports in Google Drive, so the app had nothing to check. - Text conversation labels. We do not label texts, so the button and the filter are gone. - The per-section "Draft with AI" buttons in the Report Studio. One AI on the page is enough, and the AI Assist panel is the real one. - The ClickUp token box in Settings. ClickUp is connected for the team, so there is nothing for you to paste.

Demo data is switched off on the live site, so anything you see in the portal is real. If something in here does not match what is on your screen, say so and it gets corrected here first.

Linked resources

First Steps · page

👣 First Steps

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School Psych Hub
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Sections: Course Module Title · Lesson 1: Title Here · Lesson 2: Lesson Title · Lesson 3: Lesson Title · COURSE PROGRESS TRACKER

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title: First Steps

[Shared navigation links condensed; see source page.]

Course Module Title

Summarize your module here. Use this space for instructions.

Lesson 1: Title Here

Summarize the Less Here. Utilize checklists like the one below for any tasks the student needs to complete. Lesson 1 Checklist Image/attachment: unnamed — open original page to inspect

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Lesson 2: Lesson Title

Lesson Summary

Lesson 3: Lesson Title

Lesson Summary Image/attachment: unnamed — open original page to inspect

COURSE PROGRESS TRACKER

Have students track their progress here. This can be a checklist of tasks they need to complete, lessons they should watch, or homework. Progress Tracker

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Private Practice · page

Private Practice

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School Psych Hub
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title: Private Practice

[Shared navigation links condensed; see source page.]

Course Module Title

Summarize your module here. Use this space for instructions.

Lesson 1: Title Here

Summarize the Less Here. Utilize checklists like the one below for any tasks the student needs to complete. Lesson 1 Checklist Image/attachment: unnamed — open original page to inspect

Image/attachment: unnamed — open original page to inspect

Lesson 2: Lesson Title

Lesson Summary

Lesson 3: Lesson Title

Lesson Summary Image/attachment: unnamed — open original page to inspect

COURSE PROGRESS TRACKER

Have students track their progress here. This can be a checklist of tasks they need to complete, lessons they should watch, or homework. Progress Tracker

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Anderson · page

📚 Anderson School District

The Anderson Community Schools (ACS) Workflow Module outlines the standardized process for managing referrals, evaluations, documentation, and communication across the district. Aligned with Indiana Article 7 and district Special Services procedures, it ensures consistent, compliant, and efficient practices. The module provides clear steps for referrals, testing, QA review, and report submission to support timely, high-quality services for students across ACS. This lesson introduces Anderson Community Schools and outlines the district’s structure, leadership, and communication process. It provides an overview of the schools served, key contacts, and service expectations to help team members understand how psychological services are organized and coordinated across the district.

School Psych Hub
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Sections: Anderson School District Workflow · Lesson 1: Entity Overview · Lesson 2: Scope of Work · Lesson 3: Workflow · WHAT’S INSIDE · OVERVIEW 🗺️ · CASE INTAKE 📝 · ACTIVE EVALUATION 🧪 · REPORT WRITING & CASE COMPLETION 🖋️ · Lesson 4: Billing & Time Tracking · Resources: · Quick Links:

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title: Anderson School District

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Anderson School District Workflow

Lesson 1: Entity Overview

This lesson introduces Anderson Community Schools and outlines the district’s structure, leadership, and communication process. It provides an overview of the schools served, key contacts, and service expectations to help team members understand how psychological services are organized and coordinated across the district.

School District:	Anderson Community Schools
Type of Setting:	Public School District
Location:	1600 Hillcrest Avenue, Anderson, IN 46011
Schools Served:	Tenth Street Elementary Erskine Elementary Eastside Elementary Valley Grove Elementary Compass Elementary
Primary District Contacts:	Mr. Shay W. Bonnell Director of Special Services Birth–6th Grade Email: sbonnell@acsc.net Ms. Bethany Cmar Director of Special Services Grades 7–Adult and 504 Coordinator Email: bcmar@acsc.net
Preferred Communication Channel:	Email Kimi’s Email: kwalker@acsc.net
Principals	List of the Principals Anderson Elementary School Principal - Mark Hodson - mhodson@acsc.net Asst. Principal - Debra King - dking@acsc.net Anderson Intermediate School Principal - Fabrice Decaudin - fdecaudin@acsc.net Asst. Principal - Cortney Chapman - cchapman@acsc.net Edgewood Elementary School Principal - Terasha Webb - twebb@acsc.net Eastside Elementary School Principal - Sonia Caldwell - scaldwell@acsc.net Asst. Principal - Joshua Haskett - jhaskett@acsc.net Erskine Elementary School Principal - Chris Chelli - cchelli@acsc.net Asst. Principal - Sean White - swhite@acsc.net Tenth Street Elementary School Principal - DJ Suchocki - dsuchocki@acsc.net Asst. Principal - Mart Barmas - mbartmas@acsc.net Valley Grove Elementary School Interim Principal - Tom Jarvis - tjarvis@acsc.net Interim Asst. Principal - Dr. Catrina Cooper - cjcooper@acsc.net Highland Middle School Principal - Ellen Finney Pickett - epickett@acsc.net Asst. Principals: Cary House - chouse@acsc.net Rebecca Sears - rsears@acsc.net Anderson High School Principal - Alan Landes - alandes@acsc.net Asst. Principals: Matt Goen - mgoen@acsc.net Misty Adams - madams@acsc.net

Anderson Principal ---

Lesson 2: Scope of Work

Image/attachment: unnamed — open original page to inspect Image/attachment: unnamed — open original page to inspect Image/attachment: unnamed — open original page to inspect Image/attachment: unnamed — open original page to inspect This lesson provides a guide to the key duties and service areas of school psychologists in Anderson Community Schools. It explains the types of evaluations conducted, the student populations served, and how caseloads are assigned and managed across the district.

Evaluations Types Conducted:	-Psychoeducational Evaluation -initial -re-evaluation
Service Population:	Grades K-12. Services are provided through a collaborative, team-based approach involving teachers, administrators, and parents.
Caseload Assignments Process:	Evaluation cases are assigned by the district’s Director of Special Services and shared through a Google Sheet and/or email. Kimi/ Executive Assistant designate which psych assistants will be responsible for each student case. (See Anderson Caseloads Google Sheet) The assigned psych assistant is responsible for pulling files from IDOE and PowerSchool, sending and retrieving rating scales, and writing evaluation reports. Caseloads are managed collaboratively to ensure timely completion, accuracy, and compliance with district and state standards.

Anderson Caseloads Google Sheet Note: Click to open Caseloads This is where you can see the caseloads assigned to Kimi.
PowerSchool: Note: Click to open website. This is where you can pullout the documents of the students.	Click here for the instructions on how to access Powerschool.
IDOE Note: Click to open website.* *To access this website, make sure your VPN is turned on and connected to USA	Click here for the instructions on how to access the IDOE.

Lesson 3: Workflow

In this lesson, you will learn how to navigate the student evaluation workflow using the stage-specific databases. Each stage of the process has its own database where tasks, documents, and student information are tracked. Familiarizing yourself with these databases ensures that you can efficiently access the necessary information, monitor progress, and complete tasks accurately and consistently throughout the evaluation process. Anderson Evaluation Workflow Hub

WHAT’S INSIDE

OVERVIEW 🗺️

Understand the full Anderson workflow and how each stage connects from referral to case closure - 📌 Workflow Roadmap – Follow the process from referral → intake → consent → active evaluation → report → closure - 🗂 Case Organization – Maintain structured student folders in Dropbox with correct categories and subfolders - 👀 Case Tracking – Monitor case status, consent progress, and evaluation stages in ClickUp - ⚙️ Core Systems – Gmail, Dropbox, ClickUp, PowerSchool, IDOE, and email

CASE INTAKE 📝

Capture referrals, organize records, and manage the full consent workflow - 📥 Monitor Referrals – Check Anderson Gmail for new referrals and requests - 🗂 Folder Setup – Create student folders and assign correct status (Pending, Consent Generated, Review Requested) - 📁 Document Collection – Download attachments and retrieve records from PowerSchool & IDOE - 🧾 File Organization – Upload and organize documents into correct Dropbox subfolders - 📝 ClickUp Setup – Create and update parent task with required case details - ✉️ Consent Workflow – Verify consent status and send follow-ups if needed - ⏱ Case Status Control – Keep cases in Pending until signed consent is received

ACTIVE EVALUATION 🧪

Move cases forward after consent and ensure all evaluation data is complete - ✅ Consent Verification – Confirm signed consent before moving to Active - 🚦 Case Activation – Move folder to Active Cases and update ClickUp - 📊 Rating Scales – Send, track, follow up, and score PRS/TRS - 📁 Score Reports – Upload protocols and reports to Dropbox - 📌 Documentation Completion – Ensure all academic, behavioral, and background records are complete - ⏳ Progress Tracking – Keep ClickUp updated and evaluation timeline on track

REPORT WRITING & CASE COMPLETION 🖋️

Compile data, draft reports, and properly close out cases - 📄 Draft Report – Use Anderson template and follow Article 7 compliance - 🤖 Prompt Library – Generate consistent, high-quality report sections - 📊 Data Integration – Include testing results, rating scales, and records - ✅ Proofreading & Review – Complete QA and submit to Kimi - 📂 Finalization – Save PDF, upload to Drive & Dropbox, move to Completed - ⏱ ClickUp Closure – Update status to For Review → Completed

Lesson 4: Billing & Time Tracking

Efficient and accurate billing, along with precise time tracking, is critical for managing the operational and financial aspects of student evaluations. This lesson guides staff through the procedures for recording work hours, tracking evaluation services, and submitting billing information in a consistent and organized manner. By following standardized practices, we ensure: - Accurate documentation of hours and tasks completed - Timely and correct billing for services rendered - Transparency and accountability across all evaluation activities - Compliance with agency policies and confidentiality requirements Whether you are logging assessment administration, report drafting, or parent communications, this lesson provides the step-by-step processes and tools necessary to maintain reliable records and streamline billing workflows.

Resources:

Title 511 Article 7 outlines the special education rules that guide how schools in Indiana identify, support, and serve students with disabilities. It sets the standards for evaluations, IEP development, service delivery, and procedural safeguards, giving teams a reliable framework to follow as they work with students and families. This section is included as a quick reference for the Anderson team, so everyone has the same foundation when reviewing cases, completing documentation, or coordinating services. This chart provides an overview of the evaluation requirements for students in Indiana. It outlines key criteria, timelines, and components needed for assessments, eligibility determinations, and special education services. Use this document as a quick reference to ensure all evaluations meet state guidelines and compliance standards.

Quick Links:

- 🏢 Anderson Caseload - 🏢 Anderson Calendar 2025-2026 - 🏢 Anderson Elementary School Staff Form - 🏢 Anderson MTSS & BIP Folder - 🏢 Anderson School Contact List - 🏢 SOPs for Anderson - 🏢 Anderson Dropbox Folder - 🏢 Anderson ClickUp Project Link - 🏢 District School Directory

Workflow Updates 2026-2027

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pdf: Special-Education-Rules-Title-511-Article-7-May-2024.pdf
file: Article_7_Required_Evaluation_Components.pdf
video: CleanShot_2025-12-09_at_13.14.54.mp4
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Georgia / Rocky Creek · page

📚 Georgia Charter

The Georgia Charter School for Innovation and the Classics Workflow Module outlines the standardized process for managing referrals, evaluations, documentation, and communication. Aligned with Georgia special education regulations and district procedures, it ensures consistent, compliant, and efficient practices. The module provides clear steps for referrals, testing, QA review, and report submission to support timely, high-quality services for students across the Georgia Charter system. This lesson introduces Georgia School for Innovation and the Classics, outlining the district’s structure, leadership, and communication process. It provides an overview of the schools served, key contacts, and service expectations to help team members understand how psychological services are organized and coordinated across the district.

School Psych Hub
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Sections: Georgia Charter Workflow · Lesson 1: Entity Overview · Lesson 2: Scope of Work · Lesson 3: Workflow · WHAT’S INSIDE · OVERVIEW 🗺️ · CASE INTAKE 📝 · ACTIVE EVALUATION 🧪 · REPORT WRITING & CASE COMPLETION 🖋️ · 🏫 Georgia Charter School Evaluation Workflow (From Kimi) · 🎯 Purpose · 👋 Initial Communication (Jean Vaught Contact) · 🧭 1. General Workflow · 📋 Items Needing Clarification · 🧾 Additions Needed · Lesson 4: Billing & Time Tracking · Quick Links:

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title: Georgia Charter

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Georgia Charter Workflow

The Georgia Charter School for Innovation and the Classics Workflow Module outlines the standardized process for managing referrals, evaluations, documentation, and communication. Aligned with Georgia special education regulations and district procedures, it ensures consistent, compliant, and efficient practices. The module provides clear steps for referrals, testing, QA review, and report submission to support timely, high-quality services for students across the Georgia Charter system.

Lesson 1: Entity Overview

This lesson introduces Georgia School for Innovation and the Classics, outlining the district’s structure, leadership, and communication process. It provides an overview of the schools served, key contacts, and service expectations to help team members understand how psychological services are organized and coordinated across the district.

School District:	Georgia Charter/Rocky Creek
Type of Setting:	Public School District
Location:	5073 Storey Mill Road, Hephzibah, GA 30815
Schools Served:	Georgia School for Innovation and the Classics & Rocky Creek
Primary District Contacts:	Ms. Jean Vaught
Preferred Communication Channel:	success@kimiwalker.com
Case Manager Email Addresses	GSIC Case Managers Mary Beth Reese mreese@gsiccharter.com Tina Williams twilliams@gsiccharter.com Monica Mitchell mmitchell@gsiccharter.com Joanne Patton jpatton@gsiccharter.com Kelly Johnson kjohnson@gsiccharter.com Rocky Creek Case Manager Genethie Harrison gharrison@rockycreekcharteracademy.com

Image/attachment: unnamed — open original page to inspect Georgia School for Innovation and the Classics Image/attachment: unnamed — open original page to inspect Rocky Creek Elementary School

Lesson 2: Scope of Work

This lesson provides a guide to the key duties and service areas of school psychologists in the Georgia School for Innovation and the Classics & Rocky Creek Elementary School. It explains the types of evaluations conducted, the student populations served, and how caseloads are assigned and managed across the district.

Evaluations Types Conducted:	Psychoeducational Evaluation • initial • re-evaluation
Service Population:	Grades K-12. Services are provided through a collaborative, team-based approach involving teachers, administrators, and parents.
Caseload Assignments Process:	Evaluation cases are assigned by the district’s Director of Special Services and shared through a Google Sheet and/or email. Kimi/ Executive Assistant designate which psych assistants will be responsible for each student case. (See Georgia Charter Caseload Google Sheet & Rocky Creek Caseload Google Sheet) The assigned psych assistant is responsible for pulling files from Infinite Campus, shared google drive, sending and retrieving rating scales, and writing evaluation reports. Caseloads are managed collaboratively to ensure timely completion, accuracy, and compliance with district and state standards.
Georgia Charter Caseloads Note: Click to open Caseloads	This is where you can see the caseloads assigned to Kimi.

Rocky Creek Caseloads Note: Click to open Caseloads This is where you can see the caseloads assigned to Kimi.	This is where you can see the caseloads assigned to Kimi.
Infinite Campus for Georgia Charter Note: Click to open website. This is where you can pullout the documents of the students.* *To access this website, make sure your VPN is turned on and connected to USA	Click here for the instructions on how to access Inifinite Campus (Insert Video Guide)
Infinite Campus for Rocky Creek Note: Click to open website. This is where you can pullout the documents of the students.* *To access this website, make sure your VPN is turned on and connected to USA	Click here for the instructions on how to access Inifinite Campus (Insert Video Guide)

Lesson 3: Workflow

Georgia Charter Evaluation Workflow Hub

WHAT’S INSIDE

OVERVIEW 🗺️

Understand the full Georgia Charter workflow and how each stage connects from referral to case completion - 📌 Workflow Roadmap – Follow the process from referral → intake → consent → active evaluation → report → closure - 🗂 Case Organization – Maintain structured student folders in Dropbox with required subfolders - 👀 Case Tracking – Monitor caseloads, case status, and progress using Google Sheets and ClickUp - ⚙️ Core Systems – Google Sheets, Google Drive, Dropbox, Infinite Campus, ClickUp, and email

CASE INTAKE 📝

Monitor referrals, collect records, and prepare cases for activation - 📊 Caseload Monitoring – Check GSIC & Rocky Creek sheets for new or updated referrals - 🗂 Folder Setup – Create student folders and required subfolders in Dropbox before downloading files - 📥 Document Collection – Download records from Shared Google Drive - 🧾 File Organization – Upload and organize documents into correct Dropbox subfolders - ❗ Missing Documents – Identify and request missing items (consent, vision/hearing, etc.) - 🏫 IC Records Retrieval – Pull grades, attendance, enrollment, and behavior from Infinite Campus - ⏱ Case Status Setup – Keep cases Pending or move to Active based on consent

ACTIVE EVALUATION 🧪

Activate cases and ensure all evaluation data is complete and ready for reporting - ✅ Consent Verification – Confirm signed consent before moving to Active Cases - 🚦 Case Activation – Move folder to Active and update ClickUp status and timeline - 📊 Rating Scales – Send, track, and follow up with parent and teacher forms - 📈 Scoring & Reports – Score rating scales and upload protocols and reports - 📁 Documentation Completion – Ensure all academic, behavioral, and background records are complete - ⏳ Progress Tracking – Keep ClickUp updated and ensure workflow stays on track

REPORT WRITING & CASE COMPLETION 🖋️

Compile data, draft reports, and finalize cases for closure - 📄 Draft Report – Use Georgia Charter template and prompt workflow - 🤖 Prompt Library – Generate consistent, data-aligned report sections - 📊 Data Integration – Include records, observations, and rating scale results - ✅ Proofreading & Review – Complete QA process and submit to Kimi for approval - 📂 Finalization – Save report as PDF and upload to Drive and Dropbox - 🔒 Case Closure – Move folder to Completed and update ClickUp status

🏫 Georgia Charter School Evaluation Workflow (From Kimi)

🎯 Purpose

To clarify the evaluation process for Georgia Charter Schools, ensure that permission forms, testing materials, and communication steps are properly tracked, and to close gaps in how vision, hearing, and other supporting documents are collected. ---

👋 Initial Communication (Jean Vaught Contact)

Message Example: > Hi Ms. Vaught, > > We have a few questions about the list. My team just wanted to clarify who we have signed permission for from the students who had “Nov” on the list. Some signatures may not be in the folder, so my assistant doesn’t know whether we have clearance to send out the teacher and parent rating forms. > > Generally what we hope will happen is outlined below. ---

🧭 1. General Workflow

1️⃣ Confirm Permission - Check each student’s folder for signed consent. - If consent is unclear or missing, message Jean for verification. - Do not send rating forms until consent is confirmed. 2️⃣ Send Digital Forms - Once consent is verified, send: - Parent Form: Social Developmental History - Teacher Form: General Education Teacher Rating - Log date sent in ClickUp or your shared tracker. 3️⃣ Conduct Testing - Kimi completes cognitive and academic assessments. - Document testing dates and completion status in ClickUp. 4️⃣ Assemble Report Data - Collect: - Rating forms (teacher and parent) - Vision, hearing, and screening results - Work samples (from teachers or admin) - Observation notes (from special education teachers) - Document missing pieces and follow-up attempts. 5️⃣ Report Completion - Write report using Georgia Charter template. - Include all available data and document any missing pieces (e.g., “Vision screening results pending from school nurse”). - Submit to Rachele for QA review. 6️⃣ Submission - Upload the completed report to Google Drive (district folder). - Email Jean with confirmation once uploaded. ---

📋 Items Needing Clarification

We need clear procedures for: - How to obtain vision, hearing, and screening results (from school nurse or designated contact) - How work samples will be provided (who sends them, where they are stored) - How special education teacher observations are shared (Google Drive, email, or physical copies) Each of these should have a specific point of contact and expected delivery method added to this workflow. ---

🧾 Additions Needed

- Deadlines: Add realistic timeframes for each phase (e.g., consent verification within 3 days, testing within 10 days). - Checksheet: Create a simple tracking doc with: - Student name - Consent received (Y/N) - Rating forms sent (Y/N) - Vision/Hearing results received (Y/N) - Work samples collected (Y/N) - Observation received (Y/N) - Report complete/uploaded (Y/N)

Lesson 4: Billing & Time Tracking

Quick Links:

- 🏢GSIC Google Drive - 🏢 Rocky Creek Google Drive - 🏢 Georgia Charter Dropbox - 🏢 Georgia Charter Report Template - 🏢 Rocky Creek Report Template - 🏢 GSIC/RC ClickUp Project Link

Linked resources

Images, files and embedded media

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image: Georgia_Charter.jpg
image: rocky-creek-elementary-school-hampton-ga-primaryphoto.jpg

Hub and supporting pages · page

🧩 Hub Portions

Mixed working archive: dated requests and replies, training gaps, access information, contractor automation notes, scoring accounts, backup-code references, tutorial links, historical prompts, workflow design notes, and time-tracking definitions. Secret values are omitted.

School Psych Hub
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Access secrets and recovery material coexist with general training and working notes. Separate their storage during the update phase.

Sections: Updates/Requests · TEAM · Contractor N8N Environment in Digital Ocean · Access+ Log In Information · Presence Learning · Requests. (12/08/25 & 12/18/2025) · Leads/Marketing · NOTE: Below are already incorporated inside the Hub: · Summary prompt · Prompt for Summary Section Writing · Example Using This Prompt (WRAT5) · Time Tracking · 🧾 Service Type Reference Guide · 🔹 Direct Services · 🔹 Indirect Services

3 image(s) · 4 embedded resource block(s) · 16 extracted resource link(s)

Read page properties and returned content

title: Hub Portions

Check below please for updated passwords

Updates/Requests

01/08/2026 - For the Guideflow, I told Kat to do one for Infinite Campus in Georgia and for Powerschool in General (we have multiple schools that use it now). So I’m sure she will have one for Anderson next week - hi , I incorporated all the revisions based on your new workflow for Anderson please check if you have time and let me know which parts do still need guided (screenshot) for other stage (like testing or report writing) if needed - *Honestly anything that doesn’t have something visual probably needs something in Anderson the biggest things I see are not pulling files from email, not updating ClickUp with basic info, not knowing where to go for the click report sections for certain tests, not knowing how to use Gemini if you can’t find a test, still struggling with using the upload method for basic background info, I mean I guess. We did change how we list rating scales and where the links are put but the new method is working. Just pick your choice honestly. I’ll be on site next week within Anderson so I will have a more experienced person there so there is time* ClickUp I have some task I need help with next week. https://recordings.kimiwalker.com/watch/d45ca25468a085a40a68 - 📚 Anderson School District 01/06/2026 - Anderson Improving Workflow for Anderson School by Kimi Walker Hi started working on these yesterday, will continue this today. Thanks! Thank you ! Follow Up video: Guide for Improved Workflow by Kimi Walker. Image/attachment: unnamed — open original page to inspect

TEAM

> Stay aligned, connected, and clear - 🗓 Meeting Agendas & Notes (syncs, updates, and follow-ups) - 🏆 Team Wins (celebrate progress and momentum) - 📄 Roles & Responsibilities (clarify ownership and accountability) - 🧭 Team Clarity Form (connect personal goals to team direction) - 📘 Team Guide (how we work and what tools we use) [Account-access table omitted. It lists Anderson email, Guideflow, Google accounts, Dropbox, NordPass, VPNs, Quo, contractor tools, scoring access and creative tools.]

Contractor N8N Environment in Digital Ocean

Clickup task link: ClickUp Image/attachment: unnamed — open original page to inspect Image/attachment: unnamed — open original page to inspect

Access+ Log In Information

Clicup task: ClickUp (Notes from Mark) - Where the sandbox n8n instance is hosted: Digital Ocean: Kimiwalker n8n.io - Workflow Automation - Whether separate team logins can be created: There are no teams in self-hosted version, we can only have individual accounts and these accounts do not interact with each other. To share automations, each will have to be downloaded and imported to another account. - What access level the podcast/agency team should have: There is only admin and member account types, and there can only be 1 admin account, the rest will be member accounts. - Where those credentials will be stored. N8N login can be stored in NordPass. Admin account username and password is in Folder Google Drive File [Scoring-account details, Notion and Google backup-code references, and repeated credentials omitted.]

Presence Learning

Important Tutorial Videos

Requests. (12/08/25 & 12/18/2025)

12/08/2025 - Video @ Team Training and Updates Discussion by Kimi Walker () - got it THANKS ! 02/11/2025 Requests 12/18/2025 - https://recordings.kimiwalker.com/watch/bcec39be58aac4331d69

Leads/Marketing

Leads (1) 12/30/2025 - Areas of need mini tutorials and information on tools and software, Open Phone (Quo), sending a fax, Hubstaff (logging in correctly), orientation or quick start checklist. Overview video New recording by Kimi Walker. Got this . For some of those items, there are tutorials on the pages of the website or youtube. I just need them linked (i.e. Quo/Open Phone) okay 01/04/2026 Improving Navigation and Training Resources by Kimi Walker

NOTE: Below are already incorporated inside the Hub:

Processes/Workflows/Team Structure 🗂️ How to Write Workflows That Anticipate Problems ✅Recommended Setup: School Psychology SOP & Training Database Workflows, SOPs, Etc School Psychology Workflow Untitled 🧩Workflow vs SOP (School Psych Edition) 📊 Digital Rating Scale Workflow + SOP (School Psych Team) AI 🚨 Final Proofreading Prompt for Psychoeducational Reports (Use this in Gemini/LLM before submitting reports for review) (1) Record Review Prompt Prompt to Generate Notice of Initial or Re-Evaluation Prompt (Indiana Only) Referral, Background Info and School Info Prompts Everything School Psych Ai testing observations 📝 LLM Prompt Template: Psychoeducational Testing Observations (Privacy-Protected) Time Tracking

Summary prompt

Prompt for Summary Section Writing

Instruction to the LLM: You must always begin the summary with one clear introductory sentence that states 1. the full name of the assessment, 2. its acronym in parentheses, and 3. what the assessment measures in one concise, accurate phrase. This first sentence is mandatory. After the first sentence, write a cohesive narrative summary of the student’s performance. Your summary must follow these rules: 1. Start with the big picture. Provide an overall statement of how the student performed on the measure when compared to same aged peers. 2. Summarize each domain or subtest cluster by referencing the range classification and the standard score in parentheses. 3. Identify any meaningful strengths or weaker areas in a neutral and professional tone. 4. Avoid bullet points, jargon, or diagnostic language. 5. Write in full narrative paragraphs that flow naturally. 6. Be concise, formal, and objective. Template for the first sentence: *The \[Full Name of Test\] (\[Acronym\]) is a \[short description of the type of measure\] used to assess \[primary construct being measured\].* ---

Example Using This Prompt (WRAT5)

The Wide Range Achievement Test, Fifth Edition (WRAT5) is a standardized, norm-referenced assessment used to measure foundational academic skills that support reading, writing, and mathematics. STUDENT’s overall performance on the WRAT5 indicates that most of their academic skills fall within the Average range for their age. The Reading Composite score is in the Average range (SS 94), reflecting adequate combined performance in Word Reading and Sentence Comprehension. Word Reading (SS 101), Spelling (SS 102), and Math Computation (SS 104) are all solidly within the Average range. Sentence Comprehension falls in the Low Average range (SS 89), which suggests that although decoding skills are age appropriate, contextual comprehension is somewhat less developed. Overall, the WRAT5 results indicate that STUDENT demonstrates age-appropriate academic skills with a slightly lower performance in contextual reading comprehension.

Time Tracking

---

🧾 Service Type Reference Guide

*For Time Logs and Invoicing*

🔹 Direct Services

These tasks involve real-time interaction or services provided directly to or for a student, family, or educational team.

Category	Definition
Case Review Meetings	Live or virtual meetings with district staff, providers, or parents to discuss a student’s needs, referral status, evaluation timelines, required signatures, or to explain the evaluation process.
Consultation	Brief, targeted collaboration with staff or parents to support student services. This includes behavioral planning, academic interventions, or accommodations discussions.
Observations	Conducting structured observations in classrooms, therapy settings, or other school environments to gather behavioral or academic data for assessment or consultation purposes.
Assessments	Directly administering standardized or informal assessments, structured interviews, or behavioral checklists with students or others. Includes setup and proctoring.
IEP/Evaluation Meetings	Participating in or leading eligibility determination meetings, reevaluation reviews, or IEP team meetings tied to formal assessment data or psychological input.

---

🔹 Indirect Services

These tasks support service delivery but are not face-to-face or live meetings. They are essential for preparation, documentation, and follow-through.

Category	Definition
Scheduling	Coordinating testing times, meetings, or interviews with students, staff, or families via phone, email, or system calendar tools.
Follow-Ups	Reaching out to gather missing documentation, signatures, or incomplete referral items. Also includes confirming appointment details and addressing procedural questions after a service is delivered.
Scoring/Admin	Completing manual or digital scoring of assessment tools, organizing results, or managing systems like rating scale platforms (e.g., BASC, Conners, etc.). Also includes verifying responses or printing/scanning protocols.
Report Writing	Drafting and finalizing psychoeducational, behavioral, or other evaluation reports. Includes writing summaries, integrating data, and reviewing drafts.
Record Review	Reviewing cumulative files, academic records, intervention logs, discipline history, or previous evaluations to inform current services.
Other (Indirect)	Tasks that support student services but don’t fall neatly in the above categories, such as syncing files, preparing consent forms, or internal documentation for case management.

RIAS Onboarding/Psych Training/General Information (Report Writing, Rating Scales, - Includes Administration, Scoring, Report Writing) Already incorporated inside the Hub: List of Psych Tests and Publishers drive.google.com (Psych VA Google Drive Folder) Psycho-Educational Evaluation Report 🚨 Final Proofreading Prompt for Psychoeducational Reports (Use this in Gemini/LLM before submitting reports for review) Templates and Documents Psych VA Orientation School Psych 2025-26 https://recordings.kimiwalker.com/watch/6199ff885c1fc3779399 Got it

Linked resources

Images, files and embedded media

Resource names only; media contents were not exhaustively inspected. Open the original Notion page to view.

file: Getting_Started__Presence.pdf
file: Presence_Learning_PL_Billing_Components.pdf
file: AI_for_School_Psychs_2.0_copy.pdf
file: Time_Tracking_Reference_Guide.pdf
image: CleanShot_2026-01-06_at_16.49.092x.png
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Hub and supporting pages · page

📝 Updates Needed

Blank page named Updates Needed. No actual update list or tasks were returned.

School Psych Hub
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Hub and supporting pages · page

🛡️ School Psych Hub Components (Do Not Delete)

Stores the original reusable main navigation synced block. Changes here can affect navigation throughout the hub.

School Psych Hub
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Sections: Main Psych Hub Navigation

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title: School Psych Hub Components (Do Not Delete)

This page stores the original reusable synced blocks for the School Psych Hub. Do not delete the synced blocks on this page unless you want to remove them everywhere they appear.

Main Psych Hub Navigation

[Shared navigation links condensed; see source page.]

Linked resources

Hub and supporting pages · page

🗃️ To Archive / To Delete

Holding area for archive/delete candidates. Currently contains Generating Report in ClickReports, which remains linked from Module 5.

School Psych Hub
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title: To Archive / To Delete

Use this page as a holding area for items that may be archived or deleted. Move items here first so dependencies and connections can be checked before anything is permanently removed. Generating Report in ClickReports

Module 4 · page

🗒️ Report Template

Current Google Docs/Report Studio template directions, Georgia and Anderson template links, Rocky Creek listing, shared-drive locations, report naming, and Dropbox shortcut instructions.

School Psych Hub / Module 4: General Forms & Templates
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Sections: Current templates · Where reports live · Naming the report · Creating the report so it lives in both places

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title: Report Template

Report templates live in School Psych OS, and they are all Google Docs. Each district's template is loaded directly in Report Studio. You pick the district, and the correct template comes with it. 👉 Report Studio: https://kwpsych.team/studio

Current templates

- Georgia Charter - Anderson - Rocky Creek

Where reports live

Everything sits in the School Psych OS shared drive. Templates stay in the Templates folder. Finished reports go in Student Reports, one folder per school, with the student's report inside. Nothing else gets saved in there.

Naming the report

While you're working, the Google Doc is named: First Name Last Name Psych Eval Report When the final version is done, download it as a PDF and save the PDF with the date in front: (MM.DD.YYYY) First Name Last Name Psych Eval Report

Creating the report so it lives in both places

We still work out of Dropbox, so create the Google Doc from inside Dropbox. That puts the doc in Google Drive and drops a shortcut in the Dropbox folder at the same time, so there is only ever one live version. 1. Log in to Dropbox in your browser. 2. Open the student's folder. 3. Click Create or New, hover over Document, and choose Google Docs. 4. Dropbox creates the file in Google Drive and places a shortcut (a .web file) in the Dropbox folder. Clicking that shortcut in Dropbox opens the live Google Doc.

Linked resources

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Hub and supporting pages · database

Notes

Database container with 1 returned records across 1 data source(s). Includes schema and saved views; record links are listed below.

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Database records and configuration

📆 Updates I MM-DD-YYYY (DAY ET)

<database url="{{https://app.notion.com/p/2c4f27f9e9d58060bebff7c7a9d96bdb}}" inline="true"> The title of this Database is: Notes <ancestor-path> <parent-page url="https://app.notion.com/p/297f27f9e9d580f285a5f20459e27641" title="School Psych Hub"/> </ancestor-path> Here are the Database's Data Sources: You can use the "fetch" tool on the URL of any Data Source to see its full schema configuration. <data-sources> <data-source url="{{collection://2c4f27f9-e9d5-8099-a953-000b18076c7d}}"> The title of this Data Source is: Notes Here is the database's configurable state: Properties with readOnly: true are synced or system-managed. Do not try to update their values with page update tools. <data-source-state> {"name":"Notes","schema":{"Date":{"description":"","name":"Date","type":"title"},"Notes":{"description":"","name":"Notes","type":"text"},"Team":{"description":"","name":"Team","options":[{"color":"orange","description":"","name":"Agency","url":"collectionPropertyOption://2c4f27f9-e9d5-8099-a953-000b18076c7d/YlZPTA/RD5Paw"},{"color":"default","description":"","name":"Podcast","url":"collectionPropertyOption://2c4f27f9-e9d5-8099-a953-000b18076c7d/YlZPTA/ZUo-Zg"},{"color":"purple","description":"","name":"School Psych","url":"collectionPropertyOption://2c4f27f9-e9d5-8099-a953-000b18076c7d/YlZPTA/fltoYw"}],"type":"multi_select"},"Update Date":{"date_format":"MM/DD/YYYY","description":"","name":"Update Date","querySqlColumns":{"columns":[{"name":"date:Update Date:start","sqlType":"TEXT"},{"name":"date:Update Date:end","sqlType":"TEXT"},{"name":"date:Update Date:is_datetime","sqlType":"INTEGER"}],"usage":"For connections.notion.querySql. Main schema name not queryable."},"type":"date"}},"url":"collection://2c4f27f9-e9d5-8099-a953-000b18076c7d"} </data-source-state> Here is the SQLite table definition for this data source. <sqlite-table> CREATE TABLE IF NOT EXISTS "collection://2c4f27f9-e9d5-8099-a953-000b18076c7d" ( url TEXT UNIQUE, createdTime TEXT, -- ISO-8601 datetime string, automatically set. This is the canonical time for when the page was created. "Notes" TEXT, "Team" TEXT, -- JSON array with zero or more of ["Agency", "Podcast", "School Psych"] "date:Update Date:start" TEXT, -- ISO-8601 date or datetime string. Use the expanded property (date:<column_name>:start) to set this value. "date:Update Date:end" TEXT, -- ISO-8601 date or datetime string, can be empty. Must be NULL if the date is a single date, and must be present if the date is a range. Use the expanded property (date:<column_name>:end) to set this value. "date:Update Date:is_datetime" INTEGER, -- 1 if the date is a datetime, 0 if it is a date, NULL defaults to 0. Use the expanded property (date:<column_name>:is_datetime) to set this value. "Date" TEXT ) </sqlite-table> </data-source> </data-sources> Here are the Database's Views: You can use the "fetch" tool on the URL of any View to see its full configuration. <views> <view url="{{view://2c4f27f9-e9d5-80e1-b991-000c6d4bee9e}}"> {"dataSourceUrl":"{{collection://2c4f27f9-e9d5-8099-a953-000b18076c7d}}","displayProperties":["Date","Update Date","Team","Notes"],"name":"","sorts":[{"direction":"descending","property":"Update Date"}],"type":"table"} </view> </views> </database>

Prompt library · database

Prompt Library

Database container with 19 returned records across 1 data source(s). Includes schema and saved views; record links are listed below.

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Database records and configuration

Notice of Initial or Re-Evaluation Prompt (Indiana Only)
Reason for Referral
Background Information (Developmental History) and School Information (School History)
Record Review
Testing Observation
Proofreading
Discussion/Summary Paragraph: Introductory
Discussion/Summary Paragraph: Battery/Assessment
Discussion/Summary Paragraph: Overall Findings Paragraph
Discussion/Summary Paragraph: Final Case Conference Committee Paragraph (Preserve Exactly As Written)
Summary of Battery in Summary Section
🪄 IEP Goal Writing
🪄 Calendar Invite for Virtual Testing
🪄 Indiana Notice of Findings
🪄 RIAS-2 NU Cognitive Narrative and Score Table, Master Prompt
🪄 Summary Section Writing
🪄 Enhancing Vineland (VABS-3) Write-Ups
Comprehensive File Review and Eligibility Consideration Prompt
Record Review (Indiana)

<database url="{{https://app.notion.com/p/2edf27f9e9d5801d8091c06e79fb9049}}" inline="false" icon="/icons/magic-wand_red.svg"> The title of this Database is: Prompt Library <ancestor-path> <parent-page url="https://app.notion.com/p/297f27f9e9d580f285a5f20459e27641" title="School Psych Hub"/> </ancestor-path> Here are the Database's Data Sources: You can use the "fetch" tool on the URL of any Data Source to see its full schema configuration. <data-sources> <data-source url="{{collection://2edf27f9-e9d5-813c-bb97-000b0a80dd43}}"> The title of this Data Source is: Prompt Library Here is the database's configurable state: Properties with readOnly: true are synced or system-managed. Do not try to update their values with page update tools. <data-source-state> {"default_page_template":"https://app.notion.com/p/2edf27f9e9d5817cada1f1e80b76f8d2","icon":"/icons/magic-wand_red.svg","name":"Prompt Library","schema":{"Description":{"description":"","name":"Description","type":"text"},"Last Updated":{"description":"","name":"Last Updated","type":"last_edited_time"},"Other":{"description":"","name":"Other","options":[{"color":"pink","description":"","name":"Other","url":"collectionPropertyOption://2edf27f9-e9d5-813c-bb97-000b0a80dd43/czxJdQ/eWlZXA"}],"type":"select"},"Prompt Text":{"description":"","name":"Prompt Text","type":"text"},"Prompt Title":{"description":"","name":"Prompt Title","type":"title"},"School District":{"description":"","name":"School District","options":[{"color":"blue","description":"","name":"Indiana","url":"collectionPropertyOption://2edf27f9-e9d5-813c-bb97-000b0a80dd43/TG9Ebw/YHVReA"},{"color":"green","description":"","name":"Georgia","url":"collectionPropertyOption://2edf27f9-e9d5-813c-bb97-000b0a80dd43/TG9Ebw/OmBcXg"},{"color":"purple","description":"","name":"General","url":"collectionPropertyOption://2edf27f9-e9d5-813c-bb97-000b0a80dd43/TG9Ebw/fXpydA"}],"type":"select"},"Stage":{"description":"","name":"Stage","options":[{"color":"yellow","description":"","name":"Pre-referral","url":"collectionPropertyOption://2edf27f9-e9d5-813c-bb97-000b0a80dd43/dz1Ldg/eHtzaQ"},{"color":"blue","description":"","name":"Report Writing","url":"collectionPropertyOption://2edf27f9-e9d5-813c-bb97-000b0a80dd43/dz1Ldg/Yzt2UQ"},{"color":"green","description":"","name":"Testing & Administration","url":"collectionPropertyOption://2edf27f9-e9d5-813c-bb97-000b0a80dd43/dz1Ldg/TjpWcw"}],"type":"select"}},"url":"collection://2edf27f9-e9d5-813c-bb97-000b0a80dd43"} </data-source-state> Here is the SQLite table definition for this data source. <sqlite-table> CREATE TABLE IF NOT EXISTS "collection://2edf27f9-e9d5-813c-bb97-000b0a80dd43" ( url TEXT UNIQUE, createdTime TEXT, -- ISO-8601 datetime string, automatically set. This is the canonical time for when the page was created. "Prompt Text" TEXT, "Last Updated" TEXT NOT NULL, -- ISO-8601 datetime string, automatically set. This is the canonical time for when the page was last edited. "Description" TEXT, "School District" TEXT, -- one of ["Indiana", "Georgia", "General"] "Other" TEXT, -- one of ["Other"] "Stage" TEXT, -- one of ["Pre-referral", "Report Writing", "Testing & Administration"] "Prompt Title" TEXT ) </sqlite-table> <templates> <template id="2edf27f9-e9d5-817c-ada1-f1e80b76f8d2" name="New item" default="true"/> </templates> </data-source> </data-sources> Here are the Database's Views: You can use the "fetch" tool on the URL of any View to see its full configuration. <views> <view url="{{view://2edf27f9-e9d5-81d0-8ab5-000c8a7b8160}}"> {"cardLayoutMode":"default","cover":{"type":"page_content_first"},"dataSourceUrl":"{{collection://2edf27f9-e9d5-813c-bb97-000b0a80dd43}}","displayProperties":["Prompt Title"],"fullWidthProperties":[],"name":"All Prompts","type":"gallery"} </view> <view url="{{view://2edf27f9-e9d5-8125-9649-000c78178e3d}}"> {"cardLayoutMode":"compact","cardSize":"large","dataSourceUrl":"{{collection://2edf27f9-e9d5-813c-bb97-000b0a80dd43}}","displayProperties":["Prompt Title","Description","Stage"],"fullWidthProperties":[],"groupBy":{"hideEmptyGroups":false,"property":"School District","propertyType":"select","sort":{"type":"manual"}},"name":"School District/Entity","type":"board"} </view> <view url="{{view://2edf27f9-e9d5-8109-8196-000c2226f361}}"> {"cardLayoutMode":"compact","cardSize":"large","dataSourceUrl":"{{collection://2edf27f9-e9d5-813c-bb97-000b0a80dd43}}","displayProperties":["Prompt Title","Description","School District"],"fullWidthProperties":[],"groupBy":{"hideEmptyGroups":false,"property":"Stage","propertyType":"select","sort":{"type":"ascending"}},"name":"Stage","type":"board"} </view> <view url="{{view://2edf27f9-e9d5-8145-a29d-000c4f4dc3a2}}"> {"dataSourceUrl":"{{collection://2edf27f9-e9d5-813c-bb97-000b0a80dd43}}","displayProperties":["Prompt Title"],"name":"Tag Gallery","sorts":[{"direction":"ascending","property":"Prompt Title"}],"type":"list"} </view> </views> </database>

SOP library · database

SOPs and Workflows Library (School Psych Hub)

Database container with 16 returned records across 1 data source(s). Includes schema and saved views; record links are listed below.

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Database records and configuration

📝 SOP | Updating ClickUp Caseloads (Georgia Charter)
📝 Workflow | Sending SDH Forms & Rating Scales
📝 SOP | Updating ClickUp Caseloads (Multiple)
📝 Workflow I Infinite Campus (Georgia Charter)
📝 SOP| Folder Setup (Multiple Schools)
📝 SOP| Folder Setup (GSIC & RC)
📝 SOP | Shared Drive Monitoring & File Transfer (GSIC & RC)
📝 SOP l Billing & Time Tracking
📝 SOP I Requesting Verification Codes
📝 SOP | Update ClickUp Rating Scale Status
📝 Workflow | Prompt Usage (Georgia Charter)
📝 SOP | Scoring & Score Reports
📝 Workflow I WISC-V Scoring & Report Generation
📝 Workflow | Prompt Usage (Anderson)
📝 Workflow I Powerschool SIS (Anderson)
📝 Workflow| RIAS Scoring & Reporting

<database url="{{https://app.notion.com/p/2edf27f9e9d580caba03c518fb7e1fc1}}" inline="false" icon="/icons/magic-wand_red.svg"> The title of this Database is: SOPs and Workflows Library (School Psych Hub) <ancestor-path> <parent-page url="https://app.notion.com/p/297f27f9e9d580f285a5f20459e27641" title="School Psych Hub"/> </ancestor-path> Here are the Database's Data Sources: You can use the "fetch" tool on the URL of any Data Source to see its full schema configuration. <data-sources> <data-source url="{{collection://2edf27f9-e9d5-8195-94db-000b9a1de97a}}"> The title of this Data Source is: SOPs and Workflows Library (School Psych Hub) Here is the database's configurable state: Properties with readOnly: true are synced or system-managed. Do not try to update their values with page update tools. <data-source-state> {"default_page_template":"https://app.notion.com/p/2edf27f9e9d581cbab68e4e5cff3ed4c","icon":"/icons/magic-wand_red.svg","name":"SOPs and Workflows Library (School Psych Hub)","schema":{"Description":{"description":"","name":"Description","type":"text"},"District/Entity":{"description":"","name":"District/Entity","options":[{"color":"pink","description":"","name":"Other","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/czxJdQ/eWlZXA"},{"color":"default","description":"","name":"Georgia Charter","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/czxJdQ/NGY0MWQ0MDQtZjc3Mi00MDJiLWI4NmUtZGE3ZWFmOWI0NDZm"},{"color":"purple","description":"","name":"Multiple","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/czxJdQ/MTc4ZjAzMjktMzFlYy00N2U5LWIwZmYtODFlMzk5OWFiNzg3"},{"color":"yellow","description":"","name":"Anderson","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/czxJdQ/OWMzNWUxYzMtMmMxZi00MTZlLWI5YTUtNTRiMWFkOTlhYjBj"}],"type":"select"},"Last Updated":{"description":"","name":"Last Updated","type":"last_edited_time"},"Purpose":{"description":"","name":"Purpose","type":"text"},"SOP or Workflow":{"description":"","name":"SOP or Workflow","type":"title"},"Tools":{"description":"","name":"Tools","options":[{"color":"red","description":"","name":"Gmail","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/c2liWA/NjkxZjg2YmYtMTJiOC00Mjk3LWFlODYtMmJjOGU1ZWFkYmYw"},{"color":"orange","description":"","name":"Minimarks","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/c2liWA/MDA4MjEyMzktYjczYS00Njg3LTlmMDgtYzI4YzdlYjE0MzZl"},{"color":"brown","description":"","name":"Google Doc","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/c2liWA/NjZlNDI5ZWQtZWMwNS00NTU0LThkNTgtYmU3ZDFjOGI5NDRm"},{"color":"yellow","description":"","name":"Google Sheets","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/c2liWA/YTA0MjFlNTEtMTA3MS00ZTlmLTkzZjMtMWJkZWM4ZjdmNzNm"},{"color":"green","description":"","name":"Infinite Campus","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/c2liWA/MjZjOThjOWYtZjlhZS00NWQ4LWJkMTYtY2MwMzdlZmZkNjky"},{"color":"pink","description":"","name":"Power School SIS","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/c2liWA/ZTc2NTdiYTUtZTMwOS00NjY2LWFjZWEtNDY3ZGMyZGFmYTlj"},{"color":"blue","description":"","name":"Powerschool Special Programs","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/c2liWA/ZmNiODNhZjUtOTAxNC00MDBjLWI0ZmUtMDViY2UxMTMzNGVh"},{"color":"default","description":"","name":"Click Reports","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/c2liWA/MTY3OWVmZDEtYzFjMC00Y2Q2LWJmZGMtYjEzMTE4YmE2MTcz"},{"color":"purple","description":"","name":"Dropbox","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/c2liWA/M2QxZGMzYjctNzlmNC00OGQ5LWE3NWItNzcwMGE5N2Y2ZTRm"},{"color":"gray","description":"","name":"Gemini (AI)","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/c2liWA/NjcwMjFhYmItNTc2MC00NGQ0LWIyZWMtOThkMDM1NTc3NGYy"},{"color":"orange","description":"","name":"ClickUp","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/c2liWA/YTFkNmNjYmEtNTZmMC00ZTE1LWJjOTUtYmVlZGM4YzQwNWY4"},{"color":"brown","description":"","name":"Helpwise","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/c2liWA/OWM4MTMyOTktYjU5YS00MDk5LTllZDEtNTVlNTI5ZTA3YzI1"},{"color":"red","description":"","name":"Quo (Open Phone)","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/c2liWA/MDlhMTk0MmMtODlhNS00MDJkLWI3YTUtYzczMzYxZDIyMTM2"},{"color":"purple","description":"","name":"Google Meet","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/c2liWA/Mzg1ZGM5MTctNDZmMS00Y2M1LTkwMzEtNWQwOTNlZmRlOTNk"},{"color":"blue","description":"","name":"Google Drive","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/c2liWA/NGRjN2RmYzMtNzY0Yi00ZjQyLThhNjEtMjg3ZmU0ZTU1Nzg5"},{"color":"gray","description":"","name":"hubstaff","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/c2liWA/ZmU5YzdiNDItNWY1ZC00NzMzLWE3ZTgtNjFlOTQzY2Y0OThm"},{"color":"gray","description":"","name":"VPN","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/c2liWA/N2EzZTI1ZjctNWE5Ny00ZDgyLTgxMWQtNjQxMDgzNTI0ODRh"},{"color":"yellow","description":"","name":"Q-global","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/c2liWA/Nzc5Y2FlYmQtODc1NC00MWEzLWE4NjktOTI0MGI2ZDQzZjIy"},{"color":"purple","description":"","name":"Parinc","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/c2liWA/YTJkNjhkYTYtM2VmMi00NGExLTkxODctOTliNTk1ODZkZjhh"},{"color":"brown","description":"","name":"Jotform","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/c2liWA/MDM5MTIyNTQtNzBjZC00ZWE5LWFkNTAtYTI3ZWJmNjU3YTJm"},{"color":"green","description":"","name":"WPS","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/c2liWA/ZDA2NDA0MTUtMTc3OS00ZTNhLWE4OTQtZjg4YzRmOTk1MWRm"},{"color":"default","description":"","name":"Word File","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/c2liWA/Mzc0MDZmNDgtM2M4ZS00ODhhLWFjNWYtMjI1NTY3MTJlNjlj"}],"type":"multi_select"},"Track":{"description":"","name":"Track","options":[{"color":"blue","description":"","name":"General","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/TG9Ebw/YHVReA"},{"color":"green","description":"","name":"Pre-Referral/Referral","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/TG9Ebw/OmBcXg"},{"color":"purple","description":"","name":"Report Writing","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/TG9Ebw/fXpydA"},{"color":"red","description":"","name":"Active Testing & Evaluation","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/TG9Ebw/ZDM4ZjY3YjQtZGFlZC00MTFjLTgzYzQtMDFmY2U2NGE2YWE3"}],"type":"select"},"Type":{"description":"","name":"Type","options":[{"color":"yellow","description":"","name":"SOP","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/dz1Ldg/eHtzaQ"},{"color":"blue","description":"","name":"Workflow","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/dz1Ldg/Yzt2UQ"},{"color":"green","description":"","name":"Training","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/dz1Ldg/TjpWcw"},{"color":"purple","description":"","name":"Clients","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/dz1Ldg/WnRETA"}],"type":"select"},"Type 2":{"description":"","name":"Type 2","options":[{"color":"red","description":"","name":"Team Manual","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/NWE2ZjAxMzEtNTMwYy00MjZmLThkMmQtYTMzM2Q2ZDY5ZDEx/QVZzOg"},{"color":"purple","description":"","name":"Workflow","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/NWE2ZjAxMzEtNTMwYy00MjZmLThkMmQtYTMzM2Q2ZDY5ZDEx/Y2hlPw"},{"color":"brown","description":"","name":"SOP","url":"collectionPropertyOption://2edf27f9-e9d5-8195-94db-000b9a1de97a/NWE2ZjAxMzEtNTMwYy00MjZmLThkMmQtYTMzM2Q2ZDY5ZDEx/dlhuQQ"}],"type":"multi_select"}},"url":"collection://2edf27f9-e9d5-8195-94db-000b9a1de97a"} </data-source-state> Here is the SQLite table definition for this data source. <sqlite-table> CREATE TABLE IF NOT EXISTS "collection://2edf27f9-e9d5-8195-94db-000b9a1de97a" ( url TEXT UNIQUE, createdTime TEXT, -- ISO-8601 datetime string, automatically set. This is the canonical time for when the page was created. "Description" TEXT, "Last Updated" TEXT NOT NULL, -- ISO-8601 datetime string, automatically set. This is the canonical time for when the page was last edited. "Purpose" TEXT, "Track" TEXT, -- one of ["General", "Pre-Referral/Referral", "Report Writing", "Active Testing & Evaluation"] "District/Entity" TEXT, -- one of ["Other", "Georgia Charter", "Multiple", "Anderson"] "Tools" TEXT, -- JSON array with zero or more of ["Gmail", "Minimarks", "Google Doc", "Google Sheets", "Infinite Campus", "Power School SIS", "Powerschool Special Programs", "Click Reports", "Dropbox", "Gemini (AI)", "ClickUp", "Helpwise", "Quo (Open Phone)", "Google Meet", "Google Drive", "hubstaff", "VPN", "Q-global", "Parinc", "Jotform", "WPS", "Word File"] "Type" TEXT, -- one of ["SOP", "Workflow", "Training", "Clients"] "SOP or Workflow" TEXT, "Type 2" TEXT -- JSON array with zero or more of ["Team Manual", "Workflow", "SOP"] ) </sqlite-table> <templates> <template id="2edf27f9-e9d5-81cb-ab68-e4e5cff3ed4c" name="New item" default="true"/> </templates> </data-source> </data-sources> Here are the Database's Views: You can use the "fetch" tool on the URL of any View to see its full configuration. <views> <view url="{{view://2edf27f9-e9d5-81b2-b775-000ca1da854a}}"> {"cardLayoutMode":"compact","cover":{"type":"page_cover"},"dataSourceUrl":"{{collection://2edf27f9-e9d5-8195-94db-000b9a1de97a}}","displayProperties":["SOP or Workflow"],"fullWidthProperties":[],"name":"Organization","sorts":[{"direction":"descending","property":"Last Updated"}],"type":"gallery"} </view> <view url="{{view://2edf27f9-e9d5-81a8-adf8-000c8a786e7c}}"> {"cardLayoutMode":"compact","cardSize":"large","dataSourceUrl":"{{collection://2edf27f9-e9d5-8195-94db-000b9a1de97a}}","displayProperties":["SOP or Workflow","Purpose","Type"],"fullWidthProperties":[],"groupBy":{"hideEmptyGroups":false,"property":"Track","propertyType":"select","sort":{"type":"manual"}},"name":"By Stage","type":"board"} </view> <view url="{{view://2edf27f9-e9d5-81b2-bc1b-000c14c71bc9}}"> {"cardLayoutMode":"compact","cardSize":"large","dataSourceUrl":"{{collection://2edf27f9-e9d5-8195-94db-000b9a1de97a}}","displayProperties":["SOP or Workflow","Purpose","Track"],"fullWidthProperties":[],"groupBy":{"hideEmptyGroups":false,"property":"Type","propertyType":"select","sort":{"type":"ascending"}},"name":"By Type","type":"board"} </view> <view url="{{view://2edf27f9-e9d5-8121-8757-000c1b32c501}}"> {"cardLayoutMode":"default","cardSize":"medium","cover":{"type":"page_cover"},"dataSourceUrl":"{{collection://2edf27f9-e9d5-8195-94db-000b9a1de97a}}","displayProperties":["SOP or Workflow","Type"],"fullWidthProperties":[],"name":"Tag Gallery","sorts":[{"direction":"ascending","property":"SOP or Workflow"}],"type":"gallery"} </view> </views> </database>

Module 1 · page

📔 Welcome to the Team

Introduction, Begin Here

School Psych Hub / Module 1: Introduction & Orientation / Module 1: Introduction & Orientation
Last edited: 2026-01-06T03:32:41.664Z

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Description: Introduction, Begin Here
Name: Welcome to the Team

[Shared navigation links condensed; see source page.] [Shared navigation links condensed; see source page.] Welcome! We’re so glad to have you here. This Orientation Hub is designed to help you feel supported, confident, and prepared as you begin your work with the team. Inside, you’ll find everything you need to understand the role, learn the basics of school psychology, complete required training, and get familiar with our workflows and expectations. The hub is organized to guide you step by step, so you can navigate it independently and return to it anytime as a reference throughout your work with us.

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Module 1 · page

📔 School Psych Orientation Overview

School psychology is one of the fastest-growing fields in education and mental health. The National Association of School Psychologists (NASP) projects steady job growth because schools increasingly recognize the importance of mental health support and early intervention.

School Psych Hub / Module 1: Introduction & Orientation / Module 1: Introduction & Orientation
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Description
Name: School Psych Orientation Overview

[Shared navigation links condensed; see source page.] [Shared navigation links condensed; see source page.] School psychology is one of the fastest-growing fields in education and mental health. The National Association of School Psychologists (NASP) projects steady job growth because schools increasingly recognize the importance of mental health support and early intervention. 👉 Watch this Video First: Next: School Psychology Basics

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Module 1 · page

📔 School Psychology Basics

Before you begin supporting assessments, reports, and day-to-day tasks, it’s important to understand the heart of this work: what a school psychologist actually does. School psychologists are the bridge between students, families, and schools. They help identify learning needs, support mental and emotional well-being, guide special education decisions, and ensure every child has access to the tools they need to succeed. The work is meaningful, detailed, and deeply connected to a student’s story — and your role as a VA helps make that possible.

School Psych Hub / Module 1: Introduction & Orientation / Module 1: Introduction & Orientation
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Sections: Who Are School Psychologists? · Educational Evaluation Reports

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Description
Name: School Psychology Basics

[Shared navigation links condensed; see source page.] [Shared navigation links condensed; see source page.]

Who Are School Psychologists?

Before you begin supporting assessments, reports, and day-to-day tasks, it’s important to understand the heart of this work: what a school psychologist actually does. School psychologists are the bridge between students, families, and schools. They help identify learning needs, support mental and emotional well-being, guide special education decisions, and ensure every child has access to the tools they need to succeed. The work is meaningful, detailed, and deeply connected to a student’s story — and your role as a VA helps make that possible. If you’d like a deeper look into the profession, what school psychologists do, and why this work matters, you can explore this trusted resource: Learn More about School Psychologists: Who Are School Psychologists

Educational Evaluation Reports

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Module 1 · page

📔 Compliance & Privacy

This database contains all required and reference materials related to compliance, privacy, and special education law. These trainings ensure ethical handling of student information and a foundational understanding of U.S. special education regulations.

School Psych Hub / Module 1: Introduction & Orientation / Module 1: Introduction & Orientation
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Name: Compliance & Privacy

[Shared navigation links condensed; see source page.] [Shared navigation links condensed; see source page.] This database contains all required and reference materials related to compliance, privacy, and special education law. These trainings ensure ethical handling of student information and a foundational understanding of U.S. special education regulations. Follow this learning session this order: 1. HIPAA & FERPA TRAINING 2. IDEA and Special Education Law 3. Special Education Law Comparison Open resource

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Module 1 · page

📔 Frameworks

Multi-Tiered Supports /Problem Solving Framework (MTSS, RTI, PBIS) These videos cover MTSS, RTI, and PBIS, key frameworks schools use to support students’ academic, behavioral, and social-emotional needs.

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Sections: Multi-Tiered Supports /Problem Solving Framework (MTSS, RTI, PBIS)

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Name: Frameworks

[Shared navigation links condensed; see source page.] [Shared navigation links condensed; see source page.]

Multi-Tiered Supports /Problem Solving Framework (MTSS, RTI, PBIS)

These videos cover MTSS, RTI, and PBIS, key frameworks schools use to support students’ academic, behavioral, and social-emotional needs. Watching these will give you a clear understanding of how schools identify challenges, provide targeted interventions, and track progress to help every student succeed. 👉 Watch the videos to learn how these frameworks work in practice What is MTSS? A Helpful Analogy to Help Explain Multi-Tiered Systems of Support What Is The Difference Between RTI And MTSS? - Aspiring Teacher Guide MTSS vs RTI vs PBIS: What’s the difference? Next: Company Orientation

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📔 Company Culture & Expectations

This section outlines the values, standards, and working expectations that guide how we collaborate as a team. Inside this database, you’ll find our company core values, expected working hours and availability guidelines, and essential SOPs that support smooth and secure operations. These resources are meant to help you understand not just *what* we do, but *how* we work together day to day. Please review each item carefully, as they set the foundation for communication, accountability, and consistency across the team. Please review and follow the sections below in the specified order:

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Name: Company Culture & Expectations

[Shared navigation links condensed; see source page.] [Shared navigation links condensed; see source page.] This section outlines the values, standards, and working expectations that guide how we collaborate as a team. Inside this database, you’ll find our company core values, expected working hours and availability guidelines, and essential SOPs that support smooth and secure operations. These resources are meant to help you understand not just *what* we do, but *how* we work together day to day. Please review each item carefully, as they set the foundation for communication, accountability, and consistency across the team. Please review and follow the sections below in the specified order: 1. Company Core Values 2. Working Hours and Availability 3. SOP \| Requesting Verification Codes Open resource Next: Training Sessions

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📔 Training Sessions

This section contains all recorded and live training sessions designed to support your learning and development in this role. Trainings are organized by date and format to help you easily follow along and revisit materials as needed. Some sessions are required, while others are provided as ongoing reference. Please review the sessions in order and use this section as a continued learning resource throughout your work with the team. Intro to school psych, report writing overview, background information, Georgia Charter Assignment

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Sections: Training 2 · Training 3 · *Please Watch This Video First * · Project Management (ClickUp) · *More on Evaluation Components, Cognitive Testing & Scoring* · Cognitive Ability/Intellectual Functioning · Academic Achievement · Understanding Scores and Scoring · Achievement Scoring · Cognitive Scoring

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Name: Training Sessions

[Shared navigation links condensed; see source page.] [Shared navigation links condensed; see source page.] This section contains all recorded and live training sessions designed to support your learning and development in this role. Trainings are organized by date and format to help you easily follow along and revisit materials as needed. Some sessions are required, while others are provided as ongoing reference. Please review the sessions in order and use this section as a continued learning resource throughout your work with the team.

Number	Date	Format	Topics Covered	Link
1.	Varies	Asynchronous	- Who are School Psychologist? - HIPAA/FERPA - IDEA &SPED Law - MTSS/RTI/PBIS	Who are school psychologist? HIPAA/FERPA IDEA & SPED Law MTSS/RTI/PBIS
2	11/26/2025	Live	Intro to school psych, report writing overview, background information, Georgia Charter Assignment	26 November Orientation Training
3	11/30/2025	Asynchronous	Cog/Intellect, Academic Achievement, Scoring, Report Components	28 - 30 Nov Training Updates
4	12/01/2025	Individual Check-Ins	Direct	N/A
5	12/02/2025	N/A	No New Updates. Please work on completing assigned reports.	N/A
6	01/18/2026

Training 2

Training 3

Please Watch This Video First

Project Management (ClickUp)

Cognitive Ability/Intellectual Functioning

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Academic Achievement

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Understanding Scores and Scoring

Achievement Scoring

Cognitive Scoring RIAS KBIT

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📔 Cognitive & Academic Testing & Scoring

This section focuses on the core components of cognitive and academic testing used in educational evaluations. You’ll learn how intellectual ability and academic achievement are assessed, how scores are calculated and interpreted, and how these results are used in evaluation reports. These trainings are designed to build foundational understanding and should be reviewed after completing the orientation and core training sessions. Use this section as both a learning tool and an ongoing reference as you support evaluation work.

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Sections: Cognitive Ability/Intellectual Functioning · ## Academic Achievement · Understanding Scores and Scoring · Achievement Scoring · Cognitive Scoring

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Name: Cognitive & Academic Testing & Scoring

[Shared navigation links condensed; see source page.] [Shared navigation links condensed; see source page.] This section focuses on the core components of cognitive and academic testing used in educational evaluations. You’ll learn how intellectual ability and academic achievement are assessed, how scores are calculated and interpreted, and how these results are used in evaluation reports. These trainings are designed to build foundational understanding and should be reviewed after completing the orientation and core training sessions. Use this section as both a learning tool and an ongoing reference as you support evaluation work.

Cognitive Ability/Intellectual Functioning

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Academic Achievement

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Understanding Scores and Scoring

Achievement Scoring

Cognitive Scoring RIAS KBIT

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Module 1 · page

📔 Tools & Software

This section contains the tools and software used to support daily tasks, communication, and project management across the team. You’ll find access to guides for platforms such as ClickUp and other essential systems, along with guidance on how and when to use each tool. These resources are designed to help you work efficiently, stay organized, and follow established workflows. Please review this section before beginning assigned tasks and return to it anytime as a reference.

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Sections: Project Management (ClickUp)

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Name: Tools & Software

[Shared navigation links condensed; see source page.] [Shared navigation links condensed; see source page.] This section contains the tools and software used to support daily tasks, communication, and project management across the team. You’ll find access to guides for platforms such as ClickUp and other essential systems, along with guidance on how and when to use each tool. These resources are designed to help you work efficiently, stay organized, and follow established workflows. Please review this section before beginning assigned tasks and return to it anytime as a reference.

Project Management (ClickUp)

Client Communication Using Quo (formerly Openphone)

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📔 HIPAA & FERPA TRAINING

As part of your onboarding, you’ll be required to complete training in both HIPAA and FERPA. These two laws protect the privacy of every child and family we work with, and understanding them isn’t just a rule, it’s part of how we build trust, safety, and professionalism in our work.

School Psych Hub / Module 1: Introduction & Orientation / Module 1: Introduction & Orientation / Compliance & Privacy
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Sections: Why this matters · Your next step

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Created: 2026-01-05T03:47:27.489Z
Name: HIPAA & FERPA TRAINING

[Shared navigation links condensed; see source page.] As part of your onboarding, you’ll be required to complete training in both HIPAA and FERPA. These two laws protect the privacy of every child and family we work with, and understanding them isn’t just a rule, it’s part of how we build trust, safety, and professionalism in our work.

Why this matters

You’ll be handling sensitive information every day: assessment data, background history, communication notes, report drafts, and more. Learning HIPAA and FERPA helps you understand: - What information you can share - What information you must keep private - How to store and handle documents safely - How to communicate appropriately with schools and families - What red flags or risks to watch out for Think of these trainings as your “safety gear.” They protect you, the psychologist, the agency, and most importantly, the students.

Your next step

Below you’ll find links to complete both trainings. Please finish them before starting any hands-on tasks. Once you’re done, share your certificates to the onboarding folder. UDEMY (HIPAA Training) -Reach out to Kimi first to verify, she can give you code -Use email address podcast@kimiwalker.com -Wait for code LINK: HIPAA Compliance Complete Course FERPA Training -Register for own account -Use “Student” as account type LINK: FERPA 101: For Local Education Agencies \| Protecting Student Privacy FERPA 201: Data Sharing under FERPA \| Protecting Student Privacy We’re excited to have you here. Your care, attention, and commitment to doing things the right way make a real difference. Let’s get you set up with a strong, confident start. 💛 Next: IDEA and Special Education Law #

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📔 IDEA and Special Education Law

Before you begin supporting school psychology tasks, it’s helpful to understand the basics of IDEA, the federal law that protects students with disabilities and guides how evaluations and services must be provided. You don’t need to learn every detail, just a simple overview will give you the context behind timelines, reports, eligibility, and why our work has to follow specific steps.

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Created: 2026-01-05T03:46:51.768Z
Name: IDEA and Special Education Law

[Shared navigation links condensed; see source page.] Before you begin supporting school psychology tasks, it’s helpful to understand the basics of IDEA, the federal law that protects students with disabilities and guides how evaluations and services must be provided. You don’t need to learn every detail, just a simple overview will give you the context behind timelines, reports, eligibility, and why our work has to follow specific steps. 👉 Watch the videos to get a foundation in IDEA and special education law Image/attachment: unnamed — open original page to inspect Image/attachment: unnamed — open original page to inspect The Individuals with Disabilities Education Act (IDEA) - History & Evolution Introduction to IDEA Special Education: Everything You Need to Know Students with Disabilities: Special Education Categories Special Education Law Course Special Education Law Next: Special Education Law Comparison (USA vs Philippines)

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📔 Special Education Law Comparison (USA vs Philippines)

To support our work effectively, it helps to understand how special education laws differ between the United States and the Philippines. This quick comparison gives you a simple overview of how each country defines services, rights, and supports for students with disabilities. Understanding Special Education Rights in the United States and the Philippines

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Sections: Understanding Special Education Rights in the United States and the Philippines · Legal Foundations of Special Education · Parent and Student Rights · Role of the School Psychologist or Psychometrician · Evaluation Process and Documentation · Educational Programs and Services · Consequences for Noncompliance · Key Takeaways for Filipino Psychometricians

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Created: 2026-01-05T03:55:33.499Z
Name: Special Education Law Comparison (USA vs Philippines)

[Shared navigation links condensed; see source page.] To support our work effectively, it helps to understand how special education laws differ between the United States and the Philippines. This quick comparison gives you a simple overview of how each country defines services, rights, and supports for students with disabilities. 👉 Read through the content below

Understanding Special Education Rights in the United States and the Philippines

Legal Foundations of Special Education

United States Special education is governed by federal law, mainly the Individuals with Disabilities Education Act. The law guarantees a Free Appropriate Public Education at no cost to families. Every school district must comply. Noncompliance can result in legal action from parents or state monitoring. Timelines, procedures, and due process protections are legally binding. School psychologists must ensure documentation is precise because the record is legally protected. Philippines Special education is guided by the Department of Education. RA 11650 supports inclusive education and requires learning centers for persons with disabilities. Implementation varies, depending on region, staffing, and resources. Timelines and compliance expectations are less formal compared to the United States. Psychometricians work under supervising psychologists and reports are not framed as legal documents.

Parent and Student Rights

United States Parents have clear, enforceable rights. These include: The right to request an evaluation at any time. The right to written notice before changes in identification, placement, or services. The right to give consent before an initial evaluation. The right to receive an individualized education program with measurable goals. The right to services in the least restrictive environment. The right to challenge decisions through mediation, complaints, or due process hearings. The right to access all educational records. Philippines Parents have rights, but they are not always formal or enforceable. They can request assessments, expect reasonable accommodations, and participate in planning. There is no nationwide standardized process like an IEP. Services depend on the availability of trained staff. Parents often rely on private assessments and therapies. Dispute processes are more informal.

Role of the School Psychologist or Psychometrician

United States The role is highly regulated. Eligibility criteria are written in federal and state rules. Reports must meet legal standards. Psychometricians cannot work independently in public schools. Data must be tied to legal definitions and eligibility rules. Philippines Psychometricians are licensed and can administer tests under supervision. They mainly support clinical evaluations rather than legally binding educational evaluations. Special education decisions are not tied to strict legal criteria. Reports tend to be descriptive rather than legally structured.

Evaluation Process and Documentation

United States Evaluations must follow strict timelines. Parent consent is required before testing. Multiple sources of data must be used. Eligibility depends on legal definitions, standard scores, functional performance, and exclusionary criteria. Reports must be clear, measurable, and aligned with IDEA and state rules. Reports can be subpoenaed. Philippines Evaluations follow flexible timelines. Parent consent is standard, but the legal importance is different. Reports vary widely in format. There is no formal case conference system like an IEP meeting.

Educational Programs and Services

United States Every eligible student receives an IEP. Services must be individualized. Parents must participate in meetings. Placement decisions follow the least restrictive environment principle. Therapies are educational in nature. Philippines Programs depend on the school. SPED centers may have resource teachers, but staffing varies. Families often use private clinics for therapies. Educational placement is flexible, but less regulated.

Consequences for Noncompliance

United States Parents can file state complaints. Parents can request mediation or due process hearings. Districts can face corrective action plans. Districts may owe compensatory services or attorney fees. Documents can be used as legal evidence. Philippines Noncompliance is usually handled through meetings or administrative action. Legal disputes are rare. Local enforcement varies.

Key Takeaways for Filipino Psychometricians

Reports for United States schools are legal documents. Every statement must be based on objective data. Eligibility relies on strict legal definitions. Parents have strong rights and can challenge decisions. Timelines matter. Documentation protects the district and the evaluator. Cultural competence is important during interpretation. Your role is to provide accurate scoring, organized data, and clear observations while working under the supervision of the school psychologist. Next: Framework

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📔 Company Core Values

We operate with transparency and truth in every interaction. We own our mistakes, speak up early when issues arise, and communicate with clarity and respect. Trust is earned and protected through honesty. We honor our word and our work schedules. If we commit to 20 hours a week, we show up fully for 20 hours. Consistency is how we build trust, deliver results, and create sustainable momentum.

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Sections: 1. Integrity & Honesty · 2. Consistency in Effort & Presence · 3. Excellence Over Excuses · 4. Thoughtful Problem-Solving · 5. Clear & Timely Communication · 6. Collaboration & Connection First · 7. Work-Life Alignment · 8. Dependability & Accountability

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Name: Company Core Values

[Shared navigation links condensed; see source page.]

1. Integrity & Honesty

2. Consistency in Effort & Presence

We honor our word and our work schedules. If we commit to 20 hours a week, we show up fully for 20 hours. Consistency is how we build trust, deliver results, and create sustainable momentum.

3. Excellence Over Excuses

We don’t do sloppy. We take pride in polished, thoughtful, and complete work. We review, refine, and deliver work that reflects our standards and care. We strive to do it right the first time.

4. Thoughtful Problem-Solving

Before escalating a problem, we exhaust our resources. We Google. We use ChatGPT. We check FAQs. We reach out to platform support. When we bring an issue to leadership, we come with *at least* two proposed solutions.

5. Clear & Timely Communication

We over-communicate when needed, and we never ghost. We ask questions when we’re stuck and loop in team members before a delay impacts the project. Communication is everyone's responsibility.

6. Collaboration & Connection First

We work with, not around, each other. We assume positive intent and seek to connect as humans first. Our tone, our timing, and our teamwork matter just as much as our talent.

7. Work-Life Alignment

We believe in balance. Life happens. If something shifts personally, we communicate early so the team can support, adjust, or realign responsibilities as needed. Burnout has no place here.

8. Dependability & Accountability

We are our word. If we say we’ll do it, we do it. If something changes, we update the team. We respect each other’s time and rely on one another to follow through. Image/attachment: unnamed — open original page to inspect Next: Working Hours & Availability

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📔 Working Hours and Availability

These expectations are in place to support consistency, protect district contracts, and ensure the sustainability of our work as a team. Many of our districts closely monitor coverage, documentation, and logged work hours, and meeting these requirements is essential for maintaining trust and ongoing partnerships. Clear structure around availability, time tracking, and coverage helps reduce last-minute disruptions, protects billing accuracy, and allows everyone to work more effectively. These guidelines are not meant to limit flexibility, but to establish shared standards so expectations are clear and responsibilities are met consistently. To meet district expectations and ensure consistent coverage, psychometricians are expected to be actively working during core hours:

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Sections: 1. Core Hours (Required Presence) · 2. Weekly Hour Minimums · 3. District Coverage Requirements · 4. Friday Flexibility · 5. Time Tracking Expectations · 6. Absences and Make-Up Time

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Name: Working Hours and Availability

[Shared navigation links condensed; see source page.] Core Working Hours and Availability Expectations (Psychometricians) These expectations are in place to support consistency, protect district contracts, and ensure the sustainability of our work as a team. Many of our districts closely monitor coverage, documentation, and logged work hours, and meeting these requirements is essential for maintaining trust and ongoing partnerships. Clear structure around availability, time tracking, and coverage helps reduce last-minute disruptions, protects billing accuracy, and allows everyone to work more effectively. These guidelines are not meant to limit flexibility, but to establish shared standards so expectations are clear and responsibilities are met consistently.

1. Core Hours (Required Presence)

To meet district expectations and ensure consistent coverage, psychometricians are expected to be actively working during core hours: - Monday through Thursday - 8:00 a.m. to 12:00 p.m. Eastern Time - Flexibility is allowed between 6:00 a.m. and 1:00 p.m. Eastern Time, but the expectation is that most work occurs within core hours These hours are critical due to district monitoring, documentation requirements, and the need for real-time collaboration. Working later than 2:00 to 2:30 p.m. Eastern is strongly discouraged, as extended late hours increase the risk of fatigue and careless errors. Maintaining a healthy and sustainable sleep schedule is important for quality work.

2. Weekly Hour Minimums

- Psychometricians are expected to log at least 20 hours per week - Preferred workload is 25 to 30 hours per week, depending on assignment and district needs - Hours below 20 must be communicated in advance, not after the fact If you anticipate falling below 20 hours in a given week, it is your responsibility to notify me and coordinate how work will be made up.

3. District Coverage Requirements

Certain districts require logged, active work hours during core hours, including screenshots and time tracking to demonstrate compliance. - Michigan requires approximately 35 to 40 hours of weekly coverage, particularly during onboarding periods - Presence Learning will require approximately 15 hours per week - These hours will be assigned intentionally across team members to ensure coverage without overload This is why team members are paired and assigned to specific districts. Coverage is a shared responsibility.

4. Friday Flexibility

- Fridays are more flexible - Fridays may be used to make up missed time, complete documentation, or finish assigned tasks - Our work week ends Thursday at midnight Eastern Time - This is typically Friday 12:00 to 1:00 p.m. Philippine Time - All time must be logged and submitted by this cutoff Fridays may also be used to make up hours later in the day or over the weekend if needed, but weekday coverage remains the priority.

5. Time Tracking Expectations

- Time tracking must be logged daily at the end of each work session - Notes should clearly reflect what was worked on - Screenshots must align with core hours for district-facing work Consistency in time tracking protects both you and the business.

6. Absences and Make-Up Time

If you miss scheduled work time: - The time must be made up, either by you or through coordination with your assigned partner - Communication must happen as soon as possible, not retroactively - Volunteering for hours and not showing up creates workflow disruptions and will not be acceptable moving forward Next: SOP l Requesting Verification Codes

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📝 SOP I Requesting Verification Codes

This SOP defines the process for requesting verification codes to ensure secure system access while maintaining efficient workflow and respectful communication standards across the team.

School Psych Hub / SOPs and Workflows Library (School Psych Hub)
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Sections: 🗂️ Verification Code Request Protocol Steps · 1️⃣ Confirm Availability Before Requesting a Code · 2️⃣ Submit Requests During US Eastern Business Hours · 3️⃣ Shift to Another Task if No Response · 4️⃣ Do Not Assume Immediate Access · 5️⃣ Respect Working Hours · 📂 Documentation · 💛 Notes

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Description: This SOP defines the process for requesting verification codes to ensure secure system access while maintaining efficient workflow and respectful communication standards across the team.
Last Updated: 2026-03-31T05:41:08.444Z
Purpose: To establish a consistent and respectful process for requesting verification codes, ensuring smooth workflow and appropriate boundaries around availability.
SOP or Workflow: SOP I Requesting Verification Codes
Tools: ['Gmail', 'Quo (Open Phone)', 'ClickUp']
Track: Active Testing & Evaluation
Type 2: ['SOP']

🗂️ Verification Code Request Protocol Steps

1️⃣ Confirm Availability Before Requesting a Code

1. Check whether Kimi is available before sending a verification code request. 2. Even during business hours, she may be in a meeting, conducting testing, traveling, or engaged in focused work and unable to respond immediately.

2️⃣ Submit Requests During US Eastern Business Hours

1. Whenever possible, request verification codes only during standard US Eastern business hours. 2. Requests made during evenings, early mornings, weekends, or holidays should not be expected to receive an immediate response.

3️⃣ Shift to Another Task if No Response

1. If a code is requested and not received promptly, move to another task that does not require login access. 2. Do not pause workflow while waiting for access. 3. Productive alternatives should always be prioritized.

4️⃣ Do Not Assume Immediate Access

1. A quick reply via email or ClickUp does not mean Kimi is at her computer. 2. She may be responding from her phone, between sessions, or while traveling, and may not have immediate access to retrieve a code.

5️⃣ Respect Working Hours

1. Outside of business hours, evenings, weekends, and holidays, responses may be delayed. 2. Likewise, team members are not expected to respond outside of their own working hours unless they choose to do so.

📂 Documentation

No documentation is required for this procedure. This SOP may be referenced during onboarding to clarify communication expectations and workflow boundaries.

💛 Notes

Following this protocol supports smoother operations, protects focused work time, and maintains healthy professional boundaries across the team.

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Psych Team Roles

This page outlines the role and responsibilities of each team member within the agency. It clarifies scope, expectations, and decision-making authority so everyone understands who is responsible for what. Use this as your reference when questions arise about ownership, communication flow, or task delegation.

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Sections: Lead · 1. Team Lead and Oversight Responsibilities · 2. Email and Communication Management · 3. ClickUp Management and Task Coordination · 4. Notion, SOPs, and Prompt Database Support · 5. Evaluation Support Activities · 6. Quality Control and Report Oversight · 7. Billing and Administrative Coordination · 8. File Management and Systems Organization · 9. Training and Tutorials · Assistant to the Team Lead · Primary Focus · Tasks They CAN Do · Report and Documentation Support · File and Document Organization · Email and Document Monitoring · Data Entry Support · Developmental Assessment Scoring · Tasks They Can PREPARE But NOT SEND · Tasks They Should NOT Do · Assessment Administration or Scoring · Testing Systems · IEP Systems and Record Retrieval · Communication · Overall Role Boundary · Psychometrician/ Psych Assistant (Intern) · 1. Case Ownership and Student Familiarity · 2. Intake, Records, and Folder Setup · 3. ClickUp and Workflow Management · 4. Communication and Correspondence · 5. Evaluation and Report Support · 6. Proofreading and Quality Control · 7. Observations and Interviews · 8. District and School Immersion · 9. Co-Working and Team Collaboration · 10. Professional Development and Skill Building

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Description: This page outlines the role and responsibilities of each team member within the agency. It clarifies scope, expectations, and decision-making authority so everyone understands who is responsible for what. Use this as your reference when questions arise about ownership, communication flow, or task delegation.
Name: Psych Team Roles

Lead

Role: Psych Assistant, Team Lead Support (Kat) Primary Purpose Kat’s primary role is to reduce administrative and operational load so the School Psychologist’s work is limited to testing, test interpretation, and meetings. Her responsibility is to ensure systems, people, and timelines are organized, monitored, and moving forward efficiently. ---

1. Team Lead and Oversight Responsibilities

- Serve as point person for day to day administrative workflow oversight - Monitor task completion and timelines across the team - Ensure team members know where to find resources, templates, and SOPs - Provide guidance to staff on processes, expectations, and school related workflows - Flag delays, issues, or gaps before they reach the School Psychologist ---

2. Email and Communication Management

- Monitor shared inboxes in Helpwise - Assist with drafting and responding to routine emails as appropriate - Ensure parent, school, and internal communications are tracked and followed up on - Help keep communication timely, organized, and documented ---

3. ClickUp Management and Task Coordination

- Help maintain and organize ClickUp boards - Support migration of workflows and templates into ClickUp to reduce tool overload - Ensure tasks are assigned, updated, and moving according to timelines - Assist the School Psychologist with ClickUp setup, cleanup, and optimization - Help team members use ClickUp correctly and consistently ---

4. Notion, SOPs, and Prompt Database Support

- Assist with maintaining and updating Notion workspaces - Help organize SOPs so processes are easy to find and follow - Support development and upkeep of the prompt database - Be able to direct team members to the correct SOP, prompt, or resource quickly - Support onboarding by reinforcing where and how information is stored ---

5. Evaluation Support Activities

- Conduct parent interviews, starting with autism related evaluations - Assist with behavioral observations and structured interviews - Support documentation and organization of interview data - Follow established protocols and escalate clinical questions as needed ---

6. Quality Control and Report Oversight

- Provide light report writing support as needed - Review reports for completeness, organization, and required components - Ensure reports are moving through the pipeline on time - Serve as an extra set of eyes to prevent errors or missing pieces ---

7. Billing and Administrative Coordination

- Assist with billing related tracking and organization - Help ensure documentation aligns with billing requirements - Monitor administrative deadlines and required submissions ---

8. File Management and Systems Organization

- Help enforce file naming conventions and folder organization - Guide staff on proper Dropbox usage and structure - Ensure documents are stored in the correct locations - Support overall digital cleanliness and consistency ---

9. Training and Tutorials

- Assist with creating and maintaining tutorials using Guideflow - Ensure tutorials are properly stored and linked in Notion - Help team members understand and use tools correctly - Support process clarity through documentation and walkthroughs --- Bottom Line Expectation Kat’s role is to make operations run smoothly so the School Psychologist is focused only on testing, interpretation, and meetings. She is not expected to do everything herself, but to lead, guide, monitor, and ensure accountability across systems and people.

Assistant to the Team Lead

Primary Focus

Support the psych team with low risk administrative and documentation tasks, assist with basic report writing and behavioral observations, and organize files for review by supervising team members. ---

Tasks They CAN Do

Report and Documentation Support

- Assist with basic report writing - Write behavioral observations, including live observations - Write up information that already exists in student files or documentation - Organize documentation received from schools or parents

File and Document Organization

- Download and pull completed reports from systems such as QGlobal or PAR - Save and organize documents into the correct student folders in Dropbox - Link student folders in ClickUp to their Dropbox folder - Link completed reports in ClickUp to the report stored in Dropbox - Take documents received via email and file them appropriately in student folders

Email and Document Monitoring

- Log into the Michigan email account - Review incoming documents and attachments - Flag, label, and organize documents that require team review - Move relevant documents into the correct Dropbox folders - Mark or tag relevant items in ClickUp

Data Entry Support

- Input basic information from PowerSchool into a student profile when appropriate, if directed - Review spreadsheets or documentation sent by schools

Developmental Assessment Scoring

- Score the Developmental Profile ---

Tasks They Can PREPARE But NOT SEND

These items must be reviewed and sent by Kimi or Kat. - Draft emails for parents, schools, or team members - Draft text messages for parents - Upload drafts to ClickUp for review and approval They should not send communications directly. ---

Tasks They Should NOT Do

Assessment Administration or Scoring

They should not administer, score, tally, or interpret the following: - Intellectual assessments - RIAS - KBIT - Any other cognitive tests - Academic achievement assessments - WIAT - WJ ACH - Writing samples - Any scoring related to intellectual or academic testing

Testing Systems

They should not: - Enter student data into QGlobal - Generate testing links - Input testing responses - Manage assessment administration

IEP Systems and Record Retrieval

They should not: - Navigate school IEP systems - Pull records from online school systems - Retrieve files directly from district portals

Communication

They should not: - Send emails - Send text messages - Respond directly to school or parent communications ---

Overall Role Boundary

The Assistant to the Team Lead role focuses on documentation support, behavioral observation writing, file organization, and drafting communications for review, while assessment work, scoring of intellectual or academic measures, system navigation, and direct communication remain with senior staff. ---

Psychometrician/ Psych Assistant (Intern)

Role: Psychometrician, School Based Execution Primary Purpose Psychometricians or Psych Virtual Assistants are the primary executors of all school based evaluation work. They support the evaluation process from referral or record review through report completion and meetings. Their role is to deeply understand assigned students, districts, and workflows, not just complete tasks, but actively learn, analyze, and contribute professionally. ---

1. Case Ownership and Student Familiarity

- Take ownership of assigned students and cases from referral through evaluation and meeting - Review records thoroughly, not just collect them - Understand referral questions, areas of concern, and reason for evaluation - Identify services currently in place, including IEP goals, services, and supports - Be able to summarize a student’s educational and special education history clearly - Ask relevant, thoughtful questions about cases based on file review ---

2. Intake, Records, and Folder Setup

- Create student folders promptly for referrals, record reviews, and evaluations - Add student information accurately into ClickUp - Pull only necessary general education and special education records - Organize records clearly and consistently within folders - Maintain clean, logical file structures following naming and organization standards ---

3. ClickUp and Workflow Management

- Enter and maintain accurate task and student data in ClickUp - Monitor assigned tasks and deadlines - Review daily updates and priorities before starting work - Keep ClickUp current so case status is always clear - Use ClickUp as the primary system for tracking work ---

4. Communication and Correspondence

- Send single and consolidated emails for rating scales - Send follow up emails to teachers, parents, and relevant staff - Assist with parent correspondence as appropriate - Respond professionally and accurately to emails from school staff - Support scheduling by helping block out the School Psychologist’s calendar ---

5. Evaluation and Report Support

- Score assessments accurately and completely - Write assigned sections of reports according to standards - Upload assessment data and documentation into reports - Enter required information into IEP or district systems - Maintain accurate and timely documentation ---

6. Proofreading and Quality Control

- Proofread all reports independently before submission - Use the designated proofreading prompt - Complete peer to peer proofreading prior to reports being sent to the School Psychologist - Ensure reports are clear, accurate, and complete before review ---

7. Observations and Interviews

- Conduct classroom and behavioral observations as assigned - Learn and apply observation protocols - Conduct parent interviews, including autism related interviews - Interviews may be completed by phone or audio only Google Meet - Document interviews accurately and professionally ---

8. District and School Immersion

- Become highly familiar with assigned schools or districts - Learn staff names, including special education teachers and key personnel - Understand district procedures, expectations, and timelines - Function as a knowledgeable point of support for assigned sites ---

9. Co-Working and Team Collaboration

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title: 26 November Orientation Training

- Team Expansion: New district assignments include a virtual role in Michigan and an Ohio location to meet demand. - Scheduling Improvements: Transitioning from evening to daytime shifts aims to enhance accuracy and reduce errors caused by fatigue. - Diverse Talent: New psychometricians bring valuable backgrounds, including special education and personal experience with neurodiversity. - Service Focus: Core services include detailed psychoeducational evaluations for compliance with various state laws and academic assessments. - Operational Workflow: Utilizes ClickUp, Google Drive, and AI for efficient document management, ensuring accuracy and quality in reports. - Legal Compliance: Strict adherence to IDEA timelines and documentation ensures transparency and eligibility in special education assessments. Notes

Team Expansion and Scheduling Optimization

The team is expanding to better handle increasing demand across multiple states, and scheduling is being optimized to improve quality and collaboration (02:05). - Kimi Walker announced the addition of two new district assignments, one virtual-only in Michigan starting Monday and another in Ohio, responding to the need to expand the psychology team (02:05). - Evening shifts previously handled by a Filipino-based executive assistant were causing errors due to fatigue; shifting to daytime schedules aims to reduce mistakes and improve attention to detail (02:28). - Emphasis on coworking and collaboration during overlapping daytime hours to foster stronger team relationships and enhance productivity (03:20). - Plans to transition some contractors into full-time employees with benefits in the new year to build commitment and stability within the team (03:42). - The podcast agency work is currently supported by psychometricians familiar with Kimi’s workflows, highlighting effective cross-team collaboration (03:41). - The team culture maintains all remote staff from the Philippines to preserve cultural consistency, which Kimi values as part of operational cohesion (04:35). - Kimi plans to deepen psychometric training approaches reflecting this cultural alignment and operational model (04:52).

Candidate Backgrounds and Onboarding

The new psychometricians bring diverse psychological and educational experiences relevant to the team’s core work (06:22). - Maria Charinna Boongaling holds a psychology degree, teaching license, and experience with special needs populations, including firsthand care of a family member with ASD, which informs her empathy and expertise (06:22). - Located about 1.5 hours from Manila in Batanga City, she combines academic and personal insights into special education (08:31). - Richa-Ritz Ramos recently passed the psychometrician board exam, with strong background in psychological exams and personal connections to neurodiverse family members, enhancing her practical understanding (09:02). - She is creative with hobbies like crocheting, journaling, and teaching music, indicating well-rounded interpersonal skills valuable for client relations (09:55). - Katrina Buenavista, age 25, is pursuing a master’s in psychology while having recent experience as a university course facilitator and lab assistant, with extensive experience in psychological assessments, including developmental evaluations (11:57). - She highlighted a weekly unavailability window for worship (Friday 5:00 a.m. to Saturday 5:00 a.m. Eastern), important for scheduling (14:26). - She also engages in graphic design, supporting potential contributions to team visual materials (14:03).

Core Service Focus and Product Strategy

The primary work revolves around special education assessment, with a focus on delivering detailed psychoeducational evaluations that comply with varied state laws and school requirements (30:01). - Kimi explained the team’s main role as problem solvers focused on special education identification, with most work dedicated to academic achievement testing, eligibility evaluation, and support planning (30:01). - Services include cognitive and academic assessments, behavioral rating scales (notably the BASC), and collaboration with related service providers such as speech-language and occupational therapists (49:00). - The team supports multiple states with different procedural requirements, necessitating flexibility and precision from psychometricians (43:05). - The product strategy includes producing detailed, tailored reports using AI-assisted tools like AI14, with a critical emphasis on quality control due to AI’s current limitations (49:00). - Reports must balance narrative clarity with compliance to legal standards (e.g., FERPA and IDEA), integrating data from various sources: observations, work samples, rating scales, and historical records (31:18). - Kimi prioritizes person-first language and careful phrasing to protect student privacy, reflecting a strong compliance and ethical framework (45:54).

Operational Workflow and Technology Integration

The team uses a combination of ClickUp, Google Drive, Dropbox, and AI tools to manage workflow, documentation, and reporting with an emphasis on organization and accuracy (38:01). - Kimi detailed the need for rigorous file management, including renaming, separating mixed documents, and subfolder creation for clarity and efficiency (39:52). - Staff are trained to identify missing components (work samples, vision/hearing screenings, observations) and document these gaps clearly to trigger follow-ups with schools (16:16; 54:10). - The process includes detailed checklists per student to track receipt of essential evaluation components, enabling proactive communication with schools about missing data (16:18; 54:49). - Quality assurance is built into the process through multi-layer proofreading, combining AI-assisted checks with peer review to catch errors and maintain high standards (55:10). - Team AI platform is used to assist in summarizing and drafting report sections, with Kimi providing live training on effective prompting and dictation methods to optimize report writing speed and quality (29:07; 43:35). - Time tracking linked to billing clients (schools) is emphasized to ensure accurate invoicing and resource allocation, directly impacting revenue (58:59).

Compliance, Legal Framework, and Reporting Standards

The team operates within strict timelines and legal frameworks, primarily governed by IDEA and state-specific special education laws (51:12). - Georgia's special education timeline requires completion of evaluations within 60 calendar days, with a focus on comprehensive testing covering cognitive, academic, adaptive, motor, vision, and hearing areas (51:23). - Kimi stressed the importance of understanding variations between states and making sure evaluations comply with these timelines to maintain eligibility and service delivery (51:41). - Reports must include documented sources for all information, such as parent and teacher input, to ensure transparency and defendability (53:02). - Work samples and multiple observations are mandatory in states like Georgia to validate findings (59:47). - Reporting style guidelines include using person-first language, avoiding repetitive naming, and maintaining clear, reader-friendly formatting with consistent fonts and spacing (52:05; 54:42). - Kimi enforces neatness and consistency as essential for professionalism and ease of use by educators and administrators (54:55).

Training and Development Approach

Kimi emphasizes learning by teaching and hands-on practice, integrating asynchronous and collaborative work to build skills during the holiday period (15:45; 58:37). - New team members are tasked with organizing student folders, completing checklists of required evaluation components, and preparing report drafts using provided templates (29:07). - Kimi assigns students with manageable caseloads (generally two per person) to allow focused learning and gradual skill development (58:41). - Training includes deep dives into special education law comparisons between U.S. and Philippine contexts, supporting cross-cultural understanding and adaptability (36:12). - Use of AI tools like Team AI is introduced early to assist with summarization and drafting, with Kimi providing ongoing support for effective prompting and responsible AI use (29:07; 43:35). - Time tracking training is planned to ensure accurate billing and operational transparency as team members ramp up to full productivity (58:59). - Collaborative coworking sessions of approximately 90 minutes are encouraged to foster focus and peer support, with Kimi planning to monitor and participate to help guide the team (16:52). Action items

Maria Charinna Boongaling

- Organize and rename Mason and Rayleigh student folders; separate combined documents where necessary (02:58:00) - Complete evaluation checklists for assigned students, noting missing work samples and vision/hearing screenings (02:58:00) - Begin drafting reports using provided templates and AI summarization tools asynchronously (02:44:00)

Richa-Ritz Ramos

- Organize and rename Jaylee Lord’s student folder; separate parent input forms and rename documents appropriately (02:18:00) - Complete checklist noting missing work samples, classroom observations, and vision/hearing screenings; highlight missing items for school follow-up (02:27:00) - Utilize Team AI for report writing to create narrative and bulleted summaries of evaluation data (02:38:00)

Katrina Buenavista

- Organize and rename Jacob Plato and additional assigned student folders; separate document types and rename clearly (02:17:00) - Complete evaluation checklist for assigned students, marking missing documents and highlighting accordingly (02:27:00) - Accept invitation and log into Team AI via virtual assistant Gmail to assist report writing (02:29:00) - Use AI tools to assist with drafting IEP summaries and evaluation reports in appropriate format (02:41:00)

Kimi Walker

- Provide updated and clean templates for evaluation checklists and report formats to interns (02:38:00) - Share folder access for Georgia Charter students and interns’ personal report folders (02:36:00) - Train interns on AI use, report writing expectations, legal frameworks, and billing procedures (02:58:00) - Monitor email and chat threads for ongoing support and help troubleshoot access or work process issues (02:58:00)

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Linked historical pages · page

28 - 30 Nov Training Updates

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All Private Pages / Exec Plan 2025-26 / Psych VA Orientation
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Sections: *Please Watch This Video First * · Project Management (ClickUp) · *More on Evaluation Components, Cognitive Testing & Scoring* · Cognitive Ability/Intellectual Functioning · Academic Achievement · Understanding Scores and Scoring · Achievement Scoring · Cognitive Scoring

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title: 28 - 30 Nov Training Updates

Please Watch This Video First

Project Management (ClickUp)

Cognitive Ability/Intellectual Functioning

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Academic Achievement

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Understanding Scores and Scoring

Achievement Scoring

Cognitive Scoring RIAS KBIT

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SOP library · page

📝 SOP l Billing & Time Tracking

This procedure outlines the standardized process for logging staff hours, evaluation services, and student-related tasks. It ensures accurate tracking, billing integrity, and compliance through consistent use of Google Sheets, Hubstaff, and ClickUp.

School Psych Hub / SOPs and Workflows Library (School Psych Hub)
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Sections: 🗂️ Daily Time Logging & Tracking Steps · 1️⃣ Daily Logging in Google Sheet · 2️⃣ Track Evaluation Services · 3️⃣ Hubstaff Logging · 4️⃣ Verification and Reconciliation · 📌 Notes

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Description: This procedure outlines the standardized process for logging staff hours, evaluation services, and student-related tasks. It ensures accurate tracking, billing integrity, and compliance through consistent use of Google Sheets, Hubstaff, and ClickUp.
District/Entity: Other
Last Updated: 2026-03-31T05:40:43.925Z
Purpose: To ensure all staff hours, evaluation services, and daily tasks for specific school districts are accurately recorded and tracked for reporting and accountability purposes.
SOP or Workflow: SOP l Billing & Time Tracking
Tools: ['Google Sheets', 'hubstaff', 'ClickUp']
Track: General
Type: SOP
Type 2: ['Team Manual']

🗂️ Daily Time Logging & Tracking Steps

1️⃣ Daily Logging in Google Sheet

1. At the end of each workday, log all completed tasks in the district-specific Google Sheet. 2. Use the following format for each entry: - Student Identifier – first 2 letters of the first name + first 2 letters of the last name (e.g., *DaTr* for Daniel Travis) - Task Description – brief description of work performed (e.g., *report writing*, *sending SDH to parent*) 3. Ensure each task is linked to the correct student or caseload.

2️⃣ Track Evaluation Services

1. Include all billable activities, such as: - Assessment administration - Score reporting - Report drafting - Parent/teacher communication 2. Confirm that all tasks are logged accurately and consistently daily.

3️⃣ Hubstaff Logging

1. Staff should also use Hubstaff to track time spent on tasks. 2. Record the task details in the Notes section to match the daily Google Sheet log. 3. Include the student identifier (initials only) and task description for clarity. 4. This helps ensure time is accurately captured for each student or caseload.

4️⃣ Verification and Reconciliation

1. Review logged tasks in Google Sheet (and Hubstaff, if used) weekly to confirm accuracy. 2. Cross-check with completed assignments in ClickUp. 3. Correct any discrepancies before finalizing weekly records. 4. Maintain copies of all Google Sheets and Hubstaff logs for accountability and future reference.

📌 Notes

- Log tasks daily to avoid missed hours or tracking errors. - Use student initials consistently for easy tracking and reporting. - Maintain confidentiality for all student-related tasks and data. - Ensure Google Sheet and Hubstaff entries match for accurate reporting.

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Module 2 · page

🗒️ Activity Tracker

Welcome to the Daily Time Logs section! This is where you’ll record the time you spend on tasks for each district you’re supporting. Make sure to update your logs daily to keep track of hours, progress, and task completion. Accurate entries help the team monitor workload, plan resources, and ensure smooth reporting for each district.

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title: Activity Tracker

Welcome to the Daily Time Logs section! This is where you’ll record the time you spend on tasks for each district you’re supporting. Make sure to update your logs daily to keep track of hours, progress, and task completion. Accurate entries help the team monitor workload, plan resources, and ensure smooth reporting for each district. Anderson activity tracker 2025-2026 Georgia Charter activity tracker 2025-2026

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Module 2 · page

📔 Service Type Reference Guide For Time Logs and Invoicing

🔹 Direct Services. These tasks involve real-time interaction or services provided directly to or for a student, family, or educational team. Live or virtual meetings with district staff, providers, or parents to discuss a student’s needs, referral status, evaluation timelines, required signatures, or to explain the evaluation process.

School Psych Hub / Module 2: VA Essentials & Toolkit
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Sections: 🔹 Direct Services. These tasks involve real-time interaction or services provided directly to or for a student, family, or educational team. · 🔹 Indirect Services. These tasks support service delivery but are not face-to-face or live meetings. They are essential for preparation, documentation, and follow-through.

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title: Service Type Reference Guide *For Time Logs and Invoicing*

🔹 Direct Services. These tasks involve real-time interaction or services provided directly to or for a student, family, or educational team.

Category	Definition
Case Review Meetings	Live or virtual meetings with district staff, providers, or parents to discuss a student’s needs, referral status, evaluation timelines, required signatures, or to explain the evaluation process.
Consultation	Brief, targeted collaboration with staff or parents to support student services. This includes behavioral planning, academic interventions, or accommodations discussions.
Observations	Conducting structured observations in classrooms, therapy settings, or other school environments to gather behavioral or academic data for assessment or consultation purposes.
Assessments	Directly administering standardized or informal assessments, structured interviews, or behavioral checklists with students or others. Includes setup and proctoring.
IEP/Evaluation Meetings	Participating in or leading eligibility determination meetings, reevaluation reviews, or IEP team meetings tied to formal assessment data or psychological input.

🔹 Indirect Services. These tasks support service delivery but are not face-to-face or live meetings. They are essential for preparation, documentation, and follow-through.

Category	Definition
Scheduling	Coordinating testing times, meetings, or interviews with students, staff, or families via phone, email, or system calendar tools.
Follow-Ups	Reaching out to gather missing documentation, signatures, or incomplete referral items. Also includes confirming appointment details and addressing procedural questions after a service is delivered.
Scoring/Admin	Completing manual or digital scoring of assessment tools, organizing results, or managing systems like rating scale platforms (e.g., BASC, Conners, etc.). Also includes verifying responses or printing/scanning protocols.
Report Writing	Drafting and finalizing psychoeducational, behavioral, or other evaluation reports. Includes writing summaries, integrating data, and reviewing drafts.
Record Review	Reviewing cumulative files, academic records, intervention logs, discipline history, or previous evaluations to inform current services.
Other (Indirect)	Tasks that support student services but don’t fall neatly in the above categories, such as syncing files, preparing consent forms, or internal documentation for case management.

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Module 2 · page

📔 Secure Access & VPN Setup

This section provides guidance on how to set up and use a VPN as part of the VA Essentials and Toolkit. A VPN (Virtual Private Network) is essential for protecting sensitive client data, securing your internet connection, and ensuring compliance with organizational and legal privacy requirements. By using a VPN, all communication between your device and work systems is encrypted, reducing the risk of unauthorized access. Follow these instructions to safely and efficiently access work platforms, whether you’re in the office or working remotely. To ensure our systems remain secure and high-performing, only a few select team members will have access to the company NordVPN account going forward.

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Sections: Important Update: USA Portal Access & VPN Usage · The "Rotation Strategy" for Success

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title: Secure Access & VPN Setup

This section provides guidance on how to set up and use a VPN as part of the VA Essentials and Toolkit. A VPN (Virtual Private Network) is essential for protecting sensitive client data, securing your internet connection, and ensuring compliance with organizational and legal privacy requirements. By using a VPN, all communication between your device and work systems is encrypted, reducing the risk of unauthorized access. Follow these instructions to safely and efficiently access work platforms, whether you’re in the office or working remotely.

Important Update: USA Portal Access & VPN Usage

To ensure our systems remain secure and high-performing, only a few select team members will have access to the company NordVPN account going forward. However, everyone on the team is required to have a VPN installed on their computer to access US-based tools like PowerSchool and IEP systems. Since you only need a USA IP address for these specific logins (and not for writing reports in Google Docs), the following free services are more than enough to cover your needs. Please download and set up accounts for all three of these options to ensure you always have a backup: 1. Windscribe - Best For: Reliability and choosing specific US regions. - Data: 10GB/month (you must confirm your email to get the full 10GB). 2. PrivadoVPN - Best For: High-speed connections for faster portal loading. - Data: 10GB/month of high-speed data. 3. Hide.me - Best For: A simple, no-fuss backup with a solid USA connection. - Data: 10GB/month.

The "Rotation Strategy" for Success

By having all three, you have 30GB of free USA data per month. If you run out of data on Windscribe, simply switch to Privado, and then to Hide.me. How to manage your data usage: - Log in, then turn off: Only turn the VPN ON when you are logging into the school portals. - Google Docs/Research: Turn the VPN OFF when you are writing reports or doing regular research. Google Docs does not require a VPN and will just waste your 10GB limit. - Split Tunneling: Check the settings in Windscribe or Privado and enable "Split Tunneling" for your browser (like Chrome). This ensures the VPN only runs on your browser and doesn't get used up by background computer updates.

VPN	Data	Can Pick USA?	Best For...
Windscribe	10 GB	Yes	Primary (very reliable)
PrivadoVPN	10 GB	Yes	Backup 1 (very fast)
Hide.me	10 GB	Yes	Backup 2 (no registration needed)

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Module 2 · page

📔 Team Communication

Clear communication keeps our workflow smooth and students supported. As a VA, all task-related questions or updates should be sent to Kimi via ClickUp. Screen recordings can be a helpful way to explain or clarify questions. Keep in mind that this is for reference purposes, ClickUp, our main project management tool, already has built-in screen recording capabilities that you can use directly within the platform

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title: Team Communication

Clear communication keeps our workflow smooth and students supported. As a VA, all task-related questions or updates should be sent to Kimi via ClickUp. Use Screen Recording to Communicate or Clarify Concerns: Screen recordings can be a helpful way to explain or clarify questions. Keep in mind that this is for reference purposes, ClickUp, our main project management tool, already has built-in screen recording capabilities that you can use directly within the platform Effective Problem-solving Note: We have a video on the problem-solving process. For Step 4 - please reach out to other team members first—preferably a veteran who may be working in the same time zone shift—as your first point of reference.

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Module 2 · page

📔 Psycho-Educational Evaluation Report

A psychoe-educational/psychological evaluation provides a structured look at how a student learns and functions across cognitive, academic, behavioral, and adaptive areas. The general structure of the report typically includes: Purpose of the evaluation, including whether it is an initial assessment or a reevaluation and areas of concern.

School Psych Hub / Module 2: VA Essentials & Toolkit
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Sections: 1. Overview of a Psycho-educational Evaluation · 2. School Background Information · 3. General Education Students versus Special Education Students · General Education Students · Special Education Students · 4. General Education Documents versus Special Education Documents · General Education Documents · Special Education Documents · 5. State by State Considerations · Indiana (Article 7) · Georgia (State Rule 160 and DOE Guidelines) · Florida or Other States · 6. Cognitive Assessment · 7. Academic Achievement Assessment · 8. Adaptive Behavior · 9. Social, Emotional, and Behavioral Functioning · 10. Integration of Findings · 11. Eligibility Considerations · 12. Recommendations and Next Steps

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title: Psycho-Educational Evaluation Report

1. Overview of a Psycho-educational Evaluation

A psychoe-educational/psychological evaluation provides a structured look at how a student learns and functions across cognitive, academic, behavioral, and adaptive areas. The general structure of the report typically includes: - Demographic Information Name, date of birth, grade, school, and dates of assessment. - Reason for Referral Purpose of the evaluation, including whether it is an initial assessment or a reevaluation and areas of concern. - Student and School Background Relevant social, developmental, medical, and educational history. Includes parent and teacher concerns. - Record Review Prior evaluations, intervention history, attendance, discipline, Section 504 Plans if present, and IEPs when applicable. - Observations Classroom observations, testing observations, and behavioral presentation. - Cognitive Assessment Results from the primary cognitive battery, including index or composite scores. - Academic Achievement Assessment Performance in reading, writing, mathematics, and related academic areas. - Adaptive or Developmental Behavior Assessment Information on adaptive functioning or developmental skills when relevant to the referral. - Social, Emotional, and Behavioral Assessment Behavioral, emotional, and executive functioning information from rating scales or observations. - Specialty Scales (if administered) Instruments such as ASD rating scales or emotional and behavioral disorder scales, depending on referral concerns. - Summary and Recommendations Summary of findings, instructional needs, behavioral recommendations, and next steps. - Eligibility Considerations (when required) Included only when required by state or district procedures.

2. School Background Information

This section outlines the student’s educational experiences and the context for the evaluation. - Enrollment history - Attendance and discipline - Prior interventions or supports - Classroom setting and instructional methods - Previous evaluations - Parent concerns - Teacher concerns - Academic or behavioral patterns - Relevant medical, developmental, or social history - Language background and ELL considerations

3. General Education Students versus Special Education Students

General Education Students

- Receive grade level instruction - May receive Tier 1 or Tier 2 interventions - Do not have an IEP - May receive behavior supports or general education FBAs or BIPs - May have a Section 504 Plan and remain general education students - Evaluation referrals typically include documented concerns or interventions unless interventions are not appropriate for the area of concern

Special Education Students

- Receive specialized instruction documented in an IEP - May receive related services - Participate in annual IEP reviews and reevaluations at least every three years - Protected by IDEA procedural safeguards - Assessment findings align with IEP goals, service needs, and educational impact

4. General Education Documents versus Special Education Documents

General Education Documents

- Classroom assessments - Intervention logs and RTI progress monitoring - Teacher notes - Attendance and discipline records - Building level behavior plans - FBAs and BIPs for general education students - Section 504 Plans - Parent communication logs

Special Education Documents

- IEP - Consent for evaluation - Prior Written Notice - Eligibility reports and state specific forms - Related service logs - Special education FBAs and BIPs - Manifestation determination documents - Progress monitoring for specialized instruction

5. State by State Considerations

Indiana (Article 7)

- Uses defined disability criteria - ASD evaluations require two trained professionals - SLD determinations may use PSW or RTI - Developmental delay eligibility extends through age 9 - Notice of Findings required for every evaluation

Georgia (State Rule 160 and DOE Guidelines)

- Standardized eligibility forms statewide - SLD determinations may use RTI or discrepancy - ASD may require medical or educational documentation - Language impairment requires standardized assessment and evidence of educational impact

Florida or Other States

Additional states can be added as needed.

6. Cognitive Assessment

This section outlines performance on cognitive measures that assess reasoning, memory, processing, and problem solving. - RIAS 2, WISC V, DAS II, or similar measures - Verbal reasoning, visual spatial reasoning, working memory, and processing speed - Composite scores and index scores - Patterns relevant to eligibility categories

7. Academic Achievement Assessment

This section describes academic performance in reading, writing, mathematics, and related areas. - WJ IV, WIAT 4, KTEA 3, or similar assessments - Cluster scores and subtests - Interpretation of strengths and weaknesses - Links to classroom performance

8. Adaptive Behavior

Adaptive behavior includes daily living skills, social communication abilities, and functional independence. - Vineland 3 - ABAS 3 - DP 4 - Findings relevant to intellectual disability, developmental delay, or autism

9. Social, Emotional, and Behavioral Functioning

This section covers behavioral, emotional, and executive functioning across home and school settings. Tools may include: - BASC 3 - Conners - Vineland socialization components - Observations and interviews - Specialty scales such as ASD or ED rating scales when relevant

10. Integration of Findings

This section summarizes the overall learning profile by connecting: - Cognitive results - Academic results - Behavioral findings - Adaptive functioning - Classroom performance - Parent and teacher input

11. Eligibility Considerations

Eligibility determinations depend on state rules, district procedures, assessment data, and documented educational impact. This section is included only when required by local practices.

12. Recommendations and Next Steps

This section outlines instructional strategies, accommodations, behavioral supports, and any additional interventions aligned with the assessment results.

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Module 2 · page

📔 Evaluation Report Components

School Psych Hub / Module 2: VA Essentials & Toolkit
Last edited: 2025-12-15T00:42:28.939Z

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Sections: Referral Information · Background Information (Developmental History) · School Information (School Data) · Observations · Cognitive Assessment · Academic Achievement Assessment · Adaptive or Developmental Behavior Assessment · Social, Emotional, and Behavioral Assessment · Specialty Scales (if administered) · Summary/ Integration of Findings · Recommendations and Next Steps · Eligibility Considerations

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title: Evaluation Report Components

Referral Information

Reason for referral - What were the concerns - Who was the initiator of this evaluation - Initial Evaluation or Revaluation - Re-Eval - 3-Year Re-eval - Re-Evaluation for a different reason

Background Information (Developmental History)

This section outlines the student’s developmental, medical, family, language, and social background. It provides context for understanding the student outside of school and is typically informed by parent or caregiver report and prior evaluations. - Relevant prenatal, birth, and early developmental history - Medical or health information - Family and social context - Language background and exposure - Parent concerns regarding learning, behavior, or development - Prior developmental or psychological evaluations - Relevant history or factors that may influence learning or behavior

School Information (School Data)

This section summarizes the student’s educational experience and school based data relevant to understanding academic and behavioral functioning. - Enrollment history and any school transitions - Attendance patterns and relevant trends - Discipline records when applicable - Classroom performance and teacher reported strengths and concerns - Benchmark assessments such as NWEA, iReady, DIBELS, STAR, or other universal screeners - Curriculum based measures and progress monitoring data - RTI and MTSS supports including documented interventions and student response - PBIS supports or other tiered behavior systems - Existing behavior plans, general education FBAs, or BIPs - Work sample analysis when available - Section 504 Plans including accommodations when applicable - IEP summary for students receiving special education services including services, goals, and noted needs - Language background and ELL considerations based on school setting scores such as WIDA - Teacher communication or professional input regarding academic, behavioral, or social concerns

Observations

This section includes observations conducted during testing and, when available, observations conducted in the student’s classroom setting. Information may include: - Behavioral presentation during the assessment - Approach to tasks, effort, and persistence - Attention, activity level, and regulation - Communication style and interaction with the examiner - Learning behaviors such as processing time, response patterns, or problem solving style - Classroom observation notes when available, including engagement, peer interaction, and behavior within the instructional environment

Cognitive Assessment

This section outlines performance on cognitive measures that assess reasoning, memory, processing, and problem solving. Instruments may include the RIAS 2, WISC V, DAS II, or similar standardized measures. - Verbal and nonverbal reasoning abilities - Visual spatial or fluid reasoning skills - Working memory - Processing speed - Index or composite scores - Patterns relevant to understanding learning strengths and needs

Academic Achievement Assessment

This section describes academic performance in reading, writing, mathematics, and related areas using standardized achievement measures such as the WJ IV, WIAT 4, or KTEA 3. - Foundational reading skills - Reading fluency and comprehension - Written expression abilities - Spelling and written mechanics - Mathematics computation and applied problem solving - Cluster scores and subtest scores - Alignment with classroom performance and benchmark data

Adaptive or Developmental Behavior Assessment

Adaptive behavior reflects daily living skills, communication abilities, and functional independence. Developmental behavior measures may also be used for younger children. Instruments may include the Vineland 3, ABAS 3, DP 4, or other developmental scales. - Communication skills - Socialization abilities - Daily living and self care skills - Functional and practical behaviors - Findings relevant to eligibility considerations such as developmental delay, intellectual disability, or autism

Social, Emotional, and Behavioral Assessment

This section covers behavioral, emotional, and executive functioning across home and school settings. Tools may include standardized rating scales, interviews, and observations. - Behavioral regulation - Emotional functioning - Attention and executive skills - Peer and social interaction - Home and school based concerns - Rating scales such as BASC 3, Conners, or related specialty tools - ASD specific tools or emotional and behavioral disorder scales when relevant

Specialty Scales (if administered)

This section includes additional tools completed when specific referral questions are present. Examples include: - Autism specific measures - Anxiety, depression, or mood related scales - Behavioral disorder ratings - Executive functioning tools - Any other targeted rating scales or protocols

Summary/ Integration of Findings

This section summarizes and integrates information from all areas of the evaluation to provide a comprehensive understanding of the student’s learning profile. - Cognitive, academic, and behavioral connections - Adaptive functioning and developmental considerations - Classroom performance and benchmark correlations - Teacher and parent input - Identified strengths and areas of need - Overall educational impact

Recommendations and Next Steps

This section outlines instructional strategies, accommodations, behavioral supports, and next steps aligned with the assessment findings. - Academic recommendations - Behavioral and social emotional supports - Classroom accommodations and modifications - Home based strategies when needed - Suggestions for progress monitoring - Planning guidance for the Case Conference Committee or equivalent team

Eligibility Considerations

Eligibility determinations depend on state rules, district procedures, assessment data, and documented educational impact. This section is only included when required by local procedures. - Alignment of data with state specific criteria - Evidence of educational impact - Required components for categories such as SLD, ASD, ID, OHI, Speech or Language Impairment, Emotional Disability, or Developmental Delay

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Module 2 · page

📔 School Psychologist Guide to Ai

AI guide resource page. Review the resource links and returned content below; it has little standalone explanatory prose.

School Psych Hub / Module 2: VA Essentials & Toolkit
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pdf: AI_for_School_Psychs_2.0_copy.pdf
pdf: SPAI_Prompt_Playbook_v1.pdf

SOP library · database

View of SOPs and Workflows Library (School Psych Hub)

Database container with 16 returned records across 1 data source(s). Includes schema and saved views; record links are listed below.

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Database records and configuration

📝 SOP | Updating ClickUp Caseloads (Georgia Charter)
📝 Workflow | Sending SDH Forms & Rating Scales
📝 SOP | Updating ClickUp Caseloads (Multiple)
📝 Workflow I Infinite Campus (Georgia Charter)
📝 SOP| Folder Setup (Multiple Schools)
📝 SOP| Folder Setup (GSIC & RC)
📝 SOP | Shared Drive Monitoring & File Transfer (GSIC & RC)
📝 SOP l Billing & Time Tracking
📝 SOP I Requesting Verification Codes
📝 SOP | Update ClickUp Rating Scale Status
📝 Workflow | Prompt Usage (Georgia Charter)
📝 SOP | Scoring & Score Reports
📝 Workflow I WISC-V Scoring & Report Generation
📝 Workflow | Prompt Usage (Anderson)
📝 Workflow I Powerschool SIS (Anderson)
📝 Workflow| RIAS Scoring & Reporting

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Module 4 · page

🗒️ Assessment & Administrative Forms

This page serves as a centralized resource for all forms used throughout the assessment process. It includes parent and teacher communication forms, consent documents, rating scale packets, and other essential paperwork required for school psychology evaluations. By using these standardized forms, you can ensure compliance with ethical and legal guidelines, maintain consistency across cases, and streamline data collection and reporting. This resource is designed to make administrative tasks more efficient while supporting accurate and organized evaluation procedures.

School Psych Hub / Module 4: General Forms & Templates
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title: Assessment & Administrative Forms

This page serves as a centralized resource for all forms used throughout the assessment process. It includes parent and teacher communication forms, consent documents, rating scale packets, and other essential paperwork required for school psychology evaluations. By using these standardized forms, you can ensure compliance with ethical and legal guidelines, maintain consistency across cases, and streamline data collection and reporting. This resource is designed to make administrative tasks more efficient while supporting accurate and organized evaluation procedures. Adult Consent for Psychological Testing Exchange/Release Psych Form Early Childhood Systematic Observation First Steps Service Provider Face to Face Informed Consent for School Psychological Services Social Development History (English) Social Developmental History (Spanish) TEACHER/COUNSELOR REPORT

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Module 4 · page

📔 Functional Behavioral Assessment (FBA)

A Functional Behavioral Assessment (FBA) is a systematic process used to identify the underlying causes and triggers of challenging behaviors in students. This page provides guidance on how to conduct an FBA, including data collection, analysis, and interpretation, to develop targeted, effective interventions that support positive behavioral outcomes and inform individualized education plans (IEPs).

School Psych Hub / Module 4: General Forms & Templates
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title: Functional Behavioral Assessment (FBA)

A Functional Behavioral Assessment (FBA) is a systematic process used to identify the underlying causes and triggers of challenging behaviors in students. This page provides guidance on how to conduct an FBA, including data collection, analysis, and interpretation, to develop targeted, effective interventions that support positive behavioral outcomes and inform individualized education plans (IEPs). Understanding Functional Behavioral Assessment Preparing FBA report using Ai

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Module 4 · page

📄 Other Templates & Inserts

Wrapper page containing the empty Other Templates & Inserts database.

School Psych Hub / Module 4: General Forms & Templates
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title: Other Templates & Inserts

Other Templates & Inserts

Assessment write-ups · page

📝 Assessment Write-Up Templates

Wrapper page containing the Assessment Write-Up Templates database.

School Psych Hub / Module 4: General Forms & Templates
Last edited: 2026-09-09T21:33:41.239Z

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title: Assessment Write-Up Templates

Assessment Write-Up Templates

Module 5 · page

📔 Checklists

This page provides sample checklists used for teachers and parents, offering clear examples of how to collect consistent and relevant information. These checklists serve as a guide to ensure all necessary areas are covered, making it easier to gather accurate data for evaluations and maintain standardized documentation across cases. https://www.dropbox.com/scl/fi/ul2jwfaljlvepqkkye899/Basic-Psychological-Process-Teacher-Checklist.docx?rlkey=44rma5e00jmergkzxosl22n9h&st=m0tdbpig&dl=0

School Psych Hub / Module 5: Testing & Report Writing Guide
Last edited: 2026-09-09T19:19:40.838Z

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title: Checklists

This page provides sample checklists used for teachers and parents, offering clear examples of how to collect consistent and relevant information. These checklists serve as a guide to ensure all necessary areas are covered, making it easier to gather accurate data for evaluations and maintain standardized documentation across cases. https://www.dropbox.com/scl/fi/ul2jwfaljlvepqkkye899/Basic-Psychological-Process-Teacher-Checklist.docx?rlkey=44rma5e00jmergkzxosl22n9h&st=m0tdbpig&dl=0 https://www.dropbox.com/scl/fi/oybhlkaxfba9jsmon1aid/Basic-Psychological-Process-Parent-Checklist.docx?rlkey=hen10cl5lep20t0ccblvk6get&st=7kg2bez9&dl=0

Linked resources

Images, files and embedded media

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file: Parent_Version_.docx
file: Informal_Autism_Behavior_Checklist_Teacher.pdf
file: Informal_Autism_Behavior_Checklist_Parent.pdf
file: Informal_Autism_Behavior_Checklist_Teacher.pdf

Module 5 · page

📔 List of Psych Tests and Publishers

School Psych Hub / Module 5: Testing & Report Writing Guide
Last edited: 2026-09-09T19:19:40.838Z

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title: List of Psych Tests and Publishers

Think of this page as your quick, reliable cheat sheet. Whenever you’re wondering, *“Which test should I use?”* or *“Who publishes this scale again?”* — this list has your back. Here, you’ll find all the tests and rating scales we commonly use, paired with their official publishers. It’s designed to help the VA stay organized, choose the right tools with confidence, and avoid digging through multiple websites or old files. Use it like a guide you can keep coming back to: ✔️ Double-check publisher info ✔️ Make sure you’re using the right version ✔️ Pick assessments that best match the referral question

Linked resources

Embedded resource

Images, files and embedded media

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embed: supported-tests

Module 5 · page

📔 How to Administer Rating Scale

Rating-scale administration resources organized by publisher, with recording timestamps and links. Pearson/Q-global is explicitly marked not available anymore.

School Psych Hub / Module 5: Testing & Report Writing Guide
Last edited: 2026-09-09T19:19:40.840Z

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title: How to Administer Rating Scale

Note: A video covering this topic is available, and the relevant link has already been incorporated into this Notion page. Please watch from timestamp 00:00 to 3:10 as your reference. Administration 1.Pearson/Q-Global: https://www.youtube.com/watch?v=Po7RFAU5Lpo - NOT AVAILABLE ANYMORE 2a. WPS: 2b. WPS (watch this video from time stamp 39:00 until 49:00) 3.Par Inc/Pariconnect (watch this video from the time stamp 3:28) 4. MHS Links to Platforms 1. Pearson/QGlobal 2. WPS 3. Par Inc/Pariconnect 4. MHS Assessments Live Administration (Q-Global and Par Inc) 11/6/2024:

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video: watch
video: watch
video: watch
video: 6a56fbcc-5cee-4e54-827a-d4ee03773fb8

Module 5 · page

📔 How to Generate Score Reports

Sparse score-report resource page with Pearson/Q-global and WPS headings. The returned body contains little explanatory text.

School Psych Hub / Module 5: Testing & Report Writing Guide
Last edited: 2026-09-09T19:19:40.841Z

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title: How to Generate Score Reports

1. Pearson/Q-Global : 1. WPS:

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video: 54c40a34-45eb-495d-86f3-2e9866212e75

Hub and supporting pages · page

📔 Generating Report in ClickReports

ClickReports naming guidance, step-by-step tutorial resources, and examples for BASC-3, BRIEF, CTOPP, KTEA, TAPS, WISC-5 and WJ Cognitive. Stored in the archive/delete holding area.

School Psych Hub / To Archive / To Delete
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Sections: BASC-3 · BRIEF · CTOPP · KTEA · TAPS · WISC-5 · WJ Cog

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title: Generating Report in ClickReports

In Click Reports (on any battery or tests), you only need to put the student’s first name in the Name line. For parents and teachers, I usually put their first and last name just to help with knowing who we are referring to Image/attachment: unnamed — open original page to inspect Step-by-Step Tutorial Sample generated report from Clickreports

BASC-3

BRIEF

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CTOPP

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KTEA

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TAPS

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WISC-5

WJ Cog

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Images, files and embedded media

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video: watch
video: watch
image: Screenshot_2025-12-10_at_8.09.13_AM.png
image: Screenshot_2025-12-10_at_8.23.05_AM.png
image: Screenshot_2025-12-10_at_8.22.45_AM.png
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Hub and supporting pages · database

New database

Database container with 13 returned records across 1 data source(s). Includes schema and saved views; record links are listed below.

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Database records and configuration

📔 Adaptive Behavior Assessment System (ABAS)
📔 BASC
📔 Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI)
📔 Bracken Concept Scale-4
📔 Brown EF/A
📔 Developmental Profile-4 (DP-4)
📔 GORT (Video Needs Editing)
📔 RIAS
📔 Wechsler Individual Achievement Test (WIAT)
📔 Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V)
📔 WJ IV Achievement
📔 WJ IV Cognitive
📔 Woodcock-Johnson Early Cognitive and Academic Development (WJ ECAD)

<database url="{{https://app.notion.com/p/2cdf27f9e9d58066bd0ac7a2732a3045}}" inline="true"> The title of this Database is: New database <ancestor-path> <parent-page url="https://app.notion.com/p/2cbf27f9e9d580c9a8b4ebd6e64439bb" title="Test Tutorial Guide"/> <ancestor-2-page url="https://app.notion.com/p/2a1f27f9e9d580f6b143d9891d770221" title="Module 5: Testing & Report Writing Guide"/> <ancestor-3-page url="https://app.notion.com/p/297f27f9e9d581a9acc0d166ae9d439d" title=""/> <ancestor-4-page url="https://app.notion.com/p/297f27f9e9d5817680b4feeebfbfb571" title=""/> <ancestor-5-page url="https://app.notion.com/p/297f27f9e9d580f285a5f20459e27641" title="School Psych Hub"/> </ancestor-path> Here are the Database's Data Sources: You can use the "fetch" tool on the URL of any Data Source to see its full schema configuration. <data-sources> <data-source url="{{collection://2cdf27f9-e9d5-80ee-aea9-000b59536baf}}"> The title of this Data Source is: New database Here is the database's configurable state: Properties with readOnly: true are synced or system-managed. Do not try to update their values with page update tools. <data-source-state> {"name":"","schema":{"Last Updated":{"description":"","name":"Last Updated","querySqlColumns":{"columns":[{"name":"date:Last Updated:start","sqlType":"TEXT"},{"name":"date:Last Updated:end","sqlType":"TEXT"},{"name":"date:Last Updated:is_datetime","sqlType":"INTEGER"}],"usage":"For connections.notion.querySql. Main schema name not queryable."},"type":"date"},"Multi-select":{"description":"","name":"Multi-select","options":[{"color":"default","description":"","name":"Achievement","url":"collectionPropertyOption://2cdf27f9-e9d5-80ee-aea9-000b59536baf/R1xMWw/UkZiTQ"},{"color":"pink","description":"","name":"Psychomotor","url":"collectionPropertyOption://2cdf27f9-e9d5-80ee-aea9-000b59536baf/R1xMWw/TV5jVw"},{"color":"gray","description":"","name":"Cognitive","url":"collectionPropertyOption://2cdf27f9-e9d5-80ee-aea9-000b59536baf/R1xMWw/bEFgeg"},{"color":"brown","description":"","name":"Socio-Emotional","url":"collectionPropertyOption://2cdf27f9-e9d5-80ee-aea9-000b59536baf/R1xMWw/T2leRA"},{"color":"green","description":"","name":"Adaptive","url":"collectionPropertyOption://2cdf27f9-e9d5-80ee-aea9-000b59536baf/R1xMWw/fktCeA"}],"type":"multi_select"},"Test":{"description":"","name":"Test","type":"title"}},"url":"collection://2cdf27f9-e9d5-80ee-aea9-000b59536baf"} </data-source-state> Here is the SQLite table definition for this data source. <sqlite-table> CREATE TABLE IF NOT EXISTS "collection://2cdf27f9-e9d5-80ee-aea9-000b59536baf" ( url TEXT UNIQUE, createdTime TEXT, -- ISO-8601 datetime string, automatically set. This is the canonical time for when the page was created. "Multi-select" TEXT, -- JSON array with zero or more of ["Achievement", "Psychomotor", "Cognitive", "Socio-Emotional", "Adaptive"] "date:Last Updated:start" TEXT, -- ISO-8601 date or datetime string. Use the expanded property (date:<column_name>:start) to set this value. "date:Last Updated:end" TEXT, -- ISO-8601 date or datetime string, can be empty. Must be NULL if the date is a single date, and must be present if the date is a range. Use the expanded property (date:<column_name>:end) to set this value. "date:Last Updated:is_datetime" INTEGER, -- 1 if the date is a datetime, 0 if it is a date, NULL defaults to 0. Use the expanded property (date:<column_name>:is_datetime) to set this value. "Test" TEXT ) </sqlite-table> </data-source> </data-sources> Here are the Database's Views: You can use the "fetch" tool on the URL of any View to see its full configuration. <views> <view url="{{view://2cdf27f9-e9d5-80c1-b133-000c69b5b846}}"> {"cardLayoutMode":"default","dataSourceUrl":"{{collection://2cdf27f9-e9d5-80ee-aea9-000b59536baf}}","displayProperties":["Test"],"fullWidthProperties":[],"groupBy":{"hideEmptyGroups":false,"property":"Multi-select","propertyType":"multi_select","sort":{"type":"manual"}},"name":"","type":"board"} </view> </views> </database>

Prompt library · database

View of Prompt Library

Database container with 19 returned records across 1 data source(s). Includes schema and saved views; record links are listed below.

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Notice of Initial or Re-Evaluation Prompt (Indiana Only)
Reason for Referral
Background Information (Developmental History) and School Information (School History)
Record Review
Testing Observation
Proofreading
Discussion/Summary Paragraph: Introductory
Discussion/Summary Paragraph: Battery/Assessment
Discussion/Summary Paragraph: Overall Findings Paragraph
Discussion/Summary Paragraph: Final Case Conference Committee Paragraph (Preserve Exactly As Written)
Summary of Battery in Summary Section
🪄 IEP Goal Writing
🪄 Calendar Invite for Virtual Testing
🪄 Indiana Notice of Findings
🪄 RIAS-2 NU Cognitive Narrative and Score Table, Master Prompt
🪄 Summary Section Writing
🪄 Enhancing Vineland (VABS-3) Write-Ups
Comprehensive File Review and Eligibility Consideration Prompt
Record Review (Indiana)

<database url="{{https://app.notion.com/p/2f0f27f9e9d580408e7af0625ed9043d}}" inline="true"> The title of this Database is: View of Prompt Library <ancestor-path> <parent-page url="https://app.notion.com/p/297f27f9e9d581e2a5caf92b01b640d9" title="Module 06: Prompt Library"/> <ancestor-2-page url="https://app.notion.com/p/297f27f9e9d581a9acc0d166ae9d439d" title=""/> <ancestor-3-page url="https://app.notion.com/p/297f27f9e9d5817680b4feeebfbfb571" title=""/> <ancestor-4-page url="https://app.notion.com/p/297f27f9e9d580f285a5f20459e27641" title="School Psych Hub"/> </ancestor-path> Here are the Database's Data Sources: You can use the "fetch" tool on the URL of any Data Source to see its full schema configuration. <data-sources> <data-source url="{{collection://2edf27f9-e9d5-813c-bb97-000b0a80dd43}}"> The title of this Data Source is: Prompt Library Here is the database's configurable state: Properties with readOnly: true are synced or system-managed. Do not try to update their values with page update tools. <data-source-state> {"default_page_template":"https://app.notion.com/p/2edf27f9e9d5817cada1f1e80b76f8d2","icon":"/icons/magic-wand_red.svg","name":"Prompt Library","schema":{"Description":{"description":"","name":"Description","type":"text"},"Last Updated":{"description":"","name":"Last Updated","type":"last_edited_time"},"Other":{"description":"","name":"Other","options":[{"color":"pink","description":"","name":"Other","url":"collectionPropertyOption://2edf27f9-e9d5-813c-bb97-000b0a80dd43/czxJdQ/eWlZXA"}],"type":"select"},"Prompt Text":{"description":"","name":"Prompt Text","type":"text"},"Prompt Title":{"description":"","name":"Prompt Title","type":"title"},"School District":{"description":"","name":"School District","options":[{"color":"blue","description":"","name":"Indiana","url":"collectionPropertyOption://2edf27f9-e9d5-813c-bb97-000b0a80dd43/TG9Ebw/YHVReA"},{"color":"green","description":"","name":"Georgia","url":"collectionPropertyOption://2edf27f9-e9d5-813c-bb97-000b0a80dd43/TG9Ebw/OmBcXg"},{"color":"purple","description":"","name":"General","url":"collectionPropertyOption://2edf27f9-e9d5-813c-bb97-000b0a80dd43/TG9Ebw/fXpydA"}],"type":"select"},"Stage":{"description":"","name":"Stage","options":[{"color":"yellow","description":"","name":"Pre-referral","url":"collectionPropertyOption://2edf27f9-e9d5-813c-bb97-000b0a80dd43/dz1Ldg/eHtzaQ"},{"color":"blue","description":"","name":"Report Writing","url":"collectionPropertyOption://2edf27f9-e9d5-813c-bb97-000b0a80dd43/dz1Ldg/Yzt2UQ"},{"color":"green","description":"","name":"Testing & Administration","url":"collectionPropertyOption://2edf27f9-e9d5-813c-bb97-000b0a80dd43/dz1Ldg/TjpWcw"}],"type":"select"}},"url":"collection://2edf27f9-e9d5-813c-bb97-000b0a80dd43"} </data-source-state> Here is the SQLite table definition for this data source. <sqlite-table> CREATE TABLE IF NOT EXISTS "collection://2edf27f9-e9d5-813c-bb97-000b0a80dd43" ( url TEXT UNIQUE, createdTime TEXT, -- ISO-8601 datetime string, automatically set. This is the canonical time for when the page was created. "Prompt Text" TEXT, "Last Updated" TEXT NOT NULL, -- ISO-8601 datetime string, automatically set. This is the canonical time for when the page was last edited. "Description" TEXT, "School District" TEXT, -- one of ["Indiana", "Georgia", "General"] "Other" TEXT, -- one of ["Other"] "Stage" TEXT, -- one of ["Pre-referral", "Report Writing", "Testing & Administration"] "Prompt Title" TEXT ) </sqlite-table> </data-source> </data-sources> Here are the Database's Views: You can use the "fetch" tool on the URL of any View to see its full configuration. <views> <view url="{{view://2f0f27f9-e9d5-8081-b4c7-000c490f0619}}"> {"dataSourceUrl":"{{collection://2edf27f9-e9d5-813c-bb97-000b0a80dd43}}","displayProperties":["Prompt Title","School District","Stage","Other","Description","Prompt Text","Last Updated"],"name":"All Prompts","type":"table"} </view> <view url="{{view://2f0f27f9-e9d5-80e4-b047-000ca9cad723}}"> {"cardLayoutMode":"default","dataSourceUrl":"{{collection://2edf27f9-e9d5-813c-bb97-000b0a80dd43}}","displayProperties":["Prompt Title"],"fullWidthProperties":[],"groupBy":{"hideEmptyGroups":false,"property":"School District","propertyType":"select","sort":{"type":"manual"}},"name":"School Ditsrict/Entity","type":"board"} </view> <view url="{{view://2f0f27f9-e9d5-80c1-ae8a-000c00a767fb}}"> {"cardLayoutMode":"compact","cover":{"type":"page_content_first"},"dataSourceUrl":"{{collection://2edf27f9-e9d5-813c-bb97-000b0a80dd43}}","displayProperties":["Prompt Title"],"fullWidthProperties":[],"name":"Stage","type":"gallery"} </view> </views> </database>

Hub and supporting pages · database

Lesson 1 Checklist

Database container with 1 returned records across 1 data source(s). Includes schema and saved views; record links are listed below.

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Database records and configuration

Checklist Item #1

<database url="{{https://app.notion.com/p/297f27f9e9d581488589d0f634304075}}" inline="true"> The title of this Database is: Lesson 1 Checklist <ancestor-path> <parent-page url="https://app.notion.com/p/297f27f9e9d5816b811eff66097146a5" title=""/> <ancestor-2-page url="https://app.notion.com/p/297f27f9e9d5812ebec0e291df3fea49" title=""/> <ancestor-3-page url="https://app.notion.com/p/297f27f9e9d581a19dece6f06b8708f5" title="First Steps"/> <ancestor-4-page url="https://app.notion.com/p/297f27f9e9d58155a674e359cae6c09e" title=""/> <ancestor-5-page url="https://app.notion.com/p/297f27f9e9d5817680b4feeebfbfb571" title=""/> <ancestor-6-page url="https://app.notion.com/p/297f27f9e9d580f285a5f20459e27641" title="School Psych Hub"/> </ancestor-path> Here are the Database's Data Sources: You can use the "fetch" tool on the URL of any Data Source to see its full schema configuration. <data-sources> <data-source url="{{collection://297f27f9-e9d5-81f3-964c-000b2f543489}}"> The title of this Data Source is: Lesson 1 Checklist Here is the database's configurable state: Properties with readOnly: true are synced or system-managed. Do not try to update their values with page update tools. <data-source-state> {"name":"Lesson 1 Checklist","schema":{"Done":{"description":"","name":"Done","type":"checkbox"},"Item":{"description":"","name":"Item","type":"title"}},"url":"collection://297f27f9-e9d5-81f3-964c-000b2f543489"} </data-source-state> Here is the SQLite table definition for this data source. <sqlite-table> CREATE TABLE IF NOT EXISTS "collection://297f27f9-e9d5-81f3-964c-000b2f543489" ( url TEXT UNIQUE, createdTime TEXT, -- ISO-8601 datetime string, automatically set. This is the canonical time for when the page was created. "Done" TEXT, -- "__YES__" = true, "__NO__" = false, NULL defaults to false "Item" TEXT ) </sqlite-table> </data-source> </data-sources> Here are the Database's Views: You can use the "fetch" tool on the URL of any View to see its full configuration. <views> <view url="{{view://297f27f9-e9d5-81e0-9af6-000cf390c7c7}}"> {"dataSourceUrl":"{{collection://297f27f9-e9d5-81f3-964c-000b2f543489}}","displayProperties":["Item","Done"],"name":"","type":"table"} </view> </views> </database>

Hub and supporting pages · database

Progress Tracker

Database container with 1 returned records across 1 data source(s). Includes schema and saved views; record links are listed below.

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Database records and configuration

Checklist Item 1

<database url="{{https://app.notion.com/p/297f27f9e9d581c5aab6f472e8b13967}}" inline="true"> The title of this Database is: Progress Tracker <ancestor-path> <parent-page url="https://app.notion.com/p/297f27f9e9d581a19dece6f06b8708f5" title="First Steps"/> <ancestor-2-page url="https://app.notion.com/p/297f27f9e9d58155a674e359cae6c09e" title=""/> <ancestor-3-page url="https://app.notion.com/p/297f27f9e9d5817680b4feeebfbfb571" title=""/> <ancestor-4-page url="https://app.notion.com/p/297f27f9e9d580f285a5f20459e27641" title="School Psych Hub"/> </ancestor-path> Here are the Database's Data Sources: You can use the "fetch" tool on the URL of any Data Source to see its full schema configuration. <data-sources> <data-source url="{{collection://297f27f9-e9d5-8116-8f63-000b8fafd37c}}"> The title of this Data Source is: Progress Tracker Here is the database's configurable state: Properties with readOnly: true are synced or system-managed. Do not try to update their values with page update tools. <data-source-state> {"name":"Progress Tracker","schema":{"Done":{"description":"","name":"Done","type":"checkbox"},"Module":{"description":"","name":"Module","options":[{"color":"green","description":"","name":"Module 6","url":"collectionPropertyOption://297f27f9-e9d5-8116-8f63-000b8fafd37c/Y3VNVA/XnlHPQ"},{"color":"yellow","description":"","name":"Module 5","url":"collectionPropertyOption://297f27f9-e9d5-8116-8f63-000b8fafd37c/Y3VNVA/a31Baw"},{"color":"red","description":"","name":"Module 4","url":"collectionPropertyOption://297f27f9-e9d5-8116-8f63-000b8fafd37c/Y3VNVA/XnlpUQ"},{"color":"default","description":"","name":"Module 3","url":"collectionPropertyOption://297f27f9-e9d5-8116-8f63-000b8fafd37c/Y3VNVA/Sk1QXg"},{"color":"orange","description":"","name":"Module 2","url":"collectionPropertyOption://297f27f9-e9d5-8116-8f63-000b8fafd37c/Y3VNVA/PFBVcQ"},{"color":"blue","description":"","name":"Module 1","url":"collectionPropertyOption://297f27f9-e9d5-8116-8f63-000b8fafd37c/Y3VNVA/en09Qw"}],"type":"multi_select"},"Step":{"description":"","name":"Step","type":"title"},"Task":{"description":"","name":"Task","type":"text"}},"url":"collection://297f27f9-e9d5-8116-8f63-000b8fafd37c"} </data-source-state> Here is the SQLite table definition for this data source. <sqlite-table> CREATE TABLE IF NOT EXISTS "collection://297f27f9-e9d5-8116-8f63-000b8fafd37c" ( url TEXT UNIQUE, createdTime TEXT, -- ISO-8601 datetime string, automatically set. This is the canonical time for when the page was created. "Done" TEXT, -- "__YES__" = true, "__NO__" = false, NULL defaults to false "Module" TEXT, -- JSON array with zero or more of ["Module 6", "Module 5", "Module 4", "Module 3", "Module 2", "Module 1"] "Task" TEXT, "Step" TEXT ) </sqlite-table> </data-source> </data-sources> Here are the Database's Views: You can use the "fetch" tool on the URL of any View to see its full configuration. <views> <view url="{{view://297f27f9-e9d5-8149-8df0-000cbf028bb2}}"> {"dataSourceUrl":"{{collection://297f27f9-e9d5-8116-8f63-000b8fafd37c}}","displayProperties":["Step","Module","Task","Done"],"name":"","type":"table"} </view> </views> </database>

Hub and supporting pages · database

Lesson 1 Checklist

Database container with 1 returned records across 1 data source(s). Includes schema and saved views; record links are listed below.

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Database records and configuration

Checklist Item #1

<database url="{{https://app.notion.com/p/297f27f9e9d581968d6af05f4752ae6d}}" inline="true"> The title of this Database is: Lesson 1 Checklist <ancestor-path> <parent-page url="https://app.notion.com/p/297f27f9e9d581a09235df31890b53c7" title=""/> <ancestor-2-page url="https://app.notion.com/p/297f27f9e9d581e396e0fff2cf0e69f8" title=""/> <ancestor-3-page url="https://app.notion.com/p/297f27f9e9d581049190edde9347e939" title="Private Practice"/> <ancestor-4-page url="https://app.notion.com/p/297f27f9e9d58155a674e359cae6c09e" title=""/> <ancestor-5-page url="https://app.notion.com/p/297f27f9e9d5817680b4feeebfbfb571" title=""/> <ancestor-6-page url="https://app.notion.com/p/297f27f9e9d580f285a5f20459e27641" title="School Psych Hub"/> </ancestor-path> Here are the Database's Data Sources: You can use the "fetch" tool on the URL of any Data Source to see its full schema configuration. <data-sources> <data-source url="{{collection://297f27f9-e9d5-81f6-95c6-000bad5ae841}}"> The title of this Data Source is: Lesson 1 Checklist Here is the database's configurable state: Properties with readOnly: true are synced or system-managed. Do not try to update their values with page update tools. <data-source-state> {"name":"Lesson 1 Checklist","schema":{"Done":{"description":"","name":"Done","type":"checkbox"},"Item":{"description":"","name":"Item","type":"title"}},"url":"collection://297f27f9-e9d5-81f6-95c6-000bad5ae841"} </data-source-state> Here is the SQLite table definition for this data source. <sqlite-table> CREATE TABLE IF NOT EXISTS "collection://297f27f9-e9d5-81f6-95c6-000bad5ae841" ( url TEXT UNIQUE, createdTime TEXT, -- ISO-8601 datetime string, automatically set. This is the canonical time for when the page was created. "Done" TEXT, -- "__YES__" = true, "__NO__" = false, NULL defaults to false "Item" TEXT ) </sqlite-table> </data-source> </data-sources> Here are the Database's Views: You can use the "fetch" tool on the URL of any View to see its full configuration. <views> <view url="{{view://297f27f9-e9d5-81be-99fc-000c8469e2ca}}"> {"dataSourceUrl":"{{collection://297f27f9-e9d5-81f6-95c6-000bad5ae841}}","displayProperties":["Item","Done"],"name":"","type":"table"} </view> </views> </database>

Hub and supporting pages · database

Progress Tracker

Database container with 1 returned records across 1 data source(s). Includes schema and saved views; record links are listed below.

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Database records and configuration

Checklist Item 1

<database url="{{https://app.notion.com/p/297f27f9e9d5818d82a3fbdc3a921ca2}}" inline="true"> The title of this Database is: Progress Tracker <ancestor-path> <parent-page url="https://app.notion.com/p/297f27f9e9d581049190edde9347e939" title="Private Practice"/> <ancestor-2-page url="https://app.notion.com/p/297f27f9e9d58155a674e359cae6c09e" title=""/> <ancestor-3-page url="https://app.notion.com/p/297f27f9e9d5817680b4feeebfbfb571" title=""/> <ancestor-4-page url="https://app.notion.com/p/297f27f9e9d580f285a5f20459e27641" title="School Psych Hub"/> </ancestor-path> Here are the Database's Data Sources: You can use the "fetch" tool on the URL of any Data Source to see its full schema configuration. <data-sources> <data-source url="{{collection://297f27f9-e9d5-81cf-9ebd-000b38a9affb}}"> The title of this Data Source is: Progress Tracker Here is the database's configurable state: Properties with readOnly: true are synced or system-managed. Do not try to update their values with page update tools. <data-source-state> {"name":"Progress Tracker","schema":{"Done":{"description":"","name":"Done","type":"checkbox"},"Module":{"description":"","name":"Module","options":[{"color":"green","description":"","name":"Module 6","url":"collectionPropertyOption://297f27f9-e9d5-81cf-9ebd-000b38a9affb/Y3VNVA/XnlHPQ"},{"color":"yellow","description":"","name":"Module 5","url":"collectionPropertyOption://297f27f9-e9d5-81cf-9ebd-000b38a9affb/Y3VNVA/a31Baw"},{"color":"red","description":"","name":"Module 4","url":"collectionPropertyOption://297f27f9-e9d5-81cf-9ebd-000b38a9affb/Y3VNVA/XnlpUQ"},{"color":"default","description":"","name":"Module 3","url":"collectionPropertyOption://297f27f9-e9d5-81cf-9ebd-000b38a9affb/Y3VNVA/Sk1QXg"},{"color":"orange","description":"","name":"Module 2","url":"collectionPropertyOption://297f27f9-e9d5-81cf-9ebd-000b38a9affb/Y3VNVA/PFBVcQ"},{"color":"blue","description":"","name":"Module 1","url":"collectionPropertyOption://297f27f9-e9d5-81cf-9ebd-000b38a9affb/Y3VNVA/en09Qw"}],"type":"multi_select"},"Step":{"description":"","name":"Step","type":"title"},"Task":{"description":"","name":"Task","type":"text"}},"url":"collection://297f27f9-e9d5-81cf-9ebd-000b38a9affb"} </data-source-state> Here is the SQLite table definition for this data source. <sqlite-table> CREATE TABLE IF NOT EXISTS "collection://297f27f9-e9d5-81cf-9ebd-000b38a9affb" ( url TEXT UNIQUE, createdTime TEXT, -- ISO-8601 datetime string, automatically set. This is the canonical time for when the page was created. "Done" TEXT, -- "__YES__" = true, "__NO__" = false, NULL defaults to false "Module" TEXT, -- JSON array with zero or more of ["Module 6", "Module 5", "Module 4", "Module 3", "Module 2", "Module 1"] "Task" TEXT, "Step" TEXT ) </sqlite-table> </data-source> </data-sources> Here are the Database's Views: You can use the "fetch" tool on the URL of any View to see its full configuration. <views> <view url="{{view://297f27f9-e9d5-8155-92ed-000c84552bae}}"> {"dataSourceUrl":"{{collection://297f27f9-e9d5-81cf-9ebd-000b38a9affb}}","displayProperties":["Step","Module","Task","Done"],"name":"","type":"table"} </view> </views> </database>

Anderson · page

Anderson Principal

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School Psych Hub / Anderson School District
Last edited: 2026-02-25T03:11:02.512Z

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title: Anderson Principal

School	Principal	Email Address	Assistant Principal	Email Address
Anderson Elementary School	Mark Hodson	mhodson@acsc.net	Debra King	dking@acsc.net
Anderson Intermediate School	Fabrice Decaudin	fdecaudin@acsc.net	Cortney Chapman	cchapman@acsc.net
Edgewood Elementary School	Terasha Webb	twebb@acsc.net
Eastside Elementary School	Sonia Caldwell	scaldwell@acsc.net	Joshua Haskett	jhaskett@acsc.net
Erskinne Elementary School	Chris Chelli	cchelli@acsc.net	Sean White	swhite@acsc.net
Tenth Street Elementary School	DJ Suchocki	dsuchocki@acsc.net	Mark Bartmas	mbartmas@acsc.net
Valley Grove Elementary School	Tom Jarvis (Interim Principal)	tjarvis@acsc.net	Dr. Catrina Cooper (Interim Assistant Principal)	cjcooper@acsc.net
Compass	NOT INDICATED	NOT INDICATED	NOT INDICATED	NOT INDICATED
ASCS Secondary - Highland Middle School	Ellen Finney Pickett	epickett@acsc.net	Cary House (chouse@acsc.net) & Rebecca Sears (rsears@acsc.net)
Anderson High School	Alan Landes	alandes@acsc.net	Matt Goen (mgoen@acsc.net) & Misty Adams (madams@acsc.net)
Southview Preschool Center	Marisa Muir	mmuir@acsc.net

Anderson · database

Anderson Evaluation Workflow Hub

Database container with 5 returned records across 1 data source(s). Includes schema and saved views; record links are listed below.

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Database records and configuration

🏫 Anderson Site — Overview
👤 Case Intake
📊 Active Evaluation
📝 Report Writing & Case Completion
🔄 2026-27 Anderson Workflow Updates

<database url="{{https://app.notion.com/p/29bf27f9e9d580c58c36ecb744ea4b59}}" inline="true"> The title of this Database is: Anderson Evaluation Workflow Hub <ancestor-path> <parent-page url="https://app.notion.com/p/297f27f9e9d581fea24ac93c6a3cfdec" title="Anderson School District"/> <ancestor-2-page url="https://app.notion.com/p/297f27f9e9d58155a674e359cae6c09e" title=""/> <ancestor-3-page url="https://app.notion.com/p/297f27f9e9d5817680b4feeebfbfb571" title=""/> <ancestor-4-page url="https://app.notion.com/p/297f27f9e9d580f285a5f20459e27641" title="School Psych Hub"/> </ancestor-path> Here are the Database's Data Sources: You can use the "fetch" tool on the URL of any Data Source to see its full schema configuration. <data-sources> <data-source url="{{collection://29bf27f9-e9d5-8070-91a4-000bae70d096}}"> The title of this Data Source is: Anderson Evaluation Workflow Hub Here is the database's configurable state: Properties with readOnly: true are synced or system-managed. Do not try to update their values with page update tools. <data-source-state> {"name":"Anderson Evaluation Workflow Hub","schema":{"Description":{"description":"","name":"Description","type":"text"},"Last Updated":{"description":"","name":"Last Updated","type":"last_edited_time"},"Name":{"description":"","name":"Name","type":"title"},"Purpose":{"description":"","name":"Purpose","type":"text"},"Tools":{"description":"","name":"Tools","options":[{"color":"purple","description":"","name":"Gmail","url":"collectionPropertyOption://29bf27f9-e9d5-8070-91a4-000bae70d096/dz9vSA/MDZmZTZmYjktZjEwZi00MTc2LWI2ZWEtNTNkMzkxMjBmMjgy"},{"color":"default","description":"","name":"Dropbox","url":"collectionPropertyOption://29bf27f9-e9d5-8070-91a4-000bae70d096/dz9vSA/YWQ4NTZhNWQtYWFjYS00ODA1LWEwM2ItZjM4NjU4MTg0NmYw"},{"color":"brown","description":"","name":"ClickUp","url":"collectionPropertyOption://29bf27f9-e9d5-8070-91a4-000bae70d096/dz9vSA/OWIzNTUyZTQtZGE0NC00ZDMxLWI1MWEtODE5YTEzMzJhMzU3"},{"color":"pink","description":"","name":"Powerschool","url":"collectionPropertyOption://29bf27f9-e9d5-8070-91a4-000bae70d096/dz9vSA/MDRkNzI0ZDAtMDc0MS00YmE2LTg4MTYtZTE5NTQ0MjYxZGU4"},{"color":"blue","description":"","name":"Parinc","url":"collectionPropertyOption://29bf27f9-e9d5-8070-91a4-000bae70d096/dz9vSA/NWQ0NjczNGEtMjAxZS00ODA0LTgyNGUtNjcxNTg1MGI5ZDBm"},{"color":"green","description":"","name":"Q-global","url":"collectionPropertyOption://29bf27f9-e9d5-8070-91a4-000bae70d096/dz9vSA/ZmFjMzczMTItNjA3ZS00ZDRlLTg4N2MtMDYxNTA0NzZjZTFk"},{"color":"red","description":"","name":"WPS","url":"collectionPropertyOption://29bf27f9-e9d5-8070-91a4-000bae70d096/dz9vSA/NzdlMTNjZWQtMGU4OS00ZTRlLTlmYjctMTA3YmU5YzkyYjA3"},{"color":"orange","description":"","name":"MHS","url":"collectionPropertyOption://29bf27f9-e9d5-8070-91a4-000bae70d096/dz9vSA/NWMyZDZkYmUtMmRmNC00MGI0LTljYTYtOTM5OTQ2NjNkZGY0"},{"color":"yellow","description":"","name":"VPN","url":"collectionPropertyOption://29bf27f9-e9d5-8070-91a4-000bae70d096/dz9vSA/MzQwMjY4NDItOTQxOC00YjZlLWE4YjAtNGJmZGE2ZTZjNTY5"},{"color":"gray","description":"","name":"Gemini","url":"collectionPropertyOption://29bf27f9-e9d5-8070-91a4-000bae70d096/dz9vSA/NDg2ZGI1Y2QtOTlmOS00NjgzLWJhZjItYmJlYjhlODEwZWRk"}],"type":"multi_select"}},"url":"collection://29bf27f9-e9d5-8070-91a4-000bae70d096"} </data-source-state> Here is the SQLite table definition for this data source. <sqlite-table> CREATE TABLE IF NOT EXISTS "collection://29bf27f9-e9d5-8070-91a4-000bae70d096" ( url TEXT UNIQUE, createdTime TEXT, -- ISO-8601 datetime string, automatically set. This is the canonical time for when the page was created. "Description" TEXT, "Purpose" TEXT, "Last Updated" TEXT NOT NULL, -- ISO-8601 datetime string, automatically set. This is the canonical time for when the page was last edited. "Tools" TEXT, -- JSON array with zero or more of ["Gmail", "Dropbox", "ClickUp", "Powerschool", "Parinc", "Q-global", "WPS", "MHS", "VPN", "Gemini"] "Name" TEXT ) </sqlite-table> </data-source> </data-sources> Here are the Database's Views: You can use the "fetch" tool on the URL of any View to see its full configuration. <views> <view url="{{view://29bf27f9-e9d5-8056-9088-000cdc9d0010}}"> {"cardLayoutMode":"default","cover":{"type":"page_content"},"dataSourceUrl":"{{collection://29bf27f9-e9d5-8070-91a4-000bae70d096}}","displayProperties":["Name"],"fullWidthProperties":[],"name":"Gallery view","type":"gallery"} </view> </views> </database>

Anderson · page

🔄 Workflow Updates 2026-2027

Working draft of an eight-step referral-to-signed-consent workflow. Owner and final-approval fields are deliberately blank; overlaps the more developed Anderson update.

School Psych Hub / Anderson School District
Last edited: 2026-09-03T19:50:01.769Z

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Sections: The Core Expectation · Pipeline at a Glance · Stage 1: Referral Received · What Happens · What Must Be True to Move Forward · What Is Pivotal Here · Stage 2: Collect and Organize Records · Kindergarten, ABA, and New-to-School Students · Stage 3: Prepare the Student for Notice/Consent · Stage 4: Comprehensive Review and Evaluation Recommendations · Stage 5: Generate the Notice/Consent · Autism Evaluations · Stage 6: Send the Notice/Consent · When Parent Email Is Available · When Parent Email Is Not Available · Stage 7: Close the Loop in ClickUp · Stage 8: Signed Consent Received

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title: Workflow Updates 2026-2027

The deadline changes here. The Notice/Consent deadline is no longer active. The evaluation deadline becomes the primary deadline to monitor.

Georgia / Rocky Creek · database

Georgia Charter Evaluation Workflow Hub

Database container with 4 returned records across 1 data source(s). Includes schema and saved views; record links are listed below.

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Database records and configuration

🏫 GSIC & Rocky Creek - Overview
👤 Case Intake
📊 Active Evaluation
📝 Report Writing & Case Completion

<database url="{{https://app.notion.com/p/29cf27f9e9d5807d886deaedcc7129df}}" inline="true"> The title of this Database is: Georgia Charter Evaluation Workflow Hub <ancestor-path> <parent-page url="https://app.notion.com/p/29bf27f9e9d5807193dbf93dc8a90467" title="Georgia Charter"/> <ancestor-2-page url="https://app.notion.com/p/297f27f9e9d58155a674e359cae6c09e" title=""/> <ancestor-3-page url="https://app.notion.com/p/297f27f9e9d5817680b4feeebfbfb571" title=""/> <ancestor-4-page url="https://app.notion.com/p/297f27f9e9d580f285a5f20459e27641" title="School Psych Hub"/> </ancestor-path> Here are the Database's Data Sources: You can use the "fetch" tool on the URL of any Data Source to see its full schema configuration. <data-sources> <data-source url="{{collection://29cf27f9-e9d5-8071-9628-000b49fe009a}}"> The title of this Data Source is: Georgia Charter Evaluation Workflow Hub Here is the database's configurable state: Properties with readOnly: true are synced or system-managed. Do not try to update their values with page update tools. <data-source-state> {"name":"Georgia Charter Evaluation Workflow Hub","schema":{"Description":{"description":"","name":"Description","type":"text"},"Name":{"description":"","name":"Name","type":"title"},"Purpose":{"description":"","name":"Purpose","type":"text"},"Tools":{"description":"","name":"Tools","options":[{"color":"orange","description":"","name":"Infinite Campus","url":"collectionPropertyOption://29cf27f9-e9d5-8071-9628-000b49fe009a/Y0l3UA/ZmMzODI2N2YtZWZmNS00MzlhLWEzZTktMDYyNjRlMDZjMTE5"},{"color":"green","description":"","name":"Google Drive","url":"collectionPropertyOption://29cf27f9-e9d5-8071-9628-000b49fe009a/Y0l3UA/ODk4MzhiYjAtNzRjMC00ZDczLWFlYzctOTczY2MzODllZjIx"},{"color":"blue","description":"","name":"ClickUp","url":"collectionPropertyOption://29cf27f9-e9d5-8071-9628-000b49fe009a/Y0l3UA/MDk3YmVlMWMtMDY1Ni00ZDc1LWJiZTEtODRhMWU5ZGFhNWYx"},{"color":"default","description":"","name":"Dropbox","url":"collectionPropertyOption://29cf27f9-e9d5-8071-9628-000b49fe009a/Y0l3UA/Y2EwZGNlNGItOTliMS00Mzg4LTliYTgtMDQ1MjA3MjM3OTI3"},{"color":"pink","description":"","name":"Parinc","url":"collectionPropertyOption://29cf27f9-e9d5-8071-9628-000b49fe009a/Y0l3UA/ZTEyNmQ1MTktYzBhNC00OGNhLThkNTAtNjdmOGZkMWRlMDJi"},{"color":"brown","description":"","name":"Q-global","url":"collectionPropertyOption://29cf27f9-e9d5-8071-9628-000b49fe009a/Y0l3UA/YTE3NjdhMWUtMTBkNC00MWU5LWJkM2ItNjAwNzEwY2FhNjEz"},{"color":"red","description":"","name":"WPS","url":"collectionPropertyOption://29cf27f9-e9d5-8071-9628-000b49fe009a/Y0l3UA/NzgzMWM4YjMtNjMwNC00ZmMwLThlOWItY2EzYjY5YWZlZDE1"},{"color":"purple","description":"","name":"Quo","url":"collectionPropertyOption://29cf27f9-e9d5-8071-9628-000b49fe009a/Y0l3UA/MjU0Yjc4ZTItZjExNC00MmIzLWI3MmQtMTJkMWI4NThkMzgx"},{"color":"yellow","description":"","name":"Gmail","url":"collectionPropertyOption://29cf27f9-e9d5-8071-9628-000b49fe009a/Y0l3UA/NzI2NThjNjUtOWJjMy00OTUzLWIyYWQtMTI2YzRhNWVlOTE1"},{"color":"gray","description":"","name":"Gemini","url":"collectionPropertyOption://29cf27f9-e9d5-8071-9628-000b49fe009a/Y0l3UA/YzVlYjFmMTYtNDllMS00MTQwLWIzNDEtM2NiOWI3ZTE3N2Fj"}],"type":"multi_select"}},"url":"collection://29cf27f9-e9d5-8071-9628-000b49fe009a"} </data-source-state> Here is the SQLite table definition for this data source. <sqlite-table> CREATE TABLE IF NOT EXISTS "collection://29cf27f9-e9d5-8071-9628-000b49fe009a" ( url TEXT UNIQUE, createdTime TEXT, -- ISO-8601 datetime string, automatically set. This is the canonical time for when the page was created. "Description" TEXT, "Tools" TEXT, -- JSON array with zero or more of ["Infinite Campus", "Google Drive", "ClickUp", "Dropbox", "Parinc", "Q-global", "WPS", "Quo", "Gmail", "Gemini"] "Purpose" TEXT, "Name" TEXT ) </sqlite-table> </data-source> </data-sources> Here are the Database's Views: You can use the "fetch" tool on the URL of any View to see its full configuration. <views> <view url="{{view://29cf27f9-e9d5-80b2-8181-000c8980d9a1}}"> {"cardLayoutMode":"default","cover":{"type":"page_content"},"dataSourceUrl":"{{collection://29cf27f9-e9d5-8071-9628-000b49fe009a}}","displayProperties":["Name"],"fullWidthProperties":[],"name":"Gallery view","type":"gallery"} </view> </views> </database>

Hub and supporting pages · page

Important Tutorial Videos

Scoring the Woodcock Johnson Test of Achievement by Rachele Regalado Objective Scoring of Writing Samples: A Step-by-Step Guide by Rachele Regalado

School Psych Hub / Hub Portions
Last edited: 2026-07-18T18:10:15.948Z

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Sections: NOT YET DONE Incorporating the following inside the Notion

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title: Important Tutorial Videos

DONE transferring in Notion page: Anderson Login Instructions for Anderson App by Kimi Walker Generating Consent for Students by Kimi Walker (Indiana/Anderson) Accessing Student Documents in Power School by Psych Assistant Accessing IDOE Documents Tutorial by Psych Assistant TESTS: Scoring the Woodcock Johnson Test of Achievement by Rachele Regalado Objective Scoring of Writing Samples: A Step-by-Step Guide by Rachele Regalado Scoring the First Four Subtests of Intelligence Tests by Rachele Regalado Scoring the Barry BMI: A Comprehensive Tutorial by Kimi Walker How to Score and Generate Click Reports for the WISC 5: A Step-by-Step Guide by Kimi Walker Mastering ABAS Reporting: A Step-by-Step Guide for Educators by Kimi Walker Understanding the Woodcock-Johnson ECAD Report for Young Children: A Guide to Cognitive Assessment by Kimi Walker Scoring Essay Composition and Click Reports for the Wyatt: A Step-by-Step Guide by Kimi Walker Understanding the Developmental Profile 4: A Comprehensive Guide for Educators by Kimi Walker Testing Protocol and Scoring Instructions by Kimi Walker GORT: Dreaming of You: A Journey Through Love and Imagination by Kimi Walker Don't Make Me Your Love: A Journey of Heartfelt Emotions by Kimi Walker (This requires a voiceover) BASC (3:56 onwards) Streamlining Report Scoring: A Guide to Efficiently Managing Student Assessments by Kimi Walker Brown EF/A and WJ Cog (Clickreports and Eval report) Streamlining Report Preparation: Tips for Scoring and Documenting Assessments by Kimi Walker TEST GUIDE Streamlining Digital Assessment Administration: A Guide to Rating Skills and Protocols by Kimi Walker Clickreports Entering Scores and Generating Reports in Click Reports: A Step-by-Step Tutorial by Kimi Walker VPN Essential VPN Guidelines for School Work: Stay Secure and Avoid Lockouts! by Kimi Walker Team Update: VPN Setup and Workflow Adjustments for Enhanced Collaboration by Kimi Walker TEAM/PRODUCTIVITY Mastering Screen Recording: Essential Tools and Tips for Effective Communication by Kimi Walker Effective Problem Solving: A Workflow for Team Success by Kimi Walker FBA Using ChatGPT to Create Effective Functional Behavior Assessments for Students: A Case Study on Zoe by Kimi Walker Understanding Functional Behavior Assessments: A Comprehensive Guide to Observations and Behavior Plans by Kimi Walker

NOT YET DONE Incorporating the following inside the Notion

REPORT Streamlining Special Education Reports: A Step-by-Step Guide to Efficient Evaluation Documentation by Kimi Walker Essential Updates: Time Tracking, Report Proofreading, and Workflow Procedures by Kimi Walker Utilizing AI for Enhanced Communication and Reporting in Education by Kimi Walker Streamlining Report Preparation: A Step-by-Step Guide to Ensuring Accuracy and Clarity by Kimi Walker Report Formatting before Peer Review Enhancing Report Quality: The Importance of Peer Proofreading and Effective Communication by Kimi Walker Basic Report format for Georgia Charter Improving Report Formatting: Key Feedback for Clarity and Neatness by Kimi Walker Report Writing: IEP documents of Georgia Charter Students Streamlining IEP Reports: Essential Tips and Feedback for Educators by Kimi Walker Sharing report to school team members (example in video INDOLA) Ensuring Confidentiality in Eval Reports: Best Practices for Email Communication by Kimi Walker How to refine Social Developmental History form submitted thru chatgpt: Refining Social Developmental History Reports: A Step-by-Step Guide by Kimi Walker Sending rating scale with Parinc (6:28) and q-global (20:11) Streamlining Student Evaluations: A Step-by-Step Guide to Administering Digital Rating Scales by Kimi Walker How to use chatgpt to streamline report writing (example in video: Barrow) Streamlining Psychoeducational Evaluations with ChatGPT: A Step-by-Step Guide by Kimi Walker

WPS Processing Speed Checklist Discussion by Kimi Walker (There are a few key points in this video) First Steps Mastering Adobe Sign: A Step-by-Step Guide for Efficient Document Management by Kimi Walker Billing Process for First Steps Services by Kimi Walker Navigating Billing and Service Logging in Healthcare by Kimi Walker Private Practice How to Efficiently Fax an Exchange Release for Student Transfers by Kimi Walker How to Complete and Submit a Psych Release Form: A Step-by-Step Tutorial by Kimi Walker

Previous videos (AY 2024-2025) Note: some of which are not updated/may not be applicable anymore Georgia Charter Overview of Special Education Evaluations at Georgia Charter School by Kimi Walker Barrow: Overview of the Borrow Process for Special Education Assessments in Georgia Schools by Kimi Walker Streamlining Special Education Referrals: A Step-by-Step Guide by Kimi Walker Essential Tips for Creating Presentation-Ready Reports: Feedback and Revisions by Kimi Walker Ohio Organizing Student Caseloads and Preparing for Upcoming Meetings by Kimi Walker WESD Streamlining Digital Rating Skills: Organizing Referrals and Reports for Effective Ministering by Kimi Walker Billing Mastering Time Tracking and Billing: A Step-by-Step Guide by Kimi Walker Essential Guide to Time and Activity Tracking with Hubstaff and Monday Boards by Kimi Walker Time Sheet Submission Process for Multiple Schools by Kimi Walker Team Updates Only How to Improve Your Online Job Experience with NordVPN by Kimi Walker Importance of Reviewing Training Materials by Kimi Walker Essential Updates: Time Tracking, Report Proofreading, and Workflow Procedures by Kimi Walker Organizing Your Private Practice: A Guide to Efficient Folder Management and Client Communication by Kimi Walker Streamlining Communication and Collaboration: Using the Success Email Box and Google Suite by Kimi Walker Streamlining Protocol Scoring: Tips and Tools for Efficient Collaboration by Kimi Walker Feedback on Report Templates by Kimi Walker Clickup feedback to Antonio: Feedback on ClickUp and SOPs by Kimi Walker Angela Coyle Completing the MET Evaluation: A Step-by-Step Guide for Arizona School Psychologists by Kimi Walker Essential Tips for Completing E6 in Arizona's Special Education Met Reports by Kimi Walker Might still be USEFUL GUIDES Generating School Leads Understanding Hiring Timelines for Schools by Kimi Walker Helpwise Email Management and Updates by Kimi Walker Minimarks Sharing Mini Marks Links by Kimi Walker Yes! I will need an entire lesson for marketing/leads. I will be assigning this to someone. I need to find all the prior links. noted Marketing/Leads

Linked resources

Hub and supporting pages · page

Leads (1)

No substantive body text was returned. See properties and source for context.

School Psych Hub / Hub Portions
Last edited: 2026-01-23T00:40:04.808Z

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🗂️ How to Write Workflows That Anticipate Problems

Team members are pausing reports indefinitely because they are waiting for missing data (e.g., teacher or parent rating scales). This causes delays in report completion, meeting deadlines, and closing out evaluations.

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Sections: 🧩 Where This Fits: Workflow vs. SOP · 1. Sample The Issue · 2. Where to Address It · ✅ · Workflow · 🧾 · SOP · 3. Why This Works · 4. Bonus Tip for Your ClickUp/Notion Setup

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title: 🗂️ How to Write Workflows That Anticipate Problems

🧩 Where This Fits: Workflow vs. SOP

1. Sample The Issue

2. Where to Address It

✅

Workflow

This belongs in the workflow, because it is part of *how the process moves forward despite challenges.* Workflows should account for “decision points” or *what happens when something does not go as planned.* In your example, the workflow step would look like this: Step 5: Send Rating Scales - Send digital rating scales (e.g., BASC-3, Conners) through Q-global or PARiConnect. - Record the date sent in ClickUp. - Follow-up after 3 business days if not completed. - After two follow-up attempts (or 7 total days), proceed with report completion noting missing data. Then include a decision note or conditional path: > ⚠️ *If scales are not returned after two follow-ups, document attempts in the report and move forward with completion.* That tells them *when* and *how* to pivot from waiting to action.

🧾

SOP

The SOP would give *the exact steps for executing that workflow rule.* For example: SOP: Handling Missing Rating Scales 1. Attempt 1: Send digital scale via Q-global and log date in ClickUp task. 2. Attempt 2: If no response in 3 days, send reminder email using “Rating Scale Follow-Up Template.” 3. Attempt 3: If still no response after 7 days total, document all attempts in the report under “Limitations.” 4. Continue writing the report and submit for internal review. 5. Notify Rachele if a pattern of non-return occurs across multiple cases.

3. Why This Works

- Keeps the workflow moving forward even when ideal conditions are not met. - Removes hesitation and overthinking (“Should I wait another day?”). - Reduces backlog and prevents evaluations from lingering indefinitely. - Keeps accountability visible (documented attempts = compliance proof).

4. Bonus Tip for Your ClickUp/Notion Setup

You can add conditional sub-tasks or automation rules in ClickUp:

Trigger	Automation or Step
Rating scale sent	Create “Follow-Up 1” task due in 3 days
Follow-Up 1 completed but no return	Auto-create “Follow-Up 2” task due in 4 days
Follow-Up 2 completed but no return	Auto-comment “Proceed with report completion per workflow”

That keeps your evaluators accountable and on a clear timeline without Kimi having to chase them.

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✅Recommended Setup: School Psychology SOP & Training Database

Training resources (for onboarding new psychs, psychometricians, and admins) e.g., “Psychoeducational”, “Autism”, “Re-Eval”, “Gifted”, “FBA/BIP”

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Sections: 1.Create a new Notion database · 2.Database Properties · 3.Suggested Views · 4.Page Template: SOP Entry · 🧩School Psychology SOP Template (for Notion Page) · ▸ Entity Overview · ▸ Scope of Work · ▸ Referral Process · ▸ Testing & Evaluation Procedures · ▸ Documentation & Submission · ▸ Meetings & Communication · ▸ Billing & Time Tracking · ▸ Compliance & Confidentiality · ▸ Team Roles & Delegation · ▸ QA, Review & Troubleshooting · ▸ Calendar & Scheduling Notes · ▸ Onboarding & Orientation · ▸ Notes & Revisions · ▸ Quick Links

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title: ✅Recommended Setup: School Psychology SOP & Training Database

1.Create a new Notion database

Name it: 🧠 School Psychology Operations Hub This will be your single source of truth for: - District-specific SOPs - Psych team workflows - Evaluation templates - Training resources (for onboarding new psychs, psychometricians, and admins) - Links to ClickUp task templates

2.Database Properties

Use these database properties for tagging and filtering:

Property	Type	Description
Entity / District Name	Text	Name of district, school, or agency
Service Type	Multi-select	e.g., “Psychoeducational”, “Autism”, “Re-Eval”, “Gifted”, “FBA/BIP”
State / Region	Select	For compliance differences
Category	Select	SOP, Training, Template, Policy, Reference
Status	Select	Draft, In Review, Final, Archived
Updated By	Person	Last editor
Last Updated	Date	Auto-populated
ClickUp Link	URL	Direct link to ClickUp task or list
Visibility	Multi-select	Internal Only, District Shared, Training Module

3.Suggested Views

Create the following filtered views: - All SOPs – full table view - District Library – grouped by district name - Training Resources – filtered by Category = Training - Ready for Distribution – filtered by Status = Final - By Service Type – grouped by evaluation category

4.Page Template: SOP Entry

Each record in the database should open to a page using this template:

🧩School Psychology SOP Template (for Notion Page)

▸ Entity Overview

Entity Name: Type of Setting: State / Service Region: Primary District Contact: Preferred Communication Channel:

▸ Scope of Work

Evaluation Types Conducted: Service Population: Caseload Assignment Process:

▸ Referral Process

Referral Source: Referral Receipt Method: Referral Review Protocol: - Confirm receipt within ___ business days - Verify referral includes required documents - Notify admin assistant if incomplete

▸ Testing & Evaluation Procedures

Evaluation Timeline: Scheduling Guidelines: Testing Location: Testing Materials & Access: Scoring & Report Writing:

▸ Documentation & Submission

Storage Platform: File Naming Convention: Report Submission Steps: District Forms & Templates:

▸ Meetings & Communication

Meeting Attendance Requirements: Meeting Format: Scheduling Process: Communication Expectations:

▸ Billing & Time Tracking

Billing Type: Platform Used: Submission Frequency: Required Documentation:

▸ Compliance & Confidentiality

Confidentiality Requirements: Data Storage Policy: Record Retention: District or State Policies:

▸ Team Roles & Delegation

Role	Person	Responsibilities
Lead Psychologist		Oversight, report review
Psychometrician		Scoring, data entry
Admin Assistant		Scheduling, documentation follow-up
QA / Proofing Lead		Final review before submission

▸ QA, Review & Troubleshooting

QA Process: 1. Draft completed 2. QA review 3. Feedback applied 4. Final upload Escalation Path: 1. Internal Lead (Rachele) 2. Kimi 3. Logged in ClickUp

▸ Calendar & Scheduling Notes

District Holidays / Blackouts: Preferred Testing Days: Standing Meetings:

▸ Onboarding & Orientation

Checklist: - Portal access verified - Templates uploaded - Communication channels confirmed - Testing kits inventoried

▸ Notes & Revisions

Date	Change	Updated By

▸ Quick Links

- 📁 Shared Drive Folder - 🧾 District Policies - 💬 District Contact Sheet - 📊 ClickUp Project Link

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Workflows, SOPs, Etc

A workflow is the *sequence of steps* that show how a process moves from start to finish. It focuses on how work flows between team members, platforms, and stages.

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Sections: 🧩Workflow vs SOP (School Psych Edition) · 🧭 1. Workflow = The Map · 📘2. SOP = The Recipe · 🔗3. How They Work Together · 🧩 4. Quick Analogy · --- · 📊 Digital Rating Scale Workflow + SOP (School Psych Team) · 🧭 Workflow: Digital Rating Scale Process (Q-global / PARiConnect) · Workflow Overview · 📘 SOP: Handling Missing or Unreturned Rating Scales · Step-by-Step Instructions · 🔗 How It Fits Into the Evaluation Workflow · 💡 ClickUp Automation Suggestions · 🧩 Notes for Team Consistency

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title: Workflows, SOPs, Etc

🧩Workflow vs SOP (School Psych Edition)

---

🧭 1. Workflow = The Map

Definition: A workflow is the *sequence of steps* that show how a process moves from start to finish. It focuses on how work flows between team members, platforms, and stages. Purpose: To outline the *overall process* and make sure everyone understands who does what and in what order. Format Ideas: - ClickUp task list - Process checklist - Visual flow in Notion or Lucidchart Example: 🧠 Student Evaluation Workflow 1️⃣ Receive referral and supporting documents 2️⃣ Confirm assessment plan and parent consent 3️⃣ Assign evaluator 4️⃣ Conduct testing (remote or in-person) 5️⃣ Score assessments (Q-global, PARiConnect, etc.) 6️⃣ Draft report in Google Docs 7️⃣ Submit for internal review 8️⃣ Upload to district portal and notify team ---

📘2. SOP = The Recipe

Definition: An SOP (Standard Operating Procedure) gives the *step-by-step instructions* for performing one specific task within the workflow. It ensures accuracy, consistency, and compliance. Purpose: To provide detailed directions so every team member can complete a task the same way every time. Format Ideas: - Step-by-step written guide in Notion or ClickUp Docs - Include screenshots, links, or templates Example: 📄 SOP: How to Upload a Final Report to the District Portal 1️⃣ Log into the district portal using your assigned credentials 2️⃣ Navigate to the “Evaluations” section 3️⃣ Select the correct student name and upload the final report (PDF format) 4️⃣ Confirm successful upload and verify date stamp 5️⃣ Update status in ClickUp and tag Rachele for QA review ---

🔗3. How They Work Together

- The workflow gives the big picture (the “what” and “when”) - The SOP gives the details (the “how”) - Each workflow can include multiple SOPs to support its steps 📂 Example Relationship Workflow: 🧩 Evaluation Process ↳ SOP 1: 🧾 How to Score a WISC-V in Q-global ↳ SOP 2: 💻 How to Enter Scores in Report Template ↳ SOP 3: 📤 How to Upload Report to the District Portal ---

🧩 4. Quick Analogy

Concept	Think Of It As	Focus
🧭 Workflow	The GPS route	Sequence of tasks
📘 SOP	The step-by-step directions	Detailed actions

--- ###

📊 Digital Rating Scale Workflow + SOP (School Psych Team)

---

🧭 Workflow: Digital Rating Scale Process (Q-global / PARiConnect)

Purpose: To ensure timely administration, follow-up, and completion of digital rating scales while maintaining compliance and moving evaluations forward even when data is missing. ---

Workflow Overview

1️⃣ Receive Referral - Review referral packet and determine if rating scales (e.g., BASC-3, Conners, Vineland) are required. - Confirm respondents (teacher, parent, or both). 2️⃣ Send Digital Rating Scales - Send rating scales through Q-global or PARiConnect. - Record date sent in ClickUp under the student task. 3️⃣ Follow-Up Sequence - Day 3: Send Follow-Up 1 (email reminder). - Day 7: Send Follow-Up 2 (final reminder). - Record both follow-up dates in ClickUp. 4️⃣ Non-Response Decision Point - If the scale is not returned after two follow-up attempts (7 total days), proceed with report completion. - Document all contact attempts in the report under the Limitations or Behavioral Rating Scales section. > ⚠️ *Do not hold report completion indefinitely waiting on rating scales. The goal is to complete evaluations and note missing data appropriately.* 5️⃣ Continue with Evaluation - Proceed with testing, scoring, and report writing. - Mark “Rating Scale Pending or Missing” in ClickUp until all sections are finalized. 6️⃣ Finalize and Submit - Once report is completed, submit for internal review. - Upload to the district portal and notify Rachele for QA. ---

📘 SOP: Handling Missing or Unreturned Rating Scales

Purpose: To standardize how evaluators handle incomplete rating scale data and maintain timely report submission. ---

Step-by-Step Instructions

1️⃣ Send Rating Scale - Log into Q-global or PARiConnect. - Send assigned rating scales to parent and/or teacher. - Record the date sent in ClickUp. 2️⃣ Follow-Up Attempts - Follow-Up 1 (Day 3): Send polite email reminder using the “Rating Scale Follow-Up Template.” - Follow-Up 2 (Day 7): Send final reminder. If no response after this, move to next step. 3️⃣ Document Attempts - In the report, under the Limitations section, include: > “Multiple attempts were made to obtain rating scales from \[teacher/parent name\]. As of the date of this report, the completed rating scales have not been received. Findings are based on available data.” 4️⃣ Continue and Complete Report - Continue scoring and writing report with available data. - Submit the report for internal review once complete. 5️⃣ Track and Notify - Tag Rachele in ClickUp if multiple cases show non-returned scales from the same source (pattern tracking). - Use ClickUp automation to flag “Rating Scales Missing” for administrative review. ---

🔗 How It Fits Into the Evaluation Workflow

Main Workflow: 🧩 Student Evaluation Process Sub-Workflow: 🧠 Rating Scale Administration ↳ SOP 1: Sending and Tracking Rating Scales ↳ SOP 2: Handling Missing Rating Scales (this document) ↳ SOP 3: Entering Rating Scale Scores into the Report Template ---

💡 ClickUp Automation Suggestions

Trigger	Automation
Task status = Rating Scale Sent	Create subtasks: Follow-Up 1 (due in 3 days), Follow-Up 2 (due in 7 days)
Follow-Up 2 completed and no return logged	Auto-comment: “Proceed with report completion per SOP.”
Rating Scale marked Missing	Auto-tag Rachele for QA review

---

🧩 Notes for Team Consistency

- The goal is *completion*, not perfection. Missing data is normal in school-based work. - Always document attempts. - Always close the loop in ClickUp. - Never delay report completion solely for missing scales. --- ✅ Outcome: Evaluations close faster, timelines stay tight, and compliance documentation is clear. 📄 FINAL Evaluation Forms & Rating Scales Communication Workflow SOP (Unified Distribution SOP v2)

---

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School Psychology Workflow

As a school psychologist focusing primarily on evaluations and recommendations for special education eligibility, you can delegate a variety of tasks to virtual assistants to reduce your administrative burden. Here are some potential tasks categorized by the level of training or experience required: Minimal training required; can be handled by a general virtual assistant.

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Sections: General Administrative Tasks · Specialized Tasks · Advanced/Trained Tasks · Technology and Workflow Optimization · Key Considerations When Hiring Virtual Assistants

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title: School Psychology Workflow

General Administrative Tasks

*Minimal training required; can be handled by a general virtual assistant.* 1. Scheduling: Manage your calendar by scheduling evaluations, meetings, and consultations with parents and educators (only for private clients). 2. Parent Communication: Make phone calls or send emails to coordinate schedules or remind parents of meetings. 3. Document Management: Organize and maintain electronic records of evaluation reports, meeting notes, and other documentation. 4. Data Entry: Input student information into district systems or your own database. 5. Follow-Ups: Send follow-up emails to parents, teachers, or school staff 6. Supplies Management: Order testing materials or office supplies as needed. (just let me know what is low digitally)

Specialized Tasks

*Requires some training or familiarity with your workflow.* 1. Scoring Assessments: Score standardized tests (e.g., WISC, BASC, Vineland) based on your raw data, if permitted under local regulations. 2. Digital Rating Scales: Administer and manage digital rating scales or surveys for teachers and parents. 3. Progress Tracking: Monitor and update lists of students who are awaiting evaluation or reevaluation. 4. Data Compilation: Compile relevant data (e.g., grades, attendance records, previous testing results) into student profiles. 5. Drafting Reports: Create report templates or populate initial sections (e.g., background information) based on provided notes or intake forms. 6. Compliance Checks: Ensure all documentation complies with IDEA or FERPA requirements and district guidelines

Advanced/Trained Tasks

*Requires a psychometrician or assistant with specialized training.* 1. Test Administration Assistance: Administer standardized assessments under your supervision, if permissible in your state. 2. Behavioral Observations: Assist in conducting virtual or in-person classroom observations, if trained and allowed. 3. Report Writing: Draft sections of psychological reports (e.g., summarizing test results or teacher feedback), with your final edits and sign-off. 4. IEP Meeting Support: Take notes during virtual IEP meetings or prepare drafts of IEP documents.

Technology and Workflow Optimization

*Tasks that involve improving your systems and technology usage.* 1. Workflow Automation: Set up systems (e.g., Zapier, Google Workspace) to automate repetitive tasks like email reminders or calendar updates. 2. File Organization: Create and maintain an efficient filing system on platforms like Google Drive, Dropbox, or a district-mandated system. 3. Research: Stay updated on assessment tools, state regulations, or professional development opportunities. 4. System Updates: Input student progress or assessment outcomes into educational software or school databases.

Key Considerations When Hiring Virtual Assistants

• Privacy & Compliance: Ensure they are trained in HIPAA/FERPA regulations for confidentiality. • Availability: Assistants should have overlapping hours with your workday for real-time communication. • Qualifications: For advanced tasks like scoring or administering tests, hire individuals with relevant experience or credentials (e.g., psychometricians). • Training: Be prepared to provide detailed onboarding and training for your specific processes. By delegating these tasks, you can focus more on your core responsibilities as a school psychologist while ensuring that administrative tasks are completed efficiently and accurately.

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🧩Workflow vs SOP (School Psych Edition)

A workflow is the *sequence of steps* that show how a process moves from start to finish. It focuses on how work flows between team members, platforms, and stages.

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Sections: 🧭 1. Workflow = The Map · 📘2. SOP = The Recipe · 🔗3. How They Work Together · 🧩 4. Quick Analogy

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title: 🧩Workflow vs SOP (School Psych Edition)

🧭 1. Workflow = The Map

📘2. SOP = The Recipe

🔗3. How They Work Together

🧩 4. Quick Analogy

Concept	Think Of It As	Focus
🧭 Workflow	The GPS route	Sequence of tasks
📘 SOP	The step-by-step directions	Detailed actions

###

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📊 Digital Rating Scale Workflow + SOP (School Psych Team)

Purpose: To ensure timely administration, follow-up, and completion of digital rating scales while maintaining compliance and moving evaluations forward even when data is missing. Review referral packet and determine if rating scales (e.g., BASC-3, Conners, Vineland) are required.

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Sections: 🧭 Workflow: Digital Rating Scale Process (Q-global / PARiConnect) · Workflow Overview · 📘 SOP: Handling Missing or Unreturned Rating Scales · Step-by-Step Instructions · 🔗 How It Fits Into the Evaluation Workflow · 💡 ClickUp Automation Suggestions · 🧩 Notes for Team Consistency

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title: 📊 Digital Rating Scale Workflow + SOP (School Psych Team)

🧭 Workflow: Digital Rating Scale Process (Q-global / PARiConnect)

Purpose: To ensure timely administration, follow-up, and completion of digital rating scales while maintaining compliance and moving evaluations forward even when data is missing.

Workflow Overview

📘 SOP: Handling Missing or Unreturned Rating Scales

Purpose: To standardize how evaluators handle incomplete rating scale data and maintain timely report submission.

Step-by-Step Instructions

🔗 How It Fits Into the Evaluation Workflow

💡 ClickUp Automation Suggestions

Trigger	Automation
Task status = Rating Scale Sent	Create subtasks: Follow-Up 1 (due in 3 days), Follow-Up 2 (due in 7 days)
Follow-Up 2 completed and no return logged	Auto-comment: “Proceed with report completion per SOP.”
Rating Scale marked Missing	Auto-tag Rachele for QA review

🧩 Notes for Team Consistency

✅ Outcome: Evaluations close faster, timelines stay tight, and compliance documentation is clear.

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🚨 Final Proofreading Prompt for Psychoeducational Reports (Use this in Gemini/LLM before submitting reports for review) (1)

> You are an expert proofreader for psychoeducational evaluation reports. Please carefully review the following report for: > ✅ Grammar, punctuation, and spelling errors—correct all mistakes.

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title: 🚨 Final Proofreading Prompt for Psychoeducational Reports (Use this in Gemini/LLM before submitting reports for review) (1)

Prompt

> You are an expert proofreader for psychoeducational evaluation reports. Please carefully review the following report for: > ✅ Grammar, punctuation, and spelling errors—correct all mistakes. > ✅ Fluency and clarity—revise awkward, unclear, or unprofessional sentences. > ✅ Consistency of student details—confirm the student’s name, age, grade, and gender are used correctly and consistently throughout (no switching from 3rd to 4th grade, or he/she errors). > ✅ Data accuracy and summaries—ensure assessments, scores, and conclusions match what was shared earlier in the report. Ensure all assessments mentioned are also summarized properly. > ✅ Tone and professionalism—ensure the language is objective, formal, and appropriate for parents, teachers, and IEP teams. > ✅ Report structure and flow—check the report follows standard evaluation structure, flows logically, and is not missing any major sections. > ✅ Section headers and order—check that all required headers (background, assessment results, observations, summary, recommendations) are labeled correctly and in correct order. > > After proofreading, please: - Provide a brief list of corrections or changes that should be made. - List any remaining concerns, inconsistencies, or awkward areas that need further attention. - Include page numbers or section headers of the areas you are referring to, so I can quickly find and correct them. > > Here is the report: > \[Attach draft report - PDF or Word Document\]

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Record Review Prompt

Upload all documents provided for the student into the LLM. This may include previous evaluations, IEPs, referral forms, discipline logs, attendance records, medical or developmental history, teacher reports, progress monitoring, and any other available student information. After uploading the documents, copy and paste the following prompt into the LLM.

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Sections: PROMPT TO GIVE THE LLM · STRUCTURE FOR THE RECORD REVIEW · NOTES FOR THE VA

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title: Record Review Prompt

Instructions for the VA: Upload all documents provided for the student into the LLM. This may include previous evaluations, IEPs, referral forms, discipline logs, attendance records, medical or developmental history, teacher reports, progress monitoring, and any other available student information. After uploading the documents, copy and paste the following prompt into the LLM. Understood. Here is the fully cleaned version with no bars, no separators, no dashed lines, nothing that will break in Notion. It is smooth, simple, and ready to paste.

PROMPT TO GIVE THE LLM

You are a school psychologist. Complete a Record Review based on all documents I upload in this chat. A Record Review is a summary of existing educational, behavioral, academic, and functional data. Your job is to organize and summarize the information. Do not make eligibility decisions, and do not draft a Notice or consent form. Before completing the Record Review, confirm the following: 1. The student’s name 2. Whether this is an initial evaluation or a reevaluation 3. Whether the team has identified any specific areas of concern Once confirmed, complete the Record Review using the structure below.

STRUCTURE FOR THE RECORD REVIEW

1. List of Documents Reviewed Provide a simple list of every document uploaded, clearly titled based on filenames or content. 2. Student Background Summary Include educational history, grade, school placement, relevant family information, developmental history, medical information, and any context affecting the student’s functioning. 3. Academic Information Summarize classroom performance, teacher feedback, grades, standardized test results, curriculum-based data, and any patterns of strengths and weaknesses. 4. Behavioral, Functional, and Social-Emotional Information Summarize behavioral patterns, discipline records, FBA or BIP information, emotional regulation skills, peer interactions, attention or executive functioning concerns, and behavior frequency or intensity. 5. Communication and Language Information Summarize any expressive or receptive language concerns, articulation findings, pragmatic language, evaluation results, and teacher or parent reports. 6. Adaptive Behavior Information Summarize self-help skills, independence, coping skills, daily functioning, and results from adaptive rating scales if provided. 7. Attendance Information Summarize attendance patterns, excessive absences, tardies, refusals to attend school, or other attendance barriers that may affect performance. 8. Overall Summary of Educational Concerns Synthesize the findings across all domains. Identify consistent patterns, primary areas of impact, and gaps where information may still be needed. 9. Recommendations for Additional Data Provide non-binding professional suggestions regarding areas where further evaluation may be beneficial. This may include academics, cognitive functioning, social-emotional or behavioral assessment, speech and language, adaptive behavior, classroom observation, or review of work samples. Do not determine eligibility or write a Notice. Only identify areas where additional data may help the team.

NOTES FOR THE VA

1. Upload all files first before pasting the prompt. 2. Answer any clarifying questions from the LLM in brief, factual responses. 3. Do not edit psychological content unless asked.

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Prompt to Generate Notice of Initial or Re-Evaluation Prompt (Indiana Only)

You are a school psychologist. I will upload documents for a student who is being considered for either an initial evaluation or a reevaluation. Review all documents and produce wording for the Notice of Initial Evaluation or Notice of Reevaluation. Use clear and concise language that reflects typical school psychology practice under Article 7. Do not add horizontal lines or any formatting that creates section dividers. Please describe the evaluation procedure, assessment, record, report, and any other relevant factors used as a basis for proposing or refusing to conduct the evaluation.

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Sections: Prompt To Generate Notice of Initial or Re-evaluation · Box 1 · Middle Box · Box 2 · Output Instructions · SAMPLE 1: Initial Evaluation, School Is Proposing To Evaluate · SAMPLE 2: Initial Evaluation, School Is Refusing To Evaluate · SAMPLE 3: Initial Evaluation, School Is Refusing To Evaluate

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title: Prompt to Generate Notice of Initial or Re-Evaluation Prompt (Indiana Only)

Prompt To Generate Notice of Initial or Re-evaluation

Box 1

Please describe the evaluation procedure, assessment, record, report, and any other relevant factors used as a basis for proposing or refusing to conduct the evaluation. For this section, summarize the existing data the team reviewed. This may include previous evaluations if a reevaluation, IEPs, teacher referrals, parent input, academic performance, communication concerns, behavior documentation, attendance patterns, medical or developmental history, classroom performance, intervention data, and any other records available. Keep this section factual and neutral. Do not interpret eligibility.

Middle Box

Select and provide the correct statement based on the team’s decision. Only return one of the statements below. The school is refusing to conduct an educational evaluation at this time. or The school is proposing to conduct an educational evaluation at this time.

Box 2

The decision to conduct this evaluation was based on: If this is an initial evaluation, list the suspected areas of disability based on the documents and concerns provided. Describe why these areas need to be assessed. Refer to academic, communication, behavioral, adaptive, or functional concerns as appropriate. Include suspected eligibility categories only when supported by referral information or team concerns. If this is a reevaluation, explain the reason for updated assessment, such as the student approaching the age limit for Developmental Delay eligibility, parent and teacher concerns, lack of sufficient current data, changes in functioning, or the need for updated information to determine continued eligibility. If applicable, include the following exact sentence without changing it: Updated assessment is needed to determine the most appropriate categorical eligibility area moving forward, including consideration of Intellectual Disability, Other Health Impairment, and Speech or Language Impairment under Article 7 criteria.

Output Instructions

Return the notice in three clearly labeled sections: Box 1 Decision Statement Box 2 Do not include horizontal lines, separators, or any formatting that creates visual dividers

SAMPLE 1: Initial Evaluation, School Is Proposing To Evaluate

Box 1 The team reviewed the teacher referral, parent concerns, classroom performance data, intervention records, and work samples. The student demonstrates ongoing difficulty with reading readiness skills, limited progress in phonological awareness interventions, and challenges following multi step directions. The parent reported concerns about speech clarity and the student’s ability to communicate needs at home. Classroom observations document off task behavior, difficulty sustaining attention, and inconsistent academic engagement. These factors were considered in determining whether an initial educational evaluation is warranted. Decision Statement The school is proposing to conduct an educational evaluation at this time. Box 2 The decision to conduct this initial evaluation was based on concerns regarding the student’s academic performance, communication skills, and attention and behavior regulation. The teacher and parent have reported persistent difficulties despite targeted interventions, and additional assessment data are needed to determine whether the student may qualify for special education services in the suspected areas of Speech or Language Impairment, Other Health Impairment, or Specific Learning Disability.

SAMPLE 2: Initial Evaluation, School Is Refusing To Evaluate

Box 1 The team reviewed the student’s classroom performance, recent benchmark assessments, work samples, intervention data, and teacher and parent input. The student is currently performing within grade level expectations in reading, mathematics, and written expression. The student responds to intervention strategies, demonstrates appropriate academic progress over time, and is meeting grade level standards. No developmental, behavioral, or communication concerns were noted that would require special education assessment at this time. Decision Statement The school is refusing to conduct an educational evaluation at this time. Box 2 The decision to refuse this initial evaluation was based on the student’s current academic performance and documented progress within the general education curriculum. Available data do not indicate the presence of a suspected disability or a need for specially designed instruction. The student will continue to receive support through the general education program and ongoing progress monitoring.

SAMPLE 3: Initial Evaluation, School Is Refusing To Evaluate

Box 1 The team reviewed the student’s previous multidisciplinary evaluation, the current IEP, teacher referral information, parent input, behavior documentation, and attendance records. The student continues to demonstrate significant delays in foundational academic skills, limited progress in the virtual instructional setting, and ongoing behavior regulation concerns that affect participation in instruction. Attendance has been inconsistent, which has contributed to limited engagement and reduced opportunities for skill acquisition. These factors were considered when determining the need for updated evaluation data. Decision Statement The school is proposing to conduct an educational evaluation at this time. Box 2 The decision to conduct this reevaluation was based on the student approaching the age at which Developmental Delay eligibility can no longer be used. Both the parent and teacher have identified ongoing concerns related to academic performance, communication skills, and behavior regulation, and current data are insufficient to determine continued eligibility without updated evaluation. Updated assessment is needed to determine the most appropriate categorical eligibility area moving forward, including consideration of Intellectual Disability, Other Health Impairment, and Speech or Language Impairment under Article 7 criteria. Generating Consent for Students by Kimi Walker

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Referral, Background Info and School Info Prompts

Please upload the referral document and the current IEP if available before starting this prompt. Use this prompt when writing the Reason for Referral section. Upload the referral document and the current IEP before running the prompt.

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Sections: Reason for Referral Prompt · Sample Output: Three Year Reevaluation · Sample Output: Initial Evaluation Based on RTI · Sample Output: Reevaluation for SDD Approaching Age Cutoff · MEGA PROMPT: Background Information (Developmental History) and School Information (School History) · PROMPT (Copy and Paste Below) · SECTION 1: Background Information (Developmental History) · SECTION 2: School Information (School History) · Sample Output: Background Information (Developmental History) · Sample Output: School Information (School History)

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title: Referral, Background Info and School Info Prompts

Reason for Referral Prompt

*Please upload the referral document and the current IEP if available before starting this prompt. * Use this prompt when writing the Reason for Referral section. Upload the referral document and the current IEP before running the prompt. You will ask me the following questions before drafting the section: 1. What is the STUDENT’s age, grade, and SCHOOL? 2. Who initiated the referral and what is their role? 3. Is this an initial evaluation, a three year reevaluation, or a reevaluation for another reason? 4. What academic, behavioral, or functional concerns have been identified? 5. Does the STUDENT currently receive special education services? If yes, what is the eligibility category and when was it established? 6. What is the purpose of this evaluation (for example, required three year reevaluation under IDEA, determination of continued eligibility, clarification of needs, or assessment of progress)? After gathering the information and reviewing uploaded documents, generate a clear, parent-friendly Reason for Referral that includes: - The STUDENT’s age, grade, and SCHOOL - Who requested the evaluation and why - The type of evaluation (initial, three year reevaluation, or other reevaluation) - A concise explanation of the concerns prompting the evaluation - The current eligibility category when applicable - A clear statement of the purpose of the evaluation in family-friendly language Writing guidelines: - Use accessible language that families understand. - Do not interpret results. Only summarize the reason for the referral. - Do not include missing information statements. - Keep the writing focused on educational relevance. At the end, produce the Reason for Referral as a short, polished paragraph.

Sample Output: Three Year Reevaluation

The STUDENT is a 9th-grade student at SAMPLE HIGH SCHOOL who currently receives Special Education services under the eligibility category of Other Health Impairment. The evaluation was requested by the CASE MANAGER as part of the required three year reevaluation under IDEA and due to ongoing concerns related to the STUDENT’s academic progress. The STUDENT is described as motivated, engaged during class discussions, and respectful toward teachers and peers. Although the STUDENT demonstrates strong effort and work completion, challenges persist in reading comprehension and mathematical problem solving. These areas have been targeted through the current IEP using interventions such as small group instruction, guided notes, read-aloud accommodations, and structured math supports. The purpose of this psychoeducational evaluation is to assess the STUDENT’s learning needs, determine whether the current eligibility category remains appropriate, and guide continued educational planning.

Sample Output: Initial Evaluation Based on RTI

The STUDENT is a 2nd-grade student at SAMPLE ELEMENTARY SCHOOL who was referred for an initial psychoeducational evaluation by the CLASSROOM TEACHER and the SCHOOL’S RTI TEAM. The referral was made due to continued academic difficulties in reading fluency, decoding, and early writing skills, despite receiving Tier 2 and Tier 3 interventions. Progress monitoring data indicates limited growth compared to grade level expectations. The purpose of this evaluation is to determine whether the STUDENT may have a disability that requires specialized instruction and to identify appropriate supports to address the STUDENT’s learning needs.

Sample Output: Reevaluation for SDD Approaching Age Cutoff

The STUDENT is a 3rd-grade student at SAMPLE ELEMENTARY SCHOOL who currently receives Special Education services under the eligibility category of Significant Developmental Delay. The CASE MANAGER requested this reevaluation because the STUDENT is approaching the state age cutoff for SDD eligibility and a new eligibility category may need to be considered. Concerns have been noted in the areas of academic progress, adaptive functioning, and classroom behavior. The purpose of this reevaluation is to determine whether the STUDENT continues to demonstrate educational needs that require special education services and to identify the most appropriate eligibility category moving forward.

MEGA PROMPT: Background Information (Developmental History) and School Information (School History)

Step 1. Upload Documents Please upload all available documents into this chat before using the prompt. These may include: - Social Developmental History or parent interview forms - Prior IEPs and eligibility documents - Previous psychoeducational, SLP, OT, or medical evaluations - Teacher reports, classroom notes, and communication logs - Benchmark assessments (NWEA, i-Ready, DIBELS, STAR, state tests) - RTI or MTSS documentation - Attendance and discipline reports - Enrollment history - Any other school or district documents relevant to the STUDENT Step 2. After uploading the documents, paste the full prompt below. Do not paste the prompt until all documents have been uploaded. Step 3. Once the prompt is pasted, the LLM will ask you clarifying questions before writing either section. ---

PROMPT (Copy and Paste Below)

You are functioning as a master school psychologist trained in writing psychoeducational evaluations. Your task is to generate two sections of the report: Background Information (Developmental History) and School Information (School History). You will use the uploaded documents and my answers to your clarifying questions. You must write in a professional, concise, parent friendly tone that reflects typical school psychology reporting standards. Do not interpret data. Do not state that information is missing. Summarize only what is present in the provided materials. Once all documents have been uploaded, ask me the following clarification questions before drafting either section: 1. Who completed the Social Developmental History or parent interview? 2. What developmental, medical, family, language, or social information should be included in the Background Information section? 3. Are there any outside evaluations, diagnoses, or medical reports that should be summarized? 4. What school-based information is available, such as benchmark scores, attendance, discipline, enrollment history, teacher reports, RTI or MTSS data, IEP summaries, or previous school evaluations? 5. Are there any behavior plans, PBIS supports, or general education accommodations currently in place? 6. Does the STUDENT receive special education or Section 504 services? If yes, what is the eligibility category and service details? 7. Are there any notable academic or behavioral trends across years? After collecting responses to these clarifying questions and reviewing uploaded materials, create two separate sections.

SECTION 1: Background Information (Developmental History)

Guidelines for writing this section: - Include only information provided by the parent, caregiver, or outside professionals. - Summarize developmental milestones, medical history, diagnoses, medications, family structure, social functioning, and language background. - Include summaries of any outside evaluations such as clinical psychology, developmental pediatrics, or private speech evaluations. - Cite sources using phrases like “Based on parent report” or “According to the medical evaluation dated…”. - Do not include school-based data or interpretation of results. - Use professional, parent-friendly language. - Provide this section in paragraph format.

SECTION 2: School Information (School History)

Guidelines for writing this section: - Include only school-based information from records, teacher reports, and district data. - Summarize enrollment history, attendance patterns, discipline records, benchmark scores, RTI or MTSS involvement, teacher concerns, and functional or academic trends. - Include summaries of previous school-based evaluations. - Include IEP or 504 details such as eligibility category, service minutes, and accommodations. - Include work sample analysis, PBIS supports, FBAs, or BIPs when applicable. - Use parent-friendly professional school psychology language. - Do not interpret results. Only report factual information. The School Information section must include: 1. A narrative overview 2. A summary of previous evaluation results (cognitive, achievement, speech language, adaptive, etc.) in bulleted or table format 3. Benchmark assessment summaries in table format 4. Attendance and enrollment summaries 5. An IEP Services Summary table showing service frequency, dates, provider, and content area 6. RTI or MTSS summaries 7. Behavior plan or PBIS summaries when applicable

Sample Output: Background Information (Developmental History)

This information was gathered from a Social Developmental History completed by the PARENT. The STUDENT lives with FAMILY MEMBERS and is described as cooperative, social, and responsive to adult direction. Developmental history indicates that the STUDENT met early milestones such as walking, speaking in short phrases, and toilet training within expected timeframes. The PARENT reported occasional difficulties with attention and frustration tolerance during early childhood. Medical history includes SAMPLE MEDICAL INFORMATION, and the STUDENT is currently prescribed SAMPLE MEDICATION. No concerns related to vision or hearing were reported. The family participates consistently in school meetings and maintains regular communication with staff. Socially, the STUDENT enjoys spending time with peers in structured settings and engages in activities such as SAMPLE HOBBIES. The STUDENT demonstrates creativity and persistence but may become overwhelmed during transitions or non-preferred tasks. No safety concerns were reported.

Sample Output: School Information (School History)

The STUDENT is currently enrolled at SAMPLE HIGH SCHOOL and has attended this school since SAMPLE YEAR. Enrollment history shows previous attendance at SAMPLE MIDDLE SCHOOL. Attendance data indicate SAMPLE NUMBER absences across recent school years. No significant discipline incidents have been documented. Teachers describe the STUDENT as engaged and cooperative. The STUDENT actively participates in classroom activities and completes assignments consistently. However, continued concerns include reading comprehension, organization in writing tasks, and multi-step mathematical problem-solving. The STUDENT benefits from structured routines, repeated directions, and guided practice. Summary of Previous Evaluation Results Cognitive Assessment - Full Scale IQ: 74 (4th percentile) - Verbal Comprehension: 79 (Low) - Fluid Reasoning: 61 (Very Low) - Working Memory: SS = 7 (Below Average) - Processing Speed: SS = 7 (Below Average) Academic Achievement - Broad Mathematics: SS = 68 (Very Low) - Basic Reading Skills: SS = 67 (Very Low) - Broad Written Language: SS = 68 (Very Low) Benchmark Assessments Math (NWEA MAP, December 2024) - RIT: 173 - Achievement Percentile: 4th - Growth Percentile: 82nd Reading (NWEA MAP, January 2025) - RIT: 164 - Achievement Percentile: 3rd State Assessment Summary Year \| Subject \| Score \| Achievement 2023 \| ELA \| 510 \| Developing 2023 \| Math \| 497 \| Developing 2022 \| ELA \| 480 \| Developing Attendance Year \| Absences 2024 \| 11 2023 \| 9 2022 \| 10 Enrollment - SAMPLE HIGH SCHOOL: 2023–24 - SAMPLE MIDDLE SCHOOL: 2021–23 IEP Services Summary Category \| Service \| Frequency \| Begin Date \| End Date \| Provider \| Area Special Ed \| Small Group \| 1×30 min every 2 weeks \| 4/27/24 \| 5/22/24 \| SpEd Teacher \| Social Skills Special Ed \| Small Group \| 4×30 min monthly \| 1/6/25 \| 4/21/25 \| SpEd Teacher \| Study Skills RTI or MTSS Summary - Tier 2 and Tier 3 interventions implemented in reading and math - Progress monitoring indicates limited growth despite targeted support Behavior Supports - PBIS supports implemented schoolwide - No current Behavior Intervention Plan

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Everything School Psych Ai

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Sections: Updated Universal “Referral Reason” Prompt (State-Neutral) · Short Version for Assistants · “Discussion/Summary” Prompt Set with Examples and Format Guidance · 1. Introductory Discussion/Summary Paragraph Prompt · Expected Output Format Examples · Reevaluation Example: · Initial Evaluation Example: · 2. Battery/Assessment Summary Paragraph Prompt · Developmental Battery Example (DP-4): · Academic Battery Example (WJ-IV): · 3. Overall Findings Paragraph Prompt · Expected Output Format Example · 5. Final Case Conference Committee Paragraph (Preserve Exactly As Written)

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Report Writing in General Indiana Report Writing

Updated Universal “Referral Reason” Prompt (State-Neutral)

I am writing the “Reason for Referral” section of a psychoeducational evaluation. Please write a concise, school-based, legally defensible one-paragraph referral reason in my tone. Do not make it clinical or overly detailed. Do not include citations or page numbers. When drafting the paragraph, incorporate the following elements based on the documents I provide: - The student’s current eligibility category or service status - The reason the evaluation or reevaluation is needed at this time - A brief summary of current concerns based on the IEP, teacher input, parent input, and recent school-based data - A brief reference to concerns noted at the most recent team meeting or case conference - End with a sentence stating that current testing is being conducted to determine whether the student meets eligibility criteria for the suspected disability category under the special education regulations of the state identified I will specify the state whose special education regulations should be used. Do not expand beyond the provided information. Keep the paragraph simple, accurate, and compliant with school-based practice. Use commas or periods and maintain a professional tone.

Short Version for Assistants

When requesting the referral reason, provide: - The student’s state (example: Indiana, Georgia, Florida) - The documents (IEP, Notice, CCR, etc.) - The suspected disability area Then use this prompt.

“Discussion/Summary” Prompt Set with Examples and Format Guidance

1. Introductory Discussion/Summary Paragraph Prompt

I am writing the first paragraph of the Discussion/Summary section of a psychoeducational evaluation. Please write a concise, school-based, legally defensible introductory paragraph in my tone. Do not make it clinical or overly detailed. Use commas or periods only. Include the following elements based on the documents provided: - The student’s current eligibility or service status - The general reason the evaluation or reevaluation was requested - Brief developmental, academic, communication, behavioral, or social concerns that led to the referral - The purpose of the current evaluation - The state whose special education regulations apply - End with a sentence stating that current testing is being conducted to determine whether the student meets eligibility criteria for the suspected disability category under the special education regulations of that state Keep the paragraph simple, accurate, and aligned with school-based practice.

Expected Output Format Examples

Below are examples of the narrative format, tone, and structure the LLM should follow when generating this paragraph.

Reevaluation Example:

STUDENT was referred for reevaluation to better understand current academic, communication, social, and developmental needs within the school setting. STUDENT is presently eligible for special education services under the category of Developmental Delay, and updated information is required to determine whether a different eligibility category may be appropriate. Teacher and parent input, classroom observations, and previous evaluation data indicate continued concerns in the areas of social communication, adaptive functioning, and overall learning progress. Current testing is being conducted to determine whether STUDENT meets eligibility criteria for Autism Spectrum Disorder under Indiana Article 7 criteria.

Initial Evaluation Example:

STUDENT was referred for an initial educational evaluation due to concerns related to reading development, classroom performance, and difficulty acquiring foundational academic skills. STUDENT has not previously received special education services, and this evaluation was requested to determine whether a disability may be impacting STUDENT’s learning and school participation. Teacher reports, classroom observations, and early progress data reflect concerns in areas such as decoding, reading fluency, and written expression. Current testing is being conducted to determine whether STUDENT meets eligibility criteria for a Specific Learning Disability under Indiana Article 7 criteria. ---

2. Battery/Assessment Summary Paragraph Prompt

I need a standalone paragraph summarizing one specific assessment battery for the Discussion/Summary section of a psychoeducational evaluation. The paragraph should be concise, school-based, and legally defensible, written in my tone. Do not overinterpret or suggest eligibility decisions. For the battery I provide, include: - The full name of the test, followed by its acronym - A brief explanation of what the test is designed to measure in school-appropriate language - A concise summary of the student’s performance, using selective standard scores or ranges when relevant, not a list of every score - A cautious, general interpretation describing patterns or tendencies observed in the data, without implying eligibility or making clinical conclusions The summary should remain neat, tidy, and focused only on that assessment tool.

Expected Output Format Examples

These examples show the narrative style, tone, and paragraph structure expected.

Developmental Battery Example (DP-4):

The Developmental Profile, Fourth Edition (DP-4), a measure of developmental functioning across cognition, communication, adaptive behavior, and social-emotional skills, was administered to better understand STUDENT’s developmental strengths and areas of need. Results indicated performance within the delayed range across several domains, with stronger abilities noted in adaptive routines and more pronounced challenges in expressive communication and early learning skills. These findings may reflect uneven developmental progress and offer information about patterns relevant to STUDENT’s functioning in the school environment.

Academic Battery Example (WJ-IV):

The Woodcock-Johnson Tests of Achievement, Fourth Edition (WJ-IV), a measure of academic achievement across reading, mathematics, and written language, was administered to assess STUDENT’s current academic skills. STUDENT demonstrated performance within the Extremely Low range in basic reading skills and written expression, with somewhat stronger, though still below average, performance in mathematics calculation. These results may indicate ongoing difficulty acquiring foundational literacy skills and provide useful information for supporting instructional planning. ---

3. Overall Findings Paragraph Prompt

I need the overall findings paragraph for the Discussion/Summary section. Please write a concise narrative that highlights broad patterns observed across all assessment sources, including strengths, needs, and consistent themes. This paragraph should be exploratory and descriptive, not prescriptive. The paragraph should describe general trends across cognitive, academic, adaptive, communication, social-emotional, and behavioral areas as reflected in the evaluation data. Note the patterns that emerged across multiple sources and how they help inform a fuller understanding of the student’s current school-based functioning. Do not imply eligibility or make any predetermination. This paragraph should simply organize and synthesize what was observed across the evaluation.

Expected Output Format Example

This example shows the paragraph structure, tone, and narrative style expected. Across all areas assessed, consistent patterns emerged in STUDENT’s developmental and educational functioning. Strengths were observed in STUDENT’s responsiveness to structured routines, cooperation with adults, and engagement during familiar tasks. Ongoing concerns were noted in areas such as social communication, receptive and expressive language, adaptive behavior, and academic readiness, with several measures reflecting performance below age expectations. Taken together, these findings offer a comprehensive picture of STUDENT’s current functioning and provide information for the Case Conference Committee to consider when discussing appropriate supports and next steps. ---

5. Final Case Conference Committee Paragraph (Preserve Exactly As Written)

The determination of the student’s eligibility and the development of an appropriate educational program are the responsibility of the Case Conference Committee. A Case Conference should be convened to (1) consider information from each member of the multidisciplinary evaluation team, (2) determine eligibility for special education, (3) develop appropriate educational alternatives, and (4) formulate recommendations that ensure suitable programming in the least restrictive environment.

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📝 LLM Prompt Template: Psychoeducational Testing Observations (Privacy-Protected)

Task: Generate the "Testing Observations (By School Psychologist)" section for a psychoeducational report. Format Constraint: The output must be a single, cohesive narrative paragraph. Do not use bullet points or lists.

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Sections: \[STUDENT DATA\] · \[SAMPLE NARRATIVE\] (Structure to be Matched) · 📝 LLM Prompt Template: Psychoeducational Testing Observations (Privacy-Safe and Optimized) · \[SAMPLE NARRATIVE\] (Natural Flow and Structure to be Matched)

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title: 📝 LLM Prompt Template: Psychoeducational Testing Observations (Privacy-Protected)

Task: Generate the "Testing Observations (By School Psychologist)" section for a psychoeducational report. Format Constraint: The output must be a single, cohesive narrative paragraph. Do not use bullet points or lists. Tone Constraint: The output must maintain a professional, objective, clinical, and descriptive tone, similar to the provided sample. Required Input Data: Use the specific student information provided in the \[STUDENT DATA\] section below to populate the narrative. Required Template Match: Match the structure and flow of the \[SAMPLE NARRATIVE\] provided below.

\[STUDENT DATA\]

- Student Identifier: \[Insert STUDENT NAME or Identifier\] - Testing Setting: \[e.g., *multiple sessions, both virtually and in person*\] - Cooperation/Willingness: \[e.g., *willingly accompanied the examiner to the testing room or attended the virtual sessions*\] - Rapport: \[e.g., *easily established*\] - Physical/Sensory Check: \[e.g., *observed to wear glasses, but no other issues regarding vision or hearing were noted or observed*\] - Disposition/Personality: \[e.g., *very friendly student and a very hard worker*\] - Attention/Focus Level: \[e.g., *was able to maintain focus and attention at an age-appropriate level*\] - Work Style: \[e.g., *was able to attend to tasks independently or ask for guidance when needed*\] - Effort/Persistence: \[e.g., *put forth significant effort and worked very hard throughout the evaluation*\] - Validity Statement: \[e.g., *results are a valid, accurate depiction and estimate of current abilities and functional performance*\]

\[SAMPLE NARRATIVE\] (Structure to be Matched)

"The STUDENT was evaluated over the course of multiple in-person testing sessions. The STUDENT willingly accompanied the examiner to the testing room, and rapport was easily established. During the assessment, no significant issues regarding the STUDENT's vision or hearing were observed. The STUDENT presented as a very friendly and talkative student. While the STUDENT was generally able to attend to tasks appropriately, the STUDENT's talkativeness occasionally caused the STUDENT to become sidetracked. However, the STUDENT was responsive to redirection and demonstrated high motivation when working for incentives or prizes. The STUDENT put forth significant effort and worked very hard throughout the evaluation. Overall, these results are believed to be an accurate estimate of the STUDENT's current cognitive, academic, and functional abilities."

Output the final narrative paragraph under the heading: 📝 Testing Observations (By School Psychologist)

📝 LLM Prompt Template: Psychoeducational Testing Observations (Privacy-Safe and Optimized)

Task: Generate the "Testing Observations (By School Psychologist)" section for a psychoeducational report. Format Constraint: The output must be a single, cohesive narrative paragraph. Do not use bullet points or lists. Tone Constraint: The output must maintain a professional, objective, clinical, and descriptive tone, similar to the provided sample. Required Input Data: Use the specific student information provided in the \[STUDENT DATA\] section below to populate the narrative. Style Rule: The final narrative must use the term STUDENT (in all caps) consistently throughout the paragraph in place of names and pronouns. Required Template Match: Match the natural flow and structure of the \[SAMPLE NARRATIVE\] provided below.

\[STUDENT DATA\]

- STUDENT Name: \[Insert the STUDENT's full name, e.g., 'Norah Glover'\] - Testing Setting: \[e.g., *multiple sessions, both virtually and in person*\] - Cooperation/Willingness: \[e.g., *willingly accompanied the examiner to the testing room or attended the virtual sessions*\] - Rapport: \[e.g., *easily established*\] - Physical/Sensory Check: \[e.g., *observed to wear glasses, but no other issues regarding vision or hearing were noted or observed*\] - Disposition/Personality: \[e.g., *very friendly student and a very hard worker*\] - Attention/Focus Level: \[e.g., *was able to maintain focus and attention at an age-appropriate level*\] - Work Style: \[e.g., *was able to attend to tasks independently or ask for guidance when needed*\] - Effort/Persistence: \[e.g., *put forth significant effort and worked very hard throughout the evaluation*\] - Validity Statement: \[e.g., *results are a valid, accurate depiction and estimate of current abilities and functional performance*\]

\[SAMPLE NARRATIVE\] (Natural Flow and Structure to be Matched)

"The STUDENT was evaluated over the course of multiple testing sessions. The STUDENT willingly accompanied the examiner to the testing room, and rapport was easily established. During the assessment, no significant issues regarding the STUDENT's vision or hearing were observed. The STUDENT presented as a very friendly and cooperative individual. While the STUDENT was generally able to attend to tasks appropriately, the STUDENT was responsive to redirection. The STUDENT put forth significant effort and worked very hard throughout the evaluation. Overall, these results are believed to be an accurate estimate of the STUDENT's current cognitive, academic, and functional abilities."

Output the final narrative paragraph under the heading: 📝 Testing Observations (By School Psychologist)

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RIAS

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List of Psych Tests and Publishers

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title: List of Psych Tests and Publishers

This website list a lot of psych tests an their publishers.

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Psycho-Educational Evaluation Report

A psychoe-educational/psychological evaluation provides a structured look at how a student learns and functions across cognitive, academic, behavioral, and adaptive areas. The general structure of the report typically includes: Purpose of the evaluation, including whether it is an initial assessment or a reevaluation and areas of concern.

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title: Psycho-Educational Evaluation Report

1. Overview of a Psycho-educational Evaluation

A psychoe-educational/psychological evaluation provides a structured look at how a student learns and functions across cognitive, academic, behavioral, and adaptive areas. The general structure of the report typically includes: - Demographic Information Name, date of birth, grade, school, and dates of assessment. - Reason for Referral Purpose of the evaluation, including whether it is an initial assessment or a reevaluation and areas of concern. - Student and School Background Relevant social, developmental, medical, and educational history. Includes parent and teacher concerns. - Record Review Prior evaluations, intervention history, attendance, discipline, Section 504 Plans if present, and IEPs when applicable. - Observations Classroom observations, testing observations, and behavioral presentation. - Cognitive Assessment Results from the primary cognitive battery, including index or composite scores. - Academic Achievement Assessment Performance in reading, writing, mathematics, and related academic areas. - Adaptive or Developmental Behavior Assessment Information on adaptive functioning or developmental skills when relevant to the referral. - Social, Emotional, and Behavioral Assessment Behavioral, emotional, and executive functioning information from rating scales or observations. - Specialty Scales (if administered) Instruments such as ASD rating scales or emotional and behavioral disorder scales, depending on referral concerns. - Summary and Recommendations Summary of findings, instructional needs, behavioral recommendations, and next steps. - Eligibility Considerations (when required) Included only when required by state or district procedures.

2. School Background Information

3. General Education Students versus Special Education Students

General Education Students

Special Education Students

4. General Education Documents versus Special Education Documents

General Education Documents

Special Education Documents

5. State by State Considerations

Indiana (Article 7)

Georgia (State Rule 160 and DOE Guidelines)

Florida or Other States

Additional states can be added as needed.

6. Cognitive Assessment

7. Academic Achievement Assessment

8. Adaptive Behavior

9. Social, Emotional, and Behavioral Functioning

10. Integration of Findings

11. Eligibility Considerations

Eligibility determinations depend on state rules, district procedures, assessment data, and documented educational impact. This section is included only when required by local practices.

12. Recommendations and Next Steps

This section outlines instructional strategies, accommodations, behavioral supports, and any additional interventions aligned with the assessment results. All Templates

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🚨 Final Proofreading Prompt for Psychoeducational Reports (Use this in Gemini/LLM before submitting reports for review)

> You are an expert proofreader for psychoeducational evaluation reports. Please carefully review the following report for: > ✅ Grammar, punctuation, and spelling errors—correct all mistakes.

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title: 🚨 Final Proofreading Prompt for Psychoeducational Reports (Use this in Gemini/LLM before submitting reports for review)

Prompt

> You are an expert proofreader for psychoeducational evaluation reports. Please carefully review the following report for: > ✅ Grammar, punctuation, and spelling errors—correct all mistakes. > ✅ Fluency and clarity—revise awkward, unclear, or unprofessional sentences. > ✅ Consistency of student details—confirm the student’s name, age, grade, and gender are used correctly and consistently throughout (no switching from 3rd to 4th grade, or he/she errors). > ✅ Data accuracy and summaries—ensure assessments, scores, and conclusions match what was shared earlier in the report. Ensure all assessments mentioned are also summarized properly. > ✅ Tone and professionalism—ensure the language is objective, formal, and appropriate for parents, teachers, and IEP teams. > ✅ Report structure and flow—check the report follows standard evaluation structure, flows logically, and is not missing any major sections. > ✅ Section headers and order—check that all required headers (background, assessment results, observations, summary, recommendations) are labeled correctly and in correct order. > > After proofreading, please: - Provide a brief list of corrections or changes that should be made. - List any remaining concerns, inconsistencies, or awkward areas that need further attention. - Include page numbers and section headers of the areas you are referring to, so I can quickly find and correct them. > > Here is the report: > \[Attach draft report - PDF or Word Document\]

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Templates and Documents

https://www.dropbox.com/scl/fi/ul2jwfaljlvepqkkye899/Basic-Psychological-Process-Teacher-Checklist.docx?rlkey=44rma5e00jmergkzxosl22n9h&st=m0tdbpig&dl=0 https://www.dropbox.com/scl/fi/oybhlkaxfba9jsmon1aid/Basic-Psychological-Process-Parent-Checklist.docx?rlkey=hen10cl5lep20t0ccblvk6get&st=7kg2bez9&dl=0

School Psych Hub / Hub Portions
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title: Templates and Documents

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file: Parent_Version_.docx
file: Informal_Autism_Behavior_Checklist_Teacher.pdf
file: BBCS-4R_Concept_Development_Guide.pdf
file: Informal_Autism_Behavior_Checklist_Parent.pdf
file: Informal_Autism_Behavior_Checklist_Teacher.pdf

Linked historical pages · page

Psych VA Orientation

FERPA 101: For Local Education Agencies \| Protecting Student Privacy The Individuals with Disabilities Education Act (IDEA) - History & Evolution

All Private Pages / Exec Plan 2025-26
Last edited: 2026-01-21T03:41:22.048Z

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Sections: Training 1 · HIPAA/FERPA · IDEA and Special Education Law · Special Education Law Comparison (USA vs Philippines) · Multi-Tiered Supports /Problem Solving Framework (MTSS, RTI, PBIS) · Relavent Links · Log-Ins · Protocol for Requesting Verification Codes · Training · Report Writing · Evaluation Report Components · Referral Information · Background Information (Developmental History) · School Information (School Data) · Observations · Cognitive Assessment · Academic Achievement Assessment · Adaptive or Developmental Behavior Assessment · Social, Emotional, and Behavioral Assessment · Specialty Scales (if administered) · Summary/ Integration of Findings · Recommendations and Next Steps · Eligibility Considerations

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title: Psych VA Orientation

*Watch this video first! *

Training 1

Who Are School Psychologists

Relavent Links

1. Current Students (Georgia Charter) and (Rocky Creek) - folder that is shared with the school district 2. Intern Folder - our internal folder for completing the reports 3. Georgia Sample Reports (Pre-K/Elementary) and (Secondary)

Log-Ins

Shared Google Account avirtualassistant74@gmail.com ebXgacVIM4dtjFI UDEMY -Reach out to me first to verify I can give you code -Use email address podcast@kimiwalker.com -Wait for code FERPA Training -Register for own account -Use “Student” as account type

Protocol for Requesting Verification Codes

Below is our protocol for requesting codes. 1. Before you request a code, you must first check to see if I am available. Even during business hours, I may be in a meeting, with a student, or focused on something that prevents me from providing a code right away. 2. Please request codes during normal USA Eastern business hours whenever possible. Requests outside of business hours, weekends, evenings, and holidays should not be expected to be answered. 3. If I am not available, please continue working on something else. There are always other tasks that do not require a code. If you cannot access something, shift to the next task until I am available. Please also remember that if I respond to an email or a ClickUp message, that does not mean I am at my computer or able to retrieve a code. Sometimes I respond from my phone, and even if I am on my computer, I may not be able to stop to get a code at that moment. You can always ask first, but please be mindful of timing. Outside of business hours, weekends, evenings, and holidays, I may not be in a position to help right away. I also extend that same understanding to your schedules. If I reach out when you are not working, there is no expectation for you to respond. You may reply if you are available, but it is not required. Thank you for following this protocol so we can keep everything running smoothly.

Training

Number	Date	Format	Topics Covered	Link
1.	Varies	Asynchronous	-What’s a School Psychologist, HIPAA/FERPA IDEA &SPED Law MTSS/RTI/PBIS	Above
2	11/26/2025	LIve	Intro to school psych, report writing overview, background information, Georgia Charter Assignment	26 November Orientation Training
3	11/30/2025	Asynchronous	Cog/Intellect, Academic Achievement, Scoring, Report Components	28 - 30 Nov Training Updates
4	12/01/2025	Individual Check-Ins	Direct	N/A
5	12/02/2025	N/A	No New Updates. Please work on completing assigned reports.	N/A

26 November Orientation Training 28 - 30 Nov Training Updates

Report Writing

Referral, Background Info and School Info Prompts Pulling Student Information Online (Task assigned to *Veterans*)

Evaluation Report Components

Referral Information

Reason for referral - What were the concerns - Who was the initiator of this evaluation - Initial Evaluation or Revaluation - Re-Eval - 3-Year Re-eval - Re-Evaluation for a different reason

Background Information (Developmental History)

School Information (School Data)

Observations

Cognitive Assessment

Academic Achievement Assessment

Adaptive or Developmental Behavior Assessment

Social, Emotional, and Behavioral Assessment

Specialty Scales (if administered)

Summary/ Integration of Findings

Recommendations and Next Steps

Eligibility Considerations

Linked resources

Images, files and embedded media

Resource names only; media contents were not exhaustively inspected. Open the original Notion page to view.

embed: 6d68cc33-7804-4a8a-8d8b-56f6731523f1
pdf: who_are_school_psychologists_flyer.pdf
pdf: Who_Are_School_Psychologists_Infographic_2020.pdf

Hub and supporting pages · page

School Psych 2025-26

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title: School Psych 2025-26

*Kimi Psych Weekly Updates* Psych Staff SOPS and beyond 🧠 Psych Team Memorandum of Understanding (MOU) 10.27.2025 📚 School Psych Hub Podcast 🧠 Master School Psychology SOP Template 🧩Workflow vs SOP (School Psych Edition)

Prompt library · page

New item

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School Psych Hub / Prompt Library
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Description
Last Updated: 2026-01-19T16:12:18.540Z
Prompt Text
Prompt Title

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SOP library · page

New item

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School Psych Hub / SOPs and Workflows Library (School Psych Hub)
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Description
Last Updated: 2026-01-19T16:13:03.911Z
Purpose
SOP or Workflow

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Hub and supporting pages · database

New database

Database container with 3 returned records across 1 data source(s). Includes schema and saved views; record links are listed below.

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Database records and configuration

📔 HIPAA & FERPA TRAINING
📔 IDEA and Special Education Law
📔 Special Education Law Comparison (USA vs Philippines)

<database url="{{https://app.notion.com/p/2dff27f9e9d5800bb754f0a15021b0a7}}" inline="true"> The title of this Database is: New database <ancestor-path> <parent-page url="https://app.notion.com/p/2dff27f9e9d580f9aa78e5ac2f162a3d" title="Compliance & Privacy"/> <ancestor-2-data-source url="collection://2dff27f9-e9d5-8009-a56d-000bb60f53fe" name="Module 1: Introduction & Orientation"/> <ancestor-3-database url="https://app.notion.com/p/2dff27f9e9d580bfad07da85394fce1f" title=""/> <ancestor-4-page url="https://app.notion.com/p/297f27f9e9d5814998b6ee2fe339cb27" title="Module 1: Introduction & Orientation"/> <ancestor-5-page url="https://app.notion.com/p/297f27f9e9d581a9acc0d166ae9d439d" title=""/> <ancestor-6-page url="https://app.notion.com/p/297f27f9e9d5817680b4feeebfbfb571" title=""/> <ancestor-7-page url="https://app.notion.com/p/297f27f9e9d580f285a5f20459e27641" title="School Psych Hub"/> </ancestor-path> Here are the Database's Data Sources: You can use the "fetch" tool on the URL of any Data Source to see its full schema configuration. <data-sources> <data-source url="{{collection://2dff27f9-e9d5-807d-9d2d-000bf930c169}}"> The title of this Data Source is: New database Here is the database's configurable state: Properties with readOnly: true are synced or system-managed. Do not try to update their values with page update tools. <data-source-state> {"name":"","schema":{"Created":{"description":"","name":"Created","type":"created_time"},"Name":{"description":"","name":"Name","type":"title"},"Tags":{"description":"","name":"Tags","options":[],"type":"multi_select"}},"url":"collection://2dff27f9-e9d5-807d-9d2d-000bf930c169"} </data-source-state> Here is the SQLite table definition for this data source. <sqlite-table> CREATE TABLE IF NOT EXISTS "collection://2dff27f9-e9d5-807d-9d2d-000bf930c169" ( url TEXT UNIQUE, createdTime TEXT, -- ISO-8601 datetime string, automatically set. This is the canonical time for when the page was created. "Tags" TEXT, -- JSON array with zero or more of [] "Created" TEXT NOT NULL, -- ISO-8601 datetime string, automatically set. This is the canonical time for when the page was created. "Name" TEXT ) </sqlite-table> </data-source> </data-sources> Here are the Database's Views: You can use the "fetch" tool on the URL of any View to see its full configuration. <views> <view url="{{view://2dff27f9-e9d5-800a-a5a3-000ca0356dcc}}"> {"cardLayoutMode":"default","cover":{"type":"page_cover"},"dataSourceUrl":"{{collection://2dff27f9-e9d5-807d-9d2d-000bf930c169}}","displayProperties":["Name"],"fullWidthProperties":[],"name":"Gallery view","type":"gallery"} </view> </views> </database>

Hub and supporting pages · database

New database

Database container with 3 returned records across 1 data source(s). Includes schema and saved views; record links are listed below.

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Database records and configuration

📔 Company Core Values
📔 Working Hours and Availability
📔 SOP I Requesting Verification Codes

<database url="{{https://app.notion.com/p/2e0f27f9e9d580dc9191ed0979350ce0}}" inline="true"> The title of this Database is: New database <ancestor-path> <parent-page url="https://app.notion.com/p/2e0f27f9e9d580558bf3f8e51ff5056a" title="Company Culture & Expectations"/> <ancestor-2-data-source url="collection://2dff27f9-e9d5-8009-a56d-000bb60f53fe" name="Module 1: Introduction & Orientation"/> <ancestor-3-database url="https://app.notion.com/p/2dff27f9e9d580bfad07da85394fce1f" title=""/> <ancestor-4-page url="https://app.notion.com/p/297f27f9e9d5814998b6ee2fe339cb27" title="Module 1: Introduction & Orientation"/> <ancestor-5-page url="https://app.notion.com/p/297f27f9e9d581a9acc0d166ae9d439d" title=""/> <ancestor-6-page url="https://app.notion.com/p/297f27f9e9d5817680b4feeebfbfb571" title=""/> <ancestor-7-page url="https://app.notion.com/p/297f27f9e9d580f285a5f20459e27641" title="School Psych Hub"/> </ancestor-path> Here are the Database's Data Sources: You can use the "fetch" tool on the URL of any Data Source to see its full schema configuration. <data-sources> <data-source url="{{collection://2e0f27f9-e9d5-8093-91ba-000b0f7da567}}"> The title of this Data Source is: New database Here is the database's configurable state: Properties with readOnly: true are synced or system-managed. Do not try to update their values with page update tools. <data-source-state> {"name":"","schema":{"Name":{"description":"","name":"Name","type":"title"}},"url":"collection://2e0f27f9-e9d5-8093-91ba-000b0f7da567"} </data-source-state> Here is the SQLite table definition for this data source. <sqlite-table> CREATE TABLE IF NOT EXISTS "collection://2e0f27f9-e9d5-8093-91ba-000b0f7da567" ( url TEXT UNIQUE, createdTime TEXT, -- ISO-8601 datetime string, automatically set. This is the canonical time for when the page was created. "Name" TEXT ) </sqlite-table> </data-source> </data-sources> Here are the Database's Views: You can use the "fetch" tool on the URL of any View to see its full configuration. <views> <view url="{{view://2e0f27f9-e9d5-8026-a7c5-000c7bf38fd2}}"> {"cardLayoutMode":"default","cover":{"type":"page_cover"},"dataSourceUrl":"{{collection://2e0f27f9-e9d5-8093-91ba-000b0f7da567}}","displayProperties":["Name"],"fullWidthProperties":[],"name":"","type":"gallery"} </view> </views> </database>

Module 1 · page

📔 SOP I Requesting Verification Codes

This SOP outlines the proper process for requesting verification codes when access is required to complete a task. To keep things secure, organized, and compliant, all verification code requests must be submitted through the official request link.

School Psych Hub / Module 1: Introduction & Orientation / Module 1: Introduction & Orientation / Company Culture & Expectations
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Name: SOP I Requesting Verification Codes

[Shared navigation links condensed; see source page.] This SOP outlines the proper process for requesting verification codes when access is required to complete a task. To keep things secure, organized, and compliant, all verification code requests must be submitted through the official request link. 👉 📝 SOP I Requesting Verification Codes

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Module 1 · page

Team Lead

Kat’s primary role is to reduce administrative and operational load so the School Psychologist’s work is limited to testing, test interpretation, and meetings. Her responsibility is to ensure systems, people, and timelines are organized, monitored, and moving forward efficiently. Serve as point person for day to day administrative workflow oversight

School Psych Hub / Module 1: Introduction & Orientation / Psych Roles
Last edited: 2026-01-18T15:39:38.841Z

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Sections: 1. Team Lead and Oversight Responsibilities · 2. Email and Communication Management · 3. ClickUp Management and Task Coordination · 4. Notion, SOPs, and Prompt Database Support · 5. Evaluation Support Activities · 6. Quality Control and Report Oversight · 7. Billing and Administrative Coordination · 8. File Management and Systems Organization · 9. Training and Tutorials

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title: Team Lead

1. Team Lead and Oversight Responsibilities

2. Email and Communication Management

3. ClickUp Management and Task Coordination

4. Notion, SOPs, and Prompt Database Support

5. Evaluation Support Activities

6. Quality Control and Report Oversight

7. Billing and Administrative Coordination

- Assist with billing related tracking and organization - Help ensure documentation aligns with billing requirements - Monitor administrative deadlines and required submissions

8. File Management and Systems Organization

9. Training and Tutorials

Bottom Line Expectation Kat’s role is to make operations run smoothly so the School Psychologist is focused only on testing, interpretation, and meetings. She is not expected to do everything herself, but to lead, guide, monitor, and ensure accountability across systems and people.

Module 1 · page

Psychometrician/ Psych Assistant

Psychometricians or Psych Virtual Assistants are the primary executors of all school based evaluation work. They support the evaluation process from referral or record review through report completion and meetings. Their role is to deeply understand assigned students, districts, and workflows, not just complete tasks, but actively learn, analyze, and contribute professionally. Take ownership of assigned students and cases from referral through evaluation and meeting

School Psych Hub / Module 1: Introduction & Orientation / Psych Roles
Last edited: 2026-01-19T02:11:08.725Z

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Sections: 1. Case Ownership and Student Familiarity · 2. Intake, Records, and Folder Setup · 3. ClickUp and Workflow Management · 4. Communication and Correspondence · 5. Evaluation and Report Support · 6. Proofreading and Quality Control · 7. Observations and Interviews · 8. District and School Immersion · 9. Co-Working and Team Collaboration · 10. Professional Development and Skill Building

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title: Psychometrician/ Psych Assistant

1. Case Ownership and Student Familiarity

2. Intake, Records, and Folder Setup

3. ClickUp and Workflow Management

4. Communication and Correspondence

5. Evaluation and Report Support

6. Proofreading and Quality Control

7. Observations and Interviews

8. District and School Immersion

9. Co-Working and Team Collaboration

10. Professional Development and Skill Building

Bottom Line Expectation Psychometricians are expected to be deeply engaged, knowledgeable, and proactive. The role requires understanding cases, schools, and systems, not simply completing assigned tasks. The goal is professional growth, strong execution, and high quality support across the entire evaluation process. Assignments Team Lead: Kat Michigan: Macxine (clinical and admin work) Presence Learning: Kat First Steps/Private Practice: Rachele Georgia Charter/Rocky Creek: TBD Anderson: TBD Marketing/Leads: TBD

Hub and supporting pages · database

📄 Other Templates & Inserts

Database container with 0 returned records across 1 data source(s). Includes schema and saved views; record links are listed below.

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Database records and configuration

<database url="{{https://app.notion.com/p/3c0da668386644f1a685f208072b91c3}}" inline="true" icon="📄"> The title of this Database is: 📄 Other Templates & Inserts <ancestor-path> <parent-page url="https://app.notion.com/p/0006e4c462e04063a830e196b1a2e2fb" title="Other Templates & Inserts"/> <ancestor-2-page url="https://app.notion.com/p/297f27f9e9d581a4830fe31b567c9536" title="Module 4: General Forms & Templates"/> <ancestor-3-page url="https://app.notion.com/p/297f27f9e9d581a9acc0d166ae9d439d" title=""/> <ancestor-4-page url="https://app.notion.com/p/297f27f9e9d5817680b4feeebfbfb571" title=""/> <ancestor-5-page url="https://app.notion.com/p/297f27f9e9d580f285a5f20459e27641" title="School Psych Hub"/> </ancestor-path> Here are the Database's Data Sources: You can use the "fetch" tool on the URL of any Data Source to see its full schema configuration. <data-sources> <data-source url="{{collection://ca4d43d0-70cc-4d2a-a19c-abc32e65842e}}"> The title of this Data Source is: 📄 Other Templates & Inserts Here is the database's configurable state: Properties with readOnly: true are synced or system-managed. Do not try to update their values with page update tools. <data-source-state> {"icon":"📄","name":"Other Templates & Inserts","schema":{"Name":{"description":"","name":"Name","type":"title"},"Recipients":{"description":"","name":"Recipients","options":[{"color":"yellow","description":"","name":"Parent","url":"collectionPropertyOption://ca4d43d0-70cc-4d2a-a19c-abc32e65842e/W1BDUw/YTM5ZjY3MGQtYjc3Ni00ZThiLWE5NDAtNjZhYWFmMDA2NjZm"},{"color":"blue","description":"","name":"General Ed Teacher","url":"collectionPropertyOption://ca4d43d0-70cc-4d2a-a19c-abc32e65842e/W1BDUw/OTVhNGMzYjktMmFiZi00YzNiLWE5ODMtNjkyOGExMDAzN2Zi"},{"color":"purple","description":"","name":"Special Ed Teacher","url":"collectionPropertyOption://ca4d43d0-70cc-4d2a-a19c-abc32e65842e/W1BDUw/M2ZiOGM5ODQtMmI5MC00NTQ5LWE3M2QtMmVmYTUyYzdkZTc2"}],"type":"multi_select"},"Subject":{"description":"","name":"Subject","type":"text"},"Tags":{"description":"","name":"Tags","options":[{"color":"purple","description":"","name":"Report Writing","url":"collectionPropertyOption://ca4d43d0-70cc-4d2a-a19c-abc32e65842e/RF9EZQ/OWViZDBjZWUtYWZhZS00YzA5LWE1NDItODQ2ZTZlMGEyMTNl"},{"color":"blue","description":"","name":"Calendar","url":"collectionPropertyOption://ca4d43d0-70cc-4d2a-a19c-abc32e65842e/RF9EZQ/MDMxZGE1YjAtNDBmMS00ZmJkLWIwODQtYzhjNTU0YmY2M2Jk"},{"color":"green","description":"","name":"Observation","url":"collectionPropertyOption://ca4d43d0-70cc-4d2a-a19c-abc32e65842e/RF9EZQ/NjRlY2RhNWQtZWI5OS00NjVkLWE4YjctNTFkZTlkZjQ0NGIw"},{"color":"yellow","description":"","name":"Rating Scales","url":"collectionPropertyOption://ca4d43d0-70cc-4d2a-a19c-abc32e65842e/RF9EZQ/ODMzZWQyNWQtYTUwOS00OTEyLWEwOTEtMTcwNjM2MDFmNTg3"},{"color":"gray","description":"","name":"General","url":"collectionPropertyOption://ca4d43d0-70cc-4d2a-a19c-abc32e65842e/RF9EZQ/OTlhZWZiNjQtODcwYS00NWRmLThkOTctNjEwZGE3NmIzNWMx"}],"type":"multi_select"},"Type":{"description":"","name":"Type","options":[{"color":"purple","description":"","name":"Email Template","url":"collectionPropertyOption://ca4d43d0-70cc-4d2a-a19c-abc32e65842e/RW1idQ/ZTQ3ODUxNWQtYzA3My00NTI0LTk1M2ItY2Y0NzdmM2E5NGZh"},{"color":"yellow","description":"","name":"Text Template","url":"collectionPropertyOption://ca4d43d0-70cc-4d2a-a19c-abc32e65842e/RW1idQ/M2M1MzEyY2MtZDJmMC00YzM1LWI3ZDktMWYzYTFhMmYzMzUx"},{"color":"blue","description":"","name":"Calendar Language","url":"collectionPropertyOption://ca4d43d0-70cc-4d2a-a19c-abc32e65842e/RW1idQ/NzQzYWY1OTctYzlkYy00NzlkLTlkNjAtNjc1Yzg4ZjEwZGRk"},{"color":"green","description":"","name":"Observation Language","url":"collectionPropertyOption://ca4d43d0-70cc-4d2a-a19c-abc32e65842e/RW1idQ/YmQ3ZjU4M2MtMmEwZi00ZjRiLTk1N2ItN2MwYWE5NTI3YWQ2"},{"color":"pink","description":"","name":"Report Insert","url":"collectionPropertyOption://ca4d43d0-70cc-4d2a-a19c-abc32e65842e/RW1idQ/MjA5MzYyZjktYmM0Ni00NTQxLTkwY2ItMDdmYWIyMDkzZjJk"},{"color":"gray","description":"","name":"Other Template","url":"collectionPropertyOption://ca4d43d0-70cc-4d2a-a19c-abc32e65842e/RW1idQ/NmE0YTJhNTAtYjdmMS00MjdmLWEzYzAtZGVmOGJlN2UzMWY5"}],"type":"select"}},"url":"collection://ca4d43d0-70cc-4d2a-a19c-abc32e65842e"} </data-source-state> Here is the SQLite table definition for this data source. <sqlite-table> CREATE TABLE IF NOT EXISTS "collection://ca4d43d0-70cc-4d2a-a19c-abc32e65842e" ( url TEXT UNIQUE, createdTime TEXT, -- ISO-8601 datetime string, automatically set. This is the canonical time for when the page was created. "Subject" TEXT, "Tags" TEXT, -- JSON array with zero or more of ["Report Writing", "Calendar", "Observation", "Rating Scales", "General"] "Type" TEXT, -- one of ["Email Template", "Text Template", "Calendar Language", "Observation Language", "Report Insert", "Other Template"] "Recipients" TEXT, -- JSON array with zero or more of ["Parent", "General Ed Teacher", "Special Ed Teacher"] "Name" TEXT ) </sqlite-table> </data-source> </data-sources> Here are the Database's Views: You can use the "fetch" tool on the URL of any View to see its full configuration. <views> <view url="{{view://831900eb-cb40-4168-99a4-39316b319163}}"> {"dataSourceUrl":"{{collection://ca4d43d0-70cc-4d2a-a19c-abc32e65842e}}","displayProperties":["Name","Recipients","Subject","Tags","Type"],"name":"All Templates & Inserts","type":"table"} </view> </views> </database>

Assessment write-ups · database

📝 Assessment Write-Up Templates

Database container with 61 returned records across 1 data source(s). Includes schema and saved views; record links are listed below.

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Database records and configuration

New page
Behavioral Observation, Virtual Testing
Behavioral Observation, In-Person Testing
Social Responsiveness Scale, Second Edition (SRS-2)
Social Communication Questionnaire (SCQ)
Gilliam Autism Rating Scale, Third Edition (GARS-3)
Autism Spectrum Rating Scale (ASRS), Ages 2–5
Autism Spectrum Rating Scale (ASRS), Ages 6+
Autism Diagnostic Observation Schedule, Second Edition, Module 3 (ADOS-2)
Autism Diagnostic Observation Schedule, Second Edition, Module 2 (ADOS-2)
Autism Diagnostic Observation Schedule, Second Edition, Module 1 (ADOS-2)
Autism Diagnostic Interview, Revised (ADI-R)
NICHQ Vanderbilt Assessment Scales, 2nd Edition
Scales for Assessing Emotional Disturbance- Third Edition
Multidimensional Anxiety Scale for Children, 2nd Edition (MASC-2)
Emotional Disturbance Decision Tree (EDDT)
Conners, Fourth Edition
Comprehensive Executive Function Inventory (CEFI)
Conners Comprehensive Behavior Scales (CBRS)
Children's Depression Inventory, 2nd Edition (CDI-2)
Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2)
Behavior Assessment for Children Self Report of Personality- Third Edition (BASC-3 SRP)
Behavior Assessment System for Children, Fourth Edition (BASC-4)
Behavior Assessment System for Children, Third Edition (BASC-3)
Vineland Adaptive Behavior Scales, Third Edition (VABS-3)
Developmental Profile, Fourth Edition (DP-4)
Developmental Profile, Third Edition (DP-3)
Adaptive Behavior Assessment Scales (ABAS-3)
Woodcock Johnson Tests of Achievement (WJ-V Ach)
Woodcock Johnson Test of Achievement, Fourth Edition (WJIV-Ach)
Woodcock Johnson Tests of Early Academic Achievement, Fourth Edition (WJ-ECAD)
Wide Range Achievement Test, Fifth Edition (WRAT-5)
Wechsler Individual Achievement Test- Fourth Edition (WIAT- 4)
Kaufman Test of Educational Achievement, Third Edition (KTEA-3)
Gray Oral Reading Tests, Fifth Edition (GORT-5)
Feifer Assessment of Reading (FAR)
Woodcock Johnson Test of Oral Language, Fourth Edition (WJIV-OL)
Woodcock Johnson Tests of Early Cognitive Development, Fourth Edition (WJ-ECAD)
Woodcock Johnson Tests of Cognitive Abilities (WJ-V Cog)
Woodcock Johnson Tests of Cognitive Abilities (WJIV-Cog)
Wide Range Assessment of Memory and Learning, Third Edition (WRAML-3)
Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition (WPPSI-IV)
Wechsler Adult Intelligence Scale, Fifth Edition (WAIS-V)
Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV)
Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V)
Test of Visual-Perceptual Skills, Fourth Edition (TVPS-4)
Test of Memory and Learning, Second Edition (TOMAL-2)
Tests of Dyslexia- Screener (TOD-S-IV)
A Language Processing Skills Assessment (TAPS-4)
Stanford Binet, Fifth Edition (SB-5)
Reynolds Intellectual Assessment Scales, Second Edition
Kaufman Assessment Battery for Children, Second Edition Normative Update (KABC-II NU)
Differential Ability Scales- Second Edition (DAS-II)
Developmental Assessment of Young Children, Second Edition (DAYC-2)
Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2)
Comprehensive Test of Nonverbal Intelligence, Second Edition (CTONI-2)
Cross Battery Assessment (XBASS 3.0)
Cross Battery Assessment- Original (XBASS Before Glr Split)
Cognitive Assessment System, Second Edition (CAS-2)
Child and Adolescent Memory Profile (ChAMP)
Bayley Scales of Infant and Toddler Development, Fourth Edition (Bayley-4)

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SOP library · page

📝 SOP | Updating ClickUp Caseloads (Georgia Charter)

This SOP guides the assigned VA in entering and updating student evaluation information in ClickUp. Following this procedure ensures all records are accurate, evaluations are properly tracked, and workflows proceed only when consents are received.

School Psych Hub / SOPs and Workflows Library (School Psych Hub)
Last edited: 2026-03-31T05:41:26.857Z

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Sections: IMPORTANT NOTE · 🗂️ ClickUp Student Evaluation Setup Steps · 1️⃣ Google Drive Folder and ClickUp Tracker · 2️⃣ Enter or Update Student Information · 3️⃣ Tag Consent Status · 4️⃣ Verify Data Consistency · 5️⃣ Save and Confirm · ✅ Completion Criteria · NOTES

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Description: This SOP guides the assigned VA in entering and updating student evaluation information in ClickUp. Following this procedure ensures all records are accurate, evaluations are properly tracked, and workflows proceed only when consents are received.
District/Entity: Georgia Charter
Last Updated: 2026-03-31T05:41:26.857Z
Purpose: To maintain accurate and up-to-date student evaluation records within ClickUp, ensuring efficient tracking, reporting, and workflow management.
SOP or Workflow: SOP \| Updating ClickUp Caseloads (Georgia Charter)
Tools: ['Gmail', 'Minimarks', 'Google Sheets', 'Infinite Campus', 'Power School SIS', 'Powerschool Special Programs', 'Dropbox', 'ClickUp', 'Google Drive']
Track: Pre-Referral/Referral
Type: SOP
Type 2: ['SOP']

IMPORTANT NOTE

Evaluations *cannot proceed without a **signed consent*. Always confirm consent has been received and documented before updating the student’s status to “In Progress.” Consistent, accurate ClickUp entries are essential for tracking evaluation timelines and maintaining compliance.

🗂️ ClickUp Student Evaluation Setup Steps

1️⃣ Google Drive Folder and ClickUp Tracker

Add Guideflow here 1. Log in to ClickUp and open the student evaluation tracker for Georgia Charter and Rocky Creek. 2. Locate the student’s record using the search function or list view. 3. If a student does not yet have a record, create a new entry using the appropriate template.

2️⃣ Enter or Update Student Information

Add Guideflow here 1. Complete or verify all required ClickUp fields: - Consent Date (when the signed consent was received) - Date of Birth (DOB) - Evaluation Type (Initial or Re-evaluation) - Grade Level - School (Georgia Charter or Rocky Creek) - Teacher and Parent Email Addresses - Student Folder Link (Dropbox and Google Drive) 2. Review existing data for accuracy before saving changes. Image/attachment: unnamed — open original page to inspect

3️⃣ Tag Consent Status

Add Guideflow here 1. Update the status field to reflect the current consent stage: - Consent Pending – if no signed consent has been received. - In Progress / Consent Signed – if signed consent has been received and evaluation work may begin. 2. Move the task (student name) to Evaluation Stage: Consent Signed. 3. Confirm that consent forms are stored in the correct Dropbox folder before updating the tag.

4️⃣ Verify Data Consistency

Add Guideflow here 1. Cross-check all student information with the Caseload Google Sheet to ensure consistency between both systems. 2. Correct discrepancies immediately in ClickUp and notify the team if necessary.

5️⃣ Save and Confirm

Add Guideflow here 1. After completing updates, click Save to lock in changes. 2. Reopen the entry to verify that all updates appear correctly.

✅ Completion Criteria

✔ Student record located or created ✔ Required fields entered or verified ✔ Consent status updated appropriately ✔ Information cross-checked with Caseload Sheet ✔ Changes saved and confirmed

NOTES

REVISED 2/22/26 ET, insert sample consent form - Kat create a Guideflow of walking through this please update the SOP and show a sample consent

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SOP library · page

📝 Workflow | Sending SDH Forms & Rating Scales

This workflow guides team members in preparing, sending, and tracking SDH forms and digital rating scales for initial and re-evaluations. It includes assigning appropriate raters, distributing scales through approved platforms (PARiConnect, Q-global, WPS), monitoring completion, and documenting all activity in ClickUp to support accurate and timely evaluations.

School Psych Hub / SOPs and Workflows Library (School Psych Hub)
Last edited: 2026-03-31T05:39:51.823Z

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Sections: 🗂️ Rating Scale Distribution & Follow-Up Workflow Steps · ⏱️ Workflow Timeline Summary · 1️⃣ Review Required Rating Scales & Assign Raters · 2️⃣ Generate & Collate Rating Scale Links · 📌 Prepare SDH Form · 3️⃣ Parent / Teacher Unified Initial Email · 4️⃣ Mandatory Same-Day Text Reminder (Parent Only) · 5️⃣ Follow-Up Email (Day 3 \| Same Thread) · 6️⃣ Final Reminder Email (Day 5 \| Same Thread) · 7️⃣ ClickUp Tracking · ✅ Notes · ---

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Description: This workflow guides team members in preparing, sending, and tracking SDH forms and digital rating scales for initial and re-evaluations. It includes assigning appropriate raters, distributing scales through approved platforms (PARiConnect, Q-global, WPS), monitoring completion, and documenting all activity in ClickUp to support accurate and timely evaluations.
District/Entity: Georgia Charter
Last Updated: 2026-03-31T05:39:51.823Z
Purpose: To standardize the process for generating, assigning, sending, tracking, and following up on psychological rating scales and related forms. This ensures consistent communication, secure distribution, accurate documentation in ClickUp, and timely completion of evaluations.
SOP or Workflow: Workflow \| Sending SDH Forms & Rating Scales
Tools: ['Gmail', 'Dropbox', 'ClickUp', 'Q-global', 'Parinc', 'Powerschool Special Programs', 'Jotform', 'Quo (Open Phone)']
Track: Active Testing & Evaluation
Type: Workflow
Type 2: ['Workflow']

🗂️ Rating Scale Distribution & Follow-Up Workflow Steps

⏱️ Workflow Timeline Summary

- Day 0: Review consent → Assign raters → Generate links → Draft email in ClickUp → Send unified email (Parent/Teacher). Parent also receives SMS. - Day 1: Mandatory Text Follow-Up Reminder (Parent) - Day 3: Email Reminder (Parent & Teacher) – same thread - Day 5: Final Reminder Email (Parent & Teacher) – same thread

1️⃣ Review Required Rating Scales & Assign Raters

1. Review Consent & Evaluation Plan: - Confirm which rating scales are required based on the signed consent form and evaluation plan. 2. Determine Number of Rating Scales Being Sent: - Identify whether multiple teacher rating scales are required. 3. Assign Rating Scales to Different Teachers (If Applicable): - When multiple teacher rating scales are being sent, do not send all scales to the same teacher. - Distribute rating scales across different teachers to allow for broader observation and reporting. 4. Priority Order for Teacher Selection: - Core academic teachers should be prioritized: - Language Arts / English Language Arts (ELA) - Math - Science - Special Education (SPED) teachers may also be assigned. - If more than one SPED teacher is available, rating scales may be distributed across them as well. 5. Specialized Measures Distribution: - When applicable: - Assign systematic observation measures to one teacher - Assign basic processing checklists to a *different* teacher - This ensures varied instructional and behavioral perspectives.

2️⃣ Generate & Collate Rating Scale Links

1. Review Test Administration Procedures: - Review instructions for sending each rating scale within the test portal (PARiConnect, Q-global, WPS). Click to review the tutorial on test administration 2. Use Assigned Work Email: - Always use your assigned work email when generating rating scale links. 3. Generate Individual Links: - Log in to each assessment portal. - Create a unique link for each rating scale. - Verify the rater type (Parent, Teacher, Case Manager) matches the intended recipient. 4. Collate Links by Rater: - Organize links by: - Parent - Teacher 1 (e.g., ELA) - Teacher 2 (e.g., Math / Science / SPED) - Clearly label each link with the rating scale name and assigned rater. 5. Prepare for Unified Emails: - Each rater should receive only the rating scales assigned to them. - Communication must remain streamlined and clear.

📌 Prepare SDH Form

1. Check Dropbox to confirm if SDH form exists in the student folder. 2. If missing, gather parent email from student record. 3. Confirm email is accurate and current. 4. ClickUp: Record that SDH form is pending before sending.

3️⃣ Parent / Teacher Unified Initial Email

1. Send the generated link to your work email before sending it to the parent/teacher. 2. Email Subject Format: ``

plain text
PARENT/TEACHER - Invitation to Complete Questionnaire for (Student Initials) (Due by 00/00/0000)


Example: (Parent)

plain text
PARENT - Invitation to Complete Questionnaire for (JaLo) (Due by 02/15/2026)


Body: (Parent)

plain text
Greetings, 

The link(s) below will take you to the electronic form or forms that are required for your child’s (STUDENT NAME) current multi-disciplinary evaluation. Please fill the form(s) out completely and hit the “Submit” button when you are done. There is no need to print anything out.

You also may be receiving separate emails inviting you to complete other rating forms or questionnaires, so please check your Spam Folder periodically during this evaluation process. 

Please do not hesitate to contact me if you have any further questions. 

Social/Developmental History:
Social/Developmental History in Spanish:


Example: (Teacher)

plain text
TEACHER - Invitation to Complete Questionnaire for (JaLo) (Due by 02/15/2026)


Body: (Teacher)

plain text
Greetings, 

The link(s) below will take you to the electronic form or forms that are required for your student’s (STUDENT NAME) current multi-disciplinary evaluation. Please fill the form(s) out completely and hit the “Submit” button when you are done. There is no need to print anything out.

You also may be receiving separate emails inviting you to complete other rating forms or questionnaires, so please check your Spam Folder periodically during this evaluation process. 

Please do not hesitate to contact me if you have any further questions.



4️⃣ Mandatory Same-Day Text Reminder (Parent Only)

plain text
Hello Mr./Ms. (Last Name), this is Ms. Kimi Walker, a school psychologist serving (School).

As part of (Student’s First Name) evaluation, we need your input to help us understand their background, skills, and needs.

- Form 1: [Link]
- Form 2: [Link]
- Form 3: [Link]
- Form 4: [Link]

You may also receive additional digital rating forms. Please complete all forms and rating scales by (Day), (Month, Day). Completing these forms promptly helps ensure the evaluation proceeds without delay.

Thank you!

- Ms. Walker


NOTE: Deadline must be 3 days upon sending the rating scale UNLESS stated otherwise (i.e. if these are needed ASAP)

5️⃣ Follow-Up Email (Day 3 \| Same Thread)

plain text
Hello [Parent/Guardian Name] / [Teacher Name],

I hope you’re doing well. I wanted to send a quick follow up regarding the evaluation forms that were shared a few days ago. We have not yet received a completed response, and your input is an important part of the evaluation process.

When you have a moment, could you please complete the forms? Your perspective helps ensure the report is accurate and fully representative of the student’s needs.

If you have any questions or need the link sent again, please let us know. We are happy to help.

Thank you so much for your time and support.

Best regards,
Kimi Walker



6️⃣ Final Reminder Email (Day 5 \| Same Thread)

plain text
Hello [Parent/Guardian Name] / [Teacher Name],

I hope your week is going well. I wanted to follow up again regarding the evaluation forms that were previously shared. We understand how busy schedules can be, and we truly appreciate the time it takes to complete these.

We have not yet received the completed forms, and your input is an important part of ensuring the evaluation is thorough and accurate. When you are able, please take a few moments to complete them.

If you need the link resent or have any questions, please feel free to reach out. We are happy to assist.

Thank you again for your time and support.

Best regards,
Kimi Walker

7️⃣ ClickUp Tracking

Recommended Subtasks: ✅ Unified Email Sent 📱 Text Reminder Sent (Day 0/1) 🔄 Follow-Up Email Sent (Day 3) 🔄 Final Reminder Sent (Day 5) 🟩 All Forms Received

✅ Notes

✔ Always confirm consent and assessment type before sending any rating scales. ✔ Distribute rating scales across multiple teachers whenever possible to ensure varied perspectives. ✔ Always calculate deadlines using school days, not calendar days. ✔ Adjust timelines for holidays and school breaks. ✔ Maintain confidentiality and secure handling of all student data. ✔ Use approved communication tools (OpenPhone, Kimi’s work email). ✔ All follow-ups must remain in the same email thread for clarity and documentation. ###

Linked resources

Click to review the tutorial on test administration

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SOP library · page

📝 SOP | Updating ClickUp Caseloads (Multiple)

School Psych Hub / SOPs and Workflows Library (School Psych Hub)
Last edited: 2026-03-31T05:41:17.765Z

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Sections: IMPORTANT NOTE · 🗂️ Updating ClickUp Caseloads (Multiple Schools) Steps · 1️⃣ Locate or Create the Student Record · 2️⃣ Enter or Update Student Information · 3️⃣ Update Consent & Case Status · 4️⃣ Attach Documentation References · 5️⃣ Verify Data Consistency · 6️⃣ Save and Confirm · ✅ Key Reminders

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Description: This SOP guides the assigned VA in entering and updating student evaluation information in ClickUp. Following this procedure ensures all records are accurate, evaluations are properly tracked, and workflows proceed only when consents are received.
District/Entity: Georgia Charter
Last Updated: 2026-03-31T05:41:17.765Z
Purpose: To maintain accurate and up-to-date student evaluation records within ClickUp, ensuring efficient tracking, reporting, and workflow management.
SOP or Workflow: SOP \| Updating ClickUp Caseloads (Multiple)
Tools: ['Gmail', 'Minimarks', 'Google Sheets', 'Infinite Campus', 'Power School SIS', 'Powerschool Special Programs', 'Dropbox', 'ClickUp', 'Google Drive']
Track: Pre-Referral/Referral
Type: SOP
Type 2: ['SOP']

IMPORTANT NOTE

🗂️ Updating ClickUp Caseloads (Multiple Schools) Steps

1️⃣ Locate or Create the Student Record

- Log in to ClickUp. - Navigate to the appropriate district list. - Search for the student using the search bar or list view. If the student does not have an existing record: - Create a new Parent Task using the approved district template. - Ensure the student’s full legal name is used (no nicknames or abbreviations).

2️⃣ Enter or Update Student Information

Complete or verify all required ClickUp fields: - Consent Date (if signed consent has been received) - Date of Birth (DOB) - Evaluation Type (Initial or Re-evaluation) - Grade Level - School / District - Teacher Email Address - Parent Email Address - Student Folder Link (Dropbox) - Additional required custom fields (as applicable) Before saving: - Review existing data for accuracy. - Ensure spelling matches district records. - Confirm folder links are correct and accessible.

3️⃣ Update Consent & Case Status

Update the ClickUp status field to reflect the correct stage: - Consent Pending – Signed consent not yet received. - Active / In Progress – Signed consent received; evaluation may proceed. - Report Drafting – Draft in progress. - Ready for Review – Report completed and awaiting review. - Completed – Evaluation finalized. ⚠️ Do not update consent status unless the signed consent form is confirmed in Dropbox. Consent controls case movement.

4️⃣ Attach Documentation References

- Confirm the Dropbox folder link is attached. - Add dated notes for: - Document retrieval - Missing documents - Communication with district staff - Milestones (e.g., rating scales sent, report drafted) Example note: “12.10.2025 – Retrieved most recent grades, attendance, and behavior reports. Uploaded to Gen Ed Documentation folder.” ClickUp should reflect real-time case progress.

5️⃣ Verify Data Consistency

- Cross-check student information with: - District tracking sheet (if applicable) - Dropbox folder - Student information system (if needed) - Correct discrepancies immediately. - Notify the team if inconsistencies impact timelines or compliance. ClickUp must match actual documentation status.

6️⃣ Save and Confirm

- Click Save after making updates. - Reopen the task to confirm all changes were successfully recorded. - Ensure status, fields, and notes reflect the true case position.

✅ Key Reminders

- ClickUp is the source of truth for case tracking. - Updates must be made in real time — not weekly. - Status must always match actual case progress. - Consent status must be verified before moving phases. - If it’s not documented in ClickUp, it didn’t happen.

NOTE: This is a duplicate copy from Georgia Charter (I think this SOP may be applicable accross schools)

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SOP library · page

📝 Workflow I Infinite Campus (Georgia Charter)

This SOP outlines the process for accessing and downloading general education records from Infinite Campus for GSIC and Rocky Creek. Records retrieved include contact information, class schedule, behavioral incidents, attendance, and grades.

School Psych Hub / SOPs and Workflows Library (School Psych Hub)
Last edited: 2026-03-31T05:39:35.549Z

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Sections: 🗂️ Data Retrieval from Infinite Campus Steps · 1️⃣ Preparation · 2️⃣ Retrieve Student Records · 3️⃣ Upload to Dropbox · 4️⃣ Rename Files Properly · 5️⃣ Update ClickUp · ✅ Key Reminders · NOTES

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Description: This SOP outlines the process for accessing and downloading general education records from Infinite Campus for GSIC and Rocky Creek. Records retrieved include contact information, class schedule, behavioral incidents, attendance, and grades.
District/Entity: Georgia Charter
Last Updated: 2026-03-31T05:39:35.549Z
Purpose: To ensure all relevant general education records are accurately retrieved from Infinite Campus, including contact information, class schedule, behavioral incidents, attendance, and grades.
SOP or Workflow: Workflow I Infinite Campus (Georgia Charter)
Tools: ['Infinite Campus', 'Dropbox', 'VPN']
Track: Pre-Referral/Referral
Type: Workflow
Type 2: ['SOP']

Pulling Student Information Online (Task assigned to *Veterans*)

🗂️ Data Retrieval from Infinite Campus Steps

1️⃣ Preparation

Before retrieving any records: - Connect NordVPN to Dedicated IP – Atlanta #12049. - Log into the correct Infinite Campus portal (GSIC or Rocky Creek) using credentials from NordPass. - Confirm the student’s folder exists in Dropbox. - Ensure required subfolder is available: - Gen Ed Documentation Do not proceed if VPN is not properly connected.

2️⃣ Retrieve Student Records

For each assigned student: 1. Open the student profile in Infinite Campus. 2. Download the most recent available versions of: - Grades / Report Cards - Attendance Overview - Enrollment History - Behavior / Incident Reports - Contact Management Records - Class Schedule (if applicable) ⚠️ Always verify report dates before downloading. Do not upload outdated or duplicate records.

3️⃣ Upload to Dropbox

Upload all retrieved documents to: Dropbox → Student Folder → Gen Ed Documentation Ensure: - Files are placed in the correct subfolder. - No loose documents remain in the main student directory.

4️⃣ Rename Files Properly

Use the standard naming format: Student Name – Document Type (RETRIEVAL DATE) Examples: Maria Reyes – Grades (RETRIEVED 12.10.2025) Maria Reyes – Enrollment History (RETRIEVED 12.10.2025) Confirm: - File names are clear and consistent. - Only the most recent records are stored.

5️⃣ Update ClickUp

After completing retrieval: - Add a dated note in ClickUp under the student’s task. - Confirm Infinite Campus records were retrieved. - Note any missing or inaccessible records. If records cannot be located: - Document the issue in ClickUp. - Escalate per communication protocol if necessary.

✅ Key Reminders

- Infinite Campus is the primary source for academic and behavioral records. - Always retrieve the most recent documents only. - Do not upload outdated duplicates. - VPN connection is required before login. - ClickUp must reflect accurate retrieval status. - Maintain FERPA compliance at all times.

NOTES

SOP -UPDATED (2.18.26) Kat - Guideflow on Infinite Campus file retrieval and organization (Gen Ed. and SPED) Rachele - Google Drive to Dropbox Rachele - Update SOP

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SOP library · page

📝 SOP| Folder Setup (Multiple Schools)

This SOP guides team members through reviewing existing folders, creating new student folders, setting up subfolders, managing files, and maintaining confidentiality. It ensures consistency, prevents duplicates, and organizes student records efficiently.

School Psych Hub / SOPs and Workflows Library (School Psych Hub)
Last edited: 2026-03-31T05:40:55.304Z

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Sections: 🗂️ Folder Setup and Organization (Multiple Schools) Steps · 1️⃣ Verify Existing Folder · 2️⃣ Access the Correct District Directory · 🔹 Quick Access (Recommended) · 🔹 Manual Access (Dropbox) · 3️⃣ Create the Student Folder · 4️⃣ Create Required Subfolders · 📁 Gen Ed Documentation · 📁 IEP Documents · 📁 Testing Protocols & Score Reports · 5️⃣ Upload & Organize Documents · ✅ Key Reminders

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Description: This SOP guides team members through reviewing existing folders, creating new student folders, setting up subfolders, managing files, and maintaining confidentiality. It ensures consistency, prevents duplicates, and organizes student records efficiently.
District/Entity: Multiple
Last Updated: 2026-03-31T05:40:55.304Z
Purpose: To establish a standardized process for creating and maintaining student folders in Dropbox, ensuring all necessary documents are stored securely and systematically for easy access by the School Psychology Team.
SOP or Workflow: SOP\| Folder Setup (Multiple Schools)
Tools: ['Dropbox', 'ClickUp', 'Google Drive', 'Google Sheets']
Track: Pre-Referral/Referral
Type: SOP
Type 2: ['SOP']

🗂️ Folder Setup and Organization (Multiple Schools) Steps

1️⃣ Verify Existing Folder

1. Search the appropriate district directory in Dropbox: - Georgia Charter - Anderson - Michigan 2. Confirm that no existing folder already exists for the student. 3. Search using the student’s full legal name: FirstName LastName - No abbreviations - No nicknames - No extra spaces Do not create duplicate folders.

2️⃣ Access the Correct District Directory

🔹 Quick Access (Recommended)

1. Use saved bookmarks (via minimarks) to access: - District student information system (Infinite Campus or PowerSchool) - District Dropbox directory

🔹 Manual Access (Dropbox)

1. Navigate to: ``

plain text
Kimi Walker Dropbox
→ Kimi Walker Team Folder
→ School Psych Team Folder
→ [Current SchoolYear]
→ Current School Sites
→ [Select District]


1. Select the appropriate district before creating or reviewing folders.

3️⃣ Create the Student Folder
1. If no folder exists, create a new folder using the student’s full name.
	Example:

Maria Reyes


2. Ensure spelling matches the district record exactly.

4️⃣ Create Required Subfolders
Inside each student folder, create the following subfolders:

📁 Gen Ed Documentation
Pull the most recent records only from the district system:
- Attendance Overview
- Enrollment History
- Behavior/Incident Reports
- Contact Records
- Class Schedule
- Grades
Source:
- Georgia Charter → Infinite Campus
- Anderson → PowerSchool
- Michigan → Assigned district system

📁 IEP Documents
Upload the most current versions of:
- Signed Consent Forms
- Academic/Medical/Social History
- IEPs
- Progress Reports
- Evaluation Reports
Source:
- Georgia Charter → Shared Google Drive (separate SOP) or Infinite Campus
- Anderson/Michigan → District student information system

📁 Testing Protocols & Score Reports
Used during the evaluation process:
- Test Record Forms
- Scoring Sheets
- Rating Scales
- Score Reports
- Summary of Findings

5️⃣ Upload & Organize Documents
1. Upload all documents into the correct subfolder.
2. Use the naming format:

Student Name - Document Type (RETRIEVAL DATE if applicable)


Examples:

Maria Reyes - Schedule

Maria Reyes - QuickLookup Grades (RETRIEVED 02.02.2026)` 1. Confirm: - Only the most recent documents are uploaded. - Files are clearly labeled. - No outdated or duplicate records remain. - Documents are placed in the correct subfolder.

✅ Key Reminders

✔ Always retrieve the most recent version of each document. ✔ Never upload outdated or duplicate records. ✔ Verify spelling before creating folders. ✔ Follow the approved folder structure exactly. ✔ Georgia Charter Drive monitoring is handled under a separate SOP.

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SOP library · page

📝 SOP| Folder Setup (GSIC & RC)

School Psych Hub / SOPs and Workflows Library (School Psych Hub)
Last edited: 2026-03-31T05:40:30.362Z

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Sections: IMPORTANT NOTE: Maintain Confidentiality and Security · 🗂️ Folder Setup and Organization (Ga) Steps · 1️⃣ Verify Existing Folder · 2️⃣ Access the Correct District Directory · Quick Access (Recommended) · Manual Access · 3️⃣ Create the Student Folder · 4️⃣ Set Up Required Subfolders · 📁 Gen Ed Documentation · 📁 IEP Documents · 📁 Testing Protocols & Score Reports · 5️⃣ Create a Copy of a Report Shell · 6️⃣ Upload and Organize Documents · ✅ Completion Criteria · Notes

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Description: This SOP guides team members through reviewing existing folders, creating new student folders, setting up subfolders, managing files, and maintaining confidentiality. It ensures consistency, prevents duplicates, and organizes student records efficiently.
District/Entity: Multiple
Last Updated: 2026-03-31T05:40:30.362Z
Purpose: To establish a standardized process for creating and maintaining student folders in Dropbox, ensuring all necessary documents are stored securely and systematically for easy access by the School Psychology Team.
SOP or Workflow: SOP\| Folder Setup (GSIC & RC)
Tools: ['Dropbox', 'ClickUp', 'Google Drive', 'Google Sheets']
Track: Pre-Referral/Referral
Type: SOP
Type 2: ['SOP']

IMPORTANT NOTE: Maintain Confidentiality and Security

- Keep all student records confidential. - Do not share folders or documents outside the authorized School Psych Team. - Report any access issues or missing files immediately to the team lead.

🗂️ Folder Setup and Organization (Ga) Steps

1️⃣ Verify Existing Folder

1. Open the appropriate district directory in Dropbox (Georgia Charter, Anderson, or Michigan). 2. Search for the student using their full legal name: FirstName LastName 3. Confirm that no existing folder already exists. 4. If a folder exists, do not create a duplicate.

2️⃣ Access the Correct District Directory

Quick Access (Recommended)

1. Go to minimarks. 2. Use the saved bookmarks to access: - District Google Drive (if applicable) - District Dropbox Student Folders - Example: Click the the bookmark titled GDrive | GSIC Student Folders to access GSIC student files and GDrive | Rocky Creek Student Folders to access Rocky Creek student files.

Manual Access

1. Log in to Kimi Walker Dropbox. 2. Navigate to: Kimi Walker Dropbox → Kimi Walker Team Folder → School Psych Team Folder → \[Current School Year\] → Current School Sites → \[Select District\] Example:

Kimi Walker Dropbox → Kimi Walker Team Folder → School Psych Team Folder → 2025–2026 School Stuff → Current School Sites → Georgia Charter

Ensure the *correct district folder* is selected before proceeding.

3️⃣ Create the Student Folder

Create a new folder using the student’s full legal name FirstName Last Name Example: Maria Reyes

4️⃣ Set Up Required Subfolders

Inside the student folder, create the following subfolders:

📁 Gen Ed Documentation

- Attendance Overview - Enrollment History - Behavior / Incident Reports - Contact Records - Grades / Schedule

📁 IEP Documents

- Signed Consent Forms - IEPs - Evaluation Reports - Progress Reports

📁 Testing Protocols & Score Reports

- Test Record Forms - Scoring Sheets - Rating Scales - Score Reports - Summary of Findings Ensure subfolder names match the approved structure exactly.

5️⃣ Create a Copy of a Report Shell

1. Locate the approved district report template. 2. Make a copy of the template. 3. Save the file in: Dropbox → Student Folder 4. Rename the file using the required naming convention: FirstName LastName Eval Report Example: Maria Reyes Eval Report Confirm the correct district template is used before saving.

6️⃣ Upload and Organize Documents

1. Upload retrieved documents into the correct subfolders. 2. Use the naming format: Student Name - Document Type (RETRIEVAL DATE if applicable) Example: Maria Reyes - Grades (RETRIEVED 02.02.2026) 3. Confirm: - Only the most recent documents are uploaded. - Files are clearly labeled. - No duplicate or misplaced files remain.

✅ Completion Criteria

✔ Existing folder verified ✔ Student folder created using full legal name ✔ Required subfolders established ✔ District report template copied and renamed correctly ✔ Documents uploaded to correct subfolders ✔ Naming conventions followed ✔ Folder structure clean and complete

Notes

--- To edit SOP and include imagery CC Kat for information purposes on how I want everything to include some type of visual and/or video this is coming together so nicely!! 😄

Linked resources

minimarks

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video: Georgia_Charter_Access_the_Google_Drive_Dropbox_Directory.mp4
video: Georgia_Charter_Folder_Organization_Part_1.mp4
video: Georgia_Charter_Folder_Organization_Part_2.mp4
video: Drafting_Initial_Report_pt_1.mp4

SOP library · page

📝 SOP | Shared Drive Monitoring & File Transfer (GSIC & RC)

This SOP guides the **Assigned Virtual Assistant (VA)** or **Psychologist** through checking and processing incoming emails, prioritizing important messages, and updating ClickUp tasks. Following this procedure guarantees no student information is missed and all updates are documented accurately.

School Psych Hub / SOPs and Workflows Library (School Psych Hub)
Last edited: 2026-03-31T05:42:06.010Z

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Sections: 🗂️ Shared Drive Monitoring & File Transfer Steps · 1️⃣ Log In Using the Correct Account · 2️⃣ Review Both Shared Folders (Daily) · 3️⃣ Identify New or Updated Documents · 4️⃣ Align With Folder Structure SOP · 5️⃣ Document Updates in ClickUp · 6️⃣ Follow-Up Email to Ms. Vaught · 📧 Message Template · 7️⃣ End-of-Day Verification · ✅ Key Reminders · NOTES

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Description: This SOP guides the Assigned Virtual Assistant (VA) or Psychologist through checking and processing incoming emails, prioritizing important messages, and updating ClickUp tasks. Following this procedure guarantees no student information is missed and all updates are documented accurately.
District/Entity: Georgia Charter
Last Updated: 2026-03-31T05:42:06.010Z
Purpose: To ensure timely communication and proper handling of student evaluation information by monitoring the success@kimiwalker.com inbox daily. This ensures that new consents, updates, and referral information for Georgia Charter and Rocky Creek students are received, reviewed, and processed promptly.
SOP or Workflow: SOP \| Shared Drive Monitoring & File Transfer (GSIC & RC)
Tools: ['Gmail', 'Google Drive', 'Dropbox', 'ClickUp']
Track: Pre-Referral/Referral
Type: Workflow
Type 2: ['SOP']

🗂️ Shared Drive Monitoring & File Transfer Steps

1️⃣ Log In Using the Correct Account

- Log into success@kimiwalker.com using the correct Chrome profile. - Confirm you are accessing the correct Google account before reviewing files.

2️⃣ Review Both Shared Folders (Daily)

- Open: - GSIC Shared Folder - Rocky Creek Shared Folder - Review all active and pending student folders. This must be completed daily.

3️⃣ Identify New or Updated Documents

For each student folder: - Check upload timestamps to identify newly added files. - Confirm whether required documents have been uploaded, such as: - Signed Consent Form - Vision/Hearing Screening - Progress Report - Teacher Observation - Work Sample Analysis - Prior Evaluation (if applicable) Do not assume documents are complete without verifying timestamps.

4️⃣ Align With Folder Structure SOP

If new documents are found: - Download the file. - Transfer it to the correct student folder in Dropbox. - Organize it according to the Folder Structure SOP: - Gen Ed Documentation - IEP Documents - Testing Protocols & Score Reports Ensure: - Files are labeled correctly. - Documents are placed in the proper subfolder. - No duplicate or misplaced files remain. If you are unsure where a document belongs, refer to the Folder Structure SOP before filing.

5️⃣ Document Updates in ClickUp

For each new document: - Add a dated note in ClickUp under the student’s parent task. - Clearly state what was received and the upload date. - Note any remaining missing documents. ClickUp must always reflect the true documentation status.

6️⃣ Follow-Up Email to Ms. Vaught

If required documents are missing, send the following message from success@kimiwalker.com and log the follow-up in ClickUp.

📧 Message Template

Hi Ms. Vaught, I’m currently reviewing the evaluation documents for \[Student Name\] and noticed that the following item(s) are not yet available in the shared drive: - \[Consent Form\] - \[Progress Report\] - \[Vision/Hearing Screening\] - \[Work Sample Analysis\] When you have a moment, could you please upload the missing document(s)? We want to ensure everything is complete so the evaluation process is not delayed. Thank you so much for your help! Best, \[Your Name\]

7️⃣ End-of-Day Verification

Before ending your workday: - Recheck both shared folders for late uploads. - Confirm all downloaded documents are properly filed per Folder Structure SOP. - Verify ClickUp reflects all updates and follow-ups. - Ensure no missing items were overlooked.

✅ Key Reminders

- Shared Drive = District document source - Dropbox = Organized internal working file system - Folder Structure SOP must always be followed - ClickUp = Tracking and accountability - Missing documents must be followed up the same day - Never assume completeness — always verify

NOTES

Done revision (2.11.26 ET)

Linked resources

success@kimiwalker.com

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video: Missing_Documents_Email_to_Mrs._Vaught.mp4

SOP library · page

📝 SOP | Update ClickUp Rating Scale Status

**Scope** This procedure applies to all staff responsible for monitoring and updating rating scale progress in ClickUp for assessments.

School Psych Hub / SOPs and Workflows Library (School Psych Hub)
Last edited: 2026-03-31T05:41:36.353Z

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Sections: 🗂️ Rating Scale Monitoring & ClickUp Update Steps · 1️⃣ Check Rating Scale Platforms (Daily) · 2️⃣ Update ClickUp Rating Scale Status · Approved Status Labels · 3️⃣ Upload Score Reports · 4️⃣ Follow-Up Protocol · 5️⃣ Keep Subtasks Updated · 6️⃣ Move Task Status as Appropriate · 7️⃣ Review Caseload Daily · ✅ Completion Criteria

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Description: Scope This procedure applies to all staff responsible for monitoring and updating rating scale progress in ClickUp for assessments.
District/Entity: Multiple
Last Updated: 2026-03-31T05:41:36.353Z
Purpose: To ensure all Teacher Rating Scale (TRS) and Parent Rating Scale (PRS) statuses are accurately tracked and updated in ClickUp for student evaluations.
SOP or Workflow: SOP \| Update ClickUp Rating Scale Status
Tools: ['ClickUp', 'Gmail', 'Q-global', 'Parinc', 'WPS', 'Dropbox', 'Google Drive']
Track: Active Testing & Evaluation
Type: SOP
Type 2: ['SOP']

🗂️ Rating Scale Monitoring & ClickUp Update Steps

1️⃣ Check Rating Scale Platforms (Daily)

1. Log in to all active assessment platforms: - Q-global - PARiConnect - WPS 2. For each active student: - Confirm whether rating scales were sent. - Check if rating scales have been completed. - Generate score reports if completed. - Download score reports immediately. 3. Verify platform completion status before updating ClickUp. Do not update ClickUp without confirming the platform status.

2️⃣ Update ClickUp Rating Scale Status

1. Open the student’s ClickUp Parent Task. 2. Update the Rating Scale Status column using only the approved labels below.

Approved Status Labels

Status	Criteria	Required Documentation in ClickUp
TRS/PRS Sent	Rating scale sent via email or directly from platform	• Date sent added in task description • Platform used documented
TRS/PRS Received	Rating scale completed Score report generated Score report uploaded to student folder	• Date received added in task description • Confirmation score report uploaded
TRS/PRS Missing	Rating scale sent No response after 3 days Follow-up email sent	• Follow-up date documented in task description

1. In the ClickUp task description, always include: - Platform name - Date sent - Date received (if applicable) - Follow-up dates - Confirmation score report uploaded Do not change the status unless all criteria in the table are fully met.

3️⃣ Upload Score Reports

1. Download the completed score report from the platform. 2. Navigate to: Dropbox → Student Folder → Testing Protocols & Score Reports 3. Upload the report. 4. Label the file clearly using the approved naming format: FirstName LastName BASC-3_TRS_02.12.2026 5. Confirm the file appears in the correct subfolder. Do not mark as TRS/PRS Received until the score report is uploaded.

4️⃣ Follow-Up Protocol

1. If 3 days pass without completion: - Send a follow-up email. - Document the follow-up date in ClickUp. - Update status to TRS/PRS Missing. 2. If still incomplete after additional follow-up: - Leave a detailed note in ClickUp. - Notify supervising psychologist if necessary. Follow-ups must be documented on the same day they are sent.

5️⃣ Keep Subtasks Updated

Under each student Parent Task, ensure the following subtasks reflect progress: - Send Rating Scale – Parent - Send Rating Scale – Teacher - Follow-Up Sent - Score Report Downloaded - Score Report Uploaded - Results Entered Into Report Mark each subtask complete immediately after finishing it.

6️⃣ Move Task Status as Appropriate

Update overall ClickUp task status as follows: - Pending Cases – Scales not yet sent - Active – Scales sent and evaluation in progress - Completed – All rating scales received and uploaded - Discontinued – Evaluation stopped Status must reflect actual case progress.

7️⃣ Review Caseload Daily

1. Open ClickUp. 2. Review students marked: - TRS/PRS Sent - TRS/PRS Missing 3. Prioritize follow-ups first. 4. Ensure no student remains without action. Daily review prevents evaluation delays.

✅ Completion Criteria

✔ Platforms checked daily ✔ ClickUp status updated according to table criteria ✔ Score reports downloaded and uploaded ✔ Follow-ups documented appropriately ✔ Subtasks updated in real time ✔ No stagnant rating scale cases NOTES SOP Updated (2.11.26) Kat - Guideflow and screenshot Rachele - Update SOP https://sharing.clickup.com/clip/p/t90131392047/3d3902d2-d91d-47e9-a6fd-03667ef16f02/3d3902d2-d91d-47e9-a6fd-03667ef16f02.webm?filename=screen-recording-2026-01-31-11%3A32.webm

Linked resources

https://sharing.clickup.com/clip/p/t90131392047/3d3902d2-d91d-47e9-a6fd-03667ef16f02/3d3902d2-d91d-47e9-a6fd-03667ef16f02.webm?filename=screen-recording-2026-01-31-11%3A32.webm

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SOP library · page

📝 Workflow | Prompt Usage (Georgia Charter)

This workflow guides VAs in drafting psychological evaluation reports using verified student documents and the approved Prompt Library. It outlines how to generate, review, finalize, and submit reports while maintaining district compliance.

School Psych Hub / SOPs and Workflows Library (School Psych Hub)
Last edited: 2026-03-31T05:40:03.906Z

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Sections: 🗂️ Prompt Usage Steps · 1️⃣ Begin Draft Using Available Documentation · 2️⃣ Generate Core Narrative Sections Using Prompt Library · 3️⃣ Add Testing & Rating Scale Sections (When Completed) · 4️⃣ Draft Summary & Recommendations · 5️⃣ Maintain Formatting Consistency · 6️⃣ Run Proofreading Prompt · 7️⃣ Team Proofreading (Mandatory) · 8️⃣ Move to “To Review” & Update ClickUp · 9️⃣ Kimi Review & Revisions · 🔟 Finalize & Submit Report · 1️⃣1️⃣ Close the Case · 🔐 Important Notes · NOTES

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Description: This workflow guides VAs in drafting psychological evaluation reports using verified student documents and the approved Prompt Library. It outlines how to generate, review, finalize, and submit reports while maintaining district compliance.
District/Entity: Georgia Charter
Last Updated: 2026-03-31T05:40:03.906Z
Purpose: To ensure consistent, accurate, and compliant report writing through structured prompt usage and standardized review procedures.
SOP or Workflow: Workflow \| Prompt Usage (Georgia Charter)
Tools: ['Gemini (AI)', 'ClickUp']
Track: Report Writing
Type: Workflow
Type 2: ['Workflow']

🗂️ Prompt Usage Steps

1️⃣ Begin Draft Using Available Documentation

⚠️ Update ClickUp Mark report status as Draft / Initial once drafting begins. 1. Open the student’s report draft in Dropbox using the approved district report template. 2. Using available documents already retrieved (Shared Google Drive, Infinite Campus, PowerSchool, etc.), begin populating the report shell. 3. Enter verified Basic Student Information: - Student Name - Grade Level - Parent / Guardian Name - Date of Birth - Age 4. Input Vision / Hearing Screening Status from available documentation. All demographic information must match district records exactly. Will insert guideflow here

2️⃣ Generate Core Narrative Sections Using Prompt Library

1. Upload relevant student documents into Gemini AI. 2. Use the Prompt Library to generate structured content for: - Reason for Referral - Background Information - School Information - Previous Evaluations - Classroom Observation - Work Sample Analysis - Testing Observation 3. Review and edit all AI-generated text: - Ensure accuracy - Remove unsupported assumptions - Align tone with district standards - Confirm content reflects documentation only AI output must always be human-reviewed.

3️⃣ Add Testing & Rating Scale Sections (When Completed)

Once testing and rating scales are completed: 1. Follow 📝 SOP | Scoring & Score Reports 2. Insert applicable sections: - Cognitive - Achievement - Adaptive - Socio-emotional Functioning 3. Ensure interpretations match official score reports exactly. 4. Do not interpret data before scoring is finalized.

4️⃣ Draft Summary & Recommendations

Using finalized findings: 1. Use the Prompt Library to generate: - Summary - Recommendations 2. Ensure recommendations are: - Supported by data - Balanced (strengths and needs) - Aligned with district standards Edit carefully for professional tone.

5️⃣ Maintain Formatting Consistency

- Follow district template headings exactly. - Maintain consistent font, spacing, and formatting. - Confirm page breaks and section alignment. - Do not alter required structure.

6️⃣ Run Proofreading Prompt

1. Use the Proofreading Prompt. 2. Check for: - Inconsistencies - Grammar errors - Conflicting interpretations - Repetition 3. Revise as needed.

7️⃣ Team Proofreading (Mandatory)

1. Share draft with designated team members. 2. Incorporate feedback. 3. Revise accordingly.

8️⃣ Move to “To Review” & Update ClickUp

Once team proofreading is complete: 1. Move the student folder from: - Active Cases → To Review 2. Update ClickUp status to: - For Review This signals the report is ready for Kimi’s review.

9️⃣ Kimi Review & Revisions

1. Kimi reviews the report. 2. Make any requested revisions. 3. Confirm all edits are completed.

🔟 Finalize & Submit Report

Once approved: 1. Save the final report as a PDF file. 2. Upload the finalized PDF to: - Georgia Charter Shared Google Drive (Ms. Jean Vaught’s folder) 3. Ensure the final PDF is saved in: - Dropbox → Student Folder → Reports

1️⃣1️⃣ Close the Case

After final submission: 1. Move the student folder from: - To Review → Completed 2. Update ClickUp status to: - Completed ClickUp must reflect final case closure.

🔐 Important Notes

- Always use the most recent district template. - Only use verified documentation. - Never fabricate or assume information. - Follow FERPA guidelines at all times. - If it’s not updated in ClickUp, the case is not complete.

NOTES

Kat - mini Guideflow Update SOP and add visuals

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SOP library · page

📝 SOP | Scoring & Score Reports

This SOP applies to all staff responsible for scoring tests, retrieving completed rating scale reports, generating score reports, and maintaining organized student records in Dropbox and ClickUp.

School Psych Hub / SOPs and Workflows Library (School Psych Hub)
Last edited: 2026-03-31T05:41:51.894Z

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Sections: 🗂️ Test Scoring & Rating Scale Report Management Steps · 1️⃣ Confirm Test Administration & Uploads · 2️⃣ Score Cognitive & Achievement Tests · 3️⃣ Monitor Rating Scale Platforms (Daily) · Fastest Way · Manual Way · 4️⃣ Generate & Save Rating Scale Reports · 5️⃣ Update ClickUp Immediately · 6️⃣ Draft / Update Evaluation Report · ✅ Completion Criteria · 🔐 Best Practices · NOTES

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Description: This SOP applies to all staff responsible for scoring tests, retrieving completed rating scale reports, generating score reports, and maintaining organized student records in Dropbox and ClickUp.
District/Entity: Multiple
Last Updated: 2026-03-31T05:41:51.894Z
Purpose: To ensure that all completed cognitive, achievement, and rating scale assessments are accurately scored, retrieved, organized, and recorded for documentation and evaluation purposes.
SOP or Workflow: SOP \| Scoring & Score Reports
Tools: ['Dropbox', 'ClickUp', 'VPN', 'Q-global', 'Parinc', 'WPS']
Track: Active Testing & Evaluation
Type: SOP
Type 2: ['SOP']

🗂️ Test Scoring & Rating Scale Report Management Steps

1️⃣ Confirm Test Administration & Uploads

1. Verify that Kimi has completed onsite test administration. 2. Confirm that response booklets and protocols are uploaded to: Dropbox → Student Folder → Testing Protocols & Score Reports 3. Ensure the following materials are available, as applicable: - RIAS – Response booklet - WJ Achievement – Response booklet + Test Record Form - WJ Cognitive – Response booklet + Protocol - WIAT – Student encoded in Q-Interactive + response booklet / writing samples - KBIT – Completed protocol Do not begin scoring until all required materials are uploaded.

2️⃣ Score Cognitive & Achievement Tests

1. Once materials are verified, score assessments following the appropriate SOP: - RIAS - WJ Achievement - WJ Cognitive - WIAT - KBIT 2. Generate official score reports per platform requirements. 3. Review all scores for accuracy before saving. 4. Upload finalized score reports to: Dropbox → Student Folder → Testing Protocols & Score Reports Only score tests after response booklets are uploaded. Image/attachment: unnamed — open original page to inspect

3️⃣ Monitor Rating Scale Platforms (Daily)

Fastest Way

1. Go to the student’s name on ClickUp. 2. Click on the links in the Task Description. Once you do that, it should open a tab in your browswer. 1. If the webpage says something like “Test Completed!”, it means the parent or teacher has completed the rating scale. 2. If the webpage still displays the instructions on how to answer the rating scale, that means the parent or teacher has not yet completed the rating scale.

Manual Way

Log in daily to the following platforms: - PARiConnect - Q-global - WPS For each active student: 1. Verify Teacher (TRS) and Parent (PRS) status. 2. Confirm whether rating scales are completed. 3. Generate score reports once completed. 4. Download reports immediately. Do not assume completion without checking the platform.

4️⃣ Generate & Save Rating Scale Reports

For completed rating scales: 1. Log into the appropriate platform. 2. Locate the completed assessment. 3. Select Generate Report. 4. Download the PDF score report. 5. Save the file in: Dropbox → Student Folder → Testing Protocols & Score Reports 6. Use the standardized naming format: StudentInitials_TestName_Report_Date Example: MR_BASC3_TRS_02.24.2026.pdf 1. Confirm file is saved in the correct location. 2. Ensure no duplicate files exist.

5️⃣ Update ClickUp Immediately

After scoring or downloading reports: 1. Update the student’s ClickUp Parent Task. 2. Reflect accurate status: - PRS Received - TRS Received - PRS & TRS Received - RS in Report 3. Include in the task description: - Platform used - Date retrieved - Confirmation report uploaded - Link to Dropbox file (if required) Follow SOP \| Updating ClickUp Status (Rating Scales & Other Tests). ClickUp must reflect real-time progress.

6️⃣ Draft / Update Evaluation Report

1. Begin drafting once score reports are available. 2. Insert cognitive, achievement, and rating scale data into the report shell. 3. If only one rating scale is available: - Note this clearly in the report. 4. Continue updating the report as additional data becomes available. 5. Monitor due dates and meeting timelines to ensure timely completion.

✅ Completion Criteria

✔ Response booklets uploaded before scoring ✔ Cognitive and achievement tests scored accurately ✔ Rating scale platforms checked daily ✔ Score reports generated and saved properly ✔ Files named using approved format ✔ Reports uploaded to correct Dropbox subfolder ✔ ClickUp updated immediately ✔ Evaluation report updated with new data

🔐 Best Practices

- Only score tests after materials are uploaded. - Only generate rating scale reports once forms are complete. - Maintain confidentiality at all times. - If it is not uploaded and documented in ClickUp, it is not complete.

NOTES

On this one I think this is more a general task and not specific to Georgia Charter. I think it would be nice to link to the page where there is information on how to generate score reports on all the major platforms. This already exists on most of the platforms. Links of where to go for WPS and QGlobal have changed. It's not really possible for anyone to log into my Q-interactive so I have to retrieve that now. Those are the main updates for this page.

Linked resources

RIAS

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video: Rating_Scale_Updates.mp4
image: Screenshot_2026-02-23_at_10.38.32_AM.png

SOP library · page

📝 Workflow I WISC-V Scoring & Report Generation

This workflow guides VAs through verifying the WISC-V protocol, scoring subtests, entering raw scores into Pearson Q-global, and generating the interpretive report. It ensures all required details (test date, examiner, DOB, age, gender) are accurate and that reports are completed consistently and error-free.

School Psych Hub / SOPs and Workflows Library (School Psych Hub)
Last edited: 2026-03-31T05:39:10.830Z

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Sections: 🧠 WISC-V Scoring + Q Global Workflow · 🎥 Video Reference · 1️⃣ Prepare & Verify Protocol · 2️⃣ Manually Score & Tally Raw Scores · 3️⃣ Log in to Q Global (Pearson) · 4️⃣ Enter Student & Administration Details · 5️⃣ Input Raw Scores (Subtests Tab) · 6️⃣ Generate Interpretive Report · 7️⃣ Review Report for Accuracy · 8️⃣ Save, Upload & Track · ✅ Completion Criteria

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Description: This workflow guides VAs through verifying the WISC-V protocol, scoring subtests, entering raw scores into Pearson Q-global, and generating the interpretive report. It ensures all required details (test date, examiner, DOB, age, gender) are accurate and that reports are completed consistently and error-free.
District/Entity: Multiple
Last Updated: 2026-03-31T05:39:10.830Z
Purpose: To ensure accurate, consistent, and efficient scoring of the WISC-V and generation of interpretive reports in Pearson Q-global, following standardized procedures.
SOP or Workflow: Workflow I WISC-V Scoring & Report Generation
Tools: ['Dropbox', 'VPN', 'Q-global']
Track: Active Testing & Evaluation
Type: Workflow
Type 2: ['Workflow']

🧠 WISC-V Scoring + Q Global Workflow

🎥 Video Reference

Refer to the embedded video tutorials for step-by-step guidance: - Video 1: Tallying Scores → Use for Step 1–2 (Preparing the protocol, manual scoring, and tallying raw scores) - Video 2: Q Global Report Generation → Use for Step 3–7 (Entering student details, inputting scores, and generating/reviewing the report) Follow the videos alongside each step to ensure accuracy and consistency.

1️⃣ Prepare & Verify Protocol

1. Confirm the WISC-V assessment is fully completed. 2. Ensure all protocol pages are present and legible. 3. Verify the following are clearly filled out on the protocol: - Test Date (Administration Date) - Examiner: K. Walker - Date of Birth - Chronological Age (must be calculated) - Gender of examinee Do not proceed if any of the above fields are missing or incorrect. Refer to Kimi’s video tutorial for full walkthrough.

2️⃣ Manually Score & Tally Raw Scores

1. Score each subtest directly from the protocol. 2. Apply correct scoring rules: - Follow ceiling/discontinue rules (stop after required consecutive zeros) - Use exact raw scoring - Do NOT apply time bonus for Block Design (per Kimi) 3. Tally total raw scores for each subtest: - Block Design - Similarities - Matrix Reasoning - Digit Span (Forward, Backward, Sequencing + total) - Coding - Symbol Search (correct – incorrect) - Vocabulary - Figure Weights - Visual Puzzles - Picture Span 4. For Digit Span: - Record total raw scores - Record longest span (forward, backward, sequencing) Refer to video tutorials for Coding & Symbol Search manual scoring.

3️⃣ Log in to Q Global (Pearson)

1. Access Pearson Q Global. 2. Log in using the assigned account. 3. Select WISC-V and assign it to the student. Ensure you are in the correct student profile before entering scores.

4️⃣ Enter Student & Administration Details

1. Confirm or update: - Student name - Date of Birth - Administration Date (must match test date on protocol) 2. Set: - Examiner: K. Walker Incorrect dates will affect scoring accuracy.

5️⃣ Input Raw Scores (Subtests Tab)

1. Enter all raw scores exactly as tallied. 2. Pay close attention to: - Digit Span fields (multiple sections required) - Block Design → enter raw score under NO TIME BONUS - Coding & Symbol Search totals 3. For Symbol Search: - If unsure about rotation or set errors → leave blank (do NOT enter 0) Double-check all entries against the protocol before proceeding.

6️⃣ Generate Interpretive Report

1. Click Save → Proceed to Report 2. Select Interpretive Report 3. Keep default settings (unless instructed otherwise) 4. Generate report as PDF You can rerun reports later if needed.

7️⃣ Review Report for Accuracy

1. Confirm: - Correct student details - All scores populated - No missing subtests 2. Ensure core scores appear: - FSIQ - Index scores (VCI, VSI, FRI, WMI, PSI) If anything looks off, go back and correct inputs.

8️⃣ Save, Upload & Track

1. Save using naming convention: StudentInitials_WISC_Report_Date.pdf 2. Upload to: Dropbox → Student Folder → Testing Protocols & Score Reports 3. Update ClickUp: - Mark WISC scoring complete - Confirm report uploaded - Add completion note

✅ Completion Criteria

✔ Protocol verified (Test Date, DOB, Age, Gender, Examiner complete) ✔ All subtests accurately scored and tallied ✔ Scores correctly entered into Q Global ✔ Interpretive Report generated ✔ Report reviewed for accuracy ✔ File saved using correct naming format ✔ Uploaded to correct Dropbox folder ✔ ClickUp updated with completion status

Scoring the WISC Assessment (Part 1 of 2) - Tallying Scores Scoring the WISC Assessment (Part 2 of 2) Q Global Report Generation Other Videos: Manual Scoring for Coding and SS How to generate report for WISC from Clickreports

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SOP library · page

📝 Workflow | Prompt Usage (Anderson)

School Psych Hub / SOPs and Workflows Library (School Psych Hub)
Last edited: 2026-03-31T05:40:12.838Z

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Description: This workflow guides VAs in drafting psychological evaluation reports using verified student documents and the approved Prompt Library. It outlines how to generate, review, finalize, and submit reports while maintaining district compliance.
District/Entity: Anderson
Last Updated: 2026-03-31T05:40:12.838Z
Purpose: To ensure consistent, accurate, and compliant report writing through structured prompt usage and standardized review procedures.
SOP or Workflow: Workflow \| Prompt Usage (Anderson)
Tools: ['Gemini (AI)', 'ClickUp', 'Dropbox']
Track: Report Writing
Type: Workflow
Type 2: ['Workflow']

🗂️ Prompt Usage Steps

1️⃣ Begin Draft Using Available Documentation

⚠️ Update ClickUp Mark report status as Draft / Initial once drafting begins. 1. Open the student’s report draft in Dropbox using the approved district report template. 2. Using available documents already retrieved (Shared Google Drive, Infinite Campus, PowerSchool, etc.), begin populating the report shell. 3. Enter verified Basic Student Information: - Student Name - Grade Level - Parent / Guardian Name - Date of Birth - Age All demographic information must match district records exactly. Will insert guideflow here

2️⃣ Generate Core Narrative Sections Using Prompt Library

1. Upload relevant student documents into Gemini AI. 2. Use the Prompt Library to generate structured content for: - Reason for Referral (Indiana) - Background Information - School Information - Previous Evaluations - Classroom Observation - Work Sample Analysis - Testing Observation 3. Review and edit all AI-generated text: - Ensure accuracy - Remove unsupported assumptions - Align tone with district standards - Confirm content reflects documentation only AI output must always be human-reviewed.

3️⃣ Add Testing & Rating Scale Sections (When Completed)

4️⃣ Draft Summary & Recommendations

5️⃣ Maintain Formatting Consistency

- Follow district template headings exactly. - Maintain consistent font, spacing, and formatting. - Confirm page breaks and section alignment. - Do not alter required structure.

6️⃣ Run Proofreading Prompt

1. Use the Proofreading Prompt. 2. Check for: - Inconsistencies - Grammar errors - Conflicting interpretations - Repetition 3. Revise as needed.

7️⃣ Team Proofreading (Mandatory)

1. Share draft with designated team members. 2. Incorporate feedback. 3. Revise accordingly.

8️⃣ Move to “To Review” & Update ClickUp

9️⃣ Kimi Review & Revisions

1. Kimi reviews the report. 2. Make any requested revisions. 3. Confirm all edits are completed.

🔟 Finalize & Submit Report

1️⃣1️⃣ Close the Case

After final submission: 1. Move the student folder from: - To Review → Completed 2. Update ClickUp status to: - Completed ClickUp must reflect final case closure.

🔐 Important Notes

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SOP library · page

📝 Workflow I Powerschool SIS (Anderson)

This workflow outlines how to review new referrals, set up student folders, retrieve required records, track consent, and update ClickUp to ensure cases are complete and ready to move forward.

School Psych Hub / SOPs and Workflows Library (School Psych Hub)
Last edited: 2026-03-31T05:39:21.782Z

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Sections: 🗂️ Data Retrieval from PowerSchool & IDOE (Anderson) · 1️⃣ Preparation · 2️⃣ Retrieve Relevant Student Records · For Initial Evaluations: · For Reevaluations: · Document Sources · 3️⃣ IDOE Access Requirements · 4️⃣ Upload & Organize Documents · 5️⃣ Create Parent Task in ClickUp · 6️⃣ Send Consent Follow-Up (If Needed) · ✅ Key Reminders

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Description: This workflow outlines how to review new referrals, set up student folders, retrieve required records, track consent, and update ClickUp to ensure cases are complete and ready to move forward.
District/Entity: Anderson
Last Updated: 2026-03-31T05:39:21.782Z
Purpose: Ensure every Anderson student case is properly logged, organized, and prepared before moving into testing or report writing. This workflow prevents missing documentation, duplicate folders, and consent errors.
SOP or Workflow: Workflow I Powerschool SIS (Anderson)
Tools: ['Dropbox', 'VPN', 'Power School SIS', 'Powerschool Special Programs', 'Gmail']
Track: Pre-Referral/Referral
Type: Workflow
Type 2: ['Workflow']

🗂️ Data Retrieval from PowerSchool & IDOE (Anderson)

1️⃣ Preparation

Before retrieving any records: - Log into the correct Anderson email account using the proper Chrome profile. - Use Single Sign-On (SSO). - Confirm you are accessing the correct student. - Review the evaluation type (Initial or Reevaluation). - Open the referenced guide: Do not begin retrieval without confirming the evaluation type and student identity.

2️⃣ Retrieve Relevant Student Records

Retrieve only relevant and recent documents (past 1–2 years preferred).

For Initial Evaluations:

- Grades - Attendance - Enrollment History

For Reevaluations:

- Grades - Attendance - Previous Psychological Evaluations - Current and Prior IEPs

Document Sources

Gen Ed – PowerSchool SIS - Enrollment history - Grades - Attendance - Behavior reports Special Education – IDOE / Special Programs - IEPs - Progress reports - Goals - Special programs

3️⃣ IDOE Access Requirements

Use video guide: Image/attachment: unnamed — open original page to inspect Before accessing IDOE: - Ensure you are logged into the Anderson email account using the correct Chrome profile. - Click Log in using Google. Image/attachment: unnamed — open original page to inspect - Select Kimi’s Anderson work email. Image/attachment: unnamed — open original page to inspect - Once logged in, click IDOE Special Programs. Image/attachment: unnamed — open original page to inspect - Under the Account Profile icon, select Switch Tenant. Image/attachment: unnamed — open original page to inspect - Choose Anderson Community Schools, then click Switch. Image/attachment: unnamed — open original page to inspect - Use the search bar to locate the student. Image/attachment: unnamed — open original page to inspect Use the Guideflow instructions for downloading documents:

4️⃣ Upload & Organize Documents

Upload all retrieved documents into the appropriate student Dropbox subfolders. Confirm: - Gen Ed documents are not mixed with IEP documents. - Files are complete and readable. - Only relevant and recent records are stored. - No duplicate or outdated files are uploaded.

5️⃣ Create Parent Task in ClickUp

📘 Follow 📝 SOP | Updating ClickUp Caseloads (Multiple) 1. Create a Parent Task: - Task Name: First Name, Last Name 2. Complete required fields: - DOB - Grade and School - Case Type (Initial or Reevaluation) - Consent Status (to be generated, pending, signed, etc.) 3. Keep task in Consent Pending if necessary. Image/attachment: unnamed — open original page to inspect ClickUp must reflect accurate consent status before moving forward. 🚫 Do not move case to Active Evaluation without signed consent.

6️⃣ Send Consent Follow-Up (If Needed)

1. Check consent status in PowerSchool Special Programs. 2. If consent is pending: - Send follow-up email to parent/guardian. - Personalize with student name and parent email. 3. Document outreach in ClickUp: - Date sent - Method (email) - Status: *Consent Follow-Up Sent* Use the approved Anderson Consent Follow-Up Email Template. Hello, My name is Kimi Walker and I am a school psychologist with Anderson Community Schools. I have a pending evaluation for your student, \[Student Name\]. I will be on site starting late next week for testing, but I cannot assess your child without signed consent. Please check PowerSchool Special Programs or your email for the consent link so we can begin. Feel free to contact me at this number (317-899-9901) or email kwalker@acsc.net with any questions. 🚫 Do not schedule or administer testing without signed consent.

✅ Key Reminders

- Retrieve only recent and relevant documents. - Always confirm correct tenant in IDOE. - Maintain FERPA compliance. - Keep Dropbox organized. - ClickUp must reflect real-time status. - No testing without signed consent.

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SOP library · page

📝 Workflow| RIAS Scoring & Reporting

This Workflow outlines the step-by-step process for scoring RIAS protocols, generating interpretive reports in PARiConnect, optionally using ClickReports, and integrating results into the report shell. It ensures all data is accurate, properly documented, and stored in the correct systems for reporting and compliance.

School Psych Hub / SOPs and Workflows Library (School Psych Hub)
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Sections: 🗂️ RIAS Scoring and Reporting · 🔴 IMPORTANT: Read Before Starting · 1️⃣ Prepare & Verify Protocol · 2️⃣ Log in to PARiConnect · 3️⃣ Enter Student and Score Data · 4️⃣ Generate Interpretive Score Report (PRIMARY METHOD) · ⚠️ IMPORTANT REMINDER (Kimi’s Standard) · 5️⃣ Save and Upload Score Report · 6️⃣ Use ClickReports for Narrative (IF REQUIRED ONLY) · 7️⃣ Integrate into Report Shell · 8️⃣ Final Verification · 9️⃣ Update Tracking (ClickUp) · ✅ Completion Checklist

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Description: This Workflow outlines the step-by-step process for scoring RIAS protocols, generating interpretive reports in PARiConnect, optionally using ClickReports, and integrating results into the report shell. It ensures all data is accurate, properly documented, and stored in the correct systems for reporting and compliance.
District/Entity: Multiple
Last Updated: 2026-03-31T05:38:52.159Z
Purpose: To ensure accurate, consistent, and legally compliant scoring, reporting, and documentation of RIAS assessments across all team members.
SOP or Workflow: Workflow\| RIAS Scoring & Reporting
Tools: ['Dropbox', 'ClickUp', 'Click Reports', 'Word File']
Track: General
Type: Workflow
Type 2: ['SOP']

🗂️ RIAS Scoring and Reporting

🔴 IMPORTANT: Read Before Starting

- RIAS protocols are legal documents and must be defensible if reviewed in court - Do NOT mark or circle items that were not administered → Circling implies the item was given - All reports must reflect: - Accurate raw scores - Correct Date of Birth (DOB) - Correct testing date (actual date administered, not date entered) - Every student must have: - ✅ Scored protocol - ✅ Interpretive score report uploaded to folder 🚫 Do not proceed if any of the above is missing or incorrect.

1️⃣ Prepare & Verify Protocol

1. Confirm the RIAS assessment is fully completed. 📌 Refer to this video for how to correctly score the protocol:

2️⃣ Log in to PARiConnect

1. Navigate to PARiConnect. 2. Log in using the correct district or Presence account. INSERT GUIDEFLOW here ⚠️ CRITICAL ACCOUNT CHECK: - Confirm you are in the correct account before entering anything - Check: - Account email (Settings → My Info) - Using the wrong account is a data integrity issue Activate VPN (Atlanta #12049) if required.

3️⃣ Enter Student and Score Data

1. Input student details: - Full legal name or required format - Date of birth (must match protocol) - Grade - Correct testing date (actual date tested, not system-generated date) ⚠️ Common error: entering the date you are inputting instead of the actual testing date 1. Enter all raw scores from the protocol. 2. Double-check all entries. 🚫 All entries must match the protocol exactly. Do not assume or estimate.

4️⃣ Generate Interpretive Score Report (PRIMARY METHOD)

📌 Refer to video: Generating report in PARiConnect 1. Go to Reports in PARiConnect. 2. Select: - Interpretive Score Report - Use Normative Update (new norms) when available ⚠️ Do not use outdated report versions 1. Generate report (PDF). 2. Carefully review: - Student name - DOB - Testing date - Scores - Age accuracy ⚠️ If DOB or testing date is incorrect, scores may be inaccurate. Fix before proceeding.

⚠️ IMPORTANT REMINDER (Kimi’s Standard)

- Interpretive Report is the primary source - Do NOT rely on ClickReports alone

5️⃣ Save and Upload Score Report

1. Save using naming convention: StudentInitials_RIAS_Report_Date.pdf Example: MR_RIAS_ NU Interpretive Report_02.24.2026.pdf 2. Upload to: Dropbox → Student Folder → Testing Protocols and Score Reports 3. Confirm: - File is uploaded in the correct folder - No duplicates - File is accessible for meetings ⚠️ Score reports must be uploaded before meetings. No exceptions.

6️⃣ Use ClickReports for Narrative (IF REQUIRED ONLY)

⚠️ Only use if required by district or workflow 1. Log in to ClickReports - Confirm correct district account 2. Enter: - Student info - Composite and subtest scores (must match PARiConnect) 3. Generate report and review for accuracy. ⚠️ Do not rely on ClickReports for full interpretation ⚠️ Use only as a supplemental narrative tool .

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7️⃣ Integrate into Report Shell

1. Insert into Cognitive section: - Primary source: PARiConnect Interpretive Report - Optional: ClickReports narrative if required 2. Copy only: - Relevant narrative - Required tables 3. Ensure: - Scores match PARiConnect exactly - Language aligns with Kimi’s preferred descriptors, not default labels - Formatting matches district template

8️⃣ Final Verification

Before marking complete, confirm: - Scores match: - Protocol - PARiConnect report - DOB is correct - Testing date is correct and reflects actual testing date - Report reflects accurate interpretation - All required files are present: - ✅ Scored protocol - ✅ Score report uploaded - Report is clean and formatted correctly 🚫 Do not mark complete if anything is missing or incorrect

9️⃣ Update Tracking (ClickUp)

1. Mark task as: - ✅ Scored - ✅ Report Generated - ✅ Uploaded 2. Add completion note with date. 3. Ensure visibility: - Kimi must be able to quickly see what is completed versus pending

✅ Completion Checklist

✔ Protocol complete and legally accurate (raw scores, DOB, testing date) ✔ No incorrect markings (no circling unadministered items) ✔ Correct account used in PARiConnect ✔ Scores entered exactly from protocol ✔ Interpretive report generated using normative update ✔ DOB and testing date verified in report ✔ Report saved with correct naming convention ✔ Uploaded to correct Dropbox folder ✔ ClickReports used appropriately if required ✔ Report shell updated accurately ✔ ClickUp updated with completion status

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Hub and supporting pages · page

Marketing/Leads

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School Psych Hub / Hub Portions / Important Tutorial Videos
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title: Marketing/Leads

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Hub and supporting pages · page

📄 FINAL Evaluation Forms & Rating Scales Communication Workflow SOP (Unified Distribution SOP v2)

Parents now receive one single email thread for all forms and rating scales, supported by text reminders for faster responses. Ensure that evaluation forms, rating scales, and background information are distributed, tracked, and followed up on consistently using standardized email and text communication.

School Psych Hub / Hub Portions / Workflows, SOPs, Etc
Last edited: 2025-12-11T15:46:18.820Z

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Sections: 🎯 Purpose · 👥 Responsible · ⏱️ Workflow Summary · 🧾 STEP 1 — Parent Communication (Unified Initial Email) · 📱 Optional Parent Text (Same Day as Email) · 💬 STEP 2 — Parent Follow-Up Text Reminder (Day 1) · 📧 STEP 3 — Follow-Up Emails · 🧑🏫 STEP 4 — Teacher Communication · 🧭 STEP 5 — ClickUp / Notion Tracking · 🧮 STEP 6 — AI Date Calculator Prompt · 📌 Implementation Notes

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title: 📄 FINAL Evaluation Forms & Rating Scales Communication Workflow SOP (Unified Distribution SOP v2)

⚙️ Effective Immediately This replaces all previous distribution SOPs. Parents now receive one single email thread for all forms and rating scales, supported by text reminders for faster responses.

🎯 Purpose

Ensure that evaluation forms, rating scales, and background information are distributed, tracked, and followed up on consistently using standardized email and text communication.

👥 Responsible

- Primary: Psychometrist or Evaluation Support Staff - Oversight: Assigned School Psychologist

⏱️ Workflow Summary

Day 0: Unified Evaluation Forms + Rating Scales Email (Parent) Day 1: Text Follow-Up Reminder (Parent) Day 3: Email Reminder (Parent & Teacher) Day 5: Final Reminder (Parent & Teacher)

🧾 STEP 1 — Parent Communication (Unified Initial Email)

Subject: PARENT – Invitation to Complete Evaluation Forms for \[Student Initials (e.g., KiWa)\] (Due by MM/DD/YYYY) Body: Hello \[Parent/Guardian Name\], As part of your child’s evaluation, we need your input to help us understand your child’s background, skills, and needs. Please complete the electronic forms below by \[insert due date – three school days from today\]. Completing these forms promptly helps us move forward with your child’s evaluation without delay. You may also receive additional digital rating forms (such as questionnaires from Pearson Q-global, MHS, or PAR Inc.). If you receive those, please complete them as soon as possible. All related messages will come from this same email thread. Please check your spam or junk mail folders during this process in case links are filtered. Thank you for your time and cooperation. Your input is essential to ensuring an accurate evaluation. Best regards, Kimi Walker Hybrid/Tele-Practice School Psychologist Work Phone: (317) 899-9901 Forms: - Social/Developmental History (English): \[https://form.jotform.me/72752019679466\] - Social/Developmental History (Spanish): \[https://form.jotform.me/72770274779470\] - Rating Scales (if applicable): \[Insert Digital Links from Q-global, PARiConnect, etc.\]

📱 Optional Parent Text (Same Day as Email)

Hi, this is \[Your Name\] from \[School Name\]. We’ve sent an email with links to complete your child’s evaluation forms. Please complete them by \[due date\]. Check your spam folder if you don’t see the message. Thank you!

💬 STEP 2 — Parent Follow-Up Text Reminder (Day 1)

Hi, this is \[Your Name\] from \[School Name\]. Here are the links we need completed for your child’s evaluation: \[Link 1\] \[Link 2\] \[Link 3\] Please complete them as soon as possible so we can move forward. Thank you! *Keep it friendly and brief – parents respond better to short texts.*

📧 STEP 3 — Follow-Up Emails

Day 3 – Reminder Email Subject: Reminder – Forms Due Tomorrow for \[Student Initials (e.g., KiWa)\] Hello \[Parent/Guardian Name\], Just a quick reminder that your child’s evaluation forms are due by \[insert date\]. Please complete them as soon as possible so we can stay on schedule. Thank you for your help!

Day 5 – Final Reminder Email Subject: Final Reminder – Evaluation Forms Needed for \[Student Initials (e.g., KiWa)\] Hello \[Parent/Guardian Name\], This is a final reminder that the evaluation forms for your child’s evaluation are still pending. Without them, some information may be missing from the final report. Please complete the forms today if possible. Thank you for your cooperation and attention. Best regards, Kimi Walker Hybrid/Tele-Practice School Psychologist Work Phone: (317) 899-9901

🧑🏫 STEP 4 — Teacher Communication

Subject: Evaluation Forms Needed for \[Student Name\] – Due by \[Date\] Greetings, The links below will take you to the electronic forms required for \[Student Name\]’s evaluation. Please complete all forms and click Submit when finished. Please complete these forms by \[insert due date – three school days from today\]. Your input is crucial to ensuring a complete and accurate evaluation. Forms: - Teacher Report: \[https://form.jotform.me/72759368343468\] - Academic Skill Checklist: \[https://form.jotform.me/72761395079467\] - Early Childhood Checklist: \[https://form.jotform.me/82554777126465\]

🧭 STEP 5 — ClickUp / Notion Tracking

Recommended Subtasks: ✅ Parent/Teacher Forms Sent 📱 Text Reminder Sent (Day 1) 🔄 Email Follow-Up Sent (Day 3) 🔄 Final Reminder Sent (Day 5) 🟩 All Forms Received Automation Ideas: - “Form Sent Date” → auto-calculate “Due Date” (+3 weekdays) - “Due Date Passed” → trigger Follow-Up Reminder - “Final Reminder Sent” → mark parent as “Awaiting Response”

🧮 STEP 6 — AI Date Calculator Prompt

Use this prompt in ChatGPT or Notion AI before sending forms: ``

plain text
You are calculating due dates for evaluation forms and rating scales.
Today’s date is [insert today’s date].
Please calculate:
1. Three school days from today
2. Five school days from today
Exclude weekends and U.S. federal holidays.
Return:
- 3 School-Day Due Date: [Month Day, Year]
- 5 School-Day Due Date: [Month Day, Year]

📌 Implementation Notes

- Always calculate deadlines using school days, not calendar days. - Adjust for holidays or school breaks. - Use approved communication apps (TalkingPoints, Remind, Google Voice). - Log all messages in ClickUp for compliance. - All follow-ups must stay within the same email thread for clarity.

✅ Outcome: Parents get a single, consistent email thread with text reminders for accountability and faster responses. Evaluations stay on schedule and documentation remains tight and compliant.

Hub and supporting pages · page

📆 Updates I MM-DD-YYYY (DAY ET)

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School Psych Hub / Notes
Last edited: 2025-12-15T07:52:36.000Z

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Date: Updates I MM-DD-YYYY (DAY ET)
Notes
Team: ['School Psych']
date:Update Date:is_datetime: 0
date:Update Date:start: 2025-12-15

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Prompt library · page

Notice of Initial or Re-Evaluation Prompt (Indiana Only)

Saved AI prompt: Prompt To Generate Notice of Initial or Re-evaluation You are a school psychologist. I will upload documents for a student who is being considered for either an initial evaluation or a reevaluation. Review all documents and produce wording for the Notice of Initial Evaluation or Notice of Reevaluation. Use clear and concise language that reflects typical school psychology practice under Article 7. Do not add horizontal lines or any formatting that creates section dividers. Box 1 Please describe the evaluation procedure, assessment, record, report, and any other relevant factors used as a basis for proposing or refusing to conduct the evaluation. For this section, summarize the existing data

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Last edited: 2026-04-17T12:17:12.716Z

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Last Updated: 2026-04-17T12:17:12.716Z
Prompt Text: Prompt To Generate Notice of Initial or Re-evaluation You are a school psychologist. I will upload documents for a student who is being considered for either an initial evaluation or a reevaluation. Review all documents and produce wording for the Notice of Initial Evaluation or Notice of Reevaluation. Use clear and concise language that reflects typical school psychology practice under Article 7. Do not add horizontal lines or any formatting that creates section dividers. Box 1 Please describe the evaluation procedure, assessment, record, report, and any other relevant factors used as a basis for proposing or refusing to conduct the evaluation. For this section, summarize the existing data the team reviewed. This may include previous evaluations if a reevaluation, IEPs, teacher referrals, parent input, academic performance, communication concerns, behavior documentation, attendance patterns, medical or developmental history, classroom performance, intervention data, and any other records available. Keep this section factual and neutral. Do not interpret eligibility. Middle Box Select and provide the correct statement based on the team’s decision. Only return one of the statements below. The school is refusing to conduct an educational evaluation at this time. or The school is proposing to conduct an educational evaluation at this time. Box 2 The decision to conduct this evaluation was based on: If this is an initial evaluation, list the suspected areas of disability based on the documents and concerns provided. Describe why these areas need to be assessed. Refer to academic, communication, behavioral, adaptive, or functional concerns as appropriate. Include suspected eligibility categories only when supported by referral information or team concerns. If this is a reevaluation, explain the reason for updated assessment, such as the student approaching the age limit for Developmental Delay eligibility, parent and teacher concerns, lack of sufficient current data, changes in functioning, or the need for updated information to determine continued eligibility. If applicable, include the following exact sentence without changing it: If applicable, state that updated assessment is needed to determine the most appropriate categorical eligibility area moving forward. Only reference suspected eligibility categories that are explicitly supported by the referral information, academic data, and documented concerns. Do not name additional eligibility areas unless clearly indicated in the provided documentation. Output Instructions Return the notice in three clearly labeled sections: Box 1 Decision Statement Box 2 Do not include horizontal lines, separators, or any formatting that creates visual dividers SAMPLE 1: Initial Evaluation, School Is Proposing To Evaluate Box 1 A review of existing data was conducted to inform the determination regarding this referral, including: teacher referral, parent concerns, classroom performance data, intervention records, and work samples. The student demonstrates ongoing difficulty with reading readiness skills, limited progress in phonological awareness interventions, and challenges following multi step directions. The parent reported concerns about speech clarity and the student’s ability to communicate needs at home. Classroom observations document off task behavior, difficulty sustaining attention, and inconsistent academic engagement. These factors were considered in determining whether an initial educational evaluation is warranted. Decision Statement The school is proposing to conduct an educational evaluation at this time. Box 2 The decision to conduct this initial evaluation was based on concerns regarding the student’s academic performance, communication skills, and attention and behavior regulation. The teacher and parent have reported persistent difficulties despite targeted interventions, and additional assessment data are needed to determine whether the student may qualify for special education services in the suspected areas of Speech or Language Impairment, Other Health Impairment, or Specific Learning Disability. SAMPLE 2: Initial Evaluation, School Is Refusing To Evaluate Box 1 A review of existing data was conducted to inform the determination regarding this referral, including: student’s classroom performance, recent benchmark assessments, work samples, intervention data, and teacher and parent input. The student is currently performing within grade level expectations in reading, mathematics, and written expression. The student responds to intervention strategies, demonstrates appropriate academic progress over time, and is meeting grade level standards. No developmental, behavioral, or communication concerns were noted that would require special education assessment at this time. Decision Statement The school is refusing to conduct an educational evaluation at this time. Box 2 The decision to refuse this initial evaluation was based on the student’s current academic performance and documented progress within the general education curriculum. Available data do not indicate the presence of a suspected disability or a need for specially designed instruction. The student will continue to receive support through the general education program and ongoing progress monitoring. SAMPLE 3: Re-Initial Evaluation, School Is Proposing to Re-Evaluate Box 1 A review of existing data was conducted to inform the determination regarding this referral, including: the student’s previous multidisciplinary evaluation, the current IEP, teacher referral information, parent input, behavior documentation, and attendance records. The student continues to demonstrate significant delays in foundational academic skills, limited progress in the virtual instructional setting, and ongoing behavior regulation concerns that affect participation in instruction. Attendance has been inconsistent, which has contributed to limited engagement and reduced opportunities for skill acquisition. These factors were considered when determining the need for updated evaluation data. Decision Statement The school is proposing to conduct an educational evaluation at this time. Box 2 The decision to conduct this reevaluation was based on the student approaching the age at which Developmental Delay eligibility can no longer be used. Both the parent and teacher have identified ongoing concerns related to academic performance, communication skills, and behavior regulation, and current data are insufficient to determine continued eligibility without updated evaluation. Updated assessment is needed to determine the most appropriate categorical eligibility area moving forward, including consideration of Intellectual Disability, Other Health Impairment, and Speech or Language Impairment under Article 7 criteria.
Prompt Title: Notice of Initial or Re-Evaluation Prompt (Indiana Only)
School District: Indiana
Stage: Pre-referral

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Reason for Referral

This prompt is used to write the Reason for Referral section of a psychoeducational evaluation report. It creates one clear, professional paragraph that explains why an evaluation or reevaluation is being completed, based only on the information provided. Before running the prompt, upload all relevant documents, such as the IEP, teacher input, parent concerns, and any school based data, so the language accurately reflects the student’s case.

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Last edited: 2026-01-31T23:01:56.910Z

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Description: This prompt is used to write the Reason for Referral section of a psychoeducational evaluation report. It creates one clear, professional paragraph that explains why an evaluation or reevaluation is being completed, based only on the information provided. Before running the prompt, upload all relevant documents, such as the IEP, teacher input, parent concerns, and any school based data, so the language accurately reflects the student’s case.
Last Updated: 2026-01-31T23:01:56.910Z
Prompt Text: Reason for Referral Section Act as an experienced, credentialed School Psychologist in the United States, responsible for drafting the official Reason for Referral section of a legally defensible psychoeducational evaluation report. Your primary objective is to generate one single, concise paragraph that clearly explains why a specific evaluation or reevaluation is being initiated. This paragraph must strictly adhere to standard school psychology reporting practices, maintain a professional, school based tone, and be easily understandable by parents and multidisciplinary teams, ensuring legal defensibility. The paragraph must be constructed exclusively using the specific information provided by the user inputs. You must not infer, assume, embellish, or introduce any external information. If certain details are not available, write the paragraph using neutral, school appropriate language that reflects only the information provided, without speculation. If eligibility language is not explicitly provided, use neutral phrasing focused on educational need and eligibility consideration rather than clinical diagnosis. The narrative must seamlessly integrate the following five elements in a logical flow, when information is available: 1. Current Status. The student’s current eligibility category or service status, if applicable. 2. Initiation Reason. The specific trigger for initiating the evaluation or reevaluation at this time, such as an initial request, scheduled review, or concern based request. 3. Concern Synthesis. A brief summary of current concerns synthesized from the provided data sources, such as IEP notes, teacher input, parent concerns, and recent school based data. 4. Team Discussion. A brief reference to the concerns discussed during the most recent team meeting or case conference. 5. Evaluation Purpose. A concluding sentence stating the precise purpose of the evaluation, such as to determine initial eligibility, determine continued eligibility, or clarify educational needs, within the suspected disability area and under applicable special education guidelines. Strict adherence to the following formatting and structural constraints is mandatory: Output must be a single paragraph. Use only commas or periods for punctuation. Maintain a professional, school based tone. Do not use clinical, diagnostic, or overly detailed language. Do not include citations, page numbers, regulatory quotations, or any information not explicitly supplied by the user. The user may provide the following inputs prior to generation: Whether the evaluation is an initial evaluation or a reevaluation. The relevant documents or data sources to reference, such as IEPs, teacher reports, or parent input. The suspected disability area. The student’s current eligibility category or service status, if applicable. If some inputs are not provided, generate the paragraph using only the available information and neutral, school appropriate language, without adding assumptions or unsupported detail. Review the following sample outputs for structural and tonal guidance. Sample Output, Initial Evaluation The student is not currently receiving special education services. An initial psychoeducational evaluation was requested due to concerns regarding the student’s academic performance and classroom functioning. Review of available information, including teacher input, parent concerns, and recent school based data, indicates ongoing difficulties with attention, task completion, and academic skill development that are impacting educational progress. These concerns were discussed during the most recent team meeting, at which time the team agreed that additional evaluation data was needed to better understand the student’s learning needs. The current evaluation is being conducted to determine whether the student meets eligibility criteria for special education services within the suspected area of disability under applicable special education guidelines. Sample Output, Three Year Reevaluation The student is currently receiving special education services under the category of Specific Learning Disability. A reevaluation was initiated as part of the required three year review process to assess the student’s continued eligibility and current educational needs. Review of the IEP, teacher reports, parent input, and recent school based data indicates ongoing academic concerns and the need to evaluate the student’s progress and response to instructional supports. These concerns were reviewed during the most recent case conference meeting, and the team determined that updated evaluation information was necessary to support educational planning. The current reevaluation is being conducted to determine whether the student continues to meet eligibility criteria within the suspected area of disability under applicable special education guidelines. Sample Output, Reevaluation Outside the Three Year Timeline The student is currently receiving special education services under the category of Other Health Impairment. A reevaluation was requested prior to the scheduled three year review due to emerging concerns regarding the student’s academic performance and functional skills. Review of the IEP, teacher input, parent concerns, and recent school based data indicates increased difficulty with attention, task completion, and consistent engagement with instruction, which has impacted the student’s educational progress. These concerns were discussed during the most recent team meeting, at which time the team agreed that updated evaluation data was necessary to better understand the student’s current needs. The current reevaluation is being conducted to determine whether the student continues to meet eligibility criteria and to support educational planning within the suspected area of disability under applicable special education guidelines.
Prompt Title: Reason for Referral
School District: General
Stage: Report Writing

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Background Information (Developmental History) and School Information (School History)

Saved AI prompt: Step 1. Upload Documents Please upload all available documents into this chat before using the prompt. These may include: • Social Developmental History or parent interview forms • Prior IEPs and eligibility documents • Previous psychoeducational, SLP, OT, or medical evaluations • Teacher reports, classroom notes, and communication logs • Benchmark assessments (NWEA, i-Ready, DIBELS, STAR, state tests) • RTI or MTSS documentation • Attendance and discipline reports • Enrollment history • Any other school or district documents relevant to the STUDENT Step 2. After uploading the documents, paste the full prompt below. Do not paste the prompt until all documents have been uploaded. Step 3. Once

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Last edited: 2026-01-22T00:25:56.394Z

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Last Updated: 2026-01-22T00:25:56.394Z
Prompt Text: Step 1. Upload Documents Please upload all available documents into this chat before using the prompt. These may include: • Social Developmental History or parent interview forms • Prior IEPs and eligibility documents • Previous psychoeducational, SLP, OT, or medical evaluations • Teacher reports, classroom notes, and communication logs • Benchmark assessments (NWEA, i-Ready, DIBELS, STAR, state tests) • RTI or MTSS documentation • Attendance and discipline reports • Enrollment history • Any other school or district documents relevant to the STUDENT Step 2. After uploading the documents, paste the full prompt below. Do not paste the prompt until all documents have been uploaded. Step 3. Once the prompt is pasted, the LLM will ask you clarifying questions before writing either section. PROMPT (Copy and Paste Below) You are functioning as a master school psychologist trained in writing psychoeducational evaluations. Your task is to generate two sections of the report: Background Information (Developmental History) and School Information (School History). You will use the uploaded documents and my answers to your clarifying questions. You must write in a professional, concise, parent friendly tone that reflects typical school psychology reporting standards. Do not interpret data. Do not state that information is missing. Summarize only what is present in the provided materials. Once all documents have been uploaded, ask me the following clarification questions before drafting either section: 1. Who completed the Social Developmental History or parent interview? 2. What developmental, medical, family, language, or social information should be included in the Background Information section? 3. Are there any outside evaluations, diagnoses, or medical reports that should be summarized? 4. What school-based information is available, such as benchmark scores, attendance, discipline, enrollment history, teacher reports, RTI or MTSS data, IEP summaries, or previous school evaluations? 5. Are there any behavior plans, PBIS supports, or general education accommodations currently in place? 6. Does the STUDENT receive special education or Section 504 services? If yes, what is the eligibility category and service details? 7. Are there any notable academic or behavioral trends across years? After collecting responses to these clarifying questions and reviewing uploaded materials, create two separate sections. SECTION 1: Background Information (Developmental History) Guidelines for writing this section: • Include only information provided by the parent, caregiver, or outside professionals. • Summarize developmental milestones, medical history, diagnoses, medications, family structure, social functioning, and language background. • Include summaries of any outside evaluations such as clinical psychology, developmental pediatrics, or private speech evaluations. • Cite sources using phrases like “Based on parent report” or “According to the medical evaluation dated…”. • Do not include school-based data or interpretation of results. • Use professional, parent-friendly language. • Provide this section in paragraph format. SECTION 2: School Information (School History) Guidelines for writing this section: • Include only school-based information from records, teacher reports, and district data. • Summarize enrollment history, attendance patterns, discipline records, benchmark scores, RTI or MTSS involvement, teacher concerns, and functional or academic trends. • Include summaries of previous school-based evaluations. • Include IEP or 504 details such as eligibility category, service minutes, and accommodations. • Include work sample analysis, PBIS supports, FBAs, or BIPs when applicable. • Use parent-friendly professional school psychology language. • Do not interpret results. Only report factual information. The School Information section must include: 1. A narrative overview 2. A summary of previous evaluation results (cognitive, achievement, speech language, adaptive, etc.) in bulleted or table format 3. Benchmark assessment summaries in table format 4. Attendance and enrollment summaries 5. An IEP Services Summary table showing service frequency, dates, provider, and content area 6. RTI or MTSS summaries 7. Behavior plan or PBIS summaries when applicable Sample Output: Background Information (Developmental History) This information was gathered from a Social Developmental History completed by the PARENT. The STUDENT lives with FAMILY MEMBERS and is described as cooperative, social, and responsive to adult direction. Developmental history indicates that the STUDENT met early milestones such as walking, speaking in short phrases, and toilet training within expected timeframes. The PARENT reported occasional difficulties with attention and frustration tolerance during early childhood. Medical history includes SAMPLE MEDICAL INFORMATION, and the STUDENT is currently prescribed SAMPLE MEDICATION. No concerns related to vision or hearing were reported. The family participates consistently in school meetings and maintains regular communication with staff. Socially, the STUDENT enjoys spending time with peers in structured settings and engages in activities such as SAMPLE HOBBIES. The STUDENT demonstrates creativity and persistence but may become overwhelmed during transitions or non-preferred tasks. No safety concerns were reported. Sample Output: School Information (School History) The STUDENT is currently enrolled at SAMPLE HIGH SCHOOL and has attended this school since SAMPLE YEAR. Enrollment history shows previous attendance at SAMPLE MIDDLE SCHOOL. Attendance data indicate SAMPLE NUMBER absences across recent school years. No significant discipline incidents have been documented. Teachers describe the STUDENT as engaged and cooperative. The STUDENT actively participates in classroom activities and completes assignments consistently. However, continued concerns include reading comprehension, organization in writing tasks, and multi-step mathematical problem-solving. The STUDENT benefits from structured routines, repeated directions, and guided practice. Summary of Previous Evaluation Results Cognitive Assessment • Full Scale IQ: 74 (4th percentile) • Verbal Comprehension: 79 (Low) • Fluid Reasoning: 61 (Very Low) • Working Memory: SS = 7 (Below Average) • Processing Speed: SS = 7 (Below Average) Academic Achievement • Broad Mathematics: SS = 68 (Very Low) • Basic Reading Skills: SS = 67 (Very Low) • Broad Written Language: SS = 68 (Very Low) Benchmark Assessments Math (NWEA MAP, December 2024) • RIT: 173 • Achievement Percentile: 4th • Growth Percentile: 82nd Reading (NWEA MAP, January 2025) • RIT: 164 • Achievement Percentile: 3rd State Assessment Summary Year \| Subject \| Score \| Achievement 2023 \| ELA \| 510 \| Developing 2023 \| Math \| 497 \| Developing 2022 \| ELA \| 480 \| Developing Attendance Year \| Absences 2024 \| 11 2023 \| 9 2022 \| 10 Enrollment • SAMPLE HIGH SCHOOL: 2023–24 • SAMPLE MIDDLE SCHOOL: 2021–23 IEP Services Summary Category \| Service \| Frequency \| Begin Date \| End Date \| Provider \| Area Special Ed \| Small Group \| 1×30 min every 2 weeks \| 4/27/24 \| 5/22/24 \| SpEd Teacher \| Social Skills Special Ed \| Small Group \| 4×30 min monthly \| 1/6/25 \| 4/21/25 \| SpEd Teacher \| Study Skills RTI or MTSS Summary • Tier 2 and Tier 3 interventions implemented in reading and math • Progress monitoring indicates limited growth despite targeted support Behavior Supports • PBIS supports implemented schoolwide • No current Behavior Intervention Plan
Prompt Title: Background Information (Developmental History) and School Information (School History)
School District: General
Stage: Report Writing

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Record Review

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Last edited: 2026-01-22T00:26:22.514Z

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Last Updated: 2026-01-22T00:26:22.514Z
Prompt Text: You are a school psychologist. Complete a Record Review based on all documents I upload in this chat. A Record Review is a summary of existing educational, behavioral, academic, and functional data. Your job is to organize and summarize the information. Do not make eligibility decisions, and do not draft a Notice or consent form.
Prompt Title: Record Review
School District: General
Stage: Report Writing

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Testing Observation

Saved AI prompt: LLM Prompt Template: Psychoeducational Testing Observations (Privacy-Protected) Task: Generate the "Testing Observations (By School Psychologist)" section for a psychoeducational report. Format Constraint: The output must be a single, cohesive narrative paragraph. Do not use bullet points or lists. Tone Constraint: The output must maintain a professional, objective, clinical, and descriptive tone, similar to the provided sample. Required Input Data: Use the specific student information provided in the \[STUDENT DATA\] section below to populate the narrative. Required Template Match: Match the structure and flow of the \[SAMPLE NARRATIVE\] provided below. \[STUDENT DATA\] • Student Identifier

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Last edited: 2026-01-22T00:26:47.595Z

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Last Updated: 2026-01-22T00:26:47.595Z
Prompt Text: LLM Prompt Template: Psychoeducational Testing Observations (Privacy-Protected) Task: Generate the "Testing Observations (By School Psychologist)" section for a psychoeducational report. Format Constraint: The output must be a single, cohesive narrative paragraph. Do not use bullet points or lists. Tone Constraint: The output must maintain a professional, objective, clinical, and descriptive tone, similar to the provided sample. Required Input Data: Use the specific student information provided in the \[STUDENT DATA\] section below to populate the narrative. Required Template Match: Match the structure and flow of the \[SAMPLE NARRATIVE\] provided below. \[STUDENT DATA\] • Student Identifier: \[Insert STUDENT NAME or Identifier\] • Testing Setting: \[e.g., *multiple sessions, both virtually and in person*\] • Cooperation/Willingness: \[e.g., *willingly accompanied the examiner to the testing room or attended the virtual sessions*\] • Rapport: \[e.g., *easily established*\] • Physical/Sensory Check: \[e.g., *observed to wear glasses, but no other issues regarding vision or hearing were noted or observed*\] • Disposition/Personality: \[e.g., *very friendly student and a very hard worker*\] • Attention/Focus Level: \[e.g., *was able to maintain focus and attention at an age-appropriate level*\] • Work Style: \[e.g., *was able to attend to tasks independently or ask for guidance when needed*\] • Effort/Persistence: \[e.g., *put forth significant effort and worked very hard throughout the evaluation*\] • Validity Statement: \[e.g., *results are a valid, accurate depiction and estimate of current abilities and functional performance*\] \[SAMPLE NARRATIVE\] (Structure to be Matched) "The STUDENT was evaluated over the course of multiple in-person testing sessions. The STUDENT willingly accompanied the examiner to the testing room, and rapport was easily established. During the assessment, no significant issues regarding the STUDENT's vision or hearing were observed. The STUDENT presented as a very friendly and talkative student. While the STUDENT was generally able to attend to tasks appropriately, the STUDENT's talkativeness occasionally caused the STUDENT to become sidetracked. However, the STUDENT was responsive to redirection and demonstrated high motivation when working for incentives or prizes. The STUDENT put forth significant effort and worked very hard throughout the evaluation. Overall, these results are believed to be an accurate estimate of the STUDENT's current cognitive, academic, and functional abilities." Output the final narrative paragraph under the heading: 📝 Testing Observations (By School Psychologist) 📝 LLM Prompt Template: Psychoeducational Testing Observations (Privacy-Safe and Optimized)Task: Generate the "Testing Observations (By School Psychologist)" section for a psychoeducational report. Format Constraint: The output must be a single, cohesive narrative paragraph. Do not use bullet points or lists. Tone Constraint: The output must maintain a professional, objective, clinical, and descriptive tone, similar to the provided sample. Required Input Data: Use the specific student information provided in the \[STUDENT DATA\] section below to populate the narrative. Style Rule: The final narrative must use the term STUDENT (in all caps) consistently throughout the paragraph in place of names and pronouns. Required Template Match: Match the natural flow and structure of the \[SAMPLE NARRATIVE\] provided below. \[STUDENT DATA\] • STUDENT Name: \[Insert the STUDENT's full name, e.g., 'Norah Glover'\] • Testing Setting: \[e.g., *multiple sessions, both virtually and in person*\] • Cooperation/Willingness: \[e.g., *willingly accompanied the examiner to the testing room or attended the virtual sessions*\] • Rapport: \[e.g., *easily established*\] • Physical/Sensory Check: \[e.g., *observed to wear glasses, but no other issues regarding vision or hearing were noted or observed*\] • Disposition/Personality: \[e.g., *very friendly student and a very hard worker*\] • Attention/Focus Level: \[e.g., *was able to maintain focus and attention at an age-appropriate level*\] • Work Style: \[e.g., *was able to attend to tasks independently or ask for guidance when needed*\] • Effort/Persistence: \[e.g., *put forth significant effort and worked very hard throughout the evaluation*\] • Validity Statement: \[e.g., *results are a valid, accurate depiction and estimate of current abilities and functional performance*\] \[SAMPLE NARRATIVE\] (Natural Flow and Structure to be Matched) "The STUDENT was evaluated over the course of multiple testing sessions. The STUDENT willingly accompanied the examiner to the testing room, and rapport was easily established. During the assessment, no significant issues regarding the STUDENT's vision or hearing were observed. The STUDENT presented as a very friendly and cooperative individual. While the STUDENT was generally able to attend to tasks appropriately, the STUDENT was responsive to redirection. The STUDENT put forth significant effort and worked very hard throughout the evaluation. Overall, these results are believed to be an accurate estimate of the STUDENT's current cognitive, academic, and functional abilities." Output the final narrative paragraph under the heading: 📝 Testing Observations (By School Psychologist)
Prompt Title: Testing Observation
School District: General
Stage: Report Writing

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Proofreading

Saved AI prompt: You are an expert proofreader for psychoeducational evaluation reports. Please carefully review the following report for: ✅ Grammar, punctuation, and spelling errors—correct all mistakes. ✅ Fluency and clarity—revise awkward, unclear, or unprofessional sentences. ✅ Consistency of student details—confirm the student’s name, age, grade, and gender are used correctly and consistently throughout (no switching from 3rd to 4th grade, or he/she errors). ✅ Data accuracy and summaries—ensure assessments, scores, and conclusions match what was shared earlier in the report. Ensure all assessments mentioned are also summarized properly. ✅ Tone and professionalism—ensure the language is objective, formal

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Last Updated: 2026-03-24T15:21:01.079Z
Prompt Text: You are an expert proofreader for psychoeducational evaluation reports. Please carefully review the following report for: ✅ Grammar, punctuation, and spelling errors—correct all mistakes. ✅ Fluency and clarity—revise awkward, unclear, or unprofessional sentences. ✅ Consistency of student details—confirm the student’s name, age, grade, and gender are used correctly and consistently throughout (no switching from 3rd to 4th grade, or he/she errors). ✅ Data accuracy and summaries—ensure assessments, scores, and conclusions match what was shared earlier in the report. Ensure all assessments mentioned are also summarized properly. ✅ Tone and professionalism—ensure the language is objective, formal, and appropriate for parents, teachers, and IEP teams. ✅ Report structure and flow—check the report follows standard evaluation structure, flows logically, and is not missing any major sections. ✅ Section headers and order—check that all required headers (background, assessment results, observations, summary, recommendations) are labeled correctly and in correct order.After proofreading, please: • Provide a brief list of corrections or changes that should be made. • List any remaining concerns, inconsistencies, or awkward areas that need further attention. • Include page numbers or section headers of the areas you are referring to, so I can quickly find and correct them.Here is the report:\[Attach draft report - PDF or Word Document\]
Prompt Title: Proofreading
School District: General
Stage: Report Writing

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Discussion/Summary Paragraph: Introductory

Saved AI prompt: I am writing the first paragraph of the Discussion/Summary section of a psychoeducational evaluation. Please write a concise, school-based, legally defensible introductory paragraph in my tone. Do not make it clinical or overly detailed. Use commas or periods only. Include the following elements based on the documents provided: • The student’s current eligibility or service status • The general reason the evaluation or reevaluation was requested • Brief developmental, academic, communication, behavioral, or social concerns that led to the referral • The purpose of the current evaluation • The state whose special education regulations apply • End with a sentence stating that current testing i

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Last edited: 2026-03-25T17:55:01.317Z

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Last Updated: 2026-03-25T17:55:01.317Z
Prompt Text: I am writing the first paragraph of the Discussion/Summary section of a psychoeducational evaluation. Please write a concise, school-based, legally defensible introductory paragraph in my tone. Do not make it clinical or overly detailed. Use commas or periods only. Include the following elements based on the documents provided: • The student’s current eligibility or service status • The general reason the evaluation or reevaluation was requested • Brief developmental, academic, communication, behavioral, or social concerns that led to the referral • The purpose of the current evaluation • The state whose special education regulations apply • End with a sentence stating that current testing is being conducted to determine whether the student meets eligibility criteria for the suspected disability category under the special education regulations of that state Keep the paragraph simple, accurate, and aligned with school-based practice. Expected Output Format Examples Below are examples of the narrative format, tone, and structure the LLM should follow when generating this paragraph. Reevaluation Example: STUDENT was referred for reevaluation to better understand current academic, communication, social, and developmental needs within the school setting. STUDENT is presently eligible for special education services under the category of Developmental Delay, and updated information is required to determine whether a different eligibility category may be appropriate. Teacher and parent input, classroom observations, and previous evaluation data indicate continued concerns in the areas of social communication, adaptive functioning, and overall learning progress. (FOR INDIANA STUDENTS) Current testing is being conducted to determine whether STUDENT meets eligibility criteria for Autism Spectrum Disorder under Indiana Article 7 criteria. Initial Evaluation Example: STUDENT was referred for an initial educational evaluation due to concerns related to reading development, classroom performance, and difficulty acquiring foundational academic skills. STUDENT has not previously received special education services, and this evaluation was requested to determine whether a disability may be impacting STUDENT’s learning and school participation. Teacher reports, classroom observations, and early progress data reflect concerns in areas such as decoding, reading fluency, and written expression. (FOR INDIANA STUDENTS) Current testing is being conducted to determine whether STUDENT meets eligibility criteria for a Specific Learning Disability under Indiana Article 7 criteria.
Prompt Title: Discussion/Summary Paragraph: Introductory
School District: General
Stage: Report Writing

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Discussion/Summary Paragraph: Battery/Assessment

Saved AI prompt: I need a standalone paragraph summarizing one specific assessment battery for the Discussion/Summary section of a psychoeducational evaluation. The paragraph should be concise, school-based, and legally defensible, written in my tone. Do not overinterpret or suggest eligibility decisions. For the battery I provide, include: • The full name of the test, followed by its acronym • A brief explanation of what the test is designed to measure in school-appropriate language • A concise summary of the student’s performance, using selective standard scores or ranges when relevant, not a list of every score • A cautious, general interpretation describing patterns or tendencies observed in the data, wi

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Last edited: 2026-01-22T00:28:11.664Z

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Last Updated: 2026-01-22T00:28:11.664Z
Prompt Text: I need a standalone paragraph summarizing one specific assessment battery for the Discussion/Summary section of a psychoeducational evaluation. The paragraph should be concise, school-based, and legally defensible, written in my tone. Do not overinterpret or suggest eligibility decisions. For the battery I provide, include: • The full name of the test, followed by its acronym • A brief explanation of what the test is designed to measure in school-appropriate language • A concise summary of the student’s performance, using selective standard scores or ranges when relevant, not a list of every score • A cautious, general interpretation describing patterns or tendencies observed in the data, without implying eligibility or making clinical conclusions The summary should remain neat, tidy, and focused only on that assessment tool. Expected Output Format Examples These examples show the narrative style, tone, and paragraph structure expected. Developmental Battery Example (DP-4): The Developmental Profile, Fourth Edition (DP-4), a measure of developmental functioning across cognition, communication, adaptive behavior, and social-emotional skills, was administered to better understand STUDENT’s developmental strengths and areas of need. Results indicated performance within the delayed range across several domains, with stronger abilities noted in adaptive routines and more pronounced challenges in expressive communication and early learning skills. These findings may reflect uneven developmental progress and offer information about patterns relevant to STUDENT’s functioning in the school environment. Academic Battery Example (WJ-IV): The Woodcock-Johnson Tests of Achievement, Fourth Edition (WJ-IV), a measure of academic achievement across reading, mathematics, and written language, was administered to assess STUDENT’s current academic skills. STUDENT demonstrated performance within the Extremely Low range in basic reading skills and written expression, with somewhat stronger, though still below average, performance in mathematics calculation. These results may indicate ongoing difficulty acquiring foundational literacy skills and provide useful information for supporting instructional planning.
Prompt Title: Discussion/Summary Paragraph: Battery/Assessment
School District: General
Stage: Report Writing

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Discussion/Summary Paragraph: Overall Findings Paragraph

Saved AI prompt: I need the overall findings paragraph for the Discussion/Summary section. Please write a concise narrative that highlights broad patterns observed across all assessment sources, including strengths, needs, and consistent themes. This paragraph should be exploratory and descriptive, not prescriptive. The paragraph should describe general trends across cognitive, academic, adaptive, communication, social-emotional, and behavioral areas as reflected in the evaluation data. Note the patterns that emerged across multiple sources and how they help inform a fuller understanding of the student’s current school-based functioning. Do not imply eligibility or make any predetermination. This paragraph s

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Description
Last Updated: 2026-01-22T00:28:33.957Z
Prompt Text: I need the overall findings paragraph for the Discussion/Summary section. Please write a concise narrative that highlights broad patterns observed across all assessment sources, including strengths, needs, and consistent themes. This paragraph should be exploratory and descriptive, not prescriptive. The paragraph should describe general trends across cognitive, academic, adaptive, communication, social-emotional, and behavioral areas as reflected in the evaluation data. Note the patterns that emerged across multiple sources and how they help inform a fuller understanding of the student’s current school-based functioning. Do not imply eligibility or make any predetermination. This paragraph should simply organize and synthesize what was observed across the evaluation. Expected Output Format Example This example shows the paragraph structure, tone, and narrative style expected. Across all areas assessed, consistent patterns emerged in STUDENT’s developmental and educational functioning. Strengths were observed in STUDENT’s responsiveness to structured routines, cooperation with adults, and engagement during familiar tasks. Ongoing concerns were noted in areas such as social communication, receptive and expressive language, adaptive behavior, and academic readiness, with several measures reflecting performance below age expectations. Taken together, these findings offer a comprehensive picture of STUDENT’s current functioning and provide information for the Case Conference Committee to consider when discussing appropriate supports and next steps.
Prompt Title: Discussion/Summary Paragraph: Overall Findings Paragraph
School District: General
Stage: Report Writing

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Discussion/Summary Paragraph: Final Case Conference Committee Paragraph (Preserve Exactly As Written)

Saved AI prompt: The determination of the student’s eligibility and the development of an appropriate educational program are the responsibility of the Case Conference Committee. A Case Conference should be convened to (1) consider information from each member of the multidisciplinary evaluation team, (2) determine eligibility for special education, (3) develop appropriate educational alternatives, and (4) formulate recommendations that ensure suitable programming in the least restrictive environment.

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Last edited: 2026-01-22T00:29:02.760Z

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Description
Last Updated: 2026-01-22T00:29:02.760Z
Prompt Text: The determination of the student’s eligibility and the development of an appropriate educational program are the responsibility of the Case Conference Committee. A Case Conference should be convened to (1) consider information from each member of the multidisciplinary evaluation team, (2) determine eligibility for special education, (3) develop appropriate educational alternatives, and (4) formulate recommendations that ensure suitable programming in the least restrictive environment.
Prompt Title: Discussion/Summary Paragraph: Final Case Conference Committee Paragraph (Preserve Exactly As Written)
School District: General
Stage: Report Writing

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Summary of Battery in Summary Section

Saved AI prompt: Instruction to the LLM: You must always begin the summary with one clear introductory sentence that states 1. the full name of the assessment, 2. its acronym in parentheses, and 3. what the assessment measures in one concise, accurate phrase. This first sentence is mandatory. After the first sentence, write a cohesive narrative summary of the student’s performance. Your summary must follow these rules: 1. Start with the big picture. Provide an overall statement of how the student performed on the measure when compared to same aged peers. 2. Summarize each domain or subtest cluster by referencing the range classification and the standard score in parentheses. 3. Identify any meaningful streng

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Last edited: 2026-05-19T18:28:40.710Z

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Description
Last Updated: 2026-05-19T18:28:40.710Z
Prompt Text: Instruction to the LLM: You must always begin the summary with one clear introductory sentence that states 1. the full name of the assessment, 2. its acronym in parentheses, and 3. what the assessment measures in one concise, accurate phrase. This first sentence is mandatory. After the first sentence, write a cohesive narrative summary of the student’s performance. Your summary must follow these rules: 1. Start with the big picture. Provide an overall statement of how the student performed on the measure when compared to same aged peers. 2. Summarize each domain or subtest cluster by referencing the range classification and the standard score in parentheses. 3. Identify any meaningful strengths or weaker areas in a neutral and professional tone. 4. Avoid bullet points, jargon, or diagnostic language. 5. Write in full narrative paragraphs that flow naturally. 6. Be concise, formal, and objective. 7. Please use very, very parent friendly vocabulary Template for the first sentence:*The \[Full Name of Test\] (\[Acronym\]) is a \[short description of the type of measure\] used to assess \[primary construct being measured\].* Example Using This Prompt (WRAT5) The Wide Range Achievement Test, Fifth Edition (WRAT5) is a standardized, norm-referenced assessment used to measure foundational academic skills that support reading, writing, and mathematics. STUDENT’s overall performance on the WRAT5 indicates that most of their academic skills fall within the Average range for their age. The Reading Composite score is in the Average range (SS 94), reflecting adequate combined performance in Word Reading and Sentence Comprehension. Word Reading (SS 101), Spelling (SS 102), and Math Computation (SS 104) are all solidly within the Average range. Sentence Comprehension falls in the Low Average range (SS 89), which suggests that although decoding skills are age appropriate, contextual comprehension is somewhat less developed. Overall, the WRAT5 results indicate that STUDENT demonstrates age-appropriate academic skills with a slightly lower performance in contextual reading comprehension.
Prompt Title: Summary of Battery in Summary Section
School District: General
Stage: Report Writing

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🪄 IEP Goal Writing

Writes a clear, measurable, educationally relevant IEP goal using the six-part formula, with a baseline variant. Never fabricates missing components.

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Last edited: 2026-09-05T20:47:13.595Z

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Description: Writes a clear, measurable, educationally relevant IEP goal using the six-part formula, with a baseline variant. Never fabricates missing components.
Last Updated: 2026-09-05T20:47:13.595Z
Prompt Text: Using the available evaluation data, present levels, baseline information, teacher or parent input, and identified area of need, write a clear, measurable, educationally relevant IEP goal. The goal should follow this general formula: By \[time frame\], STUDENT will \[specific observable skill\] in \[setting or context\], as measured by \[method of measurement\], with \[specific level of accuracy or mastery\], with \[allowable supports\]. Include the following components whenever the information is available: - Time frame: State when STUDENT is expected to meet the goal, such as "By the end of the IEP cycle" or a specific date. - Observable skill: Clearly identify what STUDENT will do. The skill must be specific, observable, and measurable rather than vague terms such as "improve," "understand," or "demonstrate progress." - Setting or context: Identify where, when, or under what conditions the skill will be demonstrated, such as during classroom instruction, independent work, structured activities, therapy, peer interactions, or conversational speech. - Measurement method: State how progress will be measured, such as teacher data collection, work samples, curriculum-based measures, direct observation, frequency counts, trials, probes, or other objective data. - Accuracy or mastery criterion: Specify the level STUDENT must achieve, such as 90% accuracy, 4 out of 5 trials, or 3 out of 4 observed opportunities. - Supports: Identify any prompts, cues, visual supports, accommodations, or other assistance STUDENT may use while still meeting the goal. The order of these components may be rearranged when necessary so the goal reads naturally and logically. STANDARD GOAL EXAMPLE "By the end of the IEP cycle, STUDENT will \[specific skill\] in \[setting/context\], as measured by \[measurement method\], with \[accuracy/mastery criterion\], with \[identified supports\]." When baseline data are available or required, incorporate the baseline directly into the goal. Use this general structure: By \[time frame\], STUDENT will increase/decrease \[specific skill or behavior\] from a baseline of \[current performance\] with \[current supports\] to \[target performance\] with \[target supports\], with \[accuracy/mastery criterion\], as measured by \[measurement method\]. BASELINE GOAL EXAMPLE "By the end of the IEP cycle, STUDENT will increase \[target skill\] from a baseline of \[baseline level\] with \[current supports\] to \[target level\] with \[identified supports\], with \[required accuracy\], as measured by \[data collection method\]." Do not invent baseline data, accuracy levels, supports, settings, or measurement methods when they are not supported by the available information. If information needed to create a measurable goal is missing, identify the missing component rather than fabricating it.
Prompt Title: IEP Goal Writing
School District: General
Stage: Report Writing

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🪄 Calendar Invite for Virtual Testing

Paste-ready invite text for virtual testing sessions. Two versions, PresenceLearning and Coviu.

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Last edited: 2026-09-05T20:45:52.060Z

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Description: Paste-ready invite text for virtual testing sessions. Two versions, PresenceLearning and Coviu.
Last Updated: 2026-09-05T20:45:52.060Z
Prompt Text: Paste the matching block into the calendar invite. Use only the version for the platform you are actually meeting on. PRESENCELEARNING For the session, you will need to be using a Chrome browser with audio capabilities (headphones or a quiet space is fine). Below is a link on how to set up your camera and audio input for Chrome. https://support.google.com/chrome/answer/2693767?co=GENIE.Platform%3DDesktop&hl=en You will not need any additional software other than the Chrome browser. We will meet directly in my virtual room which can be accessed via this link: https://room.presencelearning.com/kimi.walker COVIU For the session, you will need to be using a Chrome browser with audio capabilities (headphones or a quiet space is fine). Below is a link on how to set up your camera and audio input for Chrome. https://support.google.com/chrome/answer/2693767?co=GENIE.Platform%3DDesktop&hl=en You will not need any additional software other than the Chrome browser. We will meet directly in my virtual room which can be accessed via this link: https://app.coviu.us/t/kimiwalker/join/reception
Prompt Title: Calendar Invite for Virtual Testing
School District: General
Stage: Testing & Administration

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🪄 Indiana Notice of Findings

Reusable prompt for the three typed boxes on the Indiana Notice of Findings, with Article 7 definitions and the required legal statement.

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Last edited: 2026-09-05T20:46:52.598Z

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Description: Reusable prompt for the three typed boxes on the Indiana Notice of Findings, with Article 7 definitions and the required legal statement.
Last Updated: 2026-09-05T20:46:52.598Z
Prompt Text: Use this every time you need a Notice of Findings created. I am creating a Notice of Findings for a student. I will provide you with background information, teacher or parent input, and any evaluation documents that have been completed so far. I need you to complete only the three typed boxes on the Notice of Findings: 1. Overall Findings 2. Eligibility 3. Provide an Explanation of Why the School May Propose the Eligibility Follow these rules exactly: - Do not say that the evaluation is still in progress. - You may say that additional findings or assessment information may be entered into the evaluation report and presented at the Case Conference. - In the Eligibility box, list all eligibility categories that were part of the evaluation plan and include the full Indiana Article 7 definition for each category. - If Intellectual Disability was originally listed but later determined to be inappropriate, state clearly that it was removed based on review by the school psychologist and intervention teacher. - Do not write anything that suggests predetermination. - Use a formal tone that is culturally appropriate for African American families. - Do not use em dashes. - At the end of the third box, always include this legal statement exactly as written: "The determination of the student's eligibility and the development of an appropriate educational program are the responsibility of the Case Conference Committee. A Case Conference should be convened to (1) consider information from each member of the multidisciplinary evaluation team, (2) determine eligibility for special education, (3) develop appropriate educational alternatives, and (4) formulate recommendations that ensure suitable programming in the least restrictive environment." After I provide the student's information, write all three boxes in clear, formal wording with no predetermination and no em dashes.
Prompt Title: Indiana Notice of Findings
School District: Indiana
Stage: Report Writing

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🪄 RIAS-2 NU Cognitive Narrative and Score Table, Master Prompt

Builds a parent-friendly RIAS-2 NU cognitive narrative and score table from the interpretive report, with required qualitative labels and VIX/NIX discrepancy handling.

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Last edited: 2026-09-05T20:48:04.277Z

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Description: Builds a parent-friendly RIAS-2 NU cognitive narrative and score table from the interpretive report, with required qualitative labels and VIX/NIX discrepancy handling.
Last Updated: 2026-09-05T20:48:04.277Z
Prompt Text: Using the attached RIAS-2 NU Interpretive Report, write a comprehensive, parent-friendly cognitive narrative using information from the interpretive report to enhance the interpretation. The RIAS-2 NU Interpretive Report is the primary source for the write-up, not simply the score summary page. Review the entire interpretive report for index interpretations, subtest descriptions, statistically significant discrepancies, prevalence/base-rate information, educational implications, reasoning patterns, and other clinically meaningful interpretive information. Your job is not to summarize or copy the interpretive report. Use the information within it to produce a stronger, parent-friendly, professionally written interpretation appropriate for inclusion in a psychoeducational evaluation. REQUIRED NARRATIVE STRUCTURE Use exactly these four headings: Overall Cognitive Processing Ability Verbal Intelligence Nonverbal Intelligence Summary of Cognitive Findings Write one cohesive, substantive paragraph under each heading. Do not break sections into multiple small paragraphs. Do not use separation bars. The narrative should be professional, clinically meaningful, educationally relevant, and understandable to parents and other school team members. It should have enough interpretive depth to explain the student's cognitive profile, rather than simply reporting scores. For each applicable index: - Explain what the index measures in parent-friendly language. - Report the Standard Score, percentile rank, and qualitative descriptor. - Explain what the student's level of performance means. - Discuss all subtests contributing to that index. - Name each subtest, report its T-score and qualitative range, explain what the subtest measures, and interpret what the student's performance suggests. - Identify meaningful relative strengths or weaknesses. - Connect the findings to how the student may acquire, understand, reason with, retain, or apply information in educational settings. - Incorporate relevant interpretation from the RIAS-2 NU Interpretive Report without copying its language mechanically. - Do not cite, mention, or refer to the attached interpretive report within the narrative. VIX/NIX DISCREPANCIES Review the discrepancy analysis in the attached report before interpreting the CIX. If the VIX and NIX are significantly different, introduce the actual VIX and NIX scores before discussing the discrepancy. A parent or team member should never encounter a statement about a verbal/nonverbal discrepancy before being told what those scores are. Use the report's statistical significance and prevalence/base-rate information to determine how strongly the discrepancy should be interpreted. If the discrepancy is sufficiently meaningful that the CIX is less useful as a standalone representation of functioning, clearly explain that the CIX should be interpreted with caution and that the student's cognitive functioning is better understood by examining the verbal and nonverbal domains separately. If the discrepancy is statistically significant but relatively common in the normative sample, acknowledge the difference without overstating its clinical importance. If the VIX and NIX are similarly developed, explain that the consistency across domains supports interpretation of the CIX as a meaningful representation of overall cognitive functioning. REQUIRED QUALITATIVE LABELS Do not use the RIAS-2 NU qualitative terminology in the final narrative or table. Translate the RIAS-2 NU ranges into the following report terminology: Significantly below average = Extremely Low Moderately below average = Borderline Below average = Low Average Average = Average Above average = High Average Moderately above average = Superior Significantly above average = Very Superior For RIAS-2 NU subtest T-scores: 29 and below = Extremely Low 30 to 36 = Borderline 37 to 42 = Low Average 43 to 56 = Average 57 to 62 = High Average 63 to 69 = Superior 70 and above = Very Superior Use the appropriate percentile ranks for T-scores. Remember that RIAS subtests use T-scores with a mean of 50 and standard deviation of 10. Do not calculate T-score percentiles as though they were index Standard Scores. SCORE TABLE After the narrative, provide a clean table that can be copied directly into Microsoft Word. Use exactly this order: 1. Composite Intelligence Index (CIX) 2. Verbal Intelligence Index (VIX) 3. Guess What 4. Verbal Reasoning 5. Nonverbal Intelligence Index (NIX) 6. Odd-Item Out 7. What's Missing Use these columns: Composite / Subtest, Standard / T-Score, Percentile, Descriptor. Do not place all composites together and then list the subtests. The verbal subtests belong immediately underneath VIX, and the nonverbal subtests belong immediately underneath NIX. Do not add source notes, citations, explanations, disclaimers, or extra commentary after the table. A worked sample output is kept on the page body below, showing the expected structure, depth, tone, discrepancy analysis, and table organization. It is an example only. Never reuse the sample student's scores or interpretations for another student.
Prompt Title: RIAS-2 NU Cognitive Narrative and Score Table, Master Prompt
School District: General
Stage: Report Writing

Sample Output

The following example demonstrates the expected structure, depth, tone, discrepancy analysis, and table organization. It is an example only. Never reuse the sample student's scores or interpretations for another student. All student-specific information must come from the newly attached RIAS-2 NU Interpretive Report. Overall Cognitive Processing Ability The Reynolds Intellectual Assessment Scales, Second Edition, Normative Update (RIAS-2 NU), was administered to assess STUDENT's cognitive functioning. This assessment evaluates how a student thinks, learns, reasons, and solves problems using both language-based and visual information. Scores are reported with an average of 100, with most students scoring between 90 and 110. STUDENT's overall score, called the Composite Intelligence Index (CIX), fell within the Borderline range (SS = 74, PR = 4), indicating that overall performance was below that of most same-age peers. The Verbal Intelligence Index (VIX) fell within the Extremely Low range (SS = 63, PR = 1), while the Nonverbal Intelligence Index (NIX) fell within the Average range (SS = 92, PR = 30). This significant difference indicates substantially stronger reasoning when working with visual and spatial information than when tasks depend heavily on language. Because of the variability between these domains, the CIX should be interpreted cautiously and should not be considered the best standalone description of STUDENT's cognitive abilities. Instead, the verbal and nonverbal domains provide a more informative picture of how STUDENT processes and responds to different types of information. Verbal Intelligence The Verbal Intelligence Index (VIX) measures STUDENT's ability to understand and use language to think, reason, solve problems, and apply previously learned information. Performance fell within the Extremely Low range (SS = 63, PR = 1), indicating significant difficulty with language-based reasoning compared to same-age peers. On Guess What (T-score = 24, Extremely Low), which measures vocabulary knowledge and the ability to use verbal clues and acquired knowledge to identify concepts, STUDENT demonstrated substantial difficulty accessing and applying learned language information. On Verbal Reasoning (T-score = 31, Borderline), which measures analytical reasoning within the verbal domain and also requires vocabulary knowledge, performance was somewhat stronger but remained below age expectations. This pattern suggests that STUDENT may experience considerable difficulty when learning depends heavily on verbal explanations, vocabulary knowledge, understanding complex language, or reasoning through information presented primarily through words. Pairing verbal instruction with visuals, concrete examples, modeling, repetition, and opportunities to connect new information to familiar experiences may make concepts more accessible. Nonverbal Intelligence The Nonverbal Intelligence Index (NIX) measures STUDENT's ability to analyze visual information, recognize relationships, and solve problems without relying heavily on language. Performance fell within the Average range (SS = 92, PR = 30), representing a significant relative strength compared with verbal reasoning abilities. On Odd-Item Out (T-score = 41, Low Average), which measures analytical reasoning within the nonverbal domain, STUDENT demonstrated some difficulty identifying relationships among visual information when greater analysis was required. On What's Missing (T-score = 49, Average), which measures spatial and visualization abilities, performance was stronger and consistent with age expectations. This pattern suggests that STUDENT is better able to reason and demonstrate understanding when information is visually organized, concrete, or presented through demonstration. Visual cues, models, hands-on experiences, spatial representations, and opportunities to see how something works may allow STUDENT to use these stronger nonverbal abilities to support learning. Summary of Cognitive Findings Overall, STUDENT demonstrates a notably uneven cognitive profile, with significant weakness in verbal reasoning alongside age-appropriate nonverbal reasoning abilities. The large difference between these domains is important when interpreting overall cognitive functioning, as the CIX combines abilities that are developing at substantially different levels. For this reason, the overall composite should be interpreted cautiously, with greater attention given to STUDENT's individual verbal and nonverbal abilities. Language-heavy learning is likely to be considerably more difficult, particularly when tasks require vocabulary knowledge, verbal comprehension, verbal reasoning, or learning primarily through explanation. In contrast, STUDENT demonstrates greater cognitive efficiency when information can be understood visually or through concrete examples and demonstration. This pattern suggests that instruction incorporating visual supports, modeling, experiential learning, repetition, and guided practice may provide stronger access to new information than approaches relying primarily on verbal instruction. Reynolds Intellectual Assessment Scales, Second Edition, Normative Update (Standard Score Mean = 100; Standard Deviation = 15; Subtest T-Score Mean = 50; Standard Deviation = 10)

Composite / Subtest	Standard / T-Score	Percentile	Descriptor
Composite Intelligence Index (CIX)	74	4	Borderline
Verbal Intelligence Index (VIX)	63	1	Extremely Low
Guess What	24	less than 1	Extremely Low
Verbal Reasoning	31	3	Borderline
Nonverbal Intelligence Index (NIX)	92	30	Average
Odd-Item Out	41	18	Low Average
What's Missing	49	46	Average

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🪄 Summary Section Writing

Writes a narrative summary of performance on any measure, always opening with the full test name, acronym, and what it measures.

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Last edited: 2026-09-05T20:46:32.976Z

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Description: Writes a narrative summary of performance on any measure, always opening with the full test name, acronym, and what it measures.
Last Updated: 2026-09-05T20:46:32.976Z
Prompt Text: You must always begin the summary with one clear introductory sentence that states: 1. the full name of the assessment, 2. its acronym in parentheses, and 3. what the assessment measures in one concise, accurate phrase. This first sentence is mandatory. After the first sentence, write a cohesive narrative summary of the student's performance. Your summary must follow these rules: 1. Start with the big picture. Provide an overall statement of how the student performed on the measure when compared to same aged peers. 2. Summarize each domain or subtest cluster by referencing the range classification and the standard score in parentheses. 3. Identify any meaningful strengths or weaker areas in a neutral and professional tone. 4. Avoid bullet points, jargon, or diagnostic language. 5. Write in full narrative paragraphs that flow naturally. 6. Be concise, formal, and objective. TEMPLATE FOR THE FIRST SENTENCE The \[Full Name of Test\] (\[Acronym\]) is a \[short description of the type of measure\] used to assess \[primary construct being measured\]. EXAMPLE USING THIS PROMPT (WRAT5) The Wide Range Achievement Test, Fifth Edition (WRAT5) is a standardized, norm-referenced assessment used to measure foundational academic skills that support reading, writing, and mathematics. STUDENT's overall performance on the WRAT5 indicates that most of their academic skills fall within the Average range for their age. The Reading Composite score is in the Average range (SS 94), reflecting adequate combined performance in Word Reading and Sentence Comprehension. Word Reading (SS 101), Spelling (SS 102), and Math Computation (SS 104) are all solidly within the Average range. Sentence Comprehension falls in the Low Average range (SS 89), which suggests that although decoding skills are age appropriate, contextual comprehension is somewhat less developed. Overall, the WRAT5 results indicate that STUDENT demonstrates age-appropriate academic skills with a slightly lower performance in contextual reading comprehension.
Prompt Title: Summary Section Writing
School District: General
Stage: Report Writing

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🪄 Enhancing Vineland (VABS-3) Write-Ups

Strengthens an existing VABS-3 narrative with educational impact and concrete classroom examples, without changing the format.

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Last edited: 2026-09-05T20:46:13.942Z

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Description: Strengthens an existing VABS-3 narrative with educational impact and concrete classroom examples, without changing the format.
Last Updated: 2026-09-05T20:46:13.942Z
Prompt Text: PROMPT FOR ENHANCING VINELAND (VABS-3) WRITE-UPS, DO NOT CHANGE FORMAT You are revising a Vineland Adaptive Behavior Scales (VABS-3) narrative for a psychoeducational report. The current write-up is too general and does not clearly explain what the scores mean in a school setting. Your task is to enhance the content only, while keeping the exact format. Non-Negotiable Rules: 1. DO NOT change the format at all. - Keep the same headings: Communication, Socialization, Daily Living Skills, Motor Skills - Keep the same paragraph structure under each domain - Do NOT add bullet points, tables, or new sections - Do NOT reorganize or combine domains - Do NOT remove existing sentences unless replacing them with stronger versions 2. You are only adding and strengthening content within the existing paragraphs. - You may add 2 to 4 sentences to each domain paragraph - You may slightly revise wording for clarity, but keep the structure intact 3. Add educational impact to each domain. 4. Within each domain paragraph, clearly explain: - What the score means in a school setting - How this may show up in the classroom - How it affects independence, task completion, participation, or access to instruction 5. Use concrete, observable school examples when possible. Examples include: difficulty following multi-step directions; trouble organizing materials or starting work; inconsistent task completion; difficulty participating in discussions; handwriting, pencil grip, or written output concerns; need for prompting, redirection, or repetition. 6. Align with known concerns in the report when available. If the report mentions attention, handwriting, academic struggles, or behavior, connect the Vineland interpretation to those areas. 7. Avoid vague or generic language. Do NOT use phrases like "This may impact functioning" or "This suggests difficulty." Instead, be direct and specific: "This may present as difficulty completing assignments without prompts" or "This may result in reduced independence during classroom tasks." 8. Maintain a professional, parent-friendly tone. Clear, natural language, not overly clinical or robotic. 9. Add a brief interpretation to the Adaptive Behavior Composite paragraph only. Include 2 to 3 sentences explaining what the overall score means for the student's day-to-day functioning in school, especially independence, routines, and task management.
Prompt Title: Enhancing Vineland (VABS-3) Write-Ups
School District: General
Stage: Report Writing

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Comprehensive File Review and Eligibility Consideration Prompt

Saved AI prompt: COMPREHENSIVE REVIEW OF EXISTING DATA Special Education Evaluation and Reevaluation File Review You are assisting a school psychologist with a comprehensive review of existing educational records for a student being considered for an initial evaluation or reevaluation. The purpose of this review is NOT to determine eligibility. The purpose is to organize and analyze the available evidence so the school psychologist can determine: 1. What the existing records actually show 2. What concerns are currently supported by data 3. Whether concerns appear isolated or pervasive across areas 4. Whether there are reasonable alternative explanations for the student's difficulties 5. Which eligibility are

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Description
Last Updated: 2026-08-10T20:01:24.457Z
Prompt Text: COMPREHENSIVE REVIEW OF EXISTING DATA Special Education Evaluation and Reevaluation File Review You are assisting a school psychologist with a comprehensive review of existing educational records for a student being considered for an initial evaluation or reevaluation. The purpose of this review is NOT to determine eligibility. The purpose is to organize and analyze the available evidence so the school psychologist can determine: 1. What the existing records actually show 2. What concerns are currently supported by data 3. Whether concerns appear isolated or pervasive across areas 4. Whether there are reasonable alternative explanations for the student's difficulties 5. Which eligibility areas may warrant consideration 6. Which eligibility areas are not strongly supported by the existing record 7. What additional assessment data would help answer the remaining questions Review ALL uploaded records before completing the analysis. This may include previous evaluations, IEPs, eligibility documents, progress reports, grades, benchmark data, intervention records, attendance, discipline records, teacher reports, parent input, medical information, related service records, behavior data, and other available educational records. Do not simply summarize each document separately. Synthesize information across documents and across time. IMPORTANT ANALYSIS RULES • Do not assume that because an eligibility category was requested, the existing data support that category. • Do not assume that poor grades automatically indicate a Specific Learning Disability. • Do not assume that low academic performance automatically indicates Intellectual Disability. • Do not assume that a medical diagnosis or attention concern automatically establishes Other Health Impairment. • Do not determine eligibility. Eligibility is a CCC/team decision based on the completed evaluation. • Clearly distinguish documented facts from reasonable hypotheses. • Identify contradictory information rather than trying to make all data agree. • Consider developmental history and changes in functioning over time. • Consider whether weaknesses are specific to certain tasks/settings or occur broadly across functioning. • Consider whether medical, communication, attention, attendance, instructional, behavioral, or environmental factors could contribute to academic performance. • Do not invent missing information. • If information necessary to evaluate an eligibility area is unavailable, explicitly identify what is missing. • Focus on educational impact and need for specially designed instruction, not diagnosis alone. SECTION 1: STUDENT SNAPSHOT Provide a concise overview including: • Current grade • Current eligibility area(s) • Current special education and related services • Approximate amount/frequency of specialized instruction • General education participation/placement • Major accommodations • Reason for the current evaluation or reevaluation • Eligibility areas specifically requested or currently being considered Keep this section brief. It should orient the reviewer before the deeper analysis. SECTION 2: DEVELOPMENTAL AND EVALUATION HISTORY Review previous evaluations and summarize: • Previous cognitive/developmental findings • Previous academic findings • Adaptive functioning • Communication • Social-emotional/behavioral functioning • Motor/sensory findings • Medical or developmental factors relevant to school functioning • Previous eligibility decisions and the rationale documented for those decisions Pay particular attention to how the student's functioning has changed over time. Do not treat early childhood scores as automatically representative of current functioning. Explain their historical significance while recognizing developmental change. SECTION 3: CURRENT ACADEMIC PROFILE Analyze current academic functioning by area: Reading Written Expression Mathematics Other Academic Subjects For each area, identify: • Current grades • Benchmark or standardized data, if available • IEP present levels • Current goals • Progress toward goals • Teacher descriptions • Intervention information • Strengths • Weaknesses Then examine the profile ACROSS subjects. Ask: • Are difficulties broad across academics or concentrated in particular areas? • Are there meaningful academic strengths? • Does performance change depending on task demands? • Is the student more successful with applied, hands-on, contextual, small-group, or supported instruction? • Does performance decrease during tasks requiring sustained independent attention, decoding, calculation, writing, or other specific skills? • Are current goals substantially below grade-level expectations, moderately below expectations, or relatively close to grade-level skills? • How intensive is the specialized academic instruction currently required? Do not interpret a single low grade as evidence of disability without examining the broader pattern. SECTION 4: ATTENTION, BEHAVIOR, AND EXECUTIVE FUNCTIONING Summarize evidence regarding: • Attention • Task initiation • Sustained effort • Distractibility • Impulsivity • Work completion • Need for prompting • Independence • Behavior across settings • Discipline history • Response to structure, small groups, adult support, or preferred activities Then analyze whether attention or executive functioning difficulties could reasonably affect academic performance. Distinguish between: 1. A student who appears not to possess an academic skill 2. A student who possesses or is developing the skill but has difficulty consistently demonstrating it because of attention, persistence, independence, or task demands Do not make a diagnosis. SECTION 5: ADAPTIVE FUNCTIONING Review adaptive functioning carefully across: • Communication • Self-care • Toileting • Dressing • Feeding • Independence • Safety • Functional academics, if documented • School routines • Social functioning • Age-appropriate responsibility When adaptive weaknesses are present, determine whether records suggest they are: • Broad and pervasive across adaptive functioning • Limited to particular skills • Developmentally improving • Related to a medical or physical condition • Related to communication difficulties • Related to environmental opportunities or previous developmental history This distinction is especially important when considering Intellectual Disability. Do not treat medically necessary assistance as evidence of globally impaired adaptive functioning without examining the reason assistance is required. SECTION 6: COMMUNICATION AND RELATED SERVICES Review: • Speech/language history • Current communication functioning • Articulation • Fluency • Receptive/expressive language • Progress in speech/language services • OT/PT or other related services • Whether previous weaknesses have improved, persisted, or resolved Consider whether communication history could have contributed to the development or demonstration of academic skills. SECTION 7: MEDICAL AND ATTENDANCE FACTORS Summarize relevant medical conditions, health plans, medications, absences, tardiness, interrupted instruction, or other factors. Analyze whether these factors could reasonably affect: • Attention • Stamina • School participation • Academic acquisition • Demonstration of skills • Adaptive functioning Do not assume causation. Identify the relationship as a consideration when supported by the record. SECTION 8: ELIGIBILITY AREA ANALYSIS Analyze EACH eligibility area that is: 1. Currently identified, 2. Specifically requested by the parent or teacher, or 3. Reasonably raised by the records. For each eligibility area, use this format: ELIGIBILITY AREA: \[Name\] Evidence Supporting Consideration: List specific evidence from the records that makes this area reasonable to investigate. Evidence That Does Not Currently Support or May Weigh Against This Area: Identify strengths, contradictory findings, developmental progress, or other evidence that does not fit the expected pattern. Alternative or Competing Explanations: Identify other documented factors that could potentially explain the difficulties. Missing Information: Identify what additional information would be needed to meaningfully evaluate this eligibility area. Current Level of Support From Existing Data: Choose ONE: • Strongly Supported for Further Consideration • Moderately Supported for Further Consideration • Limited Support, but Assessment May Be Appropriate • Little Current Evidence Supporting This Area This rating refers ONLY to whether the existing information supports further consideration. It is NOT an eligibility determination. SPECIFIC LEARNING DISABILITY ANALYSIS If SLD is being considered, specifically examine: • Reading • Reading comprehension • Reading fluency • Written expression • Mathematics calculation • Mathematics problem solving • Patterns of academic strengths and weaknesses • Progress despite appropriate instruction/intervention • Whether difficulties are specific rather than global • Attention and engagement • Attendance • Communication history • Instructional history • Current intensity of academic intervention Explicitly state whether the EXISTING record demonstrates a clear academic pattern potentially relevant to SLD, whether the pattern is unclear, or whether current data are insufficient. Do not determine that SLD exists. INTELLECTUAL DISABILITY ANALYSIS If Intellectual Disability is being considered, separately examine: A. Evidence regarding intellectual/cognitive functioning B. Evidence regarding adaptive functioning C. Academic and functional performance D. Whether weaknesses appear broad and pervasive across settings and domains Pay close attention to adaptive strengths. If low adaptive performance can reasonably be associated with medical, motor, feeding, communication, or other specific limitations, identify that issue rather than automatically interpreting the score as evidence of global adaptive impairment. Explicitly state whether the existing record suggests broad cognitive/adaptive concerns, whether findings are mixed, or whether current data provide limited support for this hypothesis. Do not determine that Intellectual Disability exists. OTHER HEALTH IMPAIRMENT ANALYSIS If OHI is being considered, examine: • Documented health condition(s) • Attention, alertness, stamina, or executive functioning • Educational impact • Current specialized instruction • Current accommodations • Functional impact across the school day • Whether existing OHI eligibility continues to appear relevant based on the available records Do not assume continued eligibility solely because the student was previously eligible. SECTION 9: CROSS-DATA ANALYSIS Identify 3 to 6 of the most important patterns across the entire record. Examples might include: • Academic weaknesses occurring primarily during tasks requiring sustained attention • Stronger performance in applied or highly engaging subjects • Historical adaptive weakness largely associated with medical needs • Significant developmental improvement over time • Broad weaknesses across academic and adaptive areas • A specific and persistent weakness despite otherwise age-appropriate functioning • Differences between parent concerns and school observations Only identify patterns actually supported by the uploaded records. SECTION 10: QUESTIONS THE EVALUATION SHOULD ANSWER Generate the key evaluation questions that should guide assessment. Examples: • What is the student's current cognitive profile? • Does the student demonstrate a specific pattern of academic strengths and weaknesses? • To what extent do attention and task persistence affect academic performance? • Are adaptive weaknesses broad and pervasive, or primarily associated with documented medical needs? • Does the student continue to demonstrate educational impact associated with the current eligibility? • Does the student require specially designed instruction in the areas of concern? Tailor the questions to this student's actual record. SECTION 11: RECOMMENDED ASSESSMENT AREAS Recommend assessment AREAS, not necessarily specific test names, unless specifically requested. Possible areas include: • Cognitive functioning • Academic achievement • Adaptive behavior • Attention/executive functioning • Social-emotional/behavioral functioning • Speech/language • Observation • Teacher interview • Parent interview • Records review • Progress monitoring/intervention data For every recommended area, provide a one-sentence explanation of what question that assessment would help answer. Do not recommend unnecessary testing simply because an instrument is available. SECTION 12: SCHOOL PSYCHOLOGIST REVIEW SUMMARY End with a concise professional summary written directly to the supervising school psychologist. Use this format: Most Supported Considerations: \[Eligibility areas with the strongest existing evidence\] Areas Worth Assessing but Currently Unclear: \[Areas where assessment is reasonable but the existing record is mixed or limited\] Areas With Limited Existing Support: \[Eligibility areas requested or considered but not strongly reflected in current records\] Major Factors to Rule Out or Consider: \[Attention, medical factors, attendance, communication history, instruction, etc.\] Recommended Evaluation Focus: \[Brief description of what the evaluation should clarify\] Do NOT make a final eligibility determination. Do NOT write the Notice of Evaluation unless separately requested. Do NOT merely repeat information from the records. The final product should demonstrate synthesis, comparison across data sources, consideration of competing explanations, and identification of the questions that still need to be answered.
Prompt Title: Comprehensive File Review and Eligibility Consideration Prompt
School District: General
Stage: Pre-referral

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Prompt library · page

Record Review (Indiana)

Saved AI prompt: You are a school psychologist. Complete a Record Review based on all documents I upload in this chat. A Record Review is a summary of existing educational, behavioral, academic, and functional data. Your job is to organize and summarize the information. Do not make eligibility decisions, and do not draft a Notice or consent form. Before completing the Record Review, confirm the following: 1. The student’s name 2. Whether this is an initial evaluation or a reevaluation 3. Whether the team has identified any specific areas of concern Once confirmed, complete the Record Review using the structure below. Structure: 1. List of Documents Reviewed 2. Student Background Summary 3. Academic Informati

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Last Updated: 2026-02-27T03:24:04.058Z
Prompt Text: You are a school psychologist. Complete a Record Review based on all documents I upload in this chat. A Record Review is a summary of existing educational, behavioral, academic, and functional data. Your job is to organize and summarize the information. Do not make eligibility decisions, and do not draft a Notice or consent form. Before completing the Record Review, confirm the following: 1. The student’s name 2. Whether this is an initial evaluation or a reevaluation 3. Whether the team has identified any specific areas of concern Once confirmed, complete the Record Review using the structure below. Structure: 1. List of Documents Reviewed 2. Student Background Summary 3. Academic Information 4. Behavioral, Functional, and Social-Emotional Information 5. Communication and Language Information 6. Adaptive Behavior Information 7. Attendance Information 8. Overall Summary of Educational Concerns 9. Recommendations for Additional Data Do not determine eligibility or write a Notice. Only identify areas where additional data may help the team.
Prompt Title: Record Review (Indiana)
School District: Indiana
Stage: Report Writing

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Module 5 · page

📔 Adaptive Behavior Assessment System (ABAS)

This page provides guidance on administering, scoring, and interpreting the ABAS, helping ensure accurate assessment of adaptive behavior for evaluation reports. The ABAS is a standardized tool used to evaluate adaptive behavior across various domains, including communication, self-care, and social skills. This page provides guidance on how to administer, score, and interpret the ABAS, ensuring consistent, accurate results that inform comprehensive evaluation reports.

School Psych Hub / Module 5: Testing & Report Writing Guide
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Multi-select: ['Adaptive']
Test: Adaptive Behavior Assessment System (ABAS)
date:Last Updated:is_datetime: 0
date:Last Updated:start: 2025-12-18

This page provides guidance on administering, scoring, and interpreting the ABAS, helping ensure accurate assessment of adaptive behavior for evaluation reports. The ABAS is a standardized tool used to evaluate adaptive behavior across various domains, including communication, self-care, and social skills. This page provides guidance on how to administer, score, and interpret the ABAS, ensuring consistent, accurate results that inform comprehensive evaluation reports.

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Module 5 · page

📔 BASC

This page provides guidance on administering, scoring, and interpreting the BASC, ensuring accurate assessment of behavioral and emotional functioning for evaluation reports. The BASC is a comprehensive assessment tool designed to evaluate a child’s behavioral and emotional functioning across home and school settings. This page provides detailed guidance on how to administer, score, and interpret the BASC, ensuring reliable results that can be used to inform interventions, support planning, and inclusion in comprehensive evaluation reports. Following these procedures helps maintain consistency, accuracy, and clarity in behavioral assessments.

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Multi-select: ['Socio-Emotional']
Test: BASC
date:Last Updated:is_datetime: 0
date:Last Updated:start: 2025-12-18

This page provides guidance on administering, scoring, and interpreting the BASC, ensuring accurate assessment of behavioral and emotional functioning for evaluation reports. The BASC is a comprehensive assessment tool designed to evaluate a child’s behavioral and emotional functioning across home and school settings. This page provides detailed guidance on how to administer, score, and interpret the BASC, ensuring reliable results that can be used to inform interventions, support planning, and inclusion in comprehensive evaluation reports. Following these procedures helps maintain consistency, accuracy, and clarity in behavioral assessments. Note: Please watch the video from timestamp 3:56 onward for relevant guidance and reference.

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Module 5 · page

📔 Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI)

The Beery-Buktenica VMI is an assessment that evaluates the integration of visual and motor skills in children and adolescents. This page provides guidance on how to administer, score, and interpret the VMI, ensuring accurate results that can be confidently included in evaluation reports. Following these procedures helps maintain consistency, reliability, and clarity across all assessments.

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Test: Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI)
date:Last Updated:is_datetime: 0
date:Last Updated:start: 2025-12-18

The Beery-Buktenica VMI is an assessment that evaluates the integration of visual and motor skills in children and adolescents. This page provides guidance on how to administer, score, and interpret the VMI, ensuring accurate results that can be confidently included in evaluation reports. Following these procedures helps maintain consistency, reliability, and clarity across all assessments.

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Module 5 · page

📔 Bracken Concept Scale-4

This page provides reference on Bracken Concept Scale-4, helping ensure accurate results for use in evaluation reports. The Bracken Concept Scale-4 assesses a child’s understanding of foundational concepts essential for academic learning.

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Multi-select: ['Socio-Emotional']
Test: Bracken Concept Scale-4
date:Last Updated:is_datetime: 0
date:Last Updated:start: 2025-12-18

This page provides reference on Bracken Concept Scale-4, helping ensure accurate results for use in evaluation reports. The Bracken Concept Scale-4 assesses a child’s understanding of foundational concepts essential for academic learning.

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Module 5 · page

📔 Brown EF/A

This page provides guidance on administering, scoring, and interpreting the Brown Executive Function/Attention (EF/A) assessment, ensuring accurate evaluation of executive functioning skills for reports. The Brown EF/A is an assessment tool designed to evaluate a child’s executive functioning and attention skills across various domains. This page provides detailed guidance on how to administer, score, and interpret the Brown EF/A, ensuring accurate and reliable results that can inform intervention planning, support strategies, and comprehensive evaluation reports. Following these procedures helps maintain consistency, clarity, and data-driven recommendations for addressing executive functioning challenges.

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Multi-select: ['Socio-Emotional']
Test: Brown EF/A
date:Last Updated:is_datetime: 0
date:Last Updated:start: 2025-12-18

This page provides guidance on administering, scoring, and interpreting the Brown Executive Function/Attention (EF/A) assessment, ensuring accurate evaluation of executive functioning skills for reports. The Brown EF/A is an assessment tool designed to evaluate a child’s executive functioning and attention skills across various domains. This page provides detailed guidance on how to administer, score, and interpret the Brown EF/A, ensuring accurate and reliable results that can inform intervention planning, support strategies, and comprehensive evaluation reports. Following these procedures helps maintain consistency, clarity, and data-driven recommendations for addressing executive functioning challenges. Note: This is for Brown EF/A showing how to incorporate in the Eval report. Please watch the video from timestamp 0:49 to 2:09 for reference. There is also a short discussion on WJ Cognitive in this video, which you can check out for additional guidance.

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Module 5 · page

📔 Developmental Profile-4 (DP-4)

The DP-4 is a standardized assessment that evaluates a child’s developmental skills across multiple domains, including motor, adaptive, social-emotional, cognitive, and communication areas. This page provides detailed guidance on how to accurately score and interpret the DP-4, ensuring reliable results that inform comprehensive evaluation reports and support data-driven recommendations. Following these procedures helps maintain consistency, accuracy, and clarity in documenting developmental profiles. Note: This tutorial provides guidance on interpreting the DP-4 manually, without the use of AI, for your reference and accurate evaluation reporting.

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Multi-select: ['Socio-Emotional']
Test: Developmental Profile-4 (DP-4)
date:Last Updated:is_datetime: 0
date:Last Updated:start: 2025-12-18

The DP-4 is a standardized assessment that evaluates a child’s developmental skills across multiple domains, including motor, adaptive, social-emotional, cognitive, and communication areas. This page provides detailed guidance on how to accurately score and interpret the DP-4, ensuring reliable results that inform comprehensive evaluation reports and support data-driven recommendations. Following these procedures helps maintain consistency, accuracy, and clarity in documenting developmental profiles. Note: This tutorial provides guidance on interpreting the DP-4 manually, without the use of AI, for your reference and accurate evaluation reporting. This page provides guidance on scoring and interpreting the DP-4, ensuring accurate assessment of developmental profiles for evaluation reports. The DP-4 is a standardized assessment that evaluates a child’s developmental skills across multiple domains, including motor, adaptive, social-emotional, cognitive, and communication areas. This page provides detailed guidance on how to accurately score and interpret the DP-4, ensuring reliable results that inform comprehensive evaluation reports and support data-driven recommendations. Following these procedures helps maintain consistency, accuracy, and clarity in documenting developmental profiles. Note: This tutorial provides guidance on interpreting the DP-4 manually, without the use of AI, for your reference and accurate evaluation reporting.

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Module 5 · page

📔 GORT (Video Needs Editing)

This page provides guidance on scoring and interpreting the GORT, ensuring accurate assessment of oral reading fluency and comprehension for evaluation reports. The GORT is a standardized assessment designed to evaluate a student’s oral reading fluency and comprehension. This page provides detailed guidance on how to score and interpret the GORT, ensuring accurate and reliable results that can be incorporated into comprehensive evaluation reports. Following these procedures helps maintain consistency across assessments and supports data-driven recommendations for reading instruction and intervention.

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Multi-select: ['Cognitive']
Test: GORT (Video Needs Editing)
date:Last Updated:is_datetime: 0
date:Last Updated:start: 2025-12-18

This page provides guidance on scoring and interpreting the GORT, ensuring accurate assessment of oral reading fluency and comprehension for evaluation reports. The GORT is a standardized assessment designed to evaluate a student’s oral reading fluency and comprehension. This page provides detailed guidance on how to score and interpret the GORT, ensuring accurate and reliable results that can be incorporated into comprehensive evaluation reports. Following these procedures helps maintain consistency across assessments and supports data-driven recommendations for reading instruction and intervention. Note: This is a video walkthrough on how to score and interpret GORT; it currently has no video and needs editing for voice-over.

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Module 5 · page

📔 RIAS

RIAS tutorial entry that redirects readers to the updated scoring/reporting workflow.

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Multi-select: ['Cognitive']
Test: RIAS
date:Last Updated:is_datetime: 0
date:Last Updated:start: 2025-12-18

refer to this page for updated SOP/Workflow: 📝 Workflow| RIAS Scoring & Reporting

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Module 5 · page

📔 Wechsler Individual Achievement Test (WIAT)

This page provides guidance on scoring and interpreting the WIAT, ensuring accurate assessment of academic achievement for evaluation reports. The WIAT is a comprehensive assessment used to measure academic achievement across areas such as reading, math, written language, and oral language. This page provides detailed guidance on how to score and interpret the WIAT, ensuring that results are accurate, reliable, and meaningful for inclusion in evaluation reports. Following these procedures helps maintain consistency across assessments and supports clear, data-driven recommendations.

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Multi-select: ['Achievement']
Test: Wechsler Individual Achievement Test (WIAT)
date:Last Updated:is_datetime: 0
date:Last Updated:start: 2025-12-18

This page provides guidance on scoring and interpreting the WIAT, ensuring accurate assessment of academic achievement for evaluation reports. The WIAT is a comprehensive assessment used to measure academic achievement across areas such as reading, math, written language, and oral language. This page provides detailed guidance on how to score and interpret the WIAT, ensuring that results are accurate, reliable, and meaningful for inclusion in evaluation reports. Following these procedures helps maintain consistency across assessments and supports clear, data-driven recommendations. How to score WIAT essay composition

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Module 5 · page

📔 Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V)

WISC-V tutorial entry that redirects readers to the updated scoring/report-generation workflow.

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Multi-select: ['Cognitive']
Test: Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V)
date:Last Updated:is_datetime: 0
date:Last Updated:start: 2025-12-18

Refer to this page for updated Workflow: 📝 Workflow I WISC-V Scoring & Report Generation

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Module 5 · page

📔 WJ IV Achievement

This page provides step-by-step guidance on how to score the Woodcock-Johnson (WJ) Achievement ensuring accurate calculations and clear results for evaluation reports. This page provides detailed instructions on how to score the Woodcock-Johnson (WJ) Achievement. It covers everything from entering raw scores and calculating standard scores to interpreting subtest results accurately. Following this guide ensures that your scoring is consistent, reliable, and aligned with best practices, making it easier to compile clear and professional evaluation reports.

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Test: WJ IV Achievement
date:Last Updated:is_datetime: 0
date:Last Updated:start: 2025-12-18

This page provides step-by-step guidance on how to score the Woodcock-Johnson (WJ) Achievement ensuring accurate calculations and clear results for evaluation reports. This page provides detailed instructions on how to score the Woodcock-Johnson (WJ) Achievement. It covers everything from entering raw scores and calculating standard scores to interpreting subtest results accurately. Following this guide ensures that your scoring is consistent, reliable, and aligned with best practices, making it easier to compile clear and professional evaluation reports. How to Score WJ Achievement Scoring WJ Achievement Subtests Scoring WJ Achievement: Writing Samples NOTE: (For Rachele) Time STAMP: Scoring WJ Achievement Subtests - No name on video Scoring WJ Achievement: Writing Samples Need to blur this in the entire video: Image/attachment: unnamed — open original page to inspect

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Module 5 · page

📔 WJ IV Cognitive

This page provides step-by-step guidance on how to score the Woodcock-Johnson (WJ) Cognitive tests, ensuring accurate calculations and clear results for evaluation reports. This page provides detailed instructions on how to score the Woodcock-Johnson (WJ) Cognitive assessments. It covers everything from entering raw scores and calculating standard scores to interpreting subtest results accurately. Following this guide ensures that your scoring is consistent, reliable, and aligned with best practices, making it easier to compile clear and professional evaluation reports.

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Multi-select: ['Cognitive']
Test: WJ IV Cognitive
date:Last Updated:is_datetime: 0
date:Last Updated:start: 2026-02-18

This page provides step-by-step guidance on how to score the Woodcock-Johnson (WJ) Cognitive tests, ensuring accurate calculations and clear results for evaluation reports. This page provides detailed instructions on how to score the Woodcock-Johnson (WJ) Cognitive assessments. It covers everything from entering raw scores and calculating standard scores to interpreting subtest results accurately. Following this guide ensures that your scoring is consistent, reliable, and aligned with best practices, making it easier to compile clear and professional evaluation reports. How to Generate Score Report for WJ Cog from Riverside & generating report from Clickreports Image/attachment: unnamed — open original page to inspect Image/attachment: unnamed — open original page to inspect

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Module 5 · page

📔 Woodcock-Johnson Early Cognitive and Academic Development (WJ ECAD)

This page provides guidance on administering, scoring, and interpreting the WJ ECAD, ensuring accurate evaluation of early cognitive and academic skills. The WJ ECAD is designed to assess early cognitive abilities and foundational academic skills in young children. This page provides detailed guidance on how to score and interpret the assessment, ensuring accurate results that can inform instructional planning and comprehensive evaluation reports. Following these procedures helps maintain consistency, reliability, and clarity across all early childhood assessments.

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Multi-select: ['Achievement']
Test: Woodcock-Johnson Early Cognitive and Academic Development (WJ ECAD)
date:Last Updated:is_datetime: 0
date:Last Updated:start: 2025-12-18

This page provides guidance on administering, scoring, and interpreting the WJ ECAD, ensuring accurate evaluation of early cognitive and academic skills. The WJ ECAD is designed to assess early cognitive abilities and foundational academic skills in young children. This page provides detailed guidance on how to score and interpret the assessment, ensuring accurate results that can inform instructional planning and comprehensive evaluation reports. Following these procedures helps maintain consistency, reliability, and clarity across all early childhood assessments.

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First Steps · page

Checklist Item #1

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School Psych Hub / First Steps / Lesson 1 Checklist
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First Steps · page

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Anderson · page

🏫 Anderson Site — Overview

This workflow outlines the step-by-step process for managing referrals, evaluations, documentation, and reporting for Anderson Community Schools

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Sections: ## 🔍 What This Workflow Includes · 📘 How VAs Should Use This Guide · 🗺 Visual Workflow · 📄 Workflow Table

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Description: This workflow outlines the step-by-step process for managing referrals, evaluations, documentation, and reporting for Anderson Community Schools
Last Updated: 2026-08-17T14:32:29.118Z
Name: Anderson Site — Overview
Purpose: The purpose of this workflow is to ensure all team members follow a consistent, organized, and compliant process when supporting students. It promotes accuracy, accountability, timely evaluations, and smooth coordination between district personnel and the internal team.
Tools: ['Gmail', 'Dropbox', 'ClickUp', 'Powerschool']

Image/attachment: unnamed — open original page to inspect [Shared navigation links condensed; see source page.] ##

🔍 What This Workflow Includes

This section walks you through the 3 core phases of the Anderson evaluation workflow: 1. Case Intake Monitoring referrals, retrieving records from PowerSchool, organizing student folders in Dropbox, and managing the full consent workflow to ensure evaluations begin within the required 50 school-day timeline. 2. Active Evaluation Sending rating scales, collecting developmental history, supporting cognitive and achievement testing, and confirming all required documentation is complete. 3. Report Writing & Case Completion Compiling all collected data, drafting the evaluation report, submitting for review, finalizing documentation, and closing the case properly in ClickUp and Dropbox. Each phase clearly outlines: - What actions are required - Who is responsible - Which systems to use (Dropbox, ClickUp, PowerSchool, email) - Key reminders to maintain organization, communication, and compliance ---

📘 How VAs Should Use This Guide

- Follow the phases in order to avoid moving cases forward prematurely. - Monitor ClickUp consistently to track progress and deadlines. - Maintain proper folder structure and naming conventions in Dropbox at all times. - Follow the approved email workflow carefully to prevent missed communication. - Use linked SOPs within each phase for detailed step-by-step instructions. - If anything is unclear, pause and tag Kimi before proceeding. ---

🗺 Visual Workflow

See how each stage connects in this diagram. It’s an at-a-glance view of the whole process from referral to report completion. Last Edited: March 18, 2026 ---

📄 Workflow Table

The table below shows step by step what happens at each stage, who is responsible, and which tools are used. Use this to check your work and track progress. Workflow Overview

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Anderson · page

👤 Case Intake

This process covers reviewing referral emails, setting up student folders, managing consent, retrieving records from PowerSchool and IDOE, organizing documentation in Dropbox, and updating ClickUp to prepare the case for evaluation.

School Psych Hub / Anderson School District / Anderson Evaluation Workflow Hub
Last edited: 2026-03-17T23:48:25.392Z

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Sections: 🗂️ Case Intake Steps (Anderson) · A. Monitor Email & Identify New Referrals · B. Identify Case Type & Create Student Folder & subfolders · D. Retrieve Relevant Student Records · Initial Evaluation – Retrieve: · Reevaluation – Retrieve: · Document Sources: · Access Notes: · F. Upload & Organize Documents · G. Create Parent Task in ClickUp · H. Send Consent Follow-Up (If Needed) · ✅ Case Intake Completion Checklist (Anderson)

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Description: This process covers reviewing referral emails, setting up student folders, managing consent, retrieving records from PowerSchool and IDOE, organizing documentation in Dropbox, and updating ClickUp to prepare the case for evaluation.
Last Updated: 2026-03-17T23:48:25.392Z
Name: Case Intake
Purpose: To ensure every new Anderson referral is properly logged, organized, and prepared before testing begins, preventing compliance issues, missing documentation, or workflow delays.
Tools: ['Gmail', 'Dropbox', 'ClickUp', 'Powerschool']

![]([attached asset; open source page] [Shared navigation links condensed; see source page.] ---

🗂️ Case Intake Steps (Anderson)

---

A. Monitor Email & Identify New Referrals

1. Log in to the correct Anderson Gmail account using the proper Chrome profile. Image/attachment: unnamed — open original page to inspect 1. Always log in using Single Sign-On (SSO). 2. Review emails for: - New referrals - Record review requests - Consent-related requests 3. Read the entire email before taking action. Email Handling: - Download all attached files. - Upload documents to the student’s Dropbox folder once created. - After upload, move the email conversation to “Uploaded to Dropbox.” ---

B. Identify Case Type & Create Student Folder & subfolders

1. Determine what the case requires: - Record review only - Consent needs to be generated - Create folder under: - Pending Cases → Review or Consent Requested - This indicates Kimi needs to generate consent in the system. - Consent already generated but awaiting signature - Move folder to: - Consent Generated 2. Check for existing student folders: follow 📝 SOP| Folder Setup (Multiple Schools) - Search Dropbox to avoid duplicates. - If none exists, create using: - FirstName LastName 3. Place the student folder in the correct main category: - Pending Cases (default for all new cases) - Consent Generated - Review or Consent Requested - Active (only after consent is signed) - Completed - Discontinued Image/attachment: unnamed — open original page to inspect > Most new cases remain in Pending Cases at this stage. Image/attachment: unnamed — open original page to inspect Move the student folder into: 1. Pending Cases *(default for all new cases)* 1. Consent Generated - consent requested to parent but signature not received 2. Review or Consent Requested - the team from Anderson asked Kimi to request the consent to the parent 2. Active *(only after consent is signed) *- Testing in progress 3. Completed - Evaluation finished 4. Discontinued - Student moved, opted out, or testing stopped > Most new cases stay in Pending Cases at this stage. Inside the student folder, create: - Gen Ed Documentation - IEP Documents - Testing Protocols & Score Reports Image/attachment: unnamed — open original page to inspect --- 🚫 Do not move case forward without signed consent. ---

D. Retrieve Relevant Student Records

📘 Use 📝 Workflow I Powerschool SIS (Anderson) Retrieve only relevant and recent documents (past 1–2 years preferred).

Initial Evaluation – Retrieve:

- Grades - Attendance - Enrollment history

Reevaluation – Retrieve:

- Grades - Attendance - Previous psychological evaluations - Current and prior IEPs

Document Sources:

- Gen Ed (PowerSchool SIS): - Enrollment history - Grades - Attendance - Behavior reports - Special Education (IDOE / Special Programs): - IEPs - Progress reports - Goals - Special programs - Other (if applicable): - Referral/209 forms - Report card summaries - Prior testing

Access Notes:

- Ensure logged into Anderson email account using correct Chrome profile before accessing IDOE. - Switch tenant to Anderson Community Schools in IDOE before searching student records. Use provided video guides for: - PowerSchool SIS access - IDOE / Special Programs access - Guideflow download instructions To access documents in PowerSchool SIS, use this video guide: Image/attachment: unnamed — open original page to inspect To access documents in IDOE / Special Programs, use this video guide: Note: Before proceeding, please ensure you are logged in to Anderson’s email account using the correct Chrome profile, then continue to the IDOE link page. 1. Click log in using google Image/attachment: unnamed — open original page to inspect 1. Select Kimi’s anderson work email Image/attachment: unnamed — open original page to inspect 1. Once logged in, click IDOE Special Programs Image/attachment: unnamed — open original page to inspect 1. Under Account Profile Icon, select switch tenant Image/attachment: unnamed — open original page to inspect 1. Select Anderson Community Schools, then click switch Image/attachment: unnamed — open original page to inspect 1. You can now access Kimi’s caseloads and use the search bar to locate other students data Image/attachment: unnamed — open original page to inspect 1. Use this guide to see what and how to download the documents ---

F. Upload & Organize Documents

1. Upload documents into correct subfolders. 2. Use clear, consistent file names. 3. Confirm: - Gen Ed documents are not mixed with IEP documents. - Files are complete and readable. - Only relevant and recent records are stored. ---

G. Create Parent Task in ClickUp

📘 Follow 📝 SOP | Updating ClickUp Caseloads (Multiple) 1. Create a parent task: - Task Name: First Name, Last Name 2. Complete required fields: - DOB - Grade and school - Case type (Initial or Reevaluation) - Consent status column (to be generated, consent signed, etc.) 3. Keep task in Consent Pending if necessary. Image/attachment: unnamed — open original page to inspect 🚫 Do not move case to Active Evaluation without signed consent. ---

H. Send Consent Follow-Up (If Needed)

1. Check consent status in PowerSchool Special Programs. 2. If consent is pending: - Send follow-up email to parent/guardian. - Personalize message with student name and parent email. 3. Document outreach in ClickUp: - Date sent - Method (email) - Status: *Consent Follow-Up Sent* 📩 Use the approved Anderson Consent Follow-Up Email Template. Hello, My name is Kimi Walker and I am a school psychologist with Anderson Community Schools. I have a pending evaluation for your student, \[Student Name\]. I will be on site starting late next week for testing, but I cannot assess your child without signed consent. Please check PowerSchool Special Programs or your email for the consent link so we can begin. Feel free to contact me at this number (317-899-9901) or email kwalker@acsc.net with any questions. 🚫 Do not schedule or administer testing without signed consent.

✅ Case Intake Completion Checklist (Anderson)

✔ Anderson Gmail reviewed and referral identified ✔ Student folder created using full legal name ✔ Folder placed in correct main category (Pending / Consent Generated / Review Requested) ✔ Parent task created in ClickUp with all required fields completed ✔ Consent status verified and documented ✔ Required subfolders created (Gen Ed, IEP, Testing Protocols & Score Reports) ✔ Relevant records retrieved from PowerSchool and IDOE ✔ Only recent and relevant documents uploaded ✔ Files organized correctly with no duplicates ✔ ClickUp updated with notes and current status ✔ Consent follow-up sent (if applicable) and documented 🚫 Case not moved to Active without signed consent 📹 Video Guide How to log-in to Anderson Email How to generate consents How to access students data (Powerschool SIS) (General Education - Powerschool SIS) How to access students data (IDOE) (Special Education - Powerschool Special Programs)

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Anderson · page

📊 Active Evaluation

This begins once a **signed consent form** is confirmed. During this phase, the case transitions from Pending to Active, rating scales are distributed and tracked, and all remaining documentation is finalized.

School Psych Hub / Anderson School District / Anderson Evaluation Workflow Hub
Last edited: 2026-08-17T14:54:30.770Z

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Sections: 🗂️ Active Evaluation Steps · A. Confirm Consent & Activate Case · B. Send & Track Rating Scales · Once Rating Scales Are Completed: · C. Finalize Documentation · ✅ Active Cases Completion Checklist · --- · 🗂️ SOP for Stage 2: Active Evaluation

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Description: This begins once a signed consent form is confirmed. During this phase, the case transitions from Pending to Active, rating scales are distributed and tracked, and all remaining documentation is finalized.
Last Updated: 2026-08-17T14:54:30.770Z
Name: Active Evaluation
Purpose: The purpose of the Active Evaluation Phase is to formally initiate the evaluation process once consent is received, ensure all required data is collected, and prepare the case for accurate and timely report drafting.
Tools: ['Dropbox', 'Parinc', 'Q-global', 'WPS', 'MHS', 'VPN', 'ClickUp']

![]([attached asset; open source page] [Shared navigation links condensed; see source page.]

🗂️ Active Evaluation Steps

---

A. Confirm Consent & Activate Case

1. Verify that a signed consent form is uploaded and complete. 2. Move the student folder from: - Pending Cases → Active Cases Image/attachment: unnamed — open original page to inspect 1. Update ClickUp: - Change case status to Consent Signed - Confirm consent date - Change Evaluation Stage from Pending Cases to Consent Signed This confirms: - Student is cleared for testing - Evaluation timeline has officially started - Kimi can proceed with test administration ---

B. Send & Track Rating Scales

1. Send rating scales to: - Parent - Teacher 2. Follow the 📝 Workflow | Sending SDH Forms & Rating Scales . 3. Track responses and document completion in ClickUp. 4. Follow up professionally if scales are not returned within the expected timeframe.

Once Rating Scales Are Completed:

1. Follow the 📝 SOP | Scoring & Score Reports 2. Upload generated score reports into: - Dropbox → Student Folder → Testing Protocols & Score Reports 3. Update ClickUp status: - Mark rating scales as PRS Received/TRS Received - Add a dated note confirming scoring is finalized (in the task description) Rating scale data must be scored, scored protocols, score reports must be uploaded to student folder. ---

C. Finalize Documentation

1. Confirm all required documents are present: - Academic records (Attendance, Enrollment History, Grades) - Behavioral Observation - Work Samples - Vision/Hearing Screenings - Prior evaluations (IEP, Progress Report, Psych Evaluations if applicable) 2. Retrieve any remaining data from Powerschool if needed. 3. Upload and organize all documentation in the correct Dropbox subfolders. 4. Ensure folder structure is complete and clean before report drafting begins. Image/attachment: unnamed — open original page to inspect

✅ Active Cases Completion Checklist

✔ Signed consent verified and documented ✔ Folder moved to Active Cases ✔ ClickUp updated with consent date and Active status ✔ Rating scales sent to parent and teacher ✔ Rating scale responses received and scored per SOP ✔ Score reports generated and uploaded ✔ ClickUp updated to reflect rating scale completion ✔ All required documentation finalized and organized ✔ Case ready for Report Writing & Case Completion Related Links: Guide to scoring & generating score reports # ---

🗂️ SOP for Stage 2: Active Evaluation

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Anderson · page

📝 Report Writing & Case Completion

This focuses on drafting, reviewing, and finalizing the psychological evaluation report. During this phase, the VA compiles all collected documentation, rating scale data, and academic records into a structured draft using the approved report template and Prompt Library.

School Psych Hub / Anderson School District / Anderson Evaluation Workflow Hub
Last edited: 2026-03-18T00:33:36.998Z

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Sections: 🗂️ Report Writing & Case Completion Steps · A. Prepare for Drafting · Rating Scale Status: · B. Draft the Report · C. Proofreading & Review · D. Finalization & Case Closure · ✅ Report Writing Completion Checklist

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Description: This focuses on drafting, reviewing, and finalizing the psychological evaluation report. During this phase, the VA compiles all collected documentation, rating scale data, and academic records into a structured draft using the approved report template and Prompt Library.
Last Updated: 2026-03-18T00:33:36.998Z
Name: Report Writing & Case Completion
Purpose: This is to produce a clear, data-driven, and compliant evaluation report that reflects all gathered information accurately.
Tools: ['Dropbox', 'Powerschool', 'ClickUp', 'Parinc', 'Q-global', 'WPS', 'Gemini']

![]([attached asset; open source page] [Shared navigation links condensed; see source page.]

🗂️ Report Writing & Case Completion Steps

---

A. Prepare for Drafting

Before drafting: - Confirm consent is verified. - Ensure all core documentation is organized in Dropbox: - Academic records (Grades, Attendance, Enrollment History) - Behavioral records (if applicable) - Background documents (IEPs, Progress Reports, Prior Evaluations) - Vision/Hearing screening - Observations and work samples

Rating Scale Status:

- If completed and scored → Follow 📝 SOP | Scoring & Score Reports → Update ClickUp following 📝 SOP | Update ClickUp Rating Scale Status - If pending → Begin drafting other sections → Clearly mark Rating Scale section as PRS Sent/TRS Sent ---

B. Draft the Report

- Open the approved Anderson School Template and follow Article 7 compliance. - Follow 📝 Workflow | Prompt Usage (Anderson) - Use the Prompt Library - Complete applicable sections: - Reason for Referral - Background Information - Academic History - Behavioral Observation - Work Sample - Testing Observation - Rating Scale Results (if available) - Summary - Recommendations Ensure all content aligns strictly with source documentation. ---

C. Proofreading & Review

- Run the Proofreading Prompt. - Complete Team Proofreading. - Move the student folder in dropbox to To Review. - Update ClickUp status to For Review. - Submit to Kimi for final review. Reports may not be finalized without approval. ---

D. Finalization & Case Closure

Once approved: 1. Save final report as PDF. 2. Upload PDF to the district Shared Google Drive. 3. Ensure final PDF is saved in Dropbox. 4. Move folder: - To Review → Completed Cases 5. Update ClickUp: - Status → Completed / Closed - Add completion note. ---

✅ Report Writing Completion Checklist

✔ Report created using Anderson Template ✔ All background and testing data inserted ✔ Rating scales included ✔ Article 7 compliance addressed ✔ AI proofreading completed ✔ Team feedback incorporated (if applicable) ✔ ClickUp updated to For Review

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Anderson · page

🔄 2026-27 Anderson Workflow Updates

Detailed 2026–27 Anderson pipeline: intake and report setup, notices, e-signatures versus stamped consent, evaluation preparation, testing, peer/final review, upload, results meeting, completion and discontinuation.

School Psych Hub / Anderson School District / Anderson Evaluation Workflow Hub
Last edited: 2026-09-10T12:49:41.211Z

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Sections: 🔄 Anderson Evaluation Pipeline: 2026-2027 Update · Purpose · Pipeline at a Glance · Emails from Shelly · 1. Consent Pending · Referral Received · Report Templates · Collect and Organize Records · Kindergarten, ABA, and New-to-School Students · 2. Consent Generated · Prepare the Student for Notice/Consent · Comprehensive Review and Evaluation Recommendations · Generate the Notice/Consent · Autism Evaluations · Send the Notice/Consent · Close the Loop in ClickUp · 3. Consent Signed · Check for Returned Signatures in Special Programs · For Documents Still Marked Sent · For Documents Marked Completed · What to Update in ClickUp · Moving to Consent Signed · Evaluation Prep · 4. Test Administered (Cognitive/Achievement) · Scoring Prep · Moving to Report Initiated · 5. Report Initiated · What Happens in This Stage · After Report Approved · Note on Rating Scales · 6. Pending Eval Results Meeting · 7. Complete · 8. Discontinued · 🧠 Core Anderson Expectation

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Last Updated: 2026-09-10T12:49:41.211Z
Name: 2026-27 Anderson Workflow Updates
Purpose

[Shared navigation links condensed; see source page.] ---

🔄 Anderson Evaluation Pipeline: 2026-2027 Update

Purpose

The Anderson workflow is becoming more distributed across the team. The goal is for each person to understand not only their assigned tasks, but also where a student is in the evaluation pipeline, what needs to happen next, what information is missing, and what can be done to keep the case moving. Access and responsibilities will also be more intentionally divided to reduce confusion and prevent multiple people from working in the same areas unnecessarily. The Anderson pipeline runs on 7 core evaluation stages, plus discontinuation.

Pipeline at a Glance

1. Consent Pending 2. Consent Generated 3. Consent Signed 4. Test Administered (Cognitive/Achievement) 5. Report Initiated 6. Pending Eval Results Meeting 7. Complete 8. Discontinued

Emails from Shelly

- Request to Test - Consent to Test ---

1. Consent Pending

Trigger: Request to Test email from Shelly.

Referral Received

When a new referral comes in: 1. Review and tag the incoming email. 2. Identify the student and referral. 3. Create the student's folder and subfolders in Dropbox, and add the report template. 4. Upload available referral documents from the referral email. 5. Create the student in ClickUp. 6. Enter the initial referral information. 7. Document the Notice/Consent due date. 8. Initiate the General Education data retrieval process using PsyBot, when applicable. This can be done in Psych OS or ClickUp. 9. Identify any immediately missing records and email the principal or appropriate party at that school to request them. The student should now be visible in the Anderson pipeline and ready for further preparation.

Report Templates

All evaluation reports are now done in Google Docs. The report template is added at the start of the pipeline, not later, and it gets linked into the student's Dropbox folder. Every student gets a folder and a report template at this stage, including students who end up receiving a refusal.

Collect and Organize Records

As additional information is received: - Upload it into the correct student folder. - Document exactly what was received in ClickUp. - Include the date it was received. Examples: - 209 received 8/18 - Social Developmental History received 8/19 - Outside autism evaluation received 8/19 - Previous IEP received 8/20 The ClickUp activity history should contain enough information that someone can later reconstruct what happened, what was received, and when it occurred. When files are missing, use the existing email templates. These are already built into Psych OS.

Kindergarten, ABA, and New-to-School Students

Many Anderson referrals involve kindergarten students, students coming directly from full-day ABA programs, or children who otherwise have little or no formal school history. Do not repeatedly document that General Education information is "missing" when the student has not actually had access to a General Education setting. For kindergarten referrals, obtain available information such as: - School-completed 209. - Social Developmental History. - Available educational records. - Available developmental records. - Outside evaluations. If the referral reports an outside autism diagnosis, request the actual outside evaluation report immediately. For example, if the student received an autism diagnosis through Hopebridge, request the Hopebridge evaluation rather than documenting only that the parent reported an autism diagnosis. ---

2. Consent Generated

Everything in this stage is what needs to happen to generate the consent. What is actually being generated The stage is called Consent Generated, but what gets produced is one of three documents: - Notice of Initial Evaluation - Notice of Reevaluation - Notice of Refusal

Prepare the Student for Notice/Consent

A significant amount of preparation should occur before the team member begins generating the notice. For each student: 1. Make sure the student is on Kimi's standard caseload in Indiana Special Programs. 2. Open Profile → Student Information → Referral Information. 3. Confirm that there is a current referral for the present school year. 4. Confirm whether the referral is an Initial Evaluation or Reevaluation. 5. Confirm the referral source. 6. Review Student Contacts. 7. Confirm that a parent or guardian is entered. 8. Confirm custodial and lives-with information. 9. Add the parent's email address when available. 10. Make sure available records have been uploaded. 11. Make sure records received are documented in ClickUp. 12. Identify any information that must still be obtained before the notice can be completed. The goal is for the team member to be able to open the student and generate the notice without repeatedly stopping because basic information is missing.

Comprehensive Review and Evaluation Recommendations

Before the notice is generated, the available information should be reviewed to determine the proposed evaluation areas. Use the existing comprehensive review prompt in Notion. A team member can assist with the comprehensive review and preparation. The team member generating the notice should also review the information and develop their own recommendations. Kimi will provide final approval regarding the proposed evaluation areas. The final evaluation areas approved by Kimi should match what is ultimately entered into: - Indiana Special Programs. - The Notice of Evaluation. - ClickUp.

Generate the Notice/Consent

Use the existing notice generation prompt in Notion. For an Initial Evaluation: 1. Locate the student in Indiana Special Programs. 2. Confirm the current referral. 3. Go to Documents. 4. Select Notice of Evaluation. 5. Create a new document. 6. Add the prepared written sections. 7. Document the proposal and reason for evaluation. 8. Document the records reviewed and basis for the decision. 9. Select each approved suspected eligibility or evaluation area. 10. Use the + to add additional areas when needed. 11. Confirm that the appropriate evaluation components populate. 12. Add additional required components. 13. Save and finish editing. 14. Change the status from Draft → Review. For a Reevaluation, use Notice of Reevaluation. Never change the document to Final. The document should remain in Review so corrections can still be made if necessary.

Autism Evaluations

When Autism is an evaluation area, make sure the multidisciplinary evaluation components are represented appropriately. This will generally involve: - School Psychologist. - Speech-Language Pathologist. - Occupational Therapist. Make sure the appropriate speech/language component is included and Occupational Therapy is included when required for the evaluation. The Notice of Evaluation should also include Kimi's standardized multidisciplinary-team language. Standard language, ASD evaluations ONLY As part of this assessment, components of the evaluation *may* be completed by several multidisciplinary team members, such as a school psychologist, speech-language pathologist, and/or occupational therapist.

Send the Notice/Consent

The notice is sent from within Indiana Special Programs, not from personal email. The portal generates and sends the email. This step sends the notice to two places: the parent for signature, and Shelly for mailing. When parent email is available: 1. Select digital signature. 2. Make sure the document status is Review. 3. Submit the document for digital signature. 4. Select the appropriate parent. 5. Send through email in Indiana Special Programs. 6. On that same page, select Download and save the PDF. We do not use print. 7. Upload the PDF to Dropbox as the consent record, so there is proof the consent was generated. 8. Email the same PDF to Shelly for mailing. Email to Shelly Shelly, The attached consent is ready for mailing. When parent email is not available: - Complete the paper/mail process. - Complete the required system fields. - Download the notice. - Send it to Shelly for mailing. When communicating with Shelly, use the existing student-specific referral email thread whenever possible rather than creating a disconnected new email. 🚫 Do not Reply All unless necessary.

Close the Loop in ClickUp

Generating the notice is not the end of the task. After the notice has been generated: - Document the date it was generated. - Document how it was sent. - Document when it was sent for mailing when applicable. ClickUp entry MM/DD - Notice generated in SP, sent for electronic signature, and emailed to Shelly. If sent digitally, document that as well. The original Notice/Consent due date should remain documented in the student's history. Then update the pipeline: Consent Pending → Consent Generated The student remains in Consent Generated / Pending Signature while waiting for the parent's signature. ---

3. Consent Signed

Triggers 1. Seeing in Indiana Special Programs that a student's consent came back signed, either in Digital Signature Documents or on the student's name. 2. Receiving the Consent to Test email from Shelly, which includes the stamped consent. 3. Receiving an email from Shelly that a student has been reassigned or added to the caseload. It may not say consent signed, but it means the same thing. Mark the student as consent signed and note the date it was signed and the date we received it. Shelly only knows a consent came back from e-signature if we email it to her. Checking Special Programs is part of the routine while waiting on signatures.

Check for Returned Signatures in Special Programs

1. In the quick access area, go to Administrative Tasks and click the caret to expand it. 2. Click Manage Digital Signature Documents. 3. In the search dropdown, select Initiator. 4. Enter Walker. This shows all notices generated and currently out for signature. Reading the status: - Completed means the parent has signed. - Sent means the parent has not signed yet.

For Documents Still Marked Sent

1. Click Options on the far right. 2. Select Send Reminder.

For Documents Marked Completed

1. Click the completed document to open it. 2. It will show the document type and the student's name and ID number. 3. Download the document. 4. Rename the file by adding SIGNED in all caps in front of the existing name. 5. Upload the renamed PDF to Dropbox in the student's folder. 6. Email it to Shelly on the existing student thread. Naming format SIGNED Notice of Reevaluation/Evaluation for First Name Last Name (Student #) Email to Shelly Hi Shelly, Signed consent for the student is attached. ClickUp entry MM/DD - E-signed consent uploaded to Dropbox and emailed to Shelly

What to Update in ClickUp

1. Enter the completed date from Special Programs as the date of parent signature. 2. Change the consent form status from Digital Signature Requested to Signed. 3. Leave the student in Consent Generated. Do not move them yet. Keeping them in Consent Generated is how we know we are still waiting on the stamped consent from Shelly, even though we do have permission to test.

Moving to Consent Signed

The student officially moves to Consent Signed when the stamped consent arrives from Shelly in the Consent to Test email. - Shelly's stamped copy always carries the date. That stamped date is what starts the 50 days. - Record the consent signed date and the date we received it. - The ClickUp consent link is only ever the stamped document from Shelly, never the e-signed copy we downloaded. The e-signed copy still goes in the student's Dropbox folder. It just is not the linked document, because the consent is only official once Shelly stamps it. If someone moves a student to Consent Signed off the digital signature alone, it is not the end of the world, but the stamped consent is what we want.

Evaluation Prep

Once consent is signed, evaluation prep begins. This is mainly rating scales and digital forms. - Use Psych OS to determine which rating scales and forms can go out now. - Send parent and teacher emails for rating scales. - Set students up online for digital rating scales. - Set students up online for the in-person tests Kimi administers, cognitive and achievement. - Do all planning in ClickUp and Psych OS, and determine what is needed for each student. The goal is for everything to be prepared before Kimi goes to test. ---

4. Test Administered (Cognitive/Achievement)

Trigger: Kimi begins seeing the student. This includes observations, cognitive testing, or achievement testing. Started and completed status is marked in ClickUp.

Scoring Prep

Once testing has been administered, scoring can begin. Check for the following: - Paper protocols. Confirm Kimi has uploaded them to Dropbox. - Fully online measures (for example, Woodcock-Johnson V cognitive). Check whether the record is available and ready to be finalized so a score report can be generated. - Achievement. Confirm the workbook has been uploaded and nothing is missing, so scoring can start.

Moving to Report Initiated

Once testing is generally complete, the student moves to Report Initiated. ---

5. Report Initiated

Trigger: Kimi confirms all direct testing with the student is done and nothing further is pending. Micro statuses: - Report for Peer Review - the report is ready for a peer to read and give feedback. Every report should be peer reviewed before it comes to Kimi. - Report for Review - the report is ready for Kimi's review. - Needs Revision - Kimi reviewed it and it needs to be revised. - Report Approved - Kimi approved it. The report is good and ready to be finalized.

What Happens in This Stage

At this point the focus is finishing the report. - Chase down outstanding rating scales and identify anything still missing. - Establish the finalized date for the report. - Reach out to teachers to schedule. - Confirm testing behavioral observations from Kimi. Determine whether the routine template can be used, or whether Kimi noted anything different that needs to be reflected.

After Report Approved

1. Download the report and save it as a PDF. 2. Rename it using the naming convention. 3. Upload it to Indiana Special Programs. Naming format (MM.DD.YYYY) First Name Last Name Psych Eval Report The report has to be finalized this way before it can be uploaded. Once that is done, start scheduling the meeting if it has not been scheduled, and email the TOR or Case Manager to let them know the report is complete.

Note on Rating Scales

Rating scale follow-up is not confined to one stage. Sending, chasing, and collecting rating scales carries across Test Administered and Report Initiated, depending on the student. ---

6. Pending Eval Results Meeting

Trigger: The meeting has been scheduled. Enter the date of the meeting in ClickUp. That is all this stage requires. ---

7. Complete

Trigger: The meeting has taken place. Mark the student as Complete. ---

8. Discontinued

Used only when needed. Sits at the end of the pipeline because it signifies completion. Trigger: An email indicating the student is no longer being evaluated, such as the student being moved off the caseload or moving out of the district. ---

🧠 Core Anderson Expectation

The team should increasingly think beyond individual tasks. For every student, the questions should be: - Where is this student in the pipeline? - What is due next? - What information do we already have? - What are we still waiting on? - Who owns the next step? - What can I do now to move this evaluation forward?

Linked resources

Georgia / Rocky Creek · page

🏫 GSIC & Rocky Creek - Overview

This workflow outlines the step-by-step process for managing referrals, evaluations, documentation, and reporting for Georgia Charter (GSIC and Rocky Creek).

School Psych Hub / Georgia Charter / Georgia Charter Evaluation Workflow Hub
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Sections: 🔍 What This Workflow Includes · Each phase clearly outlines: · 📘 How VAs Should Use This Guide · 🗺 Visual Workflow Diagram - · 📄 Workflow Table · 🏫 Georgia Charter (Including Rocky Creek) School Psychologist Workflow (Stages 1–5) · 📥 1. Case Intake · 🚦 2. Active Evaluation · 📝 3. Report Writing & Case Completion

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Description: This workflow outlines the step-by-step process for managing referrals, evaluations, documentation, and reporting for Georgia Charter (GSIC and Rocky Creek).
Name: GSIC & Rocky Creek - Overview
Purpose: The purpose of this workflow is to ensure all team members follow a consistent, organized, and compliant process when supporting students. It promotes accuracy, accountability, timely evaluations, and smooth coordination between district personnel and the internal team.
Tools: ['Infinite Campus', 'Google Drive', 'ClickUp']

Image/attachment: unnamed — open original page to inspect [Shared navigation links condensed; see source page.] 📋Overview 📂 Case Intake 📊 Active Evaluation 📝 Report Writing & Case Completion ---

🔍 What This Workflow Includes

This section walks you through the 3 core phases of the Georgia Charter evaluation workflow: 1. Case Intake *Monitoring* the shared Google Sheet and Drive, *organizing* student folders, *retrieving* required records, and *requesting missing documentation*. 1. Active Evaluation Confirming signed consent, moving cases from Pending to Active, sending rating scales, and ensuring all required documentation is complete. 1. Report Writing & Case Completion Drafting reports using collected records and rating scale data, verifying accuracy, and preparing files for final review. ---

Each phase clearly outlines:

- What actions are required - Who is responsible - Which systems to use (Google Drive, Infinite Campus, ClickUp, Dropbox) - Key reminders to prevent delays or compliance issues ---

📘 How VAs Should Use This Guide

- Follow the phases in order to avoid moving cases forward prematurely. - Monitor the shared Google Sheet and Google Drive consistently for updates. - Maintain proper folder structure and naming conventions at all times. - Update ClickUp and tracking systems accurately. - Use approved email templates when requesting missing documentation. - Refer to linked SOPs for detailed step-by-step instructions. - If anything is unclear, pause and tag Kimi before proceeding. ---

🗺 Visual Workflow Diagram -

Last Edited: March 18, 2026 Here’s a visual map of the full evaluation journey — from referral to final report — so you can see how all the steps fit together. ---

📄 Workflow Table

This table gives a clear, stage-by-stage view of the Georgia Charter workflow so every team member understands what happens when — and who’s taking the lead at each step.

🏫 Georgia Charter (Including Rocky Creek) School Psychologist Workflow (Stages 1–5)

📥 1. Case Intake

Task	Action	System	Owner	Notes
Monitor Caseload	Check GSIC & Rocky Creek sheets for new referrals	Google Sheets	VA	Do daily
Identify New Cases	Flag students needing folder setup & document retrieval	Google Sheets	VA	Look for updates
Create Student Folder	Search and create folder before downloading files	Dropbox	VA	Ensure there are no duplicate student folders
Set Up Subfolders	Follow SOP folder structure	Dropbox	VA	Must match exactly
Download Documents	Pull most recent files from Shared Drive	Google Drive	VA	Ensure you download up-to-date files
Upload to Dropbox	Upload into correct subfolders	Dropbox	VA	Keep clean structure
Organize Files	Ensure proper naming and placement	Dropbox	VA	No duplicates
Identify Missing Docs	Review for missing required documents	Dropbox	VA	Consent, vision/hearing, etc.
Request Missing Docs	Email Ms. Jean Vaught + log in ClickUp	Email + ClickUp	VA	Use template
Retrieve IC Records	Pull grades, attendance, enrollment, behavior	Infinite Campus	VA	Follow IC SOP
Upload IC Records	File into correct subfolders	Dropbox	VA	Keep organized
Determine Case Status	Keep Pending or move to Active based on consent	Dropbox + ClickUp	VA	Consent = gatekeeper

🚦 2. Active Evaluation

Task	Action	System	Owner	Notes
Verify Consent	Confirm signed consent is uploaded	Dropbox	VA	Required to proceed
Move to Active	Move folder from Pending → Active Cases	Dropbox	VA	Signals testing start
Update ClickUp	Add consent date + update status	ClickUp	VA	Accuracy is critical
Send Rating Scales	Send to parent and teacher	Email/System	VA	Follow SOP
Track Responses	Monitor completion and follow up	ClickUp	VA	Stay proactive
Score Rating Scales	Score completed scales	SOP Tools	VA	Required step
Upload Score Reports	Upload to Testing Protocols folder	Dropbox	VA	Must be complete
Update ClickUp	Mark PRS/TRS received + add note	ClickUp	VA	Include date
Finalize Documentation	Ensure all required records are complete	Dropbox + IC + Drive	VA	Before report writing

📝 3. Report Writing & Case Completion

Task	Action	System	Owner	Notes
Prepare for Drafting	Confirm all documentation is complete	Dropbox	VA	Includes rating scales
Check Rating Scale Status	Score or mark PRS/TRS if pending	SOP + ClickUp	VA	Continue drafting if needed
Draft Report	Use GA Charter template + prompts	Word	VA	Follow workflow
Complete Sections	Fill all required sections based on data	Template	VA	No assumptions
Proofread Report	Run prompt + team proofreading	SOP	VA	Required step
Move to Review	Move folder to “To Review”	Dropbox	VA	Before submission
Update ClickUp	Change status to “For Review”	ClickUp	VA	Notify Kimi
Submit for Approval	Send to Kimi for review	ClickUp	VA/Kimi	Required
Finalize Report	Save as PDF + upload to Drive & Dropbox	Drive + Dropbox	VA	Correct version only
Close Case	Move folder to Completed Cases	Dropbox	VA	Final step
Update ClickUp	Mark as Completed/Closed + add note	ClickUp	VA	Ensure closure

Georgia Charter Workflow Overview

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Georgia / Rocky Creek · page

👤 Case Intake

Case Intake focuses on monitoring new and existing referrals for **GSIC and Rocky Creek**, organizing student documentation, and preparing case folders according to the approved structure.

School Psych Hub / Georgia Charter / Georgia Charter Evaluation Workflow Hub
Last edited: 2026-03-22T20:14:20.012Z

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Sections: ✅ Case Intake Completion Checklist · 🗂️ Case Intake Steps · A. Monitor Caseload & Shared Drive · B. Create Student Folder in Dropbox (Before Downloading Files) · 3️⃣ Create the Student Folder · C. Monitor Shared Google Drive & Download Files · D. Transfer Documents to Dropbox · E. Identify & Request Missing Documents · F. Retrieve Additional Records (Infinite Campus) · G. Determine Case Status

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Description: Case Intake focuses on monitoring new and existing referrals for GSIC and Rocky Creek, organizing student documentation, and preparing case folders according to the approved structure.
Name: Case Intake
Purpose: This is to ensure every student case is accurately tracked, properly documented, and organized before testing begins.
Tools: ['Google Drive', 'ClickUp', 'Infinite Campus', 'Dropbox']

Image/attachment: unnamed — open original page to inspect [Shared navigation links condensed; see source page.] 📋Overview 📂 Case Intake ← 📊 Active Evaluation 📝 Report Writing & Case Completion ---

✅ Case Intake Completion Checklist

✔ All available documents retrieved and organized ✔ Missing documents requested (if applicable) ✔ Infinite Campus records downloaded and filed ✔ Folder structure complete and accurate ✔ ClickUp task created and updated ✔ Case status correctly marked (Pending or Active)

🗂️ Case Intake Steps

---

A. Monitor Caseload & Shared Drive

1. Check the GSIC and Rocky Creek Caseload Google Sheets for new or updated referrals. 2. Identify students who require folder creation and document retrieval.

B. Create Student Folder in Dropbox (Before Downloading Files)

Before downloading any documents from the Shared Google Drive: 1. Go to Kimi’s Student Dropbox. 2. Search to confirm *no existing folder already exists* for the student. 3. If no folder exists, create one following:

3️⃣ Create the Student Folder

Create a new folder using the student’s full legal name FirstName Last Name Example: Maria Reyes 1. Ensure: - Folder is named using the student’s full legal name. - Required subfolders are created. Image/attachment: unnamed — open original page to inspect - Structure matches the approved format. ⚠️ Do not download documents from the Shared Drive until the Dropbox folder is properly created. ---

C. Monitor Shared Google Drive & Download Files

1. Locate the student folder in the district Shared Google Drive. 2. Follow: 📝 SOP | Shared Drive Monitoring & File Transfer (GSIC & RC) 3. Download the all available documents from the google drive, including: - IEP - Progress Reports - Previous Evaluations - Signed Consent Forms - Supporting Documentation ---

D. Transfer Documents to Dropbox

1. Upload all downloaded files into the correct student folder in Dropbox. 2. Place documents into their appropriate subfolders according to the 📝 SOP| Folder Setup (GSIC & RC) . 3. Confirm: - Files are properly named. - No duplicates are uploaded. - Only Report Shell Template are outside the subfolders Dropbox must reflect a clean and structured working file. ---

E. Identify & Request Missing Documents

1. Review the file for missing required documentation. Common missing items may include: - Vision/Hearing Screening - Signed Consent Form - Required eligibility documentation 2. If documents are missing: - Email Mrs. Jean Vaught using the approved Success Email Template. - Clearly request the missing items. - Document communication in ClickUp. ---

F. Retrieve Additional Records (Infinite Campus)

1. Retrieve the following from Infinite Campus: - Grades (Most recent) - Attendance (Most recent) - Enrollment history - Behavioral incidents - Class Schedule 1. Follow 📝 Workflow I Infinite Campus (Georgia Charter) for proper access and downloading procedures. 2. Upload retrieved records into the appropriate Dropbox subfolders. ---

G. Determine Case Status

1. Verify whether a signed consent form is on file. - If no signed consent → Keep folder in Pending Cases. - If signed consent is confirmed → Move folder to Active Cases and update tracking systems accordingly following 📝 SOP | Updating ClickUp Caseloads (Georgia Charter) This transition signals that the case is cleared for testing and ready to move into the Active Evaluation. ---

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Georgia / Rocky Creek · page

📊 Active Evaluation

School Psych Hub / Georgia Charter / Georgia Charter Evaluation Workflow Hub
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Sections: ---

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Description: This begins once a signed consent form is confirmed. During this phase, the case transitions from Pending to Active, rating scales are distributed and tracked, and all remaining documentation is finalized.
Name: Active Evaluation
Purpose: The purpose of the Active Evaluation Phase is to formally initiate the evaluation process once consent is received, ensure all required data is collected, and prepare the case for accurate and timely report drafting.
Tools: ['Dropbox', 'ClickUp', 'Infinite Campus', 'Parinc', 'Q-global', 'WPS', 'Quo', 'Gmail']

Image/attachment: unnamed — open original page to inspect [Shared navigation links condensed; see source page.] 📋Overview 📂 Case Intake 📊 Active Evaluation ← 📝 Report Writing & Case Completion # ---

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Georgia / Rocky Creek · page

📝 Report Writing & Case Completion

School Psych Hub / Georgia Charter / Georgia Charter Evaluation Workflow Hub
Last edited: 2026-03-22T20:59:02.475Z

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Sections: ✅ Complete When: · 🗂️ Report Writing & Case Completion Steps · A. Prepare for Drafting · Rating Scale Status: · B. Draft the Report · C. Proofreading & Review · D. Finalization & Case Closure

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Description: This focuses on drafting, reviewing, and finalizing the psychological evaluation report. During this phase, the VA compiles all collected documentation, rating scale data, and academic records into a structured draft using the approved report template and Prompt Library.
Name: Report Writing & Case Completion
Purpose: This is to produce a clear, data-driven, and compliant evaluation report that reflects all gathered information accurately.
Tools: ['Dropbox', 'Infinite Campus', 'ClickUp', 'Parinc', 'Q-global', 'WPS', 'Gemini']

Image/attachment: unnamed — open original page to inspect [Shared navigation links condensed; see source page.] 📋Overview 📂 Case Intake 📊 Active Evaluation 📝 Report Writing & Case Completion ← ---

✅ Complete When:

✔ Documentation verified ✔ Rating scales scored and inserted ✔ Report drafted using approved template ✔ Prompt Library used correctly ✔ Proofreading completed ✔ Approved by Kimi ✔ Final PDF uploaded ✔ Folder moved to Completed ✔ ClickUp updated to Closed

🗂️ Report Writing & Case Completion Steps

---

A. Prepare for Drafting

Rating Scale Status:

- If completed and scored → Follow 📝 SOP | Scoring & Score Reports → Update ClickUp following 📝 SOP | Update ClickUp Rating Scale Status - If still pending → Begin drafting other sections → Clearly mark Rating Scale section as PRS Sent/TRS Sent Image/attachment: unnamed — open original page to inspect ---

B. Draft the Report

- Open the approved Georgia Charter Report Template. - Follow 📝 Workflow | Prompt Usage (Georgia Charter) - Use the Prompt Library - Complete applicable sections: - Reason for Referral - Background Information - Academic History - Behavioral Observation - Work Sample - Testing Observation - Rating Scale Results (if available) - Summary - Recommendations Ensure all content aligns strictly with source documentation. ---

C. Proofreading & Review

D. Finalization & Case Closure

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Hub and supporting pages · page

All Templates

https://www.dropbox.com/scl/fi/hjbcbtf2u4qrjdbpnjx5k/Indiana-School-Template-copy.docx?rlkey=n2sibpaaw0s32gx2r1g5pjxx9&st=bcjmapun&dl=0

School Psych Hub / Hub Portions / Psycho-Educational Evaluation Report
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title: All Templates

Georgia Charter Rocky Creek Anderson First Steps Private Clients Anderson Corrections https://www.dropbox.com/scl/fi/hjbcbtf2u4qrjdbpnjx5k/Indiana-School-Template-copy.docx?rlkey=n2sibpaaw0s32gx2r1g5pjxx9&st=bcjmapun&dl=0 Indiana Google Drive Templates Hannah Templates and Charts

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file: Article_7_Required_Evaluation_Components.pdf
file: Special-Education-Rules-Title-511-Article-7-May-2024.pdf
file: Indiana_Article7_Evaluation_Components_Checklist.docx

Linked historical pages · page

Understanding Special Education Rights in the United States and the Philippines

Special education is governed by federal law, mainly the Individuals with Disabilities Education Act. The law guarantees a Free Appropriate Public Education at no cost to families.

All Private Pages / Exec Plan 2025-26 / Psych VA Orientation
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Sections: Legal Foundations of Special Education · Parent and Student Rights · Role of the School Psychologist or Psychometrician · Evaluation Process and Documentation · Educational Programs and Services · Consequences for Noncompliance · Key Takeaways for Filipino Psychometricians

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title: Understanding Special Education Rights in the United States and the Philippines

Legal Foundations of Special Education

Parent and Student Rights

Role of the School Psychologist or Psychometrician

Evaluation Process and Documentation

Educational Programs and Services

Consequences for Noncompliance

Key Takeaways for Filipino Psychometricians

Linked historical pages · page

Kimi Psych Weekly Updates

Live Administration (Q-Global and Par Inc) 11/6/2024: https://kimiwalker.neetorecord.com/admin/recordings/6a56fbcc-5cee-4e54-827a-d4ee03773fb8 1. Pearson/Q-Global : https://kimiwalker.neetorecord.com/admin/recordings/54c40a34-45eb-495d-86f3-2e9866212e75

School Psych 2025-26
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Sections: Daily Updates By Kimi · Team Resources · PSYCH TRAINING · List of Tasks for Psych Assistants · Scoring WJ Achievement · Scoring RIAS · Scoring WISC 5 (Coding & Symbol Search) · PRIOR WEEKS · Week of 10.19.2025 · Daily Updates · 10.19.2025 (Sunday ET) · 📍 Georgia Charter – In Progress (6 Students) · 📍Anderson – In Progress (8 Students) · Time Tracking · 🧾 Service Type Reference Guide · 🔹 Direct Services · 🔹 Indirect Services · 10.22.2025 (Wednesday ET) · Week of 10.13.2025 · Updates · 10.15.2025 Update Video · Minimarks · Create a GPT · 🧠 Team Guide: How to Build Our Custom GPT · 🔧 1. Prep Before You Start · 🌐 2. Log In and Begin · ⚙️ 3. Configure the GPT · 🧩 4. Test and Improve · 🚀 5. Share and Use · 💡 6. Best Practices · Nebraska Minimarks

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title: *Kimi Psych Weekly Updates*

Daily Updates By Kimi

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Team Resources

PSYCH TRAINING

List of Tasks for Psych Assistants

1. Administering Digital Rating Scales or Forms 2. Scoring Rating Scales 3. Scheduling Interviews, Observations or Testing 4. Report Writing 1. Click Reports Tutorials (BASC, WISC 5,) 2. Click Report Guidelines and Tutorials: drive.google.com 5. Important Information: Administering and Scoring Digital Assessments Administration 1.Pearson/Q-Global: https://www.youtube.com/watch?v=Po7RFAU5Lpo 2a. WPS: https://www.youtube.com/watch?v=3zaGSKqdPDw 2b. WPS (watch this video from time stamp 39:00 until 49:00) https://www.youtube.com/watch?v=pSxF1k3bb4U 3.Par Inc/Pariconnect (watch this video from the time stamp 3:28) https://www.youtube.com/watch?v=DfY-_x8n1gI 4. MHS Links to Platforms 1. Pearson/QGlobal 2. WPS 3. Par Inc/Pariconnect 4. MHS Assessments Live Administration (Q-Global and Par Inc) 11/6/2024: https://kimiwalker.neetorecord.com/admin/recordings/6a56fbcc-5cee-4e54-827a-d4ee03773fb8 Scoring Digital Rating Scales and/or Creating Score Reports 1. Pearson/Q-Global : https://kimiwalker.neetorecord.com/admin/recordings/54c40a34-45eb-495d-86f3-2e9866212e75 2. WPS:

Scoring WJ Achievement

Scoring RIAS

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Scoring WJ Achievement

Scoring WISC 5 (Coding & Symbol Search)

---

PRIOR WEEKS

Week of 10.19.2025

Daily Updates

10.19.2025 (Sunday ET)

TOP Priorities -Priorities for KC and J.R are #1, #2, and #3 from Priorities List -Priorities for Kimi - TSP Presentation, slides, fiverr, podcast promo materials -Rachele Billing, Cold Email Outreach & Helpwise Image/attachment: unnamed — open original page to inspect Image/attachment: unnamed — open original page to inspect Image/attachment: unnamed — open original page to inspect

📍 Georgia Charter – In Progress (6 Students)

1. Alese Brown 2. Brian (BJ) Freeman 3. Willow Rose April Browning 4. Julian Phillip Quattlebaum 5. James Lee Johnson 6. Lucas Durham ---

📍Anderson – In Progress (8 Students)

1. Brayden Layton 2. Hayden Linville 3. William Brooks 4. Leverette Crum 5. Coltin Shaw 6. George Perez 7. Knox Dye 8. Sadie Manning

Time Tracking

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🧾 Service Type Reference Guide

*For Time Logs and Invoicing*

🔹 Direct Services

These tasks involve real-time interaction or services provided directly to or for a student, family, or educational team.

Category	Definition
Case Review Meetings	Live or virtual meetings with district staff, providers, or parents to discuss a student’s needs, referral status, evaluation timelines, required signatures, or to explain the evaluation process.
Consultation	Brief, targeted collaboration with staff or parents to support student services. This includes behavioral planning, academic interventions, or accommodations discussions.
Observations	Conducting structured observations in classrooms, therapy settings, or other school environments to gather behavioral or academic data for assessment or consultation purposes.
Assessments	Directly administering standardized or informal assessments, structured interviews, or behavioral checklists with students or others. Includes setup and proctoring.
IEP/Evaluation Meetings	Participating in or leading eligibility determination meetings, reevaluation reviews, or IEP team meetings tied to formal assessment data or psychological input.

---

🔹 Indirect Services

These tasks support service delivery but are not face-to-face or live meetings. They are essential for preparation, documentation, and follow-through.

Category	Definition
Scheduling	Coordinating testing times, meetings, or interviews with students, staff, or families via phone, email, or system calendar tools.
Follow-Ups	Reaching out to gather missing documentation, signatures, or incomplete referral items. Also includes confirming appointment details and addressing procedural questions after a service is delivered.
Scoring/Admin	Completing manual or digital scoring of assessment tools, organizing results, or managing systems like rating scale platforms (e.g., BASC, Conners, etc.). Also includes verifying responses or printing/scanning protocols.
Report Writing	Drafting and finalizing psychoeducational, behavioral, or other evaluation reports. Includes writing summaries, integrating data, and reviewing drafts.
Record Review	Reviewing cumulative files, academic records, intervention logs, discipline history, or previous evaluations to inform current services.
Other (Indirect)	Tasks that support student services but don’t fall neatly in the above categories, such as syncing files, preparing consent forms, or internal documentation for case management.

10.22.2025 (Wednesday ET)

Week of 10.13.2025

Updates

10.15.2025 Update Video

PSYCH TRAINING

List of Tasks for Psych Assistants

Scoring WJ Achievement

Scoring RIAS

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Minimarks

Create a GPT

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🧠 Team Guide: How to Build Our Custom GPT

Purpose: Create a GPT that helps with report writing, editing, and email drafting, using our preferred tone and workflow. ---

🔧 1. Prep Before You Start

Gather these items: - ✅ Sample reports and emails (good versions) - ✅ Templates or outlines - ✅ Style rules (tone, punctuation, do’s & don’ts) - ✅ Notes on what Kimi likes and dislikes Tip: Keep files short, organized, and free of client names before uploading. ---

🌐 2. Log In and Begin

1. Go to https://chat.openai.com 2. Click your name → Explore GPTs → Create a GPT 3. Choose Create and say something like: > “Make a writing assistant for Early Accountability that drafts and edits reports and emails in our preferred tone.” ---

⚙️ 3. Configure the GPT

Under the Configure tab: Name: Early Accountability Writer GPT Description: Helps our team draft, edit, and format reports and emails in our agency’s style. Instructions (paste this in): > Use a semi-formal tone. Write clearly and concisely. > Use commas and periods, not em dashes. > Follow the section order and layout in our templates. > Always summarize key points. > Avoid repetition and filler words. Knowledge / Files: Upload our templates, examples, and tone guide. Conversation Starters: - “Draft a report summary using this data.” - “Edit this email for tone and clarity.” ---

🧩 4. Test and Improve

- Run a few sample prompts using real inputs. - Compare results with our preferred examples. - If tone or structure feels off, adjust the *Instructions*. - Save new versions as you improve it. ---

🚀 5. Share and Use

- Click Share → Anyone with the link (or limit to the team). - Save the link inside ClickUp or Notion. - When testing, leave feedback notes for future updates. ---

💡 6. Best Practices

✅ Be specific and clear in every prompt. ✅ Review outputs before finalizing. ✅ Do not upload sensitive data. ✅ If the GPT drifts in tone, fix the *Instructions* first. ---

Nebraska Minimarks

Billing Billing Payment Guide --- Clickup tracker list (Nebraska) --- Google Drive (shared) --- Infinite Campus (where you will be able to look at student schedules and see grades and such.) --- SRS (where you get the IEPs, Progress reports) --- KTEA Score Chart Template --- Nebraska Activity Tracker --- Nebraska Report Template --- Nebraska Report Writing Guide --- Rule 51 (May 2022) --- SMS Re-Evaluations/Determinations 2025-26 --- SCHS Re-Evaluations/Determinations 2025-26 --- Schuyler Community Schools - NE - Presence Referral Template 2025/2026 --- School Psychologist Documents/Charts --- SCS Evaluation Procedures 2025-2026 --- Handbook ---

Linked resources

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Psych Staff SOPS and beyond

Based on how your systems are set up, Helpwise integrating with ClickUp is the cleanest, least disruptive path. Native integration: Helpwise has a direct ClickUp integration. You can automatically create or link ClickUp tasks from emails, or update task statuses directly from Helpwise.

School Psych 2025-26
Last edited: 2026-01-04T18:19:04.900Z

Open original in Notion ↗

Sections: Helpwise - Email Management · ✅ Why Helpwise + ClickUp Works Best · 🔧 Recommended Setup · 🧩 Future Proofing · 🧠 Master School Psychology SOP Template · I. Entity Overview · II. Scope of Work · III. Referral Process · IV. Testing & Evaluation Procedures · V. Documentation & Submission · VI. Meetings & Communication · VII. Billing & Time Tracking · VIII. Compliance & Confidentiality · IX. Team Roles & Delegation · X. QA, Review, & Troubleshooting · XI. Calendar & Scheduling Notes · XII. Onboarding & Orientation · XIII. Notes & Revisions · ClickUp / Notion Integration Tips · ✅Recommended Setup: School Psychology SOP & Training Database · 1.Create a new Notion database · 2. · Database Properties · 3. · Suggested Views · 4. · Page Template: SOP Entry · 🧩School Psychology SOP Template (for Notion Page) · ▸ Entity Overview · ▸ Scope of Work · ▸ Referral Process · ▸ Testing & Evaluation Procedures · ▸ Documentation & Submission · ▸ Meetings & Communication · ▸ Billing & Time Tracking · ▸ Compliance & Confidentiality · ▸ Team Roles & Delegation · ▸ QA, Review & Troubleshooting · ▸ Calendar & Scheduling Notes · ▸ Onboarding & Orientation · ▸ Notes & Revisions · ▸ Quick Links · ✅ What ChatGPT Team offers · 🔄 Can one person start a thread and another contribute? · Ways to collaborate · Things to ensure for smooth collaboration · 🎯 Specific uses for your work · 🧩 Practical steps to get better integration · today · 🚧 A few cautions and things to watch · 💼 Psych Support Solutions AI Playbook · AI-Assisted Evaluation, Documentation, and Communication Guide · 🧭 Purpose & Vision · 💡 AI Philosophy · 🧰 · Core Tools Overview · ⚙️ Workspace Setup · 🤝 Collaborative Workflow · 📋AI Task Prompts (Expandable Library) · 🚨 · Final Proofreading Prompt (Kimi Walker Standard) · 🧩 · Quality Review Checklist · 🧮 · Efficiency Metrics · 🗣️ · Reflection & Review Prompts · 🔁 · Continuous Improvement · 📘 · Closing Note · Company Core Values · Early Accountability Company Core Values · 1. Integrity & Honesty · 2. Consistency in Effort & Presence · 3. Excellence Over Excuses · 4. Thoughtful Problem-Solving · 5. Clear & Timely Communication · 6. Collaboration & Connection First · 7. Work-Life Alignment · 8. Dependability & Accountability · Daily Submissions/Time Tracking SOP · 🧠 SCHOOL PSYCH DAILY CHECKOUT SOP · 🎯 PURPOSE · 🕒 WHEN TO COMPLETE · ⚙️ HOW TO ACCESS · 🧩 WHAT TO SUBMIT · 🧾 HOW IT WORKS BEHIND THE SCENES · 📊 REVIEW & REPORTING · 🚦 REMINDERS · 💬 COMMUNICATION · 🧾 Service Type Reference Guide · 🔹 Direct Services · 🔹 Indirect Services · Ai · PASTE BELOW THIS LINE · 📚 AI Task Library, click a section to expand · 🧩Workflow vs SOP (School Psych Edition) · 🧭 1. Workflow = The Map · 📘2. SOP = The Recipe · 🔗3. How They Work Together · 🧩 4. Quick Analogy · ## SOP: Sending Adobe Sign Documents via Text Message (Without Enterprise Plan) · Purpose · Applies To · Tools Needed · Procedure · 1. Prepare and Send the Agreement · 2. Retrieve the Textable Signing Link · 3. Send the Link via Text Message · 4. Confirm Completion · Notes & Best Practices · Version Control · 🚨 Final Proofreading Prompt for Psychoeducational Reports (Use this in ChatGPT before submitting reports for review):

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title: Psych Staff SOPS and beyond

Helpwise - Email Management

Based on how your systems are set up, Helpwise integrating with ClickUp is the cleanest, least disruptive path. Here’s how it would work and why it’s a fit for your setup: ---

✅ Why Helpwise + ClickUp Works Best

- Native integration: Helpwise has a direct ClickUp integration. You can automatically create or link ClickUp tasks from emails, or update task statuses directly from Helpwise. - Shared inbox visibility: Everyone can see which emails have been read, assigned, or replied to, so no overlap or missed communication. - Task automation: You can set triggers like “When a new email comes in → create a task in ClickUp in the Psychology folder.” - Seamless experience: While technically Helpwise is a separate interface, it feels much lighter than Gmailius or Hiver (the “bee” tool you mentioned). It can live alongside ClickUp without requiring constant switching. - Permissions control: You can assign who handles which district’s mailbox or which type of inquiry, keeping accountability clear. ---

🔧 Recommended Setup

1. Create shared inboxes in Helpwise for each district or function (e.g., evaluations@, reports@, admin@). 2. Integrate ClickUp: - Connect your ClickUp workspace in Helpwise settings. - Map each inbox to a ClickUp List or Folder (e.g., Psychology → District Work). - Decide which fields to sync (email subject → task title, email body → task description). 3. Assign and track: - In Helpwise, assign emails to team members (so you can see who’s working on what). - The linked ClickUp task updates when the email thread moves. 4. Automation: - Use Helpwise workflows (like tagging, auto-assigning based on keywords, etc.). - Optional: Set up a “Weekly Summary” report of inbox activity. ---

🧩 Future Proofing

If ClickUp’s upcoming “Email 2.0” feature matures, you’ll already have a process in place that can later be migrated natively into ClickUp without major disruption. --- Would you like me to map out a ClickUp + Helpwise workflow diagram (showing who does what, where emails go, and how tasks sync)? That could help Rachel or whoever sets this up handle it step-by-step.

🧠 Master School Psychology SOP Template

*(For District or Entity-Specific Use)* ---

I. Entity Overview

Entity Name: Type of Setting: (Public District, Charter, Private, Early Intervention, etc.) State & Service Region: Contract Start Date: Contract End Date (if applicable): Primary District Contact: Role/Title: Preferred Contact Method: (Email, Portal Message, Shared Drive Comment, etc.) ---

II. Scope of Work

Evaluation Types Conducted: (Psychoeducational, Autism, Functional Behavior Assessments, Gifted, Re-Evaluations, Developmental, etc.) Service Population: (Age range, grade levels, special programs served) Caseload Assignment Process: (Who assigns cases, how assignments are communicated, expected turnaround on acceptance) ---

III. Referral Process

Referral Source: (Who initiates referrals, ex. Service Coordinator, Case Manager, School Psych Coordinator) Referral Receipt Method: (Email, Portal, Shared Google Drive, Secure Dropbox, District Form, etc.) Referral Review Protocol: 1. Confirm receipt within ___ business days. 2. Verify referral includes required documents (list them). 3. Notify admin assistant or district contact if documents are missing. ---

IV. Testing & Evaluation Procedures

Evaluation Timeline: (Example: All initial evaluations must be completed and uploaded within 45 calendar days.) Scheduling Guidelines: (How to contact families, schedule testing, and document attempts.) Testing Location: (School site, district office, tele-assessment, etc.) Testing Materials & Access: (Where kits are stored, who manages protocols, digital scoring tools used, etc.) Scoring & Report Writing: - Who performs scoring (Psychometrician, Psychologist, Admin Assistant) - Report drafting standards (font, header, structure, version naming) - Internal QA/proofing steps ---

V. Documentation & Submission

Storage Platform: (Google Drive, Box, Dropbox, District Portal, etc.) File Naming Convention: Example: StudentLast_First_School_DateofEval_Type Report Submission Protocol: 1. Upload draft to shared folder or portal. 2. Tag or notify proofing lead (e.g., Rachele). 3. Once approved, submit to district portal or coordinator. 4. Move finalized reports to the Final Reports folder. Forms & Templates: (Link or describe any district-required forms, rating scales, eligibility forms, or templates.) ---

VI. Meetings & Communication

Meeting Attendance Requirements: (Eligibility meetings, IEPs, parent conferences, multidisciplinary team meetings.) Meeting Format: (Virtual, in-person, hybrid.) Scheduling Process: (Who schedules, how invites are received, how conflicts are handled.) Communication Expectations: - Response time within ___ hours. - Include ___ in all case-related emails. - Use professional, family-friendly language. ---

VII. Billing & Time Tracking

Billing Type: (Hourly, Per Case, Per Evaluation, Retainer) Platform Used: (ClickUp, Google Sheets, Internal Tracker) Submission Frequency: (Weekly, Biweekly, Monthly) Required Documentation: (Logs, timestamps, signatures if applicable) ---

VIII. Compliance & Confidentiality

Confidentiality Requirements: (Align with FERPA, HIPAA, and state-specific guidelines.) Data Storage Policy: (Secure digital drives only, no personal device storage, encryption standards.) Record Retention: (How long files are kept and who is responsible for archiving.) District or State Policies: (Include links or notes for specific compliance policies.) ---

IX. Team Roles & Delegation

Role	Person	Responsibilities
Lead Psychologist		Oversight, report review, communication with district
Psychometrician		Scoring, protocol management, data entry
Administrative Assistant		Scheduling, documentation follow-up, proofing support
QA/Proofing Lead		Review reports before submission
District Liaison		Local contact for logistics or concerns

---

X. QA, Review, & Troubleshooting

Internal QA Process: 1. Initial report draft completed. 2. Proof by assigned QA lead. 3. Feedback implemented within ___ days. 4. Finalized report uploaded and timestamped. Issue Escalation: - Step 1: Notify internal lead (Rachele). - Step 2: If unresolved, escalate to Kimi. - Step 3: Document in ClickUp for tracking. ---

XI. Calendar & Scheduling Notes

District Holidays or Testing Blackouts: Preferred Testing Days/Times: Weekly Coordination Call (if applicable): ---

XII. Onboarding & Orientation

District-Specific Onboarding Checklist: - Access granted to drives and portals. - Templates uploaded and customized. - Testing kits verified and inventoried. - Communication thread created with district contact. ---

XIII. Notes & Revisions

Use this section to document any recent updates or district changes.

Date	Change	Updated By

---

ClickUp / Notion Integration Tips

- ClickUp: - Use collapsible headings for each section. - Subtasks can represent each process (e.g., “Referral Review,” “Testing,” “QA”). - Add custom fields for District Name, Contact Person, and Evaluation Type. - Notion: - Each SOP = individual page in your “District SOP Database.” - Properties: District Name, State, Service Type, Start Date, End Date, Status. - Use toggle blocks for each major section (I–XIII) for easy training use. ---

✅Recommended Setup: School Psychology SOP & Training Database

1.Create a new Notion database

2. Database Properties

Use these database properties for tagging and filtering:

Property	Type	Description
Entity / District Name	Text	Name of district, school, or agency
Service Type	Multi-select	e.g., “Psychoeducational”, “Autism”, “Re-Eval”, “Gifted”, “FBA/BIP”
State / Region	Select	For compliance differences
Category	Select	SOP, Training, Template, Policy, Reference
Status	Select	Draft, In Review, Final, Archived
Updated By	Person	Last editor
Last Updated	Date	Auto-populated
ClickUp Link	URL	Direct link to ClickUp task or list
Visibility	Multi-select	Internal Only, District Shared, Training Module

---

3. Suggested Views

4. Page Template: SOP Entry

Each record in the database should open to a page using this template: ---

🧩School Psychology SOP Template (for Notion Page)

▸ Entity Overview

Entity Name: Type of Setting: State / Service Region: Primary District Contact: Preferred Communication Channel: ---

▸ Scope of Work

Evaluation Types Conducted: Service Population: Caseload Assignment Process: ---

▸ Referral Process

▸ Testing & Evaluation Procedures

Evaluation Timeline: Scheduling Guidelines: Testing Location: Testing Materials & Access: Scoring & Report Writing: ---

▸ Documentation & Submission

Storage Platform: File Naming Convention: Report Submission Steps: District Forms & Templates: ---

▸ Meetings & Communication

Meeting Attendance Requirements: Meeting Format: Scheduling Process: Communication Expectations: ---

▸ Billing & Time Tracking

Billing Type: Platform Used: Submission Frequency: Required Documentation: ---

▸ Compliance & Confidentiality

Confidentiality Requirements: Data Storage Policy: Record Retention: District or State Policies: ---

▸ Team Roles & Delegation

Role	Person	Responsibilities
Lead Psychologist		Oversight, report review
Psychometrician		Scoring, data entry
Admin Assistant		Scheduling, documentation follow-up
QA / Proofing Lead		Final review before submission

---

▸ QA, Review & Troubleshooting

QA Process: 1. Draft completed 2. QA review 3. Feedback applied 4. Final upload Escalation Path: 1. Internal Lead (Rachele) 2. Kimi 3. Logged in ClickUp ---

▸ Calendar & Scheduling Notes

District Holidays / Blackouts: Preferred Testing Days: Standing Meetings: ---

▸ Onboarding & Orientation

Checklist: - Portal access verified - Templates uploaded - Communication channels confirmed - Testing kits inventoried ---

▸ Notes & Revisions

Date	Change	Updated By

---

▸ Quick Links

- 📁 Shared Drive Folder - 🧾 District Policies - 💬 District Contact Sheet - 📊 ClickUp Project Link ---

✅ What ChatGPT Team offers

Here are some of the core features of the Team/Business plan (beyond what an individual subscription gives you) that your team can take advantage of: - A dedicated workspace for your team (rather than separate personal accounts) so everyone sees shared content. - Access to advanced models (e.g., GPT-4 with a large context window) and tools like browsing, vision (image input) and advanced data analysis. - Ability to create custom GPTs (bots tailored for your use case) and share them across your workspace. - Shared links, project folders or shared chat history within the workspace so the team can build on each other’s work. - Admin tools: manage users, roles, data/privacy settings, billing.

🔄 Can one person start a thread and another contribute?

Yes, generally. Here are how collaboration workflows can look, and some things to set up.

Ways to collaborate

- Someone on your team can start a conversation/chat inside the Team workspace (for example: “Write a draft blog post for Early Accountability Podcast episode #12 on metrics for entrepreneurs”). Then another team member can open that chat (assuming permissions allow) and add their comments, edits, ask follow-up questions, have the AI refine the draft. - You can share custom GPTs that encapsulate your tone, your brand voice, and workflows (for example one GPT for “episode show notes draft” for your podcast, another for “client data report summary” for your agency). Each team member can use those GPTs and together refine them. - You can maintain a shared “library” of prompts, templates, responses that the team uses—so you’re all aligned on tone, style, and process. - Use the workspace to organize by project (e.g., one folder for your podcast production, another for wellness coaching content, another for agency deliverables) so the team knows where to jump in.

Things to ensure for smooth collaboration

- Ensure all team members have access to the workspace and know how to switch into it (some may default to personal chats). - Set roles and permissions: who can manage the workspace vs who can just use it. That prevents confusion or duplication. - Agree on a workflow: e.g., “I’ll draft → you edit → we ask ChatGPT to refine version → final review” so it becomes part of your process rather than ad-hoc. - Keep chat naming / folder naming conventions tidy so you and your team can find past chats or drafts. - Use shared prompts/templates so your brand voice (especially for your clients) stays consistent across team members. ---

🎯 Specific uses for your work

Since you host a podcast, run an agency, and coach wellness, here are tailored ways you and your team can use ChatGPT Team: - Podcast workflow: - Draft episode outlines or show notes. - Generate promotional copy for social media, email blasts, captions. - Transcribe interviews (if you upload transcripts) and ask ChatGPT to pull key themes, quotes, action items. - Brainstorm new episode ideas based on data or trends in your space (entrepreneurship + wellness). - Agency (data-driven results for entrepreneurs): - Create standardized templates for client reporting (e.g., “Month-end data summary for Entrepreneur X”). - Use ChatGPT to help interpret client data (you can upload spreadsheets if your plan includes data-analysis tools) and produce insights or recommendations. - Develop custom GPT for your agency that understands your preferred tone, target audience (African-American male entrepreneurs), typical metrics you monitor, so that when a team member sits down to write a report, they plug into a preset workflow. - Wellness / coaching content: - Generate workout/meal plan drafts, then have team members refine with your voice and brand. - Create calls-to-action, client onboarding messages, weekly “check-in” prompts. - Use shared chats so your coaching assistants or team (if you have them) can pick up where you left off. ---

🧩 Practical steps to get better integration

today

Here’s a 5-step plan to get your team more integrated with ChatGPT Team: 1. Onboard the team & define roles - Invite everyone into the workspace. - Assign at least one “owner/admin” who manages users, billing, prompts library. - Do a short team training: what the workspace is, how to share chats, how to use custom GPTs. 2. Create a shared folder / chat library structure - Example folders: “Podcast Production”, “Agency Deliverables”, “Wellness Content”. - Inside each folder, create chats templates: “Draft Show Notes”, “Client Monthly Report”, etc. - Save and label each chat so others can reuse or pick up. 3. Develop standard prompts for your voice / brand - Write a prompt like: “You are writing for Early Accountability Podcast, audience of African-American entrepreneurs, tone is confident, equitable, inclusive, actionable. Create show notes outline for topic X.” - Store these templates in the workspace so everyone uses the same starting place. 4. Implement collaborative workflow - Example workflow for a show note: Person A starts draft → saves chat → Person B opens it for edits → Person C uses ChatGPT to refine language/tone → final version published. - Use naming conventions like “ShowNotes_Ep12_Draft_v1” so the team knows sequence and status. 5. Regular check-in & review what’s working - Schedule a short monthly/bi-weekly team check-in: What’s working with ChatGPT use? What’s not? How many times are we re-using templates? - Track metrics like “how many minutes/hours saved”, “how many drafts generated vs manual”, “how often team picks up others’ chats”. ---

🚧 A few cautions and things to watch

- The sharing of chats and knowledge base is powerful—but you’ll want to manage permissions and clean up old chats so it doesn’t become chaotic. - AI output still needs human review, especially for your brand voice, accuracy, and cultural fit (given your audience of African-American entrepreneurs). - If your team uses many external systems (Google Drive, Dropbox, etc.) check what integrations your plan supports and whether you need connectors. ---

💼 Psych Support Solutions AI Playbook

AI-Assisted Evaluation, Documentation, and Communication Guide

--- ---

🧭 Purpose & Vision

AI helps us produce clearer, faster, and more consistent evaluation and documentation across Psych Support Solutions. This playbook outlines how our team uses ChatGPT and other AI tools to improve quality, efficiency, and communication. ---

💡 AI Philosophy

AI supports, but never replaces, clinical judgment. It should: - Save time by automating proofreading, formatting, and summarization. - Improve clarity for families and teams. - Maintain data accuracy and ethical standards. - Uphold a professional tone that reflects our values and training. ---

🧰

Core Tools Overview

Tool	Function	Notes
ChatGPT Team	Drafting, summarization, editing	Use shared workspace for collaboration
Proofing Prompt	Final review before submission	See official macro below
Dropbox / Drive	Storage for reports, templates, and reference files	Upload reports and exported edits
Notion	SOPs and AI resource library	Store prompts, examples, and training modules
ClickUp	Project management and task tracking	Link AI chat links in ClickUp task comments

---

⚙️ Workspace Setup

> Add screenshots or setup instructions here later. Folders: - 📂 Reports & Evaluations - 📂 Behavior Plans (FBA/BIP) - 📂 IFSP / IEP Support - 📂 Parent & Staff Communication File Naming Convention: \[StudentInitials\]_\[Task\]_\[Date\] Example: JS_ReportEdit_2025-10-19 ---

🤝 Collaborative Workflow

1. Start a new ChatGPT conversation for each report or task. 2. Add context (student initials, grade, focus area). 3. Name and label version clearly. 4. Copy the chat link and paste it into the relevant ClickUp task comment. 5. Next team member opens link in ChatGPT to review, proof, or continue. ---

📋AI Task Prompts (Expandable Library)

> (Use toggles below to store and expand task-specific prompts.) ``

plain text
✍️ Report Editing & Proofing
- Run the Final Proofreading Prompt before submission.
- Ask ChatGPT to check for grammar, tone, and data accuracy.
- Always verify gender pronouns and tense consistency.

plain text
🧠 Report Summarization
- Use ChatGPT to create short summaries of Cognitive, Academic, or Language sections.
- Example prompt: “Summarize this section in 4–5 sentences that highlight key strengths and weaknesses.”

plain text
📈 Inconsistency Detection
- Ask ChatGPT: “Identify any inconsistent scores, grade levels, or statements across sections.”

plain text
🧩 Behavior Plans (BIP / FBA)
- Prompt ChatGPT to turn FBA data into measurable goals and 2–3 clear strategies.
- Example: “Based on this data, write a Behavior Intervention Plan with one goal, three strategies, and a monitoring plan.”

plain text
👶 IFSP / IEP Support
- Summarize session notes or create brief updates for service coordinators.
- Example: “Draft an email summarizing today’s IFSP session for the family and coordinator.”

plain text
💬 Parent & Team Communication
- Use AI to rewrite technical sections in clear, family-friendly language.
- Example: “Rewrite this for parents in simple, accurate terms while keeping a professional tone.”


	---
🚨
Final Proofreading Prompt (Kimi Walker Standard)
	> Always use this before final review.

plain text
You are an expert proofreader for psychoeducational evaluation reports. Please carefully review the following report for:
✅ Grammar, punctuation, and spelling errors—correct all mistakes.
✅ Fluency and clarity—revise awkward, unclear, or unprofessional sentences.
✅ Consistency of student details—confirm the student’s name, age, grade, and gender are used correctly and consistently throughout (no switching from 3rd to 4th grade, or he/she errors).
✅ Data accuracy and summaries—ensure assessments, scores, and conclusions match what was shared earlier in the report. Ensure all assessments mentioned are also summarized properly.
✅ Tone and professionalism—ensure the language is objective, formal, and appropriate for parents, teachers, and IEP teams.
✅ Report structure and flow—check the report follows standard evaluation structure, flows logically, and is not missing any major sections.
✅ Section headers and order—check that all required headers (background, assessment results, observations, summary, recommendations) are labeled correctly and in correct order.

After proofreading, please:
• Provide a brief list of corrections and changes made.
• List any remaining concerns, inconsistencies, or awkward areas that need further attention.
• Include page numbers or section headers of the areas you are referring to, so I can quickly find and correct them.

Here is the report text:
[PASTE REPORT TEXT BELOW or UPLOAD PDF/Doc File OF REPORT]

`` ---

🧩

Quality Review Checklist

- Ran Proofing Prompt - Verified data matches original raw scores - Checked pronouns and tense - Ensured tone is neutral and professional - Confirmed structure and section order ---

🧮

Efficiency Metrics

Metric	Description	Review Frequency
Report turnaround time	Manual vs. AI-assisted time	Monthly
Proofing accuracy	% of reports without grammar/consistency issues	Quarterly
Prompt reuse	# of prompts used or improved	Quarterly

---

🗣️

Reflection & Review Prompts

> Use these during team coworking sessions. - What task this week took longer than expected that AI could simplify next time? - Which prompts gave the most accurate or natural results? - How did AI help improve clarity for parents or teachers? ---

🔁

Continuous Improvement

- Add strong prompt examples to the Notion prompt library. - Review and update this playbook quarterly. - Share “before and after” examples in team training to show impact. ---

📘

Closing Note

AI is our writing assistant. Use it to refine, not to replace. Every report and communication should show your professional judgment, with AI supporting the polish, flow, and efficiency. ---

Company Core Values

Early Accountability Company Core Values

1. Integrity & Honesty

2. Consistency in Effort & Presence

We honor our word and our work schedules. If we commit to 20 hours a week, we show up fully for 20 hours. Consistency is how we build trust, deliver results, and create sustainable momentum.

3. Excellence Over Excuses

We don’t do sloppy. We take pride in polished, thoughtful, and complete work. We review, refine, and deliver work that reflects our standards and care. We strive to do it right the first time.

4. Thoughtful Problem-Solving

5. Clear & Timely Communication

We over-communicate when needed, and we never ghost. We ask questions when we’re stuck and loop in team members before a delay impacts the project. Communication is everyone's responsibility.

6. Collaboration & Connection First

We work with, not around, each other. We assume positive intent and seek to connect as humans first. Our tone, our timing, and our teamwork matter just as much as our talent.

7. Work-Life Alignment

We believe in balance. Life happens. If something shifts personally, we communicate early so the team can support, adjust, or realign responsibilities as needed. Burnout has no place here.

8. Dependability & Accountability

We are our word. If we say we’ll do it, we do it. If something changes, we update the team. We respect each other’s time and rely on one another to follow through.

Company Core Values

Early Accountability Company Core Values

1. Integrity & Honesty

2. Consistency in Effort & Presence

We honor our word and our work schedules. If we commit to 20 hours a week, we show up fully for 20 hours. Consistency is how we build trust, deliver results, and create sustainable momentum.

3. Excellence Over Excuses

We don’t do sloppy. We take pride in polished, thoughtful, and complete work. We review, refine, and deliver work that reflects our standards and care. We strive to do it right the first time.

4. Thoughtful Problem-Solving

5. Clear & Timely Communication

We over-communicate when needed, and we never ghost. We ask questions when we’re stuck and loop in team members before a delay impacts the project. Communication is everyone's responsibility.

6. Collaboration & Connection First

We work with, not around, each other. We assume positive intent and seek to connect as humans first. Our tone, our timing, and our teamwork matter just as much as our talent.

7. Work-Life Alignment

We believe in balance. Life happens. If something shifts personally, we communicate early so the team can support, adjust, or realign responsibilities as needed. Burnout has no place here.

8. Dependability & Accountability

We are our word. If we say we’ll do it, we do it. If something changes, we update the team. We respect each other’s time and rely on one another to follow through.

Daily Submissions/Time Tracking SOP

---

🧠 SCHOOL PSYCH DAILY CHECKOUT SOP

🎯 PURPOSE

The School Psych Daily Checkout process ensures all team members complete their required end-of-day documentation and time tracking in one simple, organized place. This process provides daily accountability for Hubstaff logs, district time trackers, and completion evidence (via screen recording links). This system is not used for executive check-ins or general agency updates. It is specific to School Psychology operations. ---

🕒 WHEN TO COMPLETE

Each School Psych team member (for example, KC, Fernando, etc.) must complete the Daily Checkout Form once per workday, typically at the end of their shift or when finishing school-related tasks for the day. ---

⚙️ HOW TO ACCESS

The checkout form link is housed in the School Psych Training Hub and labeled: > 📋 School Psych Daily Checkout Form Bookmark the link in your browser or save it in your ClickUp dashboard for easy access. ---

🧩 WHAT TO SUBMIT

Each day, complete the form by providing the following: 1. Your Name Select your name from the dropdown list. 2. Screen Recording or Task Link Paste the link to your daily screen recording, Hubstaff recording, or Drive file showing your work for the day. 3. Completed Hubstaff & District Time Tracking? Check this box to confirm you logged your time in Hubstaff and completed any applicable district time tracker forms for the day. 4. Entities Worked For Select all districts or entities you supported that day: - Anderson - Georgia Charter - First Steps - Private Practice - Presence All fields must be completed daily. Submissions take less than one minute. ---

🧾 HOW IT WORKS BEHIND THE SCENES

- Each submission automatically creates a record inside the School Psych Daily Checkout list in ClickUp. - The list is reviewed by Rachele and Kimi to confirm accountability and completion of time tracking requirements. - No one needs to create separate tasks, comments, or write long notes. The form keeps everything structured and visual. ---

📊 REVIEW & REPORTING

- Rachele will review the list regularly in Table View to monitor daily check-ins. - The list can be grouped by Name or filtered by Entity to quickly view specific team or district activity. - Data will be organized by month (for example, *School Psych Daily Checkout – November 2025*). - At the end of each month, Rachele will duplicate the list, rename it for the next month, and archive the old one. ---

🚦 REMINDERS

- Complete your checkout each day before logging off. - This checkout confirms both time compliance and service accountability for the School Psychology division. - Incomplete submissions may delay pay verification or project reporting. ---

💬 COMMUNICATION

If there are issues submitting your form (e.g., form link not working, upload error, or duplicate submission), message Rachele directly inside ClickUp or through the approved communication channel. ---

🧾 Service Type Reference Guide

*For Time Logs and Invoicing*

🔹 Direct Services

These tasks involve real-time interaction or services provided directly to or for a student, family, or educational team.

Category	Definition
Case Review Meetings	Live or virtual meetings with district staff, providers, or parents to discuss a student’s needs, referral status, evaluation timelines, required signatures, or to explain the evaluation process.
Consultation	Brief, targeted collaboration with staff or parents to support student services. This includes behavioral planning, academic interventions, or accommodations discussions.
Observations	Conducting structured observations in classrooms, therapy settings, or other school environments to gather behavioral or academic data for assessment or consultation purposes.
Assessments	Directly administering standardized or informal assessments, structured interviews, or behavioral checklists with students or others. Includes setup and proctoring.
IEP/Evaluation Meetings	Participating in or leading eligibility determination meetings, reevaluation reviews, or IEP team meetings tied to formal assessment data or psychological input.

🔹 Indirect Services

These tasks support service delivery but are not face-to-face or live meetings. They are essential for preparation, documentation, and follow-through.

Category	Definition
Scheduling	Coordinating testing times, meetings, or interviews with students, staff, or families via phone, email, or system calendar tools.
Follow-Ups	Reaching out to gather missing documentation, signatures, or incomplete referral items. Also includes confirming appointment details and addressing procedural questions after a service is delivered.
Scoring/Admin	Completing manual or digital scoring of assessment tools, organizing results, or managing systems like rating scale platforms (e.g., BASC, Conners, etc.). Also includes verifying responses or printing/scanning protocols.
Report Writing	Drafting and finalizing psychoeducational, behavioral, or other evaluation reports. Includes writing summaries, integrating data, and reviewing drafts.
Record Review	Reviewing cumulative files, academic records, intervention logs, discipline history, or previous evaluations to inform current services.
Other (Indirect)	Tasks that support student services but don’t fall neatly in the above categories, such as syncing files, preparing consent forms, or internal documentation for case management.

Ai

PASTE BELOW THIS LINE

📚 AI Task Library, click a section to expand

> ✍️ Report Editing & Proofing > Purpose: > How to use: > Prompts to try: > - Review this report for grammar, punctuation, and clarity. Correct any awkward phrasing or repetitive sentences while maintaining a professional tone. > - Check this report for pronoun consistency and tense alignment. Correct any “he, she” switches or mismatched verb tenses. > - Highlight any sections that sound overly clinical or robotic. Suggest more natural alternatives that keep the same meaning. > 🧠 Report Summarization > Purpose: > How to use: > Prompts to try: > - Summarize this Cognitive section in four to five sentences highlighting key strengths, weaknesses, and interpretation points. > - Condense this Language summary for inclusion in an IEP report while keeping the data accurate and readable. > - Write a short summary of this section in parent-friendly language that avoids jargon while maintaining accuracy. > 📈 Inconsistency Detection > Purpose: > How to use: > Prompts to try: > - Identify any inconsistencies in this report, such as mismatched grade levels, score ranges, or conflicting statements about performance. > - List all areas where the summary or interpretation does not match the assessment data provided earlier in the report. > 🧩 Behavior Plans, BIP and FBA > Purpose: > How to use: > Prompts to try: > - Based on this FBA data, draft a Behavior Intervention Plan that includes one measurable goal, three evidence-based strategies, and one progress monitoring method. > - Summarize this behavior observation and create a goal statement and replacement behavior description for the plan. > 👶 IFSP and IEP Support > Purpose: > How to use: > Prompts to try: > - Draft a short email summarizing today’s IFSP session for the service coordinator and family. Keep it professional, warm, and concise. > - Summarize these notes into a brief IFSP progress update suitable for documentation. > - Convert this technical paragraph into language that would make sense to a parent while maintaining professional accuracy. > 💬 Parent and Staff Communication > Purpose: > How to use: > Prompts to try: > - Rewrite this summary so that a parent with no educational background can understand it. Keep tone warm, factual, and clear. > - Draft an email update to a teacher summarizing the student’s recent assessment results in concise, professional language. > - Write a short explanation of this finding in plain English, keeping it accurate and sensitive. ---

🧩Workflow vs SOP (School Psych Edition)

---

🧭 1. Workflow = The Map

📘2. SOP = The Recipe

🔗3. How They Work Together

🧩 4. Quick Analogy

Concept	Think Of It As	Focus
🧭 Workflow	The GPS route	Sequence of tasks
📘 SOP	The step-by-step directions	Detailed actions

--- ###

SOP: Sending Adobe Sign Documents via Text Message (Without Enterprise Plan)

---

Purpose

To provide a quick and reliable method for sending Adobe Sign agreements via text message, ensuring faster signature turnaround when recipients are more responsive by phone. ---

Applies To

- Psychometricians - Executive Assistant - Any Early Accountability team member sending or managing signed documents ---

Tools Needed

- Adobe Acrobat Sign (Standard or Small Business Plan) - Access to your Adobe Sign dashboard - Mobile phone or desktop text messaging platform (iMessage, Google Voice, WhatsApp, etc.) ---

Procedure

1. Prepare and Send the Agreement

1. Log in to your Adobe Sign account. 2. Click Request Signatures. 3. Upload the document that needs to be signed. 4. Enter the recipient’s name and email address (this is still required even though you’ll be texting the link). 5. Add any message or signing instructions. 6. Click Send to issue the agreement through Adobe Sign. ---

2. Retrieve the Textable Signing Link

1. Go to your Dashboard → Manage tab. 2. Under Waiting for Others, locate the agreement you just sent. 3. Click the arrow or View option beside the agreement. 4. In the activity section, look for the link or button that says “View what the recipient sees.” 5. Click it. 6. Copy the full URL from your browser’s address bar. ---

3. Send the Link via Text Message

1. Open your text messaging platform. 2. Paste the copied Adobe Sign URL into your message. 3. Include a short note for clarity, such as: > Hi \[Name\], here’s the secure link to sign your document through Adobe Sign: \[paste link\]. > Please complete it at your earliest convenience. 4. Send the message. ---

4. Confirm Completion

1. Return to your Adobe Sign Manage tab. 2. Check for updates under Waiting for Others or Completed. 3. Once the recipient signs, Adobe will automatically update the status and send you a completion notification. 4. Download and archive the signed document and audit trail for your records. ---

Notes & Best Practices

- Always copy the link from “View what the recipient sees,” not from the preview page. - Ensure that the signer uses the same email address listed in Adobe Sign for authentication and audit tracking. - Use this method when email responses are slow, or the signer is primarily mobile-based. - Avoid sharing links in group texts to maintain document security. - Store signed files securely in your designated Dropbox or ClickUp folder after completion. ---

Version Control

Version: 1.0 Created by: Kimi Walker Last Updated: October 31, 2025 Purpose: Streamline signing workflows when SMS delivery is faster or more convenient than email ---

🚨 Final Proofreading Prompt for Psychoeducational Reports (Use this in ChatGPT before submitting reports for review):

> You are an expert proofreader for psychoeducational evaluation reports. Please carefully review the following report for: > ✅ Grammar, punctuation, and spelling errors—correct all mistakes. > ✅ Fluency and clarity—revise awkward, unclear, or unprofessional sentences. > ✅ Consistency of student details—confirm the student’s name, age, grade, and gender are used correctly and consistently throughout (no switching from 3rd to 4th grade, or he/she errors). > ✅ Data accuracy and summaries—ensure assessments, scores, and conclusions match what was shared earlier in the report. Ensure all assessments mentioned are also summarized properly. > ✅ Tone and professionalism—ensure the language is objective, formal, and appropriate for parents, teachers, and IEP teams. > ✅ Report structure and flow—check the report follows standard evaluation structure, flows logically, and is not missing any major sections. > ✅ Section headers and order—check that all required headers (background, assessment results, observations, summary, recommendations) are labeled correctly and in correct order. > > After proofreading, please: - Provide a brief list of corrections and changes made. - List any remaining concerns, inconsistencies, or awkward areas that need further attention. - Include page numbers or section headers of the areas you are referring to, so I can quickly find and correct them. > > Here is the report upload > \[Upload report PDF or Doc file\]

Linked historical pages · page

🧠 Psych Team Memorandum of Understanding (MOU) 10.27.2025

Subject: Accountability, Proactive Learning, and Task Prioritization This memorandum is to set clear expectations for how we work together asynchronously.

School Psych 2025-26
Last edited: 2026-01-04T18:18:02.378Z

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Sections: Subject: Accountability, Proactive Learning, and Task Prioritization · 1. Purpose · 2. Pre-Shift Requirements · a. Watch All Assigned Videos in Full · b. Review All Linked Notion Pages · c. Confirm Understanding Before Acting · 3. Task Prioritization · a. Follow the Order I Set · b. When No Urgent Task Is Marked · c. If You’re Unsure · 4. Communication Standards · a. Asking Questions · b. Email and Chat Etiquette · 5. Prohibited Behaviors · 6. Real Costs and Impact · 7. Acknowledgment · 8. Accountability Reminder

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title: 🧠 Psych Team Memorandum of Understanding (MOU) 10.27.2025

Subject: Accountability, Proactive Learning, and Task Prioritization

Effective Immediately

1. Purpose

This memorandum is to set clear expectations for how we work together asynchronously. Our system only functions when everyone takes full responsibility for learning, reviewing, and executing exactly as directed. Repeated issues have shown that team members are: - Not watching assigned training videos in full - Starting tasks they prefer instead of assigned priorities - Asking questions already answered in videos or written instructions - Ignoring Notion pages and transcripts prepared for them This behavior causes delays, lost revenue, and unnecessary frustration.

2. Pre-Shift Requirements

Before clocking in for every shift, you must complete the following steps:

a. Watch All Assigned Videos in Full

- Videos must be watched in their entirety before doing any task. - Skipping or partial viewing will be treated as noncompliance. - Viewing data is tracked.

b. Review All Linked Notion Pages

- Every task or update has a Notion page attached. - You are expected to open and read all linked materials before working. - If a Notion page is updated since your last login, review those changes immediately.

c. Confirm Understanding Before Acting

If you need clarification: 1. Use ChatGPT or any AI tool available to you. Copy and paste the transcript or notes, then ask: - “Summarize this into action steps.” - “List the key takeaways from this video.” - “What tasks did Kimi emphasize as urgent?” - “Give timestamps when priorities were mentioned.” 2. Only after that step should you ask Kimi or the team lead for clarification.

3. Task Prioritization

a. Follow the Order I Set

- If a task is marked Urgent, Priority, or if I say “Do this first,” that is the only task you should begin. - Do not start anything else until that task is complete. - Never “choose” what you want to work on.

b. When No Urgent Task Is Marked

- Work in the order provided in ClickUp or Notion. - Do not reorder, skip, or substitute tasks based on preference.

c. If You’re Unsure

- Pause. - Use AI or check the Notion board. - Do not start something random.

4. Communication Standards

a. Asking Questions

Before sending messages, emails, or comments: 1. Ask yourself: “Did I check the video, Notion page, or transcript first?” 2. If yes, and it’s still unclear, use ChatGPT to summarize or clarify. 3. If it’s still unclear after that, then ask your question clearly and concisely. Repeatedly asking about items already answered will be documented as lack of preparation.

b. Email and Chat Etiquette

- Do not email or message me about things that are already covered in your assigned materials. - Do not ask about unrelated projects during active task time. - Stay focused on your current assignments.

5. Prohibited Behaviors

The following behaviors stop us from working efficiently and are no longer acceptable: 1. Working on what you want instead of assigned priorities. 2. Asking questions about content covered in videos or Notion pages. 3. Skipping steps or trying to “figure it out your way.” 4. Not watching videos fully but still billing time. 5. Starting new projects or unrelated work without approval.

6. Real Costs and Impact

This is not just about inconvenience. Every time these steps are ignored, it costs the business real money and time. Examples: - When you do not watch a full video, I must re-explain or redo work that was already covered. - Result: I lose time and end up doing the task myself. - When you start tasks that are not priorities, urgent work gets delayed. - Result: Deadlines are missed and client deliverables are affected. - When instructions are ignored, tasks take longer than necessary and must be redone. - Result: Time, energy, and resources are wasted. - When I must step in and complete work that was already assigned, it defeats the purpose of delegation and delays billing. These actions waste paid time, slow down progress, and make asynchronous work impossible.

7. Acknowledgment

By continuing to work on the Psych Team, you agree to: - Watch and review all materials before starting work - Follow priorities exactly as assigned - Use AI tools before escalating questions - Stop choosing your own tasks or workflow - Maintain professional, proactive communication

8. Accountability Reminder

We are not in a classroom. We are a professional team. Every resource, video, transcript, and summary is created to save you time. If I have to repeat myself, redo your work, or reprioritize after giving instructions, that means the system itself needs to change. Because of this, we are going to look closely at our current workflow and document it fully in the SOPs. We will write down exactly what the process is now, identify where the breakdowns are happening, and make improvements together so that everyone is working from the same understanding. This collaboration will allow us to see where we can streamline tasks, communicate more clearly, and operate more efficiently. Our goal is to function as an AI-forward agency that uses systems, automation, and accountability to work smarter, not harder. We are rebuilding the structure, not just enforcing it. Everyone’s participation and attention to detail during this process is required for us to move forward successfully.

Linked historical pages · page

Podcast

No substantive body text was returned. See properties and source for context.

School Psych 2025-26
Last edited: 2025-10-28T02:57:42.635Z

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Sections: 💡 · Transformation-Driven Show Description · 🎙Intro (tight and transformational)

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title: Podcast

💡

Transformation-Driven Show Description

> Different Minds, Same Goals

🎙Intro (tight and transformational)

> Welcome to *Different Minds, Same Goals*

This gives you the transformation arc : Insight → Application → Achievement.

Linked historical pages · page

🧠 Master School Psychology SOP Template

Type of Setting: (Public District, Charter, Private, Early Intervention, etc.) Preferred Contact Method: (Email, Portal Message, Shared Drive Comment, etc.)

School Psych 2025-26
Last edited: 2026-01-19T01:47:17.191Z

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Sections: I. Entity Overview · II. Scope of Work · III. Referral Process · IV. Testing & Evaluation Procedures · V. Documentation & Submission · VI. Meetings & Communication · VII. Billing & Time Tracking · VIII. Compliance & Confidentiality · IX. Team Roles & Delegation · X. QA, Review, & Troubleshooting · XI. Calendar & Scheduling Notes · XII. Onboarding & Orientation · XIII. Notes & Revisions · ClickUp / Notion Integration Tips

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title: 🧠 Master School Psychology SOP Template

*(For District or Entity-Specific Use)*

I. Entity Overview

II. Scope of Work

III. Referral Process

IV. Testing & Evaluation Procedures

V. Documentation & Submission

VI. Meetings & Communication

VII. Billing & Time Tracking

VIII. Compliance & Confidentiality

IX. Team Roles & Delegation

Role	Person	Responsibilities
Lead Psychologist		Oversight, report review, communication with district
Psychometrician		Scoring, protocol management, data entry
Administrative Assistant		Scheduling, documentation follow-up, proofing support
QA/Proofing Lead		Review reports before submission
District Liaison		Local contact for logistics or concerns

X. QA, Review, & Troubleshooting

XI. Calendar & Scheduling Notes

District Holidays or Testing Blackouts: Preferred Testing Days/Times: Weekly Coordination Call (if applicable):

XII. Onboarding & Orientation

XIII. Notes & Revisions

Use this section to document any recent updates or district changes.

Date	Change	Updated By

ClickUp / Notion Integration Tips

Linked historical pages · page

🧩Workflow vs SOP (School Psych Edition)

A workflow is the *sequence of steps* that show how a process moves from start to finish. It focuses on how work flows between team members, platforms, and stages.

School Psych 2025-26
Last edited: 2025-11-02T04:59:39.712Z

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Sections: 🧭 1. Workflow = The Map · 📘2. SOP = The Recipe · 🔗3. How They Work Together · 🧩 4. Quick Analogy

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title: 🧩Workflow vs SOP (School Psych Edition)

🧭 1. Workflow = The Map

📘2. SOP = The Recipe

🔗3. How They Work Together

🧩 4. Quick Analogy

Assessment write-ups · page

Full Assessment Template

General write-up example for Full Assessment Template. Contains narrative and/or score presentation material. Full returned example text is available below; embedded scores are example data.

School Psych Hub / Module 4: General Forms & Templates / Assessment Write-Up Templates / Assessment Write-Up Templates
Last edited: 2026-08-17T02:47:51.759Z

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Sections: Full Template · Notes / Use Cases

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Assessment Area: General
Template Name: Full Assessment Template

Paste the full assessment write-up template below. This page body is the best place for long templates, tables, headings, and copy/paste formatting.

Full Template

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Assessment Area: Autism
Template Name: Social Responsiveness Scale, Second Edition (SRS-2)

Paste the full assessment write-up template below. This page body is the best place for long templates, tables, headings, and copy/paste formatting.

Full Template

Score Table

Subscale	Description	PARENT T-score	GENED T-score
Total Score		62 (Mild)	54 (Normal)
Social Awareness	The ability to take the perspective of, and empathize with, others	74 (Moderate)	46 (Normal)
Social Cognitive	The way one thinks and reasons about their social world	55 (Normal)	66 (Moderate)
Social Communication	The use of language in social contexts	43 (Normal)	71 (Moderate)
Social Motivation	How likely a person is to work towards goals that have social rewards	68 (Moderate)	49 (Normal)
Restricted Interests and Repetitive Behavior	Fixed interests or stereotyped and repetitive movements or speech	36 (Normal)	67 (Moderate)

Color-Coded Chart

Subscale	PARENT	GENED
Total Score	Mild	Normal
Social Awareness	Moderate	Normal
Social Cognitive	Normal	Moderate
Social Communication	Normal	Moderate
Social Motivation	Moderate	Normal
Restricted Interests and Repetitive Behavior	Normal	Moderate

Narrative Summary

Autism is a developmental disorder that is associated with difficulties in social interactions and communication. In order to assess STUDENT's social abilities, the Social Responsiveness Scale, Second Edition (SRS-2) was completed by their mother, PARENT and general education teacher, GENED. The SRS-2 is a rater-based measure of the severity of social deficits and symptoms related to autism spectrum disorder. This test asks parents and caregivers to rate the presence of symptoms they have noticed over time in various environments. STUDENT received a total score within the mild range by PARENT but with the normal range by GENED. STUDENT's ratings across subdomains are discussed in further detail below. Social Awareness: This subdomain measured STUDENT's ability to empathize with others. This includes understanding how someone else is feeling and the ability to take on their perspective. While PARENT reported concerns within the moderate range for social awareness, GENED reported normal concerns. The presence of an elevated score indicates that STUDENT may be having trouble understanding the feelings and emotions of other. Social Cognitive: Social cognition is the way in which people process, remember, and use information in social contexts to explain and predict their own behavior and the behavior of others. While PARENT reported concerns within the normal range for social cognitive abilities, GENED reported moderate concerns. The presence of an elevated score indicates that STUDENT may be struggling to learn from social situations that they is a part of. Social Communication: Social Communication is the use of language in social contexts. This includes social interaction, social cognition, pragmatics, and language processing. While PARENT reported concerns within the normal range for social communication abilities, GENED reported moderate concerns. The presence of an elevated score indicates that STUDENT may be having trouble communicating effectively with adults and peers. Social Motivation: This is a measure of how motivated STUDENT is to belong to social groups and act in ways that would not compromise their social standing. This may include behaving in ways in order to gain approval or completing tasks to make someone else happy. While PARENT reported concerns within the moderate range for social motivation, GENED reported normal concerns. The presence of an elevated score indicates that STUDENT may be generally unmotivated to engage in social-interpersonal behavior; have elements of social anxiety, inhibition, and trouble with demonstrating empathy or perspective taking with others. Restricted Interests and Repetitive Behavior: Restricted interests include narrow and sometimes intense interests (such as being overly interested in trains or dinosaurs and uninterested in anything else). Repetitive behaviors include motor movements and speech that is repetitive. This includes rocking or repeating the words and phrases of others. While PARENT reported concerns within the normal range for restricted interests and repetitive behavior, GENED reported moderate concerns. The presence of an elevated score indicates that STUDENT may have narrow interests and displays repetitive behaviors.

Assessment write-ups · page

Social Communication Questionnaire (SCQ)

Autism write-up example for Social Communication Questionnaire (SCQ). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

School Psych Hub / Module 4: General Forms & Templates / Assessment Write-Up Templates / Assessment Write-Up Templates
Last edited: 2026-09-09T18:32:27.054Z

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Sections: Full Template · Rating Table · Narrative Summary

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Assessment Area: Autism
Template Name: Social Communication Questionnaire (SCQ)

Paste the full assessment write-up template below. This page body is the best place for long templates, tables, headings, and copy/paste formatting.

Full Template

Total Score: 16 Screening cutoff: 15

Rating Table

Item	Recorded Response/Score
Item 1	No
Item 2	1
Item 3	1
Item 4	0
Item 5	1
Item 6	0
Item 7	1
Item 8	0
Item 9	1
Item 10	0
Item 11	1
Item 12	0
Item 13	0
Item 14	1
Item 15	0
Item 16	0
Item 17	1
Item 18	0
Item 19	0
Item 20	1
Item 21	0
Item 22	0
Item 23	1
Item 24	0
Item 25	0
Item 26	1
Item 27	0
Item 28	0
Item 29	1
Item 30	0
Item 31	0
Item 32	1
Item 33	0
Item 34	0
Item 35	1
Item 36	0
Item 37	0
Item 38	1
Item 39	0
Item 40	1

Narrative Summary

The Social Communication Questionnaire (SCQ) is a 40-item, parent report screening measure that assesses the symptomology associated with Autism Spectrum Disorder (ASD). The SCQ results in a single Total Score that is then interpreted in reference to a cutoff score. A cutoff score of 15 or greater is used as an indication of a possible Autism Spectrum Disorder, and indicates the need for further comprehensive evaluation. The parent report was completed by PARENT, STUDENT's mother. Based on PARENT's responses, STUDENT received a total score of 16. On the SCQ, STUDENT's mother endorsed the following characteristics for STUDENT which could potentially be associated with Autism Spectrum Disorder: -STUDENT struggles to have a to and fro conversation that requires them to build upon what has already been said. -STUDENT has been observed to use odd phrases or repeat phrases in almost exactly the same way over and over again. -STUDENT sometimes gets their pronouns mixed up (e.g. saying you or she/he for I). -At times, STUDENT says the same thing over and over in exactly the same way or insists that another individual says the same thing over and over again. -STUDENT's facial expressions are not always appropriate to the present situation. -STUDENT has interests that preoccupy them and that others may consider odd. -STUDENT seems to be unusually interested in the sight, feel, sound, taste, or smell of things or people. -STUDENT has injured themself deliberately, such as by biting their arm or banging their head. -When STUDENT was 4 or 5 they did not have conversations for the sole purpose of being friendly (rather to get something). -When STUDENT was 4 or 5 they did not use a wide range of gestures to communicate. -When STUDENT was 4 or 5 they did not look directly at people's faces when doing things with people or talking. -When STUDENT was 4 or 5 they never offered to share things other than food. -When STUDENT was 4 or 5 they did not look at others or use sounds/gestures to indicate that they wanted something, or wanted help. -When STUDENT was 4 or 5 they did not seem interested in other children of the same age whom they did not know. -When STUDENT was 4 or 5 they did not play pretend or make-believe games. -When STUDENT was 4 or 5 they did not play cooperatively in games that required joining in with a group of other children, such as hide-and-seek, or ball games. In consideration of STUDENT's cutoff score of 16, further follow up is warranted in order to assess STUDENT's eligibility for Autism Spectrum Disorder.

Assessment write-ups · page

Gilliam Autism Rating Scale, Third Edition (GARS-3)

Autism write-up example for Gilliam Autism Rating Scale, Third Edition (GARS-3). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

School Psych Hub / Module 4: General Forms & Templates / Assessment Write-Up Templates / Assessment Write-Up Templates
Last edited: 2026-09-09T18:32:29.579Z

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Assessment Area: Autism
Template Name: Gilliam Autism Rating Scale, Third Edition (GARS-3)

Paste the full assessment write-up template below. This page body is the best place for long templates, tables, headings, and copy/paste formatting.

Full Template

Score Table

Scale	Description	PARENT Score/Result	GENED Score/Result
Autism Index Score Probability of ASD		80 (Very Likely)	112 (Very Likely)
Restricted/Repetitive Behavior Probability	Stereotyped behaviors, fixated interests, routines, or rituals	14 — 91 Very Likely	7 — 16 Very Likely
Social Interaction Probability	Assesses deficits in social behavior	6 — 9 Probable	15 — 95 Very Likely
Social Communication Probability	Deficits in ability to use language to interact with others in a variety of situations	12 — 75 Very Likely	5 — 5 Probable
Emotional Responses Probability	Assess extreme responses to everyday situations	4 — 2 Probable	13 — 84 Very Likely
Cognitive Style Probability	Measures of idiosyncratic fixated interests, characteristics, and intellectual abilities	9 — 37 Very Likely	2 — .4 Unlikely
Maladaptive Speech Probability	Participation in speech that is considered odd or does not serve an obvious function	15 — 95 Very Likely	10 — 50 Very Likely

Narrative Summary

The Gilliam Autism Rating Scale, Third Edition (GARS-3) was used to assess how similar STUDENT's behaviors are to that of same aged peers who have been identified as Autistic. The GARS-3 is a norm-referenced screening tool used to identify people ages 3 to 22 that present with behavior problems that may be indicative of Autism Spectrum Disorder (ASD). The GARS-3's six subscales are related to the Autism Society's definition of ASD, which describe specific, observable, and measurable behaviors. The Autism Index score for the normative sample is 100, with a standard deviation of 15. The higher the Autism Index score, the greater the probability that the person has ASD. Additionally, the greater the index score, the more severe the autistic behavior is. The GARS-3 rating scale was completed by STUDENT's mother, PARENT and general education teacher, GENED. They received an Autism Index Score within the Very Likely range by both PARENT and GENED. The presence of an elevated score indicates that STUDENT displays some behaviors consistent with Autism Spectrum Disorder. More specifically, their scores are consistent with a student who likely requires substantial support in order to navigate their environment. The Restricted/Repetitive domain measures how often STUDENT engages in behavior that is ritualistic and non-purposeful. This includes repetitive movements with objects, repeated body movements such as rocking and hand-flapping, ritualistic behavior, sensory sensitivities, and circumscribed interests. STUDENT received a score within the Very Likely range by both PARENT and GENED. The presence of an elevated score indicates that they engages in stereotyped behaviors. The Social Interaction domain measures STUDENT's willingness and capacity to successfully engage in activities that develop and maintain relationships with others. An elevated score indicates a decreased willingness or capacity to effectively engage in activities that cultivate and preserve relationships. They received a score within the Probable range by PARENT but within the Very Likely range by GENED. The presence of an elevated score indicates that they may have difficulties when attempting to make or keep friends. The Social Communication domain measures the extent to which STUDENT uses verbal and nonverbal communication appropriately to initiate, engage in, and maintain social contact. An elevated score would indicate that they has trouble using non-verbal and verbal language effectively. STUDENT received a score within the Very Likely range by PARENT but within the Probable range by GENED. The presence of an elevated score indicates that they struggles to effectively use language to initiate/maintain social relations. The Emotional Responses domain measures STUDENT's reactions to seemingly innocuous environmental changes or challenges. This includes temper tantrums, low frustration tolerance, and extreme reactions (e.g. crying, screaming). STUDENT received a score within the Probable range by PARENT but within the Very Likely range by GENED. The presence of an elevated score indicates that they may exhibit inappropriate responses to seemingly normal stimuli at times. The Cognitive Style domain measures the way STUDENT thinks about information and shares their ideas/interests with others. A high score on this domain is indicative of a student who has restricted/intense interests or superior intelligence in specific subjects. Additionally, a high score may also be indicative of a student who is unable to understand how their comments affect others. STUDENT received a score within the Very Likely range by PARENT but within the Unlikely range by GENED. The presence of an elevated score indicates that they may have a cognitive style consistent with Autism Spectrum Disorder. The Maladaptive Speech domain measures how often STUDENT engages in repetition, inappropriate speech production, intangible speech, and incorrect pronoun selection. They received a score within the Very Likely range by both PARENT and GENED. The presence of an elevated score indicates that they displays speech consistent with Autism Spectrum Disorder.

Assessment write-ups · page

Autism Spectrum Rating Scale (ASRS), Ages 2–5

Autism write-up example for Autism Spectrum Rating Scale (ASRS), Ages 2–5. Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Autism
Template Name: Autism Spectrum Rating Scale (ASRS), Ages 2–5

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Score Table

Scale	Description	PARENT T-score	GENED T-score
Total Score	Measures the overall similarity to the behaviors of youth diagnosed with an Autism Spectrum Disorder	62 (Slightly Elevated)	54 (Average)
Social/Communication	Measures verbal and nonverbal communication	74 (Very Elevated)	46 (Average)
Unusual Behavior	Measures tolerance for changes in routine, engagement in stereotypical behaviors, and overreactions to sensory experiences	55 (Average)	66 (Elevated)
DSM-5 Scale	Measures how closely symptoms match the DSM-5 criteria for an Autism Spectrum Disorder	68 (Elevated)	49 (Average)
Peer Socialization	Measures willingness and ability to interact successfully with peers	36 (Low)	67 (Elevated)
Adult Socialization	Measures willingness and ability to interact successfully with adults	64 (Slightly Elevated)	36 (Low)
Social/Emotional Reciprocity	Measures ability to provide an appropriate emotional response to social situations	47 (Average)	63 (Slightly Elevated)
Atypical Language	Measures ability to communicate in a structured and conventional way	71 (Very Elevated)	57 (Average)
Stereotypy	Measures repetitive, unpurposeful behaviors	58 (Average)	72 (Very Elevated)
Behavioral Rigidity	Measures tolerance for changes in environment, routines, activities, and behaviors	76 (Very Elevated)	44 (Average)
Sensory Sensitivity	Measures tolerance for certain experiences sensed through touch, sound, vision, smell, or taste	67 (Elevated)	74 (Very Elevated)
Attention/ Self-Regulation	Measures ability to focus and remain undistracted	44 (Average)	58 (Average)

Narrative Summary

The Autism Spectrum Rating Scales (ASRS) are norm referenced rating forms used to quantify observations of children and adolescents from two to eighteen years of age that exhibit behaviors associated with Autism Spectrum Disorders. When used in combination with other information, results from the ASRS can help determine the likelihood that a child has symptoms associated with the Autism Spectrum Disorders. The ASRS was completed by STUDENT's mother, PARENT and general education teacher, GENED. Scores of 40 to 59 are considered average, scores below 40 are indicative of fewer concerns than average, and scores above 59 are considered slightly elevated to very elevated. Social/Communication scale: This scale indicates STUDENT's ability to use both verbal and non-verbal communication appropriately to initiate, engage in, and maintain social contact. While PARENT reported Very Elevated concerns on the Social/Communication scale, GENED reported concerns within the Average range. These ratings would indicate that STUDENT may have difficulties expressing themself verbally and nonverbally in social situations. Unusual Behavior: This scale assesses STUDENT's tolerance for changes in routine, engagement in apparently purposeless and stereotypical behaviors, and overreaction to certain sensory experiences. While PARENT reported Average concerns on the Unusual Behavior scale, GENED reported concerns within the Elevated range. These ratings would indicate that STUDENT may behave in ways that others find atypical. DSM-5: The Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5) is a tool used by practitioners to diagnose various psychiatric disorders; including Autism Spectrum Disorders. This scale assesses how closely STUDENT's symptoms match the DSM-5 criteria for an Autism Spectrum Disorder. While PARENT reported Elevated concerns on the DSM-5 scale, GENED reported concerns within the Average range. These ratings would indicate that STUDENT displays ASD behaviors consistent with DSM-5 criteria. Peer Socialization: This scale assesses STUDENT's willingness and capacity to successfully engage in activities that develop and maintain relationships with same-aged peers. While PARENT reported Low concerns on the Peer Socialization scale, GENED reported concerns within the Elevated range. These ratings would indicate that STUDENT has trouble developing peer relations and maintaining friendships. Adult Socialization: This scale assesses STUDENT's willingness and capacity to successfully engage in activities that develop and maintain relationships with adults. While PARENT reported Slightly Elevated concerns on the Adult Socialization scale, GENED reported concerns within the Low range. These ratings would indicate that STUDENT has trouble developing and maintaining adult relations. Social/Emotional Reciprocity: This scale assesses STUDENT's ability to provide an appropriate emotional response to another person in a social situation. While PARENT reported Average concerns on the Social/Emotional Reciprocity scale, GENED reported concerns within the Slightly Elevated range. These ratings would indicate that STUDENT struggles to appropriately respond to social situations and may appear un-empathetic at times. Atypical Language: This scale assesses a student's ability to use language in a structured and conventional way when communicating with others. While PARENT reported Very Elevated concerns on the Atypical Language scale, GENED reported concerns within the Average range. These ratings would indicate that STUDENT may have difficulties effectively communicating with others. Stereotypy: This scale indicates the extent to which STUDENT engages in apparently purposeless and repetitive behaviors. While PARENT reported Average concerns on the Stereotypy scale, GENED reported concerns within the Very Elevated range. These ratings would indicate that STUDENT displays repetitive self-stimulating behaviors. Behavioral Rigidity: This scale assesses how well STUDENT tolerates changes in their environment, routines, activities, or behaviors. While PARENT reported Very Elevated concerns on the Behavioral Rigidity scale, GENED reported concerns within the Average range. These ratings would indicate that STUDENT struggles with transitions and changes to their routine. Sensory Sensitivity: This scale assesses STUDENT's tolerance for certain experiences sensed through touch, sound, vision, smell, or taste. While PARENT reported Elevated concerns on the Sensory Sensitivity scale, GENED reported concerns within the Very Elevated range. These ratings would indicate that STUDENT may appear hypersensitive to sensory stimuli. Attention/Self-Regulation: The Attention/Self-Regulation scale assesses the extent to which the child is able to appropriately focus attention on one thing while ignoring other things, as well as how well the child controls their behavior and thoughts, maintains focus, and resists distraction . Attention problems can affect a student's ability to remain focused on the task at hand, follow directions, and complete multi-step problems. Both PARENT and GENED reported Average concerns on the Attention scale. These ratings would indicate that STUDENT is able to maintain appropriate levels of attention necessary to complete age-appropriate tasks.

Assessment write-ups · page

Autism Spectrum Rating Scale (ASRS), Ages 6+

Autism write-up example for Autism Spectrum Rating Scale (ASRS), Ages 6+. Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Autism
Template Name: Autism Spectrum Rating Scale (ASRS), Ages 6+

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Score Table

Scale	Description	PARENT T-score	GENED T-score
Total Score	Measures the overall similarity to the behaviors of youth diagnosed with an Autism Spectrum Disorder	62 (Slightly Elevated)	54 (Average)
Social/Communication	Measures verbal and nonverbal communication	74 (Very Elevated)	46 (Average)
Unusual Behavior	Measures tolerance for changes in routine, engagement in stereotypical behaviors, and overreactions to sensory experiences	55 (Average)	66 (Elevated)
Self-Regulation	Measures behavior management skills and attentional control	43 (Average)	71 (Very Elevated)
DSM-5 Scale	Measures how closely symptoms match the DSM-5 criteria for an Autism Spectrum Disorder	68 (Elevated)	49 (Average)
Peer Socialization	Measures willingness and ability to interact successfully with peers	36 (Low)	67 (Elevated)
Adult Socialization	Measures willingness and ability to interact successfully with adults	64 (Slightly Elevated)	36 (Low)
Social/Emotional Reciprocity	Measures ability to provide an appropriate emotional response to social situations	47 (Average)	63 (Slightly Elevated)
Atypical Language	Measures ability to communicate in a structured and conventional way	71 (Very Elevated)	57 (Average)
Stereotypy	Measures repetitive, unpurposeful behaviors	58 (Average)	72 (Very Elevated)
Behavioral Rigidity	Measures tolerance for changes in environment, routines, activities, and behaviors	76 (Very Elevated)	44 (Average)
Sensory Sensitivity	Measures tolerance for certain experiences sensed through touch, sound, vision, smell, or taste	67 (Elevated)	74 (Very Elevated)
Attention/ Self-Regulation	Measures ability to focus and remain undistracted	44 (Average)	58 (Average)

Narrative Summary

The Autism Spectrum Rating Scales (ASRS) are norm referenced rating forms used to quantify observations of children and adolescents from two to eighteen years of age that exhibit behaviors associated with Autism Spectrum Disorders. When used in combination with other information, results from the ASRS can help determine the likelihood that a child has symptoms associated with the Autism Spectrum Disorders. The ASRS was completed by STUDENT's mother, PARENT and general education teacher, GENED. Scores of 40 to 59 are considered average, scores below 40 are indicative of fewer concerns than average, and scores above 59 are considered slightly elevated to very elevated. Social/Communication scale: This scale indicates STUDENT's ability to use both verbal and non-verbal communication appropriately to initiate, engage in, and maintain social contact. While PARENT reported Very Elevated concerns on the Social/Communication scale, GENED reported concerns within the Average range. These ratings would indicate that STUDENT may have difficulties expressing themself verbally and nonverbally in social situations. Unusual Behavior: This scale assesses STUDENT's tolerance for changes in routine, engagement in apparently purposeless and stereotypical behaviors, and overreaction to certain sensory experiences. While PARENT reported Average concerns on the Unusual Behavior scale, GENED reported concerns within the Elevated range. These ratings would indicate that STUDENT may behave in ways that others find atypical. Self-Regulation: This scale indicates how well STUDENT manages their behavior and thoughts, maintains focus, and resists distractions. While PARENT reported Average concerns on the Self-Regulation scale, GENED reported concerns within the Very Elevated range. These ratings would indicate that STUDENT may struggle to maintain focus, control and control their impulses. DSM-5: The Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5) is a tool used by practitioners to diagnose various psychiatric disorders; including Autism Spectrum Disorders. This scale assesses how closely STUDENT's symptoms match the DSM-5 criteria for an Autism Spectrum Disorder. While PARENT reported Elevated concerns on the DSM-5 scale, GENED reported concerns within the Average range. These ratings would indicate that STUDENT displays ASD behaviors consistent with DSM-5 criteria. Peer Socialization: This scale assesses STUDENT's willingness and capacity to successfully engage in activities that develop and maintain relationships with same-aged peers. While PARENT reported Low concerns on the Peer Socialization scale, GENED reported concerns within the Elevated range. These ratings would indicate that STUDENT has trouble developing peer relations and maintaining friendships. Adult Socialization: This scale assesses STUDENT's willingness and capacity to successfully engage in activities that develop and maintain relationships with adults. While PARENT reported Slightly Elevated concerns on the Adult Socialization scale, GENED reported concerns within the Low range. These ratings would indicate that STUDENT has trouble developing and maintaining adult relations. Social/Emotional Reciprocity: This scale assesses STUDENT's ability to provide an appropriate emotional response to another person in a social situation. While PARENT reported Average concerns on the Social/Emotional Reciprocity scale, GENED reported concerns within the Slightly Elevated range. These ratings would indicate that STUDENT struggles to appropriately respond to social situations and may appear un-empathetic at times. Atypical Language: This scale assesses a student's ability to use language in a structured and conventional way when communicating with others. While PARENT reported Very Elevated concerns on the Atypical Language scale, GENED reported concerns within the Average range. These ratings would indicate that STUDENT may have difficulties effectively communicating with others. Stereotypy: This scale indicates the extent to which STUDENT engages in apparently purposeless and repetitive behaviors. While PARENT reported Average concerns on the Stereotypy scale, GENED reported concerns within the Very Elevated range. These ratings would indicate that STUDENT displays repetitive self-stimulating behaviors. Behavioral Rigidity: This scale assesses how well STUDENT tolerates changes in their environment, routines, activities, or behaviors. While PARENT reported Very Elevated concerns on the Behavioral Rigidity scale, GENED reported concerns within the Average range. These ratings would indicate that STUDENT struggles with transitions and changes to their routine. Sensory Sensitivity: This scale assesses STUDENT's tolerance for certain experiences sensed through touch, sound, vision, smell, or taste. While PARENT reported Elevated concerns on the Sensory Sensitivity scale, GENED reported concerns within the Very Elevated range. These ratings would indicate that STUDENT may appear hypersensitive to sensory stimuli. Attention: The Attention scale assesses how distractible a student is. Attention problems can affect a student's ability to remain focused on the task at hand, follow directions, and complete multi-step problems. Both PARENT and GENED reported Average concerns on the Attention scale. These ratings would indicate that STUDENT is able to maintain appropriate levels of attention necessary to complete classwork and follow multi-step instructions.

Assessment write-ups · page

Autism Diagnostic Observation Schedule, Second Edition, Module 3 (ADOS-2)

Autism write-up example for Autism Diagnostic Observation Schedule, Second Edition, Module 3 (ADOS-2). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Autism
Template Name: Autism Diagnostic Observation Schedule, Second Edition, Module 3 (ADOS-2)

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Comparison age band: 10 to 16 years old

Rating Table

Item	Behavior	Rating	Comparison Conversion
A1.	Overall Level of Non-Echoed Spoken Language	0	N.A.
A2.	Speech Abnormalities Associated With Autism	1(not obviously peculiar)	N.A.
A3.	Immediate Echolalia	2	N.A.
A4.	Stereotyped/Idiosyncratic Use of Words or Phrases	1(occasional oddity)	1
A5.	Offers Information	0	N.A.
A6.	Asks for Information	1	N.A.
A7.	Reporting of Events	2(dependent on probes)	2
A8.	Conversation	2	2
A9.	Descriptive, Conventional, Instrumental, or Informational Gestures	0	0
B1.	Unusual Eye Contact	1	1
B2.	Facial Expressions Directed to Examiner	2	2
B3.	Language Production and Linked Nonverbal Communication	7	N.A.
B4.	Shared Enjoyment in Interaction	0	0
B5.	Comments on Others' Emotions/ Empathy	1	N.A.
B6.	Insight Into Typical Social Situations and Relationships	1(one relationship)	N.A.
B7.	Quality of Social Overtures	2(inappropriate)	2
B8.	Amount of Social Overtures/ Maintenance of Attention	2	N.A.
B9.	Quality of Social Response	0	0
B10.	Amount of Reciprocal Social Communication	1	1
B11.	Overall Quality of Rapport	2	2
C1.	Imagination/Creativity	3	N.A.
D1.	Unusual Sensory Interests in Play Material/Person	0	0
D2.	Hand and Finger and Other Complex Mannerisms	1	1
D3.	Self-Injurious Behavior	2	N.A.
D4.	Excessive Interest In or References to Unusual of Highly Specific Topics or Objects or Repetitive Behavior	3	2
D5.	Compulsions or Rituals	0	0
E1.	Overactivity/ Agitation	1	N.A.
E2.	Tantrums, Aggression, Negative or Disruptive Behavior	2	N.A.
E3.	Anxiety	2	N.A.

Narrative Summary

STUDENT participated in the administration of the Autism Diagnostic Observation Schedule, Second Edition, Module 3 (ADOS-2). The ADOS-2 is an instrument designed to assess social and communicative behaviors that are associated with Autism Spectrum Disorder (ASD). The ADOS-2, Module 3, includes activities such as assembling blocks, explaining their perception of pictures, telling a story, and answering various interview questions. STUDENT's overall score on this administration of the ADOS-2 fell within the Autism range. Language and Communication: Throughout this administration, STUDENT used sentences and phrases correctly and displayed the ability to use some complex speech. They also had some variations in tone/pitch and a flat affect but their speech was not obviously peculiar and they echoed the words and phrases of others regularly. At times, STUDENT used words and phrases oddly. They often openly shared their thoughts and feelings with the examiner unprompted. Additionally, STUDENT occasionally asked the examiner about their thoughts and feelings. They required significant probing in order to tell the examiner about an event that took place in their life. STUDENT did not participate in back-and-forth conversation with the examiner. Instead, they spoke mostly about their own thoughts with little regard to reciprocal interactions or exchange. Throughout this administration STUDENT used a broad range of gestures to communicate. Reciprocal Social Interaction: STUDENT did not direct their facial expressions to others. They mostly avoided eye contact while speaking with the examiner but displayed some non verbal communication skills. When STUDENT was engaged in a task or activity that they enjoyed, they was observed to direct their pleasure towards the examiner in attempts for shared enjoyment. They made comments throughout this administration that indicated they has some insight into the feelings and emotions of others. STUDENT appeared to have appropriate insight into at least one social relationship. They had some trouble initiating social interactions and often their attempts were unrelated to the current topic of conversation. More specifically, they made occasional attempts to get, maintain, or direct the examiner's attention towards objects of interest. Throughout the observation, STUDENT showed a range of appropriate responses that varied according to the social situations presented to them. They had some reciprocal social communication but not as much as would be expected given the amount of opportunity that was presented to their. . Play: During this administration STUDENT was observed to be creative and inventive. Stereotyped Behaviors and Restricted Interests: STUDENT did not exhibit any unusual interest or sensory-seeking behaviors. STUDENT engaged in self-injurious behaviors during testing. Additionally they had several excessive interests or preoccupations that interferred with their social communication and STUDENT did not have any obvious issues with rituals or compulsions. They also stayed seated in their chair during the assessment but fidgeted often. They was intentionally disruptive during testing and had severe anxiety during testing.

Assessment write-ups · page

Autism Diagnostic Observation Schedule, Second Edition, Module 2 (ADOS-2)

Autism write-up example for Autism Diagnostic Observation Schedule, Second Edition, Module 2 (ADOS-2). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Autism
Template Name: Autism Diagnostic Observation Schedule, Second Edition, Module 2 (ADOS-2)

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Comparison age band: 7 to 8 years old

Rating Table

Item	Behavior	Rating	Comparison Conversion
A1.	Overall Level of Non-Echoed Spoken Language	0	N.A.
A2.	Speech Abnormalities Associated With Autism (Intonation/Volume/Rhythm/Rate)	1 (little variation in pitch/tone)	N.A.
A3.	Immediate Echolalia	2	N.A.
A4.	Stereotyped/Idiosyncratic Use of Words or Phrases	1 (use of phrases in an unusual way)	1
A5.	Conversation	0	N.A.
A6.	Pointing	1	1
A7.	Descriptive, Conventional, Instrumental, or Informational Gestures	1 (rare or no descriptive gestures)	1
B1.	Unusual Eye Contact	2	2
B2.	Facial Expressions Directed to Others	0	0
B3.	Shared Enjoyment in Interactions	1 (shows some pleasure)	1
B4.	Response to Name	1 (looks at examiner after 3 or 4 attempts)	N.A.
B5.	Showing	2	2
B6.	Spontaneous Initiation of Joint Attention	0	0
B7.	Response to Joint Attention	1	N.A.
B8.	Quality of Social Overtures	2	2
B9a.	Amount of Social Overtures/Maintenance of Attention: EXAMINER	2	N.A.
B9b.	Amount of Social Overtures/Maintenance of Attention: PARENT/CAREGIVER	3	N.A.
B10.	Quality of Social Response	0	N.A.
B11.	Amount of Reciprocal Social Communication	1	1
B12.	Overall Quality of Rapport	2	2
C1.	Functional Play with Objects	3 (no play)	N.A.
C2.	Imagination/Creativity	0	N.A.
D1.	Unusual Sensory Interests in Play Material/Person	1 (several possible sensory interests)	1
D2.	Hand and Finger and Other Complex Mannerisms	1 (complex mannerisms)	1
D3.	Self-Injurious Behavior	2	2
D4.	Unusually Repetitive Interests or Stereotyped Behaviors	0	0
E1.	Overactivity	1	N.A.
E2.	Tantrums, Aggression, Negative or Disruptive Behavior	2	N.A.
E3.	Anxiety	2	N.A.

Narrative Summary

STUDENT participated in the administration of the Autism Diagnostic Observation Schedule, Second Edition, Module 2 (ADOS-2). The ADOS-2 is an instrument designed to assess social and communicative behaviors that are associated with Autism Spectrum Disorder (ASD). The ADOS-2, Module 2, includes activities such as assembling puzzles, use of miniature toy objects, participation in a pretend birthday party, describing pictures, and participation in snack time. STUDENT's overall score on this administration of the ADOS-2 fell within the Autism range. Language and Communication: Throughout this administration, STUDENT displayed non-echoed phrase speech that consisted of three or more utterances and some grammatical markings. They used little variation in pitch/tone when communicating and their echoed words and phrases regularly. STUDENT also used phrases in an unusual way. When the examiner engaged STUDENT in conversation, they was able to participate and contribute to back-and-forth conversation. They built upon what the examiner said and spontaneously added to the conversation appropriately. They used pointing to reference objects or express interest. During this administration STUDENT frequently used conventional (such as clapping for 'well done') and instrumental (such as head nodding) gestures. However, they did not use descriptive gestures when prompted to do so. Descriptive gestures are those that represent an object or event, such as acting out rinsing a toothbrush. Reciprocal Social Interaction: STUDENT struggled with establishing, maintaining, and modulating their eye contact in socially appropriate ways throughout testing and directed their facial expressions in a socially meaningful way to communicate. When STUDENT was engaged in a task or activity that they enjoyed, they was observed to direct their pleasure towards the examiner in attempts for shared enjoyment at least some of the time. Additionally, they made appropriate eye contact with the examiner after three or four times of their name being called. STUDENT did not show any toys or objects to the examiner during the evaluation. They was observed to draw another person's attention to an object that was clearly out of reach while using appropriate eye contact. STUDENT also directed their attention towards an object that the examiner was pointing at. STUDENT used mostly inappropriate social overtures to communicate their interests with the examiner. More specifically, they made occasional attempts to get, maintain, or direct the examiner's attention towards objects of interest. Furthermore, STUDENT showed relatively little concern about what the examiner was paying attention to unless they needed assistance. Throughout the observation, STUDENT showed a range of appropriate responses that varied according to the social situations presented to their. They had some reciprocal social communication but not as much as would be expected given the amount of opportunity that was presented to them. Overall, rapport was difficult to establish and maintain with STUDENT. Play: During the ADOS-2 administration, STUDENT was not observed to play with the toys presented to their even when prompted to do so. Additionally, they spontaneously played with toys in an inventive and creative way. Stereotyped Behaviors and Restricted Interests: STUDENT appeared to have several possible sensory interests. They also displayed some unusual and repetitive complex mannerisms. STUDENT engaged in self-injurious behaviors during testing and no repetitive or stereotyped behaviors were observed. STUDENT was observed to fidget often but, for the most part, was able to remain seated when their was expected to. they was intentionally disruptive during testing and had severe anxiety during testing.

Assessment write-ups · page

Autism Diagnostic Observation Schedule, Second Edition, Module 1 (ADOS-2)

Autism write-up example for Autism Diagnostic Observation Schedule, Second Edition, Module 1 (ADOS-2). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Autism
Template Name: Autism Diagnostic Observation Schedule, Second Edition, Module 1 (ADOS-2)

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Word level: Some words Comparison age band: 5 to 6 years old

Rating Table

Item	Behavior	Rating	Comparison Conversion
A1.	Overall Level of Non-Echoed Spoken Language	0	N.A.
A2.	Frequency of Spontaneous Vocalization Directed to Others	1(one pragmatic context)	1
A3.	Intonation of Vocalization or Verbalizations	1(occasional peculiar intonation)	1
A4.	Immediate Echolalia	3	N.A.
A5.	Stereotyped/Idiosyncratic Use of Words or Phrases	0	0
A6.	Use of Another's Body	1	N.A.
A7.	Pointing	2	2
A8.	Gestures	2(no use)	2
B1.	Unusual Eye Contact	0	0
B2.	Responsive Social Smile	1(delayed)	N.A.
B3.	Facial Expressions Directed to Others	2	2
B4.	Integration of Gaze and Other Behaviors During Social Overtures	3(no eye contact or other strategies)	2
B5.	Shared Enjoyment in Interaction	0	0
B6.	Response to Name	1(looks towards parent after 2 or 3 attempts)	N.A.
B7.	Requesting	2	N.A.
B8.	Giving	3	N.A.
B9.	Showing	2	2
B10.	Spontaneous Initiation of Joint Attention	2	2
B11.	Response to Joint Attention	0	0
B12.	Quality of Social Overtures	1	1
B13a.	Amount of Social Overtures/Maintenance of Attention: EXAMINER	2	N.A.
B13b.	Amount of Social Overtures/Maintenance of Attention: PARENT/CAREGIVER	3	N.A.
B14.	Quality of Social Response	0	N.A.
B15.	Level of Engagement	1	N.A.
B16.	Overall Quality of Rapport	2	N.A.
C1.	Functional Play with Objects	3(no play)	N.A.
C2.	Imagination/Creativity	0	N.A.
D1.	Unusual Sensory Interests in Play Material/Person	1(several possible sensory interests)	1
D2.	Hand and Finger and Other Complex Mannerisms	1(complex mannerisms)	1
D3.	Self-Injurious Behavior	2	N.A.
D4.	Unusually Repetitive Interests or Stereotyped Behaviors	0	0
E1.	Overactivity	1	N.A.
E2.	Tantrums, Aggression, Negative or Disruptive Behavior	2	N.A.
E3.	Anxiety	2	N.A.

Narrative Summary

STUDENT participated in the administration of the Autism Diagnostic Observation Schedule, Second Edition, Module 1 (ADOS-2). The ADOS-2 is an instrument designed to assess social and communicative behaviors that are associated with Autism Spectrum Disorder (ASD). The ADOS-2, Module 1, includes activities such as playing with bubbles, use of miniature toy objects, participation in a pretend birthday party, and participation in snack time.STUDENT's overall score on this administration of the ADOS-2 fell within the regularly used utterances with two or more words. STUDENT's overall score on this administration of the ADOS-2 fell within the Autism Spectrum range. Language and Communication: During this administration, STUDENT regularly used utterances with two or more words and only directed their vocalizations consistently in one pragmatic context. their speech largely consisted of immediate echolalia (repeating the words of others). they was observed to take the hand of another person and lead them to places without a coordinated gaze. STUDENT used pointing that lacked a coordinated gaze or vocalization and did not point for the purpose of expressing interest. Additionally, they did not use gestures to enhance communication. Reciprocal Social Interaction: STUDENT demonstrated the use of socially appropriate eye contact throughout testing and had a delayed smile in response to being smiled at. STUDENT did not direct their facial expressions to others. When STUDENT was engaged in a task or activity that they enjoyed, they was observed to direct their pleasure towards the examiner in attempts for shared enjoyment. STUDENT also struggled directly request something from the examiner but did use physical means to draw the examiner's attention to a desired object. STUDENT did not show any toys or objects to the examiner during the evaluation. They was not observed to participate in spontaneous initiation for joint attention to draw another person's attention to an object that was clearly out of reach. STUDENT also correctly followed the examiner's cues to direct their attention towards an object across the room without the need for pointing. At times, they used social overtures effectively, but they were inconsistent throughout testing administration. An example of a social overture would be greeting guests at the door or making small talk. Throughout the observation, STUDENT showed a range of appropriate responses that varied according to the social situations presented to them. Additionally, they was inconsistently interested in the activities presented to them. Overall, rapport was difficult to establish and maintain with STUDENT. Play: Additionally, they was observed to use toys in imaginative and creative ways. Stereotyped Behaviors and Restricted Interests: STUDENT appeared to have several possible sensory interests. they also displayed some unusual and repetitive complex mannerisms. STUDENT engaged in self-injurious behaviors during testing and no repetitive or stereotyped behaviors were observed. STUDENT was observed to fidget often but, for the most part, was able to remain seated when they was expected to. They was intentionally disruptive during testing and had severe anxiety during testing.

Assessment write-ups · page

Autism Diagnostic Interview, Revised (ADI-R)

Autism write-up example for Autism Diagnostic Interview, Revised (ADI-R). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Autism
Template Name: Autism Diagnostic Interview, Revised (ADI-R)

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Score Table

Domain	Obtained Score	Cutoff Score
Reciprocal Social Interaction	14	10
Communication	6	8
Repetitive/ Stereotyped Behaviors	5	3
Abnormality Evident in Early Childhood	0	1

Narrative Summary

The Autism Diagnostic Interview, Revised (ADI-R) was conducted in order to assess how closely related STUDENT's behaviors are to those who are diagnosed with autism spectrum disorder (ASD). The ADI-R is a structured, standardized assessment of communication, social interaction, and behavior for individuals where an ASD is suspected. Interview responses are based on both current and past behaviors. Scores at or above the cutoff indicate a higher likelihood of an ASD. Reciprocal Social Interaction: The Reciprocal Social Interaction section of the ADI-R assessed STUDENT's willingness and ability to initiate conversations as well as the quality of their reciprocal responses to social interactions. This includes socially appropriate facial expressions paired with eye contact and other non-verbal gestures. The social domain also assessed STUDENT’s level of shared enjoyment. Shared enjoyment in childhood is playing with toys, talking, or enjoying an activity because of the joy of the interaction with another person. Kids who are sharing enjoyment with each other look at each other, and show their engagement with eye contact, laughter, smiles, and facial expressions. STUDENT's score of 14 was above the cutoff score of 10. This score is indicative of autism. Communication: The Communication section of the ADI-R assessed abnormalities in STUDENT's communication. This includes delays in spoken language, lack of gestures used to communicate, inability to initiate and sustain a conversation, and stereotyped repetitive or idiosyncratic speech. STUDENT's score of 6 was below the cutoff score of 8. This score is not indicative of autism. Repetitive/ Stereotyped Behaviors: Restricted, repetitive, and stereotyped behaviors are common in those with ASD. Stereotypic behavior is a repetitive, invariant behavior pattern with no obvious goal or function. This section also assessed how often STUDENT engaged in nonfunctional routines and rituals and/ or repetitive motor mannerisms. STUDENT's score of 5 was above the cutoff score of 3. This score is indicative of autism. Abnormality Evident in Early Childhood: Autism is a pervasive developmental disorder that is characterized by delays in the development of social and communication skills. Parents may note symptoms as early as infancy, although the typical age of onset is by 3 years of age. STUDENT's score of 0 was below the cutoff score of 1. This score is not indicative of autism.

Assessment write-ups · page

NICHQ Vanderbilt Assessment Scales, 2nd Edition

Behavior write-up example for NICHQ Vanderbilt Assessment Scales, 2nd Edition. Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Behavior
Template Name: NICHQ Vanderbilt Assessment Scales, 2nd Edition

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Vanderbilt Assessment Scales forms

PARENT Scoring Table

Scoring Item	PARENT Count
Questions 1–9 scored 2 or 3	6
Questions 10–18 scored 2 or 3	3
Questions 19–26 scored 2 or 3	5
Questions 27–40 scored 2 or 3	7
Questions 41–47 scored 2 or 3	2
Questions 48–50 scored 4	2
Questions 48–50 scored 5	1
Questions 51–55 scored 4	3
Questions 51–55 scored 5	1

GENED Scoring Table

Scoring Item	GENED Count/Rating
Questions 1–9 scored 2 or 3	7
Questions 10–18 scored 2 or 3	4
Questions 19–28 scored 2 or 3	6
Questions 29–35 scored 2 or 3	3
Questions 36–38 scored 4	2
Questions 36–38 scored 5	1
Questions 39–43 scored 4	4
Questions 39–43 scored 5	0
Rating for item 36	4
Rating for item 38	5

Narrative Summary

In order to obtain more information regarding STUDENT's behavior, the NICHQ Vanderbilt Assessment Scale, 2nd Edition (Vanderbilt-2) was administered to STUDENT's mother, PARENT. The Vanderbilt-2 assess symptoms as well as impairments in performance, both of which are needed to meet criteria for ADHD and other behavioral disorders. The symptom assessment screens for symptoms that meet criteria for ADHD. The scales also screen for other conditions that often occur along with ADHD, such as oppositional defiant behaviors, conduct problems, and depression/anxiety. Raters indicate the frequency of various symptoms as well as degree of impairment in performance. STUDENT's mother (PARENT) completed the Vanderbilt-2: Parent Informant. PARENT's ratings of STUDENT met the diagnostic criteria for ADHD. Specifically, PARENT's ratings indicated the Predominantly Inattentive Subtype pattern of ADHD, suggesting that PARENT has noticed behaviors that may interfere with academic performance. PARENT also indicated concerns for Oppositional-Defiant Disorder and Conduct Disorder. GENED's ratings on the Vanderbilt-2: Teacher Informant met the diagnostic criteria for ADHD. Specifically, GENED's ratings indicated the Predominantly Inattentive SubtypePredominantly Hyperactive/Impulsive Subtype pattern of ADHD, suggesting that PARENT has noticed behaviors that may interfere with academic performance. GENED also indicated concerns for Oppositional-Defiant Disorder/Conduct Disorder, Anxiety/Depression, and Learning Disabilities. Additionally, problems were noted in both Reading and Writing.

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Assessment write-ups · page

Scales for Assessing Emotional Disturbance- Third Edition

Behavior write-up example for Scales for Assessing Emotional Disturbance- Third Edition. Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Behavior
Template Name: Scales for Assessing Emotional Disturbance- Third Edition

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Score Table

Scale	Scale Definition	PARENT Score	GENED Score
Rating Scale Index Results	Overall measure, derived from the 5 Different scales	92 (Average)	118 (Significantly Elevated)
Inability to Learn	Problems involving basic academics, subject or Content areas, and other kinds of learning	14 (Indicative of ED)	7 (Not Indicative of ED)
Relationship Problems	Problems with exhibiting too much aversive social behavior (e.g. irritating, disrupting, threatening, bullying, stealing) or too little effective social behavior	6 (Not Indicative of ED)	15 (Indicative of ED)
Inappropriate Behavior	Problems with disruption and aggression	12 (Not Indicative of ED)	5 (Not Indicative of ED)
Unhappiness or Depression	Problems with pervasive negative thoughts and Emotions, behaviors(excessive crying), and Physical manifestations	4 (Not Indicative of ED)	13 (Not Indicative of ED)
Physical Symptoms of Fear	Problems involving distressful feelings and Thoughts, maladaptive motor behavior, verbal behavior, as well as unpleasant physical Reactions(trembling, nausea, loss of bladder control)	9 (Not Indicative of ED)	2 (Not Indicative of ED)

Narrative Summary

The Scales for Assessing Emotional Disturbance - Third Edition (SAED-3) was administered to STUDENT's mother (PARENT) and general education teacher (GENED), in order to further evaluate the emotional and behavioral problems they may experience in home and school settings. The SAED-3 is a rating scale that contains 45 items with subscales that measure the five characteristics of Emotional Disturbance as outlined by Federal regulations and an additional Rating Scale Index (RSI). Scaled scores have a mean of 10 and a standard deviation of 3. Scaled scores below 13 are not indicative of emotional disturbance, scaled scores of 14-16 may be indicative of emotional disturbance, and scaled scores of 17 and higher are highly indicative of emotional disturbance. Non-Ed norms were used, which are based on ratings of a representative sample of U.S. students 5\:0-18\:11 not identified with emotional disturbance. It is important to mention that results from the SAED-3 should be used along with other measurement instruments, reports, and direct observations to aid in identification of emotional disabilities. Rating Scale Index: This composite score is a measure of overall emotional and behavioral problems, it was derived from combining the five emotional disturbance subscales. While PARENT's ratings were Average, GENED's ratings were Significantly Elevated. A Significantly Elevated Rating Scale index score is one that is above 115. Inability to Learn: This subscale measures problems involving learning, that can be associated with conflict with others, personal distress, and other emotional and behavioral problems. While PARENT's ratings were Indicative of ED, GENED's ratings indicated behaviors that were Not Indicative of ED. Relationship Problems: This subscale assesses excesses of aversive and/or deficits of effective social behavior, that can be related to social isolation and/or rejection. While PARENT's ratings were Not Indicative of ED, GENED's ratings indicated behaviors that were Indicative of ED on this scale. Inappropriate Behavior: This subscale measures disruptive and/or aggressive behavior. Both raters reported behavior that is Not Indicative of ED on this scale. Unhappiness or Depression: This subscale assesses negative thoughts, behaviors, and physical manifestations. Both raters reported behavior that is Not Indicative of ED on this scale. Physical Symptoms or Fears: This subscale measures distressful feelings, maladaptive behavior, verbal behavior, and unpleasant physical reactions associated with emotional distress and fear. Both raters reported behavior that is Not Indicative of ED on this scale, suggesting that this is not an area of concern for STUDENT.

Assessment write-ups · page

Multidimensional Anxiety Scale for Children, 2nd Edition (MASC-2)

Behavior write-up example for Multidimensional Anxiety Scale for Children, 2nd Edition (MASC-2). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Behavior
Template Name: Multidimensional Anxiety Scale for Children, 2nd Edition (MASC-2)

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Score Table

Composite/Domain/Subdomain	PARENT T-score	GENED T-score
Total Score	62 (Slightly Elevated)	54 (Average)
Separation Anxiety/Phobias	74 (Very Elevated)	46 (Average)
GAD	55 (High Average)	66 (Elevated)
Social Anxiety: Total	43 (Average)	71 (Very Elevated)
Humiliation/ Rejection	68 (Elevated)	49 (Average)
Performance Fear	36 (Low)	67 (Elevated)
Obsessions and Compulsions	64 (Slightly Elevated)	36 (Low)
Physical Symptoms: Total	47 (Average)	63 (Slightly Elevated)
Panic	71 (Very Elevated)	57 (High Average)
Tense/ Restless	58 (High Average)	72 (Very Elevated)
Harm Avoidance	76 (Very Elevated)	44 (Average)

Narrative Summary

Anxiety is an emotion characterized by feelings of tension, worried thoughts, and physical changes like increased blood pressure. People with anxiety disorders usually have recurring intrusive thoughts or concerns. They may avoid certain situations out of worry or exhibit certain behaviors as a means of avoidance. As an example, a student who has anxiety about reading in front of classmates may continually fail to bring their glasses to class so they have an excuse to get out of reading aloud. The Multidimensional Anxiety Scale for Children 2nd Edition (MASC-2) was used to assess STUDENT's anxiety levels. In order to obtain further information regarding STUDENT's anxiety, the Multidimensional Anxiety Scale for Children, 2nd Edition (MASC-2) was completed by their mother, PARENT and general education teacher, GENED. The MASC-2 is a comprehensive, norm-referenced, multi-rater assessment of anxiety dimensions in children and adolescents aged 8 to 19. Higher ratings on the MASC-2 indicate more anxiety-related symptoms. STUDENT's overall anxiety was rated in the Slightly Elevated range (T = 62) by PARENT and within the Average range (T= 54) by GENED. Separation Anxiety/Phobias: This scale reflects the extent to which STUDENT is anxious about being alone or scared in certain places or of certain things. Separation anxiety is the fear or distress that can happen to both children and adults when they think about separating from home or from the people they've become attached to. STUDENT's levels of separation anxiety were rated in the Very Elevated range (T= 74) by PARENT and within the Average range (T= 46) by GENED. The presence of an elevated score suggests that STUDENT is likely struggling with separation anxiety. GAD: The GAD Index score reflects the extent to which a student may be experiencing symptoms similar to youth diagnosed with Generalized Anxiety Disorder, including elevated worry about future events and associated physical symptoms. A child with generalized anxiety disorder (GAD) has pervasive worries that cause distress about a variety of everyday things, including doing well in school or sports. STUDENT's levels of generalized anxiety were rated in the High Average range (T= 55) by PARENT and within the Elevated range (T= 66) by GENED. The presence of an elevated score suggests that STUDENT is likely struggling with generalized anxiety. Social Anxiety: This scale is comprised of the following subscales: Humiliation/Rejection, which reflects anticipation of embarrassment, and Performance Fears, which reflects anticipatory anxiety about being 'on stage' in a public or interpersonal context. STUDENT's levels of social anxiety were rated in the Average range (T= 43) by PARENT and within the Very Elevated range (T= 71) by GENED. The presence of an elevated score suggests that STUDENT is likely struggling with social anxiety in some capacity. The Humiliation/Rejection subscale score reflects the extent to which STUDENT may be anxious about being humiliated, embarrassed, or rejected by others in social settings. STUDENT's ratings on the Humiliation/Rejection scale were within the Elevated range (T= 68) by PARENT and within the Average range (T= 49) by GENED. The presence of an elevated score suggests that STUDENT is likely struggling with feelings of humiliation/rejection. The Performance Fear subscale score indicates the extent to which STUDENT may be feeling anxious about performing (e.g., public speaking, answering a teacher's question in class) in public settings. STUDENT's ratings on the Performance Fear scale were within the Low range (T= 36) by PARENT, within the Elevated range (T= 67) by GENED. The presence of an elevated score suggests that STUDENT likely has fears related to performance. Obsessions and Compulsions: The Obsessions and Compulsions scale reflects the extent to which STUDENT may be experiencing obsessive thoughts and/or engaging in compulsive behaviors that are consistent with a diagnosis of Obsessive-Compulsive Disorder (OCD). OCD is an anxiety disorder in which people have unwanted and repeated thoughts, feelings, images, and sensations (obsessions) and engage in behaviors or mental acts in response to these thoughts or obsessions. Often the person carries out the behaviors to reduce the impact or get rid of the obsessive thoughts, but this only brings temporary relief. Not performing the obsessive rituals can cause severe anxiety. STUDENT's ratings on the Obsession and Compulsion scale were within the Slightly Elevated range (T= 64) by PARENT and within the Low range (T= 36) by GENED. The presence of an elevated score suggests that STUDENT is likely struggling with intrusive thoughts and/or repetitive behaviors. Physical Symptoms: This scale is comprised of the following subscales: Panic and Tense/Restless. Although physical symptoms alone are not predictive of anxiety disorders at the diagnostic level, they are often targets for treatment. STUDENT's ratings on the Physical Symptoms scale were within the Average range (T= 47) by PARENT and within the Slightly Elevated range (T= 63) by GENED. The presence of an elevated score suggests that STUDENT likely suffers from physical pain at a significant rate. The Panic subscale score indicates the extent to which STUDENT may be experiencing panic symptoms such as shortness of breath, chest pains, and stomach pains/uneasiness. STUDENT's ratings on the Panic subscale were within the Very Elevated range (T= 71) by PARENT and within the High Average range (T= 57) by GENED. The presence of an elevated score suggests that STUDENT may feel sick to their stomach, have trouble breathing, feel dizzy, have chest pains, and/or have irregular heartbeats. The Tense/Restless subscale score indicates the extent to which STUDENT may be feeling tense, shaky, jumpy, restless, or on edge. STUDENT's ratings on the Tense/Restless subscale were within the High Average range (T= 58) by PARENT and within the Very Elevated range (T= 72) by GENED. The presence of an elevated score suggests that STUDENT is likely feeling tense and/or restless. Harm Avoidance: This scale reflects the extent to which STUDENT attempts to avoid negative outcomes, wrongdoings, and/or dangers (e.g., experiential avoidance). Although harm avoidant behaviors alone are not predictive of anxiety disorders at the diagnostic level, they often are important targets for exposure-based treatments. STUDENT's ratings on the Harm Avoidance scale were within the Very Elevated range (T= 76) by PARENT and within the Average range (T= 44) by GENED. The presence of an elevated score suggests that STUDENT may do things to obey or please others, strive to do things exactly right, or often check for potential danger.

Assessment write-ups · page

Emotional Disturbance Decision Tree (EDDT)

Behavior write-up example for Emotional Disturbance Decision Tree (EDDT). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Behavior
Template Name: Emotional Disturbance Decision Tree (EDDT)

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Score Table

Scale/Cluster	PARENT Rating	GENED Rating
Inability to Build or Maintain Relationships	58 (Mild At-Risk)	47 (Normal)
Inappropriate Behavior or Feelings	72 (High Clinical)	67 (Moderate Clinical)
Pervasive Mood/Depression	64 (Moderate Clinical)	75 (High Clinical)
Physical Symptoms or Fears	81 (Very High Clinical)	56 (Mild At-Risk)
Total Score	69 (Moderate Clinical)	82 (Very High Clinical)
Attention-Deficit Hyperactivity Disorder (ADHD)	High Clinical	Mild At-Risk
Possible Psychosis/Schizophrenia	Normal	Moderate Clinical
Social Maladjustment (SM)	High Clinical	Normal
Level of Severity	Moderate Clinical	Very High Clinical
Educational Impact	Very High Clinical	High Clinical

Narrative Summary

An emotional disturbance is defined by the Individuals with Disabilities Education Act (IDEA) as a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance: (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (C) Inappropriate types of behavior or feelings under normal circumstances. (D) A general pervasive mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated with personal or school problems. The Emotional Disturbance Decision Tree (EDDT) was used to assess STUDENT's current behavioral functioning and how closely related these behaviors are to Emotional Disturbance (ED) criteria set forth by IDEA. The EDDT was completed by their mother, PARENT and general education teacher, GENED. EDDT is a standardized, norm-referenced scale for students ages 5-18. Inability to Build or Maintain Relationships: This composite is a measure of how well STUDENT makes friends, as well as their ability to keep them. STUDENT's abilities to build and maintain relationships was rated in the Mild At-Risk range (T = 58) by PARENT and within the Normal range (T= 47) by GENED. Inappropriate Behavior or Feelings: This composite is a measure of STUDENT's reactions to seemingly normal stimuli. STUDENT's behaviors and feelings were rated in the High Clinical range (T = 72) by PARENT and within the Moderate Clinical range (T= 67) by GENED. The presence of an elevated score suggests that STUDENT may overreact to events that are seemingly normal. Pervasive Mood/Depression: This composite measures long-term symptoms/behaviors related to sadness and depression. STUDENT's mood and levels of depression were rated in the Moderate Clinical range (T = 64) by PARENT and within the High Clinical range (T= 75) by GENED. The presence of an elevated score suggests that STUDENT exhibits symptoms related to depression. Physical Symptoms or Fear: This composite assesses how often STUDENT complains of physical pain such as headaches and stomachaches. STUDENT's somatization, or physical symptoms of fear, were rated in the Very High Clinical range (T = 81) by PARENT and within the Mild At-Risk range (T= 56) by GENED. The presence of an elevated score suggests that STUDENT may often complain of physical ailments and ask to go to the nurse's office. Total Score: This score is a combination of the aforementioned composites. A higher score on the Total Score is an indication that STUDENT may be suffering with an emotional disturbance. STUDENT's total level of emotional disturbance behavior was rated in the Moderate Clinical range (T = 69) by PARENT and within the Very High Clinical range (T= 82) by GENED. The presence of an elevated score suggests that STUDENT exhibits many behaviors related to an emotional disturbance in accordance with IDEA. Attention Deficit Hyperactive Disorder: This scale assesses how closely related STUDENT's behaviors are to Attention Deficit Hyperactive Disorder (ADHD). STUDENT's behaviors related to Attention Deficit Hyperactive Disorder (ADHD) was rated in the High Clinical range by PARENT and within the Mild At-Risk range by GENED. The presence of an elevated score suggests that STUDENT may display hyperactive and/or inattentive behaviors related to ADHD. Possible Psychosis and Schizophrenia: This scale assesses how closely related STUDENT's behaviors are to a severe mental disorder in which thoughts and emotions are so impaired that contact is lost with external reality. STUDENT's behaviors related to psychosis and possible schizophrenia were rated in the Normal range by PARENT and within the Moderate Clinical range by GENED. The presence of an elevated score suggests that STUDENT is exhibiting behaviors that may be associated with psychosis. For instance, they may be acting bizarre, talking to themself, and/or speaking in tangential, or choppy, manner. Social Maladjustment: This scale measures how closely related STUDENT's behaviors are to a Social Maladjustment (SM). SM is an important rule out when considering if a student is suffering from an emotional disturbance. STUDENT's behaviors related to social maladjustment were rated in the High Clinical range by PARENT and within the Normal range by GENED. The presence of an elevated score suggests that STUDENT often violates societal norms. For instance, they may be absent from school a lot, struggle with authority, use drugs, and/or engage in manipulative behaviors. Level of Severity: This scale assesses how severe STUDENT's emotional-behaviors are. STUDENT's levels of severity were rated in the Moderate Clinical range by PARENT and within the Very High Clinical range by GENED. The presence of an elevated score suggests that STUDENT's facing severe issues with regulating their emotions and is likely exhibiting extreme behaviors. Educational Impact: This scale assesses STUDENT's academic achievement and how their classroom performance has been affected by their emotions and/or behaviors. STUDENT's level of academic impact was rated in the Very High Clinical range by PARENT and within the High Clinical range by GENED. The presence of an elevated score suggests that STUDENT is exhibiting behaviors that are negatively affecting their academics.

Assessment write-ups · page

Conners, Fourth Edition

Behavior write-up example for Conners, Fourth Edition. Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Behavior
Template Name: Conners, Fourth Edition

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Content Scales

Score Table

Scale	Description	PARENT T-score	GENED T-score
Inattention/ Executive Dysfunction	Measures concentration, attention, distractibility, and organizational/ planning skills	62 (High Average)	54 (Average)
Hyperactivity	Measures activity levels and restlessness	74 (Very Elevated)	46 (Average)
Impulsivity	Measures response inhibition	55 (Average)	66 (Elevated)
Emotional Dysregulation	Measures the ability to regulate emotions	43 (Average)	71 (Very Elevated)
Depressed Mood	Measures feelings of sadness, loss of interests, and negative affectivity	68 (Elevated)	49 (Average)
Anxious Thoughts	Measures fears and worries	36 (Low)	67 (Elevated)

Narrative Summary

Social/Emotional Functioning Attention Deficit Hyperactive Disorder (ADHD) is one of the most common neurodevelopmental disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active. To obtain information regarding how closely related STUDENT's behavior are to ADHD across settings, the Conners, Fourth Edition (Conners-4) was completed by their mother, PARENT and general education teacher, GENED. Further details about STUDENT's observed behaviors across settings are discussed below. Inattention/ Executive Dysfunction: The Inattention/ Executive Dysfunction scale is a measure of how distractible and detail/ plan-oriented STUDENT is. Attention and executive functioning problems can affect one's ability to remain focused on the task at hand, follow directions, and complete multi-step problems. Additionally, planning skills can aid in organization, task-completion, and assignment prioritization. While PARENT reported High Average concerns on this scale, GENED reported Average concerns. Hyperactivity: The Hyperactivity scale is a measure of how active, restless, and impulsive STUDENT is. Students with high levels of hyperactivity tend to have trouble sitting still and being quiet. While PARENT reported Very Elevated concerns on this scale, GENED reported Average concerns. These ratings suggest that STUDENT may have trouble staying seated and seem overly active at times. Impulsivity: The Impulsivity scale is a measure of how well STUDENT is able to control their initial reactions to an event or stimuli. This includes the ability to have a thought and not act upon that thought. While PARENT reported Average concerns on this scale, GENED reported Elevated concerns. These ratings indicate that STUDENT may sometimes interrupt others, have trouble waiting their turn, and may often blurt out in class at inappropriate times. Emotional Dysregulation: The Emotional Dysregulation scale is a measure of how well STUDENT is able to control their emotions. While PARENT reported Average concerns on this scale, GENED reported Very Elevated concerns. These ratings suggest that STUDENT may be observed to overreact to events and struggle to stay calm. Depressed Mood: The Depressed Mood scale is a measure of STUDENT's overall mood and feelings of sadness. While PARENT reported Elevated concerns on this scale, GENED reported Average concerns. These ratings suggest that STUDENT seems sad often and may not be as excited about things that used to be enjoyable to them. Anxious Thoughts: The Anxious Thoughts scale is a measure of STUDENT's fears and worries. While PARENT reported Low concerns on this scale, GENED reported Elevated concerns. These ratings suggest that STUDENT may often seem worried or fearful despite evidence that everything is okay.

Impairment and Functional Outcomes

Score Table

Scale	Description	PARENT T-score	GENED T-score
Schoolwork	Measures how well one handles academic demands in a school setting	64 (High Average)	52 (Average)
Peer Interaction	Measures how well one gets along with their same aged peers	72 (Very Elevated)	46 (Average)
Family Life	Measures students' perception of family life and feelings of belonging within the home environment	38 (Low)	68 (Elevated)

Narrative Summary

To obtain information regarding STUDENT's functional behavior across settings, the Conners, Fourth Edition(Conners - 4) was completed by their mother, PARENT and general education teacher, GENED. Further detail about STUDENT's observed behaviors across settings are discussed below. Schoolwork: This is a measure of how well STUDENT is able to keep up with the academic demands of the classroom. While PARENT reported High Average concerns on this scale, GENED reported Average concerns. Peer Interaction: This is a measure of how well STUDENT gets along with others his age. While PARENT reported Very Elevated concerns on this scale, GENED reported Average concerns. These ratings suggest that STUDENT may have trouble making and/or keeping friends. Family Life: This is a measure of how STUDENT feels about home life. While PARENT reported Low concerns on this scale, GENED reported Elevated concerns. These ratings suggest that STUDENT may feel isolated at home and disconnected from the rest of their family.

DSM Symptoms

Score Table

Scale	PARENT T-score	GENED T-score
ADHD Inattention Symptoms	61 (High Average)	54 (Average)
ADHD Hyperactive/impulsive Symptoms	73 (Very Elevated)	47 (Average)
Total ADHD Symptoms	66 (Elevated)	71 (Very Elevated)
Oppositional Defiant Disorder	42 (Average)	65 (Elevated)
Conduct Disorder Symptoms	69 (Elevated)	38 (Low)

Narrative Summary

In order to assess STUDENT's behavior across settings, the Conners, Fourth Edition (Conners-4) was completed by their mother, PARENT and general education teacher, GENED. STUDENT's ratings were compared with the symptoms listed in The Diagnostic and Statistical Manual of Mental Disorders (DSM). The DSM is the handbook used by health care professionals as a guide to the diagnosis of mental disorders. The DSM contains descriptions, symptoms and other criteria for diagnosing mental disorders. ADHD Inattention Symptoms: The DSM criteria for ADHD Inattentive Type requires the presence of at least 6 of the following symptoms: Poor listening skills, frequently losing or misplacing items, easily sidetracked by unimportant stimuli, forgetfulness, diminished attention span, lack of ability to complete schoolwork, avoids or declines to begin homework or other activities that require concentration, makes careless mistakes, and fails to focus on details. While PARENT reported concerns in the High Average range, GENED reported Average concerns on this scale. ADHD Hyperactive/ Impulsive: The DSM criteria for ADHD Hyperactive/Impulsive Type requires the presence of at least 6 of the following symptoms: Squirms/fidgets when seated, appears markedly restless, appears to be 'driven by a motor' or often 'on the go', lacks the ability to play and engage in leisure activities in a quiet manner, is incapable of staying seated, is overly talkative, has difficulty waiting his/her turn, interrupts others often, and impulsively blurts out at inappropriate times. While PARENT reported concerns in the Very Elevated range, GENED reported Average concerns on this scale. Given the presence of a high score, this may indicate that STUDENT exhibits behaviors consistent with a DSM diagnosis of ADHD hyperactive/impulsive type. Total ADHD Symptoms: This scale looks at the combination of inattentive and hyperactive symptoms together. A high score on this scale indicates a DSM diagnosis of ADHD combined presentation. While PARENT reported concerns in the Elevated range, GENED reported Very Elevated concerns on this scale. Given the presence of a high score, this may indicate that STUDENT exhibits behaviors consistent with a DSM diagnosis of ADHD combined type. Oppositional Defiant Disorder: To meet the DSM criteria for Oppositional Defiant Disorder, one must display a pattern of angry/irritable moods, be argumentative/defiant, or vindictive for at least 6 months. They must also display at least four symptoms of the following: often lose temper, often touchy/annoyed, often angry/resentful, often argumentative with authority figures, often actively defiant, deliberately annoying, blame others for his/her mistakes, and be spiteful or vindictive. All of these observations must be made during interactions with someone other than the person's sibling. While PARENT reported concerns in the Average range, GENED reported Elevated concerns on this scale. Given the presence of a high score, this may indicate that STUDENT exhibits behaviors consistent with a DSM diagnosis of Oppositional Defiant Disorder. Conduct Disorder: To meet the DSM criteria for Conduct Disorder, one must display a repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate societal norms or rules are violated. While PARENT reported concerns in the Elevated range, GENED reported Low concerns on this scale. Given the presence of a high score, this may indicate that STUDENT exhibits behaviors consistent with a DSM diagnosis of Conduct Disorder.

Assessment write-ups · page

Comprehensive Executive Function Inventory (CEFI)

Processing/Exec. Functioning write-up example for Comprehensive Executive Function Inventory (CEFI). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Processing/Exec. Functioning
Template Name: Comprehensive Executive Function Inventory (CEFI)

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Parent and Teacher Ratings

Score Table

Index/Scale	Scale Definition	PARENT Standard Score	GENED Standard Score
Full Scale		62 (Significantly Below Average)	112
Attention	Avoiding distractions, concentrating on tasks, sustaining attention	118	76 (Well Below Average)
Emotion Regulation	Control and management of emotions	84 (Below Average)	95
Flexibility	Adjusting behavior to meet circumstances	97	58 (Significantly Below Average)
Inhibitory Control	Ability to control behavior or impulses	71 (Well Below Average)	123
Initiation	Beginning tasks or projects on own	109	86 (Below Average)
Organization	Ability to manage personal effects, work, or multiple tasks	55 (Significantly Below Average)	101
Planning	Developing and implementing strategies to accomplish tasks, plan ahead, and make good decisions	125	69 (Significantly Below Average)
Self-Monitoring	Ability to evaluate own behavior to determine when a different approach is needed	88 (Below Average)	115
Working Memory	Keeping information in mind that is important for knowing what to do and how to do it	103	92

Narrative Summary

Executive Functioning Executive functions are a collection of processes that are responsible for guiding, directing, and managing cognitive, emotional, and behavioral functions, particularly during active, novel problem solving. In order to obtain information regarding STUDENT's executive functioning at school and at home, the Comprehensive Executive Function Inventory (CEFI) was completed by their mother, PARENT and general education teacher, GENED. The CEFI is designed for individuals ages 5 to 18 for whom there may be a concern about self-regulation. CEFI standard scores have a mean of 100 and a standard deviation of 15, higher scores on the CEFI indicate superior functioning. STUDENT's functioning was assessed across nine different categories and a Full Scale score serves as an overall estimate of executive functioning. STUDENT's Full Scale score was rated to be within the Significantly Below Average range by PARENT and within the Average range by GENED. Attention: This scale represents a student's ability to avoid distractions and focus on the task at hand. STUDENT's overall level of attention was rated to be in the Average range by PARENT and within the Well Below Average range by GENED. The presence of a low score on this scale may indicate that STUDENT has been observed to struggle with task completion. Emotion Regulation: This scale represents a student's ability to regulate emotional responses including responding to changing situations. STUDENT's emotional regulation abilities were considered Below Average by PARENT and Average by GENED. The presence of a low score on this scale may indicate that, at times, STUDENT may display emotional behavior that is inconsistent with the challenge presented to them. Flexibility: This scale represents a student's ability to come up with different ways to solve problems and use different approaches based on the problem presented. STUDENT's flexibility was rated within the Average range by PARENT and Significantly Below Average range by GENED. The presence of a low score on this scale may indicate that STUDENT struggles to adapt to problems in an effective way. Inhibitory Control: This scale represents a student's ability to stop and think before completing an action and includes thinking about consequences before acting, maintaining self-control, and keeping commitments. STUDENT's inhibitory control was rated within the Well Below Average range by PARENT and Average range by GENED. The presence of a low score on this scale may indicate that, on occasion, STUDENT has been observed to act without much thought. Initiation: This scale assesses a student's ability to start tasks easily. This includes motivation towards tasks and the ability to take initiative when needed. STUDENT's initiation skills were rated within the Average range by PARENT and Below Average range by GENED. Organization: This scale assesses a student's ability to manage their time effectively, work neatly, and organize their tasks and thoughts. STUDENT's organization skills were rated within the Significantly Below Average range by PARENT and Average range by GENED. The presence of a low score on this scale may indicate that STUDENT has trouble keeping their workspace and classroom materials neat. Planning: This scale represents a student's ability to look ahead and create an effective strategy to meet future challenges. STUDENT's planning ability was rated within the Average range by PARENT and Significantly Below Average range by GENED. The presence of a low score on this scale may indicate that STUDENT struggles to anticipate and prepare for future challenges. Self-Monitoring: This scale assesses a student's ability to notice and fix personal mistakes, know when to ask for help, and understand when a task is complete. STUDENT's self-monitoring abilities were rated within the Below Average range by PARENT and Average range by GENED. Working Memory: This scale represents a student's ability to temporarily hold small pieces of information in their mind and work with the information in an efficient manner. This includes remembering steps and directions. STUDENT's working memory abilities were rated within the Average range by PARENT and GENED.

STUDENT Self-Report

Score Table

Index/Scale	Scale Definition	STUDENT Standard Score
Full Scale		65 (Significantly Below Average)
Attention	Avoiding distractions, concentrating on tasks, sustaining attention	108
Emotion Regulation	Control and management of emotions	82 (Below Average)
Flexibility	Adjusting behavior to meet circumstances	119
Inhibitory Control	Ability to control behavior or impulses	74 (Well Below Average)
Initiation	Beginning tasks or projects on own	96
Organization	Ability to manage personal effects, work, or multiple tasks	125
Planning	Developing and implementing strategies to accomplish tasks, plan ahead, and make good decisions	57 (Significantly Below Average)
Self-Monitoring	Ability to evaluate own behavior to determine when a different approach is needed	88
Working Memory	Keeping information in mind that is important for knowing what to do and how to do it	103

Narrative Summary

Executive Functioning Executive functions are a collection of processes that are responsible for guiding, directing, and managing cognitive, emotional, and behavioral functions, particularly during active, novel problem solving. STUDENT completed the Comprehensive Executive Function Inventory (CEFI) self-report. The CEFI is designed for individuals ages 5 to 18 for whom there may be a concern about self-regulation. CEFI standard scores have a mean of 100 and a standard deviation of 15, higher scores on the CEFI indicate superior functioning. STUDENT's functioning was assessed across nine different categories and a Full Scale score serves as an overall estimate of executive functioning. STUDENT's Full Scale score was within the Significantly Below Average range. Attention: This scale represents a student's ability to avoid distractions and focus on the task at hand. STUDENT rated their overall attention in the Average range. Emotion Regulation: This scale represents a student's ability to regulate emotional responses including responding to changing situations. STUDENT's ratings suggest that they considers their emotional regulation abilities to be within the Below Average range. The presence of a low score on this scale may indicate that, at times, STUDENT may display emotional behavior that is inconsistent with the challenge presented to them. Flexibility: This scale represents a student's ability to come up with different ways to solve problems and use different approaches based on the problem presented. STUDENT's flexibility was rated within the Above Average range. Inhibitory Control: This scale represents a student's ability to stop and think before completing an action and includes thinking about consequences before acting, maintaining self-control, and keeping commitments. STUDENT rated their inhibitory control abilities within the Well Below Average range. The presence of a low score on this scale may indicate that, on occasion, STUDENT acts without much thought. Initiation: This scale assesses a student's ability to start tasks easily. This includes motivation towards tasks and the ability to take initiative when needed. STUDENT reported initiation skill within the Average range. Organization: This scale assesses a student's ability to manage their time effectively, work neatly, and organize their tasks and thoughts. STUDENT reported organization skills within the Well Above Average range. Planning: This scale represents a student's ability to look ahead and create an effective strategy to meet future challenges. STUDENT rated their planning abilities within the Significantly Below Average range. The presence of a low score on this scale may indicate that STUDENT struggles to anticipate and prepare for future challenges. Self-Monitoring: This scale assesses a student's ability to notice and fix personal mistakes, know when to ask for help, and understand when a task is complete. STUDENT reported self-monitoring skills within the Low Average range. Working Memory: This scale represents a student's ability to temporarily hold small pieces of information in their mind and work with the information in an efficient manner. This includes remembering steps and directions. STUDENT rated their working memory abilities within the Average range.

Assessment write-ups · page

Conners Comprehensive Behavior Scales (CBRS)

Behavior write-up example for Conners Comprehensive Behavior Scales (CBRS). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Behavior
Template Name: Conners Comprehensive Behavior Scales (CBRS)

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Score Table

Scale	Description	PARENT (T-score)	GENED (T-score)
Emotional Distress	Negative emotional reaction's-which may include fear, anger, anxiety, and suffering	62 (High Average)	54 (Average)
Upsetting Thoughts	Having involuntary thoughts, images, or unpleasant ideas	74 (Very Elevated)	46 (Average)
Worrying	Anxiety about actual or potential problems	55 (Average)	N/A
Social Problems	Difficulties maintaining appropriate relationships with peer	43 (Average)	71 (Very Elevated)
Defiant/Aggressive Behavior	exhibiting bold disobedience and externalizing behavior	68 (Elevated)	49 (Average)
Academic Difficulties (Total)	Problems with leaning, understanding, or remembering academic material	36 (Low)	67 (Elevated)
Language	Problems with reading, writing, spelling, and/or communication	64 (High Average)	36 (Low)
Math	Problems with understanding and/or applying math concepts	47 (Average)	63 (High Average)
Hyperactivity/ Impulsivity	Problems with regulating activity level, attention, and/or impulses	71 (Very Elevated)	57 (Average)
Separation Fears	Fears of being away from parents/caregivers	58 (Average)	72 (Very Elevated)
Perfectionistic and Compulsive Behavior	Rigid and inflexible behaviors due to a desire to be perfect	76 (Very Elevated)	44 (Average)
Violence Potential Indicator	Measure of how likely it is that this student will engage in violence	67 (Elevated)	74 (Very Elevated)
Physical Symptoms	Complaints about aches, pains, or feeling sick	44 (Average)	58 (Average)

Narrative Summary

Assessment write-ups · page

Children's Depression Inventory, 2nd Edition (CDI-2)

Behavior write-up example for Children's Depression Inventory, 2nd Edition (CDI-2). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Behavior
Template Name: Children's Depression Inventory, 2nd Edition (CDI-2)

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Score Table

Scale	PARENT T-Score	GENED T-Score
Total Score	62	54
Emotional Problems	74	46
Negative Mood/Physical Symptoms	55	66
Negative Self-Esteem	43	71
Functional Problems	68	49
Ineffectiveness	36	67
Interpersonal Problems	64	58

Narrative

Childhood depression has been linked to poor academic achievement, low self-esteem, concentration problems, irritability, and other negative social and personal challenges. In order to obtain information regarding STUDENT's behavior across settings, the Children's Depression Inventory, 2nd Edition (CDI-2) was completed by their mother, PARENT and general education teacher, GENED. This rating scale assesses the presence and severity of depressive symptoms in children ages 7-17. Results from the CDI-2 can be used to guide intervention decisions. STUDENT received a total score within the High Average range by PARENT and Average range by GENED. The presence of an elevated score indicates that STUDENT may be struggling with depression more than their same aged peers in some settings. Emotional Problems: The Emotional Problems scale assesses sadness, irritability, sleep problems, loneliness, and self-esteem. STUDENT's emotional problems were rated within the Very Elevated range by PARENT but within the Average range by GENED. The presence of an elevated score indicates that STUDENT may appear sad, irritable, fatigued, or lonely at times. Functional Problems: The Functional Problems scale is an assessment of STUDENT's school performance, interaction with peers, and their capacity to cooperate and enjoy activities. STUDENT's functional problems were rated within the Elevated range by PARENT but within the Average range by GENED. The presence of an elevated score indicates that STUDENT may be experiencing issues with ineffectiveness and interpersonal problems. Specifically, they may have problems interacting with peers and maintaining school performance. STUDENT may also have an impaired capacity to be cooperative and to enjoy school activities.

Assessment write-ups · page

Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2)

Processing/Exec. Functioning write-up example for Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Sections: Full Template · Parent and Teacher Scales — PARENT and GENED · Score Table · Narrative · Self-Report Scale — STUDENT

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Assessment Area: Processing/Exec. Functioning
Template Name: Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2)

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Parent and Teacher Scales — PARENT and GENED

Score Table

Index / Scale	PARENT T-Score	GENED T-Score
Behavioral Regulation Index (BRI)	62	54
Inhibit	74	46
Self-Monitor	55	66
Emotional Regulation Index (ERI)	43	71
Shift	68	49
Emotional Control	36	67
Cognitive Regulation Index (CRI)	64	36
Initiate	47	63
Working Memory	71	57
Plan/Organize	58	72
Task-Monitor	76	44
Organization of Materials	67	74
Global Executive Composite (GEC)	44	58

Narrative

Executive Functioning Executive functions are a collection of processes that are responsible for guiding, directing, and managing cognitive, emotional, and behavioral functions, particularly during active, novel problem solving. In order to obtain information regarding Student's executive functioning at school and at home, the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) was completed by their mother, Parent and general education teacher, Gened. The BRIEF-2 is designed for individuals ages 5 to 18 for whom there may be a concern about self-regulation. BRIEF-2 T-scores have a mean of 50 and a standard deviation of 10. BRIEF-2 scores 60-64 are considered mildly elevated, scores 65-69 are considered potentially clinically elevated and scores of 70 and above are typically considered clinically elevated or clinically significant. Student's GEC was within the average range by Parent and within the average range by their general education teacher. Behavior Regulation Index: This composite represents a student's ability to regulate and monitor behavior effectively. Student's overall level of behavior regulation problems was rated to be in the mildly elevated range by Parent and within the average range by Gened. Specifically, Parent rated Student's ability to control their impulses (inhibit) within the clinically elevated range, and their ability to self-monitor in the average range. However, Gened rated the Inhibit scale to be within the average range and the Self-Monitor scale to be within the potentially clinically elevated range. Emotional Regulation Index: The Emotion Regulation Index (ERI) represents a student's ability to regulate emotional responses including responding to changing situations. Student's overall level of emotional regulation skills were considered to be within the average range by Parent and the clinically elevated range by Gened. Specifically, Parent rated Student's ability to transition (Shift) to be within the potentially clinically elevated range, and ability to regulate their emotions to be within the average range. However, Gened indicated average functioning on the Shift scale and potentially clinically elevated functioning on the Emotional Control scale. Cognitive Regulation Index: The Cognitive Regulation Index (CRI) represents a student's ability to control and manage cognitive processes and problem-solve effectively. Student's overall CRI ability was rated to be within the mildly elevated range by Parent and within the average range by Gened. Parent rated Student's ability to begin an activity or generate ideas (Initiate) to be within the average range and their ability to hold information in their mind (Working Memory) to be within the clinically elevated range. Whereas Gened rated the Initiate scale within the mildly elevated range and the Working Memory scale within the average range. Additionally, Parent rated Student's ability to set goals (Plan/Organize) to be within the average range, ability to check their work (Task-Monitor) to be within the clinically elevated range, and ability to keep their work/play area clean and orderly (Organization of Materials) to be within the potentially clinically elevated range. Gened indicated clinically elevated functioning for the Plan/Organize scale, average functioning for the Task-Monitoring scale, and clinically elevated functioning for the Organization of Materials scale. The BRIEF-2 Rating Scales assess a rater's response pattern to determine how results should be interpreted. Parent's Inconsistency, Infrequency, and Negativity Indices were all considered to be acceptable, indicating that these ratings are likely a valid representation of Student's current behavioral functioning at this time. Likewise, Gened's Inconsistency, Infrequency, and Negativity indices were considered to be acceptable.

Self-Report Scale — STUDENT

Score Table

Index / Scale	STUDENT T-Score
Behavioral Regulation Index (BRI)	62
Inhibit	74
Self-Monitor	55
Emotional Regulation Index (ERI)	43
Shift	68
Emotional Control	36
Cognitive Regulation Index (CRI)	64
Task- Completion	47
Working Memory	71
Plan/Organize	58
Global Executive Composite (GEC)	76

Narrative

Executive Functioning Executive functions are a collection of processes that are responsible for guiding, directing, and managing cognitive, emotional, and behavioral functions, particularly during active, novel problem solving. STUDENT completed the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) Self-Report Form. The BRIEF-2 Self-Report Form is a 55-item standardized self-report measure developed to capture older children and adolescents (aged 11 to 18 years with a fifth-grade or better reading level) views of their own executive functions, or self-regulation, in their everyday environment. STUDENT's functioning was assessed through three broad Composites: Behavior Regulation, Emotion Regulation, and Cognitive Regulation. The BRIEF-2 also provides a Global Executive Composite (GEC) score that serves as an overall estimate of executive functioning. STUDENT's ratings indicate that they believes their GEC is within the clinically elevated range. Behavior Regulation Index: This composite represents a student's ability to regulate and monitor behavior effectively. STUDENT rated their overall level of behavior regulation in the mildly elevated range. Specifically, STUDENT rated their ability to control their impulses (inhibit) with in the clinically elevated range and their ability to self-monitor within the average range. Emotional Regulation Index: The Emotion Regulation Index (ERI) represents a student's ability to regulate emotional responses including responding to changing situations. STUDENT rated their overall level of emotional regulation skills within the average range. Specifically, STUDENT rated their ability to transition (Shift) to be within the potentially clinically elevated range and ability to regulate their emotions (Emotional Control) to be within the average range. Cognitive Regulation Index: The Cognitive Regulation Index (CRI) represents a student's ability to control and manage cognitive processes and problem-solve effectively. Based on self-ratings, STUDENT their overall CRI ability to be within the mildly elevated range. Specifically, STUDENT rated their ability to complete tasks appropriately and/or in a timely manner (Task-Completion) to be within the average range and their ability to hold information in their mind to be within the clinically elevated range. STUDENT also rated their ability to set goals and successfully follow through with a plan aimed at reaching those goals, within the average range. The BRIEF-2 Rating Scales assess a rater's response pattern to determine how results should be interpreted. Student's Inconsistency, Infrequency , and Negativity Indices were all considered to be acceptable, indicating that these ratings are likely a valid representation of Student's current behavioral functioning at this time.

Assessment write-ups · page

Behavior Assessment for Children Self Report of Personality- Third Edition (BASC-3 SRP)

Behavior write-up example for Behavior Assessment for Children Self Report of Personality- Third Edition (BASC-3 SRP). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Behavior
Template Name: Behavior Assessment for Children Self Report of Personality- Third Edition (BASC-3 SRP)

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Score Table

Scale	STUDENT T-Score
School Problems	64
Attitude to School	72
Attitude to Teachers	55
Internalizing Problems	43
Atypicality	68
Locus of Control	36
Social Stress	63
Anxiety	47
Depression	58
Sense of Inadequacy	74
Inattention/ Hyperactivity	44
Attention Problems	67
Hyperactivity	53
Personal Adjustment	71
Relations with Parents	46
Interpersonal Relations	38
Self-Esteem	62
Self-Reliance	45
Emotional Symptoms Index	35

Color-Coded Chart

Yellow = At-Risk · Red = Clinically Significant

Scale	STUDENT
School Problems	At-Risk
Attitude to School	Clinically Significant
Attitude to Teachers	Average
Internalizing Problems	Average
Atypicality	At-Risk
Locus of Control	Average
Social Stress	At-Risk
Anxiety	Average
Depression	Average
Sense of Inadequacy	Clinically Significant
Inattention/ Hyperactivity	Average
Attention Problems	At-Risk
Hyperactivity	Average
Personal Adjustment	Average
Relations with Parents	Average
Interpersonal Relations	At-Risk
Self-Esteem	Average
Self-Reliance	Average
Emotional Symptoms Index	Average

Narrative Summary

In order to obtain information regarding STUDENT's interpretation of their social/emotional and behavioral functioning, the Behavior Assessment System for Children, Third Edition Self Report of Personality (BASC-3 SRP) was completed by STUDENT. The BASC-3 is a multidimensional approach to evaluating the behavior of children and adolescents. It measures numerous aspects of behavior and personality, including positive (adaptive) as well as negative (clinical) dimensions. Scores in the clinically significant range suggest a high level of maladjustment, while scores in the at-risk range identify either a significant problem that may not be severe enough to require formal treatment or the potential of developing a problem that needs careful monitoring. School Problems: This composite measures attitudes and behaviors that may be problematic for school success. STUDENT reported at-risk functioning on this composite. STUDENT's ratings indicate that they dislikes school and often wishes to be elsewhere. Additionally, STUDENT described themself as having age appropriate attitudes towards their teachers. Internalizing Problems: This composite measures depression, anxiety, and similar difficulties that are not usually marked by acting out behaviors. STUDENT reported average functioning on this composite. More specifically, STUDENT reported that they has thoughts that would be considered atypical for their age, feels that they has control over events that occur in their life, and reported that they often feels lonely, isolated, and/or bullied. Additionally, STUDENT did not report significant anxiety-based feelings or feelings of depression. Furthermore, STUDENT reported sometimes being dissatisfied with their ability to perform a variety of tasks even when putting forth a substantial effort. Inattention/Hyperactivity: This composite measures problems with attention, hyperactivity, and impulsivity. STUDENT's Inattention/Hyperactivity composite was reported to be within the average range of functioning. Specifically, STUDENT did not report significant hyperactivity problems, but did report attention difficulties that could be affecting their classroom performance. Personal Adjustment: This composite measures problems with interpersonal relations and perceptions of self. STUDENT rated their overall personal adjustment to be within the average range. More specifically, STUDENT reported that they has a positive relationship with their parents, has difficulty with peer relations, generally reports liking their self, and often feels confident in their own abilities. The BASC-3 Rating Scales assess a rater's response pattern to determine how results should be interpreted. STUDENT's rating consistency, response pattern, and F-Index were considered to be acceptable, indicating that these ratings are likely a valid representation of their current behavior/social-emotional functioning. Additionally, their ratings were in the acceptable range for the L-Index, and within the acceptable range for the V-Index.

Assessment write-ups · page

Behavior Assessment System for Children, Fourth Edition (BASC-4)

Behavior write-up example for Behavior Assessment System for Children, Fourth Edition (BASC-4). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Last edited: 2026-09-08T16:28:53.061Z

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Sections: Full Template · Two-Rater Version — PARENT and GENED · Score Table · Color-Coded Chart · Narrative Summary · Three-Rater Version — PARENT, GENED, and SPED

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Assessment Area: Behavior
Template Name: Behavior Assessment System for Children, Fourth Edition (BASC-4)

Paste the full assessment write-up template below. This page body is the best place for long templates, tables, headings, and copy/paste formatting.

Full Template

Two-Rater Version — PARENT and GENED

Score Table

Scale	PARENT T-Score	GENED T-Score
Externalizing Problems	62	54
Hyperactivity	74	46
Aggression	55	66
Conduct Problems	43	71
Internalizing Problems	68	49
Anxiety	36	67
Depression	64	36
Somatization	47	63
School Problems	N/A	57
Attention Problems	58	72
Learning Problems	N/A	44
Behavioral Symptoms	67	74
Atypicality	44	58
Withdrawal	56	65
Attention Problems	N/A	N/A
ADAPTIVE SKILLS(T-scores Reversed)	39	62
Adaptability	46	54
Social Skills	34	43
Study Skills	N/A	36
Leadership	66	51
Activities of Daily Living	41	N/A
Functional Communication	54	46

Color-Coded Chart

Yellow = At-Risk · Red = Clinically Significant · Gray = N/A

Scale	PARENT	GENED
Externalizing Problems	At-Risk	Average
Hyperactivity	Clinically Significant	Average
Aggression	Average	At-Risk
Conduct Problems	Average	Clinically Significant
Internalizing Problems	At-Risk	Average
Anxiety	Average	At-Risk
Depression	At-Risk	Average
Somatization	Average	At-Risk
School Problems	N/A	Average
Attention Problems	Average	Clinically Significant
Learning Problems	N/A	Average
Atypicality	Average	Average
Withdrawal	Average	At-Risk
Attention Problems	Average	Average
Adaptability	Average	Average
Social Skills	At-Risk	Average
Study Skills	N/A	At-Risk
Leadership	Average	Average
Activities of Daily Living	Average	N/A
Functional Communication	Average	Average

Narrative Summary

Social/Emotional Functioning Social-emotional development includes an individual's experience, expression, and management of emotions and behaviors. It includes the ability to establish positive and rewarding relationships with others and encompasses how well we manage ourselves as well as our interactions with others. In order to obtain information regarding STUDENT's behavior at school and at home, the Behavior Assessment System for Children, Fourth Edition (BASC-4) was completed by their mother, PARENT and general education teacher, GENED. The BASC-4 is a multidimensional approach to evaluating the behavior of children and adolescents. It measures numerous aspects of behavior and personality. STUDENT's functioning was assessed through three broad Composites: Externalizing Problems, Internalizing Problems, and School Problems. Externalizing Problems: This composite is characterized by under-control of emotions/behaviors that result in disruptive behaviors, such as aggression, hyperactivity, and conduct problems. STUDENT's overall level of Externalizing Problems was rated to be in the At-risk range by PARENT but within the Average range by GENED. The presence of an elevated score indicates that STUDENT exhibits externalizing problems and may struggle to keep their impulses under control and has been observed to act out in various ways that are detrimental to their academic success. Hyperactivity: This scale assesses a student's activity levels. Typical hyperactive behaviors may include fidgeting, constant movement, and wandering. STUDENT received ratings within the Clinically significant range by PARENT but within the Average range by GENED. The presence of an elevated score indicates that STUDENT exhibits hyperactive behaviors such as rushing through work and acting without thinking. Aggression: This scale measures a student's tendency to act in a hostile manner. This may include both verbal (threatening others) and physical (hitting/kicking) behaviors. STUDENT's levels of aggression were rated in the Average range by PARENT but within the At-Risk range by GENED. The presence of an elevated score suggests that STUDENT may exhibit aggressive behaviors such as using foul language or hitting/kicking others. Conduct Problems: This scale provides a measure of how often STUDENT is getting in trouble and is characterized by anti-social behavior and marked impairments in relationships. STUDENT received scores within the Average range by PARENT but within the Clinically Significant range by GENED. The presence of an elevated score indicates that STUDENT may get in trouble a lot and has significant difficulties maintaining interpersonal relationships. Internalizing Problems: This composite is characterized by over-control of emotions/behaviors and not usually marked by acting out behavior. Instead, internalizing behaviors are often described as social withdrawal and/or feelings of nervousness and sadness. STUDENT's overall level of Internalizing Problems was rated within the At-risk range by PARENT but within the Average range by GENED. The presence of an elevated score indicates that STUDENT may be struggling with depression, anxiety, and/or low self-esteem. Anxiety: This scale measures worry, nervousness, and/or unease. STUDENT received scores within the Average range by PARENT but within the At-Risk range by GENED. The presence of an elevated score suggests that STUDENT may be suffering with anxiety. Depression: Depression is a common and serious medical illness that negatively affects how one feels, thinks, and acts. This scale measures observable behaviors associated with depression such as loss of interest and energy, verbalizations of sadness, and pervasive sad moods. STUDENT received ratings within the At-risk range by PARENT but within the Average range by GENED. The presence of an elevated score suggests that STUDENT may be suffering with depression and thoughts of helplessness, hopelessness, and, in extreme cases, suicide. Somatization: This scale assesses complaints of physical ailments or oversensitivity to seemingly normal physical problems. STUDENT received scores within the Average range by PARENT but within the At-Risk range by GENED. The presence of an elevated score suggests that STUDENT may ask to go to the nurse's office a lot and may have an underlying problem associated with their physical ailments that is not physical in nature. School Problems: This composite reflects academic difficulties including problems of motivation, attention, learning, and cognition. A high score on this composite is a sign that STUDENT displays behaviors that are very likely to interfere with achievement. An overall composite for school problems is only obtained when the BASC-4 is completed by a teacher/educator. STUDENT's general education teacher reported concerns within the Average range for overall school problems. Attention Problems: This scale measures distractibility and focus. STUDENT's attention was rated within the Average range by PARENT but within the Clinically Significant range by GENED. The presence of an elevated score suggests that STUDENT may have trouble maintaining focus, be distracted by seemingly normal stimuli, and stray from the task at hand often. Learning Problems: This scale measures aspects related to academic achievement, such as getting poor grades and having trouble keeping up in class. A score for learning problems is only obtained when the BASC-4 is completed by a teacher/educator. STUDENT's general education teacher reported concerns within the Average range for learning problems. Behavioral Symptoms: This composite is a total score that consists of Hyperactivity, Aggression, Depression, Attention, Atypicality, and Withdrawal. While the majority of these scales are discussed above, the Atypicality and Withdrawal scales are interpreted below. STUDENT received scores within the At-risk range by PARENT but within the Clinically Significant range by GENED. The presence of an elevated score suggests that STUDENT may often shy away from their peers or display odd/unusual behaviors. Atypicality: This scale measures the tendency to behave in ways that are considered immature, odd, or seemingly disconnected. STUDENT received scores within the Average range by both PARENT and GENED. Withdrawal: This scale measures the tendency to avoid social interactions or shy away in social situations. STUDENT received scores within the Average range by PARENT but within the At-Risk range by GENED. The presence of an elevated score suggests that STUDENT may be struggling with anxiety about social interactions. Adaptive Behavior: Adaptive behavior includes the age-appropriate behaviors necessary for an individual to live independently and to function safely and appropriately in daily life. Adaptive behaviors include real life skills such as grooming, dressing, safety, safe food handling, school rules, ability to work, money management, cleaning, making friends, social skills, and personal responsibility. Adaptive scales measure positive behaviors, so higher scores indicate more adaptive behaviors and better adjustment. STUDENT's overall Adaptive skills were rated to be in the At-Risk range by their mother and within the Average range by their general education teacher, suggesting that their overall Adaptive skills vary based on their environment. More specifically, STUDENT's mother rated the area of Adaptability to be within the Average range, the area of Social Skills to be within the At-Risk range, the area of Leadership to be within the Average range, and the area of Functional Communication to be within the Average range. Furthermore, STUDENT's general education teacher rated the area of Adaptability to be within the Average range, the area of Social Skills to be within the Average range, the area of Leadership to be within the Average range, and the area of Functional Communication to be within the Average range. The BASC-4 Rating Scales assess a rater's response pattern to determine how results should be interpreted. PARENT's rating consistency, response pattern, and F-Index were considered to be acceptable, indicating that these ratings are likely a valid representation of STUDENT's current behavior/social-emotional functioning. Likewise, GENED's rating consistency, response pattern, and F-Index were considered to be acceptable.

Three-Rater Version — PARENT, GENED, and SPED

Score Table

Scale	PARENT T-Score	GENED T-Score	SPED T-Score
Externalizing Problems	62	54	46
Hyperactivity	74	46	63
Aggression	55	66	73
Conduct Problems	43	71	54
Internalizing Problems	68	49	36
Anxiety	36	67	59
Depression	64	36	67
Somatization	47	63	44
School Problems	N/A	57	76
Attention Problems	58	72	49
Learning Problems	N/A	44	65
Behavioral Symptoms	67	74	58
Atypicality	44	58	71
Withdrawal	56	65	39
Attention Problems	N/A	N/A	N/A
ADAPTIVE SKILLS(T-scores Reversed)	39	62	53
Adaptability	46	54	41
Social Skills	34	43	56
Study Skills	N/A	36	34
Leadership	66	51	46
Activities of Daily Living	41	N/A	N/A
Functional Communication	54	46	69

Color-Coded Chart

Yellow = At-Risk · Red = Clinically Significant · Gray = N/A

Scale	PARENT	GENED	SPED
Externalizing Problems	At-Risk	Average	Average
Hyperactivity	Clinically Significant	Average	At-Risk
Aggression	Average	At-Risk	Clinically Significant
Conduct Problems	Average	Clinically Significant	Average
Internalizing Problems	At-Risk	Average	Average
Anxiety	Average	At-Risk	Average
Depression	At-Risk	Average	At-Risk
Somatization	Average	At-Risk	Average
School Problems	N/A	Average	Clinically Significant
Attention Problems	Average	Clinically Significant	Average
Learning Problems	N/A	Average	At-Risk
Atypicality	Average	Average	Clinically Significant
Withdrawal	Average	At-Risk	Average
Attention Problems	Average	Average	Average
Adaptability	Average	Average	Average
Social Skills	At-Risk	Average	Average
Study Skills	N/A	At-Risk	At-Risk
Leadership	Average	Average	Average
Activities of Daily Living	Average	N/A	N/A
Functional Communication	Average	Average	Average

Narrative Summary

Social/Emotional Functioning Social-emotional development includes an individual's experience, expression, and management of emotions and behaviors. It includes the ability to establish positive and rewarding relationships with others and encompasses how well we manage ourselves as well as our interactions with others. In order to obtain information regarding STUDENT's behavior at school and at home, the Behavior Assessment System for Children, Fourth Edition (BASC-4) was completed by their mother (PARENT), general education teacher (GENED), and special education teacher (SPED). The BASC-4 is a multidimensional approach to evaluating the behavior of children and adolescents. It measures numerous aspects of behavior and personality. STUDENT's functioning was assessed through three broad Composites: Externalizing Problems, Internalizing Problems, and School Problems. Externalizing Problems: This composite is characterized by under-control of emotions/behaviors that result in disruptive behaviors, such as aggression, hyperactivity, and conduct problems. STUDENT's overall level of Externalizing Problems was rated to be in the At-risk range by PARENT, within the Average range by GENED, and within the Average range by SPED. The presence of an elevated score indicates that STUDENT exhibits externalizing problems and may struggle to keep their impulses under control and has been observed to act out in various ways that are detrimental to their academic success. Hyperactivity: This scale assesses a student's activity levels. Typical hyperactive behaviors may include fidgeting, constant movement, and wandering. STUDENT received ratings within the Clinically significant range by PARENT, within the Average range by GENED, and within the At-Risk range by SPED. The presence of an elevated score indicates that STUDENT exhibits hyperactive behaviors such as rushing through work and acting without thinking. Aggression: This scale measures a student's tendency to act in a hostile manner. This may include both verbal (threatening others) and physical (hitting/kicking) behaviors. STUDENT's levels of aggression were rated in the Average range by PARENT, within the At-Risk range by GENED, and within the Clinically Significant range by SPED. The presence of an elevated score suggests that STUDENT may exhibit aggressive behaviors such as using foul language or hitting/kicking others. Conduct Problems: This scale provides a measure of how often STUDENT is getting in trouble and is characterized by anti-social behavior and marked impairments in relationships. STUDENT received scores within the Average range by PARENT, within the Clinically Significant range by GENED, and within the Average range by SPED. The presence of an elevated score indicates that STUDENT may get in trouble a lot and has significant difficulties maintaining interpersonal relationships. Internalizing Problems: This composite is characterized by over-control of emotions/behaviors and not usually marked by acting out behavior. Instead, internalizing behaviors are often described as social withdrawal and/or feelings of nervousness and sadness. STUDENT's overall level of Internalizing Problems was rated within the At-risk range by PARENT, within the Average range by GENED, and within the Average range by SPED. The presence of an elevated score indicates that STUDENT may be struggling with depression, anxiety, and/or low self-esteem. Anxiety: This scale measures worry, nervousness, and/or unease. STUDENT received scores within the Average range by PARENT, within the At-Risk range by GENED, and within the Average range by SPED. The presence of an elevated score suggests that STUDENT may be suffering with anxiety. Depression: Depression is a common and serious medical illness that negatively affects how one feels, thinks, and acts. This scale measures observable behaviors associated with depression such as loss of interest and energy, verbalizations of sadness, and pervasive sad moods. STUDENT received ratings within the At-risk range by PARENT, within the Average range by GENED, and within the At-Risk range by SPED. The presence of an elevated score suggests that STUDENT may be suffering with depression and thoughts of helplessness, hopelessness, and, in extreme cases, suicide. Somatization: This scale assesses complaints of physical ailments or oversensitivity to seemingly normal physical problems. STUDENT received scores within the Average range by PARENT, within the At-Risk range by GENED, and within the Average range by SPED. The presence of an elevated score suggests that STUDENT may ask to go to the nurse's office a lot and may have an underlying problem associated with their physical ailments that is not physical in nature. School Problems: This composite reflects academic difficulties including problems of motivation, attention, learning, and cognition. A high score on this composite is a sign that STUDENT displays behaviors that are very likely to interfere with achievement. An overall composite for school problems is only obtained when the BASC-4 is completed by a teacher/educator. STUDENT's general education teacher reported concerns within the Average range for overall school problems. Additionally, SPED reported concerns within the Clinically Significant range on this composite. Attention Problems: This scale measures distractibility and focus. STUDENT's attention was rated within the Average range by PARENT, within the Clinically Significant range by GENED, and within the Average range by SPED. The presence of an elevated score suggests that STUDENT may have trouble maintaining focus, be distracted by seemingly normal stimuli, and stray from the task at hand often. Learning Problems: This scale measures aspects related to academic achievement, such as getting poor grades and having trouble keeping up in class. A score for learning problems is only obtained when the BASC-4 is completed by a teacher/educator. STUDENT's general education teacher reported concerns within the Average range for learning problems. Additionally, SPED reported concerns within the At-Risk range on this measure. Behavioral Symptoms: This composite is a total score that consists of Hyperactivity, Aggression, Depression, Attention, Atypicality, and Withdrawal. While the majority of these scales are discussed above, the Atypicality and Withdrawal scales are interpreted below. STUDENT received scores within the At-risk range by PARENT, within the Clinically Significant range by GENED, and within the Average range by SPED. The presence of an elevated score suggests that STUDENT may often shy away from their peers or display odd/unusual behaviors. Atypicality: This scale measures the tendency to behave in ways that are considered immature, odd, or seemingly disconnected. STUDENT received scores within the Average range by PARENT, within the Average range by GENED, and within the Clinically Significant range by SPED. The presence of an elevated score suggests that STUDENT may behave in ways that others would consider odd or inappropriate. Withdrawal: This scale measures the tendency to avoid social interactions or shy away in social situations. STUDENT received scores within the Average range by PARENT, within the At-Risk range by GENED, and within the Average range by SPED. The presence of an elevated score suggests that STUDENT may be struggling with anxiety about social interactions. Adaptive Behavior: Adaptive behavior includes the age-appropriate behaviors necessary for an individual to live independently and to function safely and appropriately in daily life. Adaptive behaviors include real life skills such as grooming, dressing, safety, safe food handling, school rules, ability to work, money management, cleaning, making friends, social skills, and personal responsibility. Adaptive scales measure positive behaviors, so higher scores indicate more adaptive behaviors and better adjustment. STUDENT's overall Adaptive skills were rated to be in the At-Risk range by their mother and within the Average range by their general education teacher, suggesting that their overall Adaptive skills vary based on their environment. More specifically, STUDENT's mother rated the area of Adaptability to be within the Average range, the area of Social Skills to be within the At-Risk range, the area of Leadership to be within the Average range, and the area of Functional Communication to be within the Average range. Furthermore, STUDENT's general education teacher rated the area of Adaptability to be within the Average range, the area of Social Skills to be within the Average range, the area of Leadership to be within the Average range, and the area of Functional Communication to be within the Average range. SPED, STUDENT's special education teacher, indicated functioning within the Average range for overall adaptability. More specifically, SPED reported STUDENT's ability to adapt to changes within the Average range, their ability to interact with peers within the Average range, their ability to utilize effective Study Skills within the At-Risk range, and their ability to lead a group effectively within the Average range. Additionally, SPED reported STUDENT's ability to communicate effectively at school within the Average range. The BASC-4 Rating Scales assess a rater's response pattern to determine how results should be interpreted. PARENT's rating consistency, response pattern, and F-Index were considered to be acceptable, indicating that these ratings are likely a valid representation of STUDENT's current behavior/social-emotional functioning. Likewise, GENED's rating consistency, response pattern, and F-Index were considered to be acceptable. Additionally, SPED's answers were considered acceptable for F-index, response pattern, and consistency.

Assessment write-ups · page

Behavior Assessment System for Children, Third Edition (BASC-3)

Behavior write-up example for Behavior Assessment System for Children, Third Edition (BASC-3). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

School Psych Hub / Module 4: General Forms & Templates / Assessment Write-Up Templates / Assessment Write-Up Templates
Last edited: 2026-09-08T16:28:53.089Z

Open original in Notion ↗

Sections: Full Template · Two-Rater Version — PARENT and GENED · Score Table · Color-Coded Chart · Narrative Summary · Three-Rater Version — PARENT, GENED, and SPED

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Assessment Area: Behavior
Template Name: Behavior Assessment System for Children, Third Edition (BASC-3)

Paste the full assessment write-up template below. This page body is the best place for long templates, tables, headings, and copy/paste formatting.

Full Template

Two-Rater Version — PARENT and GENED

Score Table

Scale	PARENT T-Score	GENED T-Score
Externalizing Problems	65	55
Hyperactivity	72	45
Aggression	55	65
Conduct Problems	45	72
Internalizing Problems	68	48
Anxiety	35	68
Depression	62	35
Somatization	48	62
School Problems	N/A	58
Attention Problems	58	70
Learning Problems	N/A	43
Behavioral Symptoms	66	75
Atypicality	43	57
Withdrawal	57	66
Attention Problems	50	50
ADAPTIVE SKILLS(T-scores Reversed)	38	64
Adaptability	45	55
Social Skills	35	42
Study Skills	N/A	35
Leadership	68	52
Activities of Daily Living	42	N/A
Functional Communication	55	45

Color-Coded Chart

Yellow = At-Risk · Red = Clinically Significant · Gray = N/A

Scale	PARENT	GENED
Externalizing Problems	At-Risk	Average
Hyperactivity	Clinically Significant	Average
Aggression	Average	At-Risk
Conduct Problems	Average	Clinically Significant
Internalizing Problems	At-Risk	Average
Anxiety	Average	At-Risk
Depression	At-Risk	Average
Somatization	Average	At-Risk
School Problems	N/A	Average
Attention Problems	Average	Clinically Significant
Learning Problems	N/A	Average
Atypicality	Average	Average
Withdrawal	Average	At-Risk
Attention Problems	Average	Average
Adaptability	Average	Average
Social Skills	At-Risk	Average
Study Skills	N/A	At-Risk
Leadership	Average	Average
Activities of Daily Living	Average	N/A
Functional Communication	Average	Average

Narrative Summary

Social/Emotional Functioning Social-emotional development includes an individual's experience, expression, and management of emotions and behaviors. It includes the ability to establish positive and rewarding relationships with others and encompasses how well we manage ourselves as well as our interactions with others. In order to obtain information regarding STUDENT's behavior at school and at home, the Behavior Assessment System for Children, Third Edition (BASC-3) was completed by their mother, PARENT and general education teacher, GENED. The BASC-3 is a multidimensional approach to evaluating the behavior of children and adolescents. It measures numerous aspects of behavior and personality. STUDENT's functioning was assessed through three broad Composites: Externalizing Problems, Internalizing Problems, and School Problems. Externalizing Problems: This composite is characterized by under-control of emotions/behaviors that result in disruptive behaviors, such as aggression, hyperactivity, and conduct problems. STUDENT's overall level of Externalizing Problems was rated to be in the At-risk range by PARENT but within the Average range by GENED. The presence of an elevated score indicates that STUDENT exhibits externalizing problems and may struggle to keep their impulses under control and has been observed to act out in various ways that are detrimental to their academic success. Hyperactivity: This scale assesses a student's activity levels. Typical hyperactive behaviors may include fidgeting, constant movement, and wandering. STUDENT received ratings within the Clinically significant range by both PARENT and GENED. The presence of an elevated score indicates that STUDENT exhibits hyperactive behaviors such as rushing through work and acting without thinking. Aggression: This scale measures a student's tendency to act in a hostile manner. This may include both verbal (threatening others) and physical (hitting/kicking) behaviors. STUDENT's levels of aggression were rated in the Average range by both PARENT and GENED. The presence of an elevated score suggests that STUDENT may exhibit aggressive behaviors such as using foul language or hitting/kicking others. Conduct Problems: This scale provides a measure of how often STUDENT is getting in trouble and is characterized by anti-social behavior and marked impairments in relationships. STUDENT received scores within the Average range by both PARENT and GENED. The presence of an elevated score indicates that STUDENT may get in trouble a lot and has significant difficulties maintaining interpersonal relationships. Internalizing Problems: This composite is characterized by over-control of emotions/behaviors and not usually marked by acting out behavior. Instead, internalizing behaviors are often described as social withdrawal and/or feelings of nervousness and sadness. STUDENT's overall level of Internalizing Problems was rated within the At-risk range by both PARENT and GENED. The presence of an elevated score indicates that STUDENT may be struggling with depression, anxiety, and/or low self-esteem. Anxiety: This scale measures worry, nervousness, and/or unease. STUDENT received scores within the Average range by both PARENT and GENED. The presence of an elevated score suggests that STUDENT may be suffering with anxiety. Depression: Depression is a common and serious medical illness that negatively affects how one feels, thinks, and acts. This scale measures observable behaviors associated with depression such as loss of interest and energy, verbalizations of sadness, and pervasive sad moods. STUDENT received ratings within the At-risk range by both PARENT and GENED. The presence of an elevated score suggests that STUDENT may be suffering with depression and thoughts of helplessness, hopelessness, and, in extreme cases, suicide. Somatization: This scale assesses complaints of physical ailments or oversensitivity to seemingly normal physical problems. STUDENT received scores within the Average range by both PARENT and GENED. The presence of an elevated score suggests that STUDENT may ask to go to the nurse's office a lot and may have an underlying problem associated with their physical ailments that is not physical in nature. School Problems: This composite reflects academic difficulties including problems of motivation, attention, learning, and cognition. A high score on this composite is a sign that STUDENT displays behaviors that are very likely to interfere with achievement. An overall composite for school problems is only obtained when the BASC-3 is completed by a teacher/educator. STUDENT's general education teacher reported concerns within the Average range for overall school problems. Attention Problems: This scale measures distractibility and focus. STUDENT's attention was rated within the Average range by both PARENT and GENED. The presence of an elevated score suggests that STUDENT may have trouble maintaining focus, be distracted by seemingly normal stimuli, and stray from the task at hand often. Learning Problems: This scale measures aspects related to academic achievement, such as getting poor grades and having trouble keeping up in class. A score for learning problems is only obtained when the BASC-3 is completed by a teacher/educator. STUDENT's general education teacher reported concerns within the Average range for learning problems. Behavioral Symptoms: This composite is a total score that consists of Hyperactivity, Aggression, Depression, Attention, Atypicality, and Withdrawal. While the majority of these scales are discussed above, the Atypicality and Withdrawal scales are interpreted below. STUDENT received scores within the At-risk range by both PARENT and GENED. The presence of an elevated score suggests that STUDENT may often shy away from their peers or display odd/unusual behaviors. Atypicality: This scale measures the tendency to behave in ways that are considered immature, odd, or seemingly disconnected. STUDENT received scores within the Average range by both PARENT and GENED. Withdrawal: This scale measures the tendency to avoid social interactions or shy away in social situations. STUDENT received scores within the Average range by both PARENT and GENED. The presence of an elevated score suggests that STUDENT may be struggling with anxiety about social interactions. Adaptive Behavior: Adaptive behavior includes the age-appropriate behaviors necessary for an individual to live independently and to function safely and appropriately in daily life. Adaptive behaviors include real life skills such as grooming, dressing, safety, safe food handling, school rules, ability to work, money management, cleaning, making friends, social skills, and personal responsibility. Adaptive scales measure positive behaviors, so higher scores indicate more adaptive behaviors and better adjustment. STUDENT's overall Adaptive skills were rated to be in the Average range by both their general education teacher and mother. This would suggest that STUDENT's overall Adaptive skills are consistent across settings. More specifically, STUDENT's mother rated the area of Adaptability to be within the Average range, the area of Social Skills to be within the Average range, the area of Leadership to be within the Average range, and the area of Functional Communication to be within the Average range. Additionally, PARENT rated the area of Study Skills to be within the Average range, and GENED rated Average concerns for study skills. Furthermore, STUDENT's general education teacher rated the area of Adaptability to be within the Average range, the area of Social Skills to be within the Average range, the area of Leadership to be within the Average range, and the area of Functional Communication to be within the Average range. The BASC-3 Rating Scales assess a rater's response pattern to determine how results should be interpreted. PARENT's rating consistency, response pattern, and F-Index were considered to be acceptable, indicating that these ratings are likely a valid representation of STUDENT's current behavior/social-emotional functioning. Likewise, GENED's rating consistency, response pattern, and F-Index were considered to be acceptable.

Three-Rater Version — PARENT, GENED, and SPED

Score Table

Scale	PARENT T-Score	GENED T-Score	SPED T-Score
Externalizing Problems	65	55	45
Hyperactivity	72	45	62
Aggression	55	65	72
Conduct Problems	45	72	55
Internalizing Problems	68	48	35
Anxiety	35	68	58
Depression	62	35	68
Somatization	48	62	43
School Problems	N/A	58	75
Attention Problems	58	70	48
Learning Problems	N/A	43	66
Behavioral Symptoms	66	75	57
Atypicality	43	57	70
Withdrawal	57	66	38
Attention Problems	50	50	50
ADAPTIVE SKILLS(T-scores Reversed)	38	64	52
Adaptability	45	55	42
Social Skills	35	42	55
Study Skills	N/A	35	35
Leadership	68	52	45
Activities of Daily Living	42	N/A	N/A
Functional Communication	55	45	68

Color-Coded Chart

Yellow = At-Risk · Red = Clinically Significant · Gray = N/A

Scale	PARENT	GENED	SPED
Externalizing Problems	At-Risk	Average	Average
Hyperactivity	Clinically Significant	Average	At-Risk
Aggression	Average	At-Risk	Clinically Significant
Conduct Problems	Average	Clinically Significant	Average
Internalizing Problems	At-Risk	Average	Average
Anxiety	Average	At-Risk	Average
Depression	At-Risk	Average	At-Risk
Somatization	Average	At-Risk	Average
School Problems	N/A	Average	Clinically Significant
Attention Problems	Average	Clinically Significant	Average
Learning Problems	N/A	Average	At-Risk
Atypicality	Average	Average	Clinically Significant
Withdrawal	Average	At-Risk	Average
Attention Problems	Average	Average	Average
Adaptability	Average	Average	Average
Social Skills	At-Risk	Average	Average
Study Skills	N/A	At-Risk	At-Risk
Leadership	Average	Average	Average
Activities of Daily Living	Average	N/A	N/A
Functional Communication	Average	Average	Average

Narrative Summary

Social/Emotional Functioning Social-emotional development includes an individual's experience, expression, and management of emotions and behaviors. It includes the ability to establish positive and rewarding relationships with others and encompasses how well we manage ourselves as well as our interactions with others. In order to obtain information regarding STUDENT's behavior at school and at home, the Behavior Assessment System for Children, Third Edition (BASC-3) was completed by their mother (PARENT), general education teacher (GENED), and special education teacher (SPED). The BASC-3 is a multidimensional approach to evaluating the behavior of children and adolescents. It measures numerous aspects of behavior and personality. STUDENT's functioning was assessed through three broad Composites: Externalizing Problems, Internalizing Problems, and School Problems. Externalizing Problems: This composite is characterized by under-control of emotions/behaviors that result in disruptive behaviors, such as aggression, hyperactivity, and conduct problems. STUDENT's overall level of Externalizing Problems was rated to be in the At-risk range by PARENT, within the Average range by GENED, and within the Average range by SPED. The presence of an elevated score indicates that STUDENT exhibits externalizing problems and may struggle to keep their impulses under control and has been observed to act out in various ways that are detrimental to their academic success. Hyperactivity: This scale assesses a student's activity levels. Typical hyperactive behaviors may include fidgeting, constant movement, and wandering. STUDENT received ratings within the Clinically significant range by PARENT, within the Average range by GENED, and within the At-Risk range by SPED. The presence of an elevated score indicates that STUDENT exhibits hyperactive behaviors such as rushing through work and acting without thinking. Aggression: This scale measures a student's tendency to act in a hostile manner. This may include both verbal (threatening others) and physical (hitting/kicking) behaviors. STUDENT's levels of aggression were rated in the Average range by PARENT, within the At-Risk range by GENED, and within the Clinically Significant range by SPED. The presence of an elevated score suggests that STUDENT may exhibit aggressive behaviors such as using foul language or hitting/kicking others. Conduct Problems: This scale provides a measure of how often STUDENT is getting in trouble and is characterized by anti-social behavior and marked impairments in relationships. STUDENT received scores within the Average range by PARENT, within the Clinically Significant range by GENED, and within the Average range by SPED. The presence of an elevated score indicates that STUDENT may get in trouble a lot and has significant difficulties maintaining interpersonal relationships. Internalizing Problems: This composite is characterized by over-control of emotions/behaviors and not usually marked by acting out behavior. Instead, internalizing behaviors are often described as social withdrawal and/or feelings of nervousness and sadness. STUDENT's overall level of Internalizing Problems was rated within the At-risk range by PARENT, within the Average range by GENED, and within the Average range by SPED. The presence of an elevated score indicates that STUDENT may be struggling with depression, anxiety, and/or low self-esteem. Anxiety: This scale measures worry, nervousness, and/or unease. STUDENT received scores within the Average range by PARENT, within the At-Risk range by GENED, and within the Average range by SPED. The presence of an elevated score suggests that STUDENT may be suffering with anxiety. Depression: Depression is a common and serious medical illness that negatively affects how one feels, thinks, and acts. This scale measures observable behaviors associated with depression such as loss of interest and energy, verbalizations of sadness, and pervasive sad moods. STUDENT received ratings within the At-risk range by PARENT, within the Average range by GENED, and within the At-Risk range by SPED. The presence of an elevated score suggests that STUDENT may be suffering with depression and thoughts of helplessness, hopelessness, and, in extreme cases, suicide. Somatization: This scale assesses complaints of physical ailments or oversensitivity to seemingly normal physical problems. STUDENT received scores within the Average range by PARENT, within the At-Risk range by GENED, and within the Average range by SPED. The presence of an elevated score suggests that STUDENT may ask to go to the nurse's office a lot and may have an underlying problem associated with their physical ailments that is not physical in nature. School Problems: This composite reflects academic difficulties including problems of motivation, attention, learning, and cognition. A high score on this composite is a sign that STUDENT displays behaviors that are very likely to interfere with achievement. An overall composite for school problems is only obtained when the BASC-3 is completed by a teacher/educator. STUDENT's general education teacher reported concerns within the Average range for overall school problems. Additionally, SPED reported concerns within the Clinically Significant range on this composite. Attention Problems: This scale measures distractibility and focus. STUDENT's attention was rated within the Average range by PARENT, within the Clinically Significant range by GENED, and within the Average range by SPED. The presence of an elevated score suggests that STUDENT may have trouble maintaining focus, be distracted by seemingly normal stimuli, and stray from the task at hand often. Learning Problems: This scale measures aspects related to academic achievement, such as getting poor grades and having trouble keeping up in class. A score for learning problems is only obtained when the BASC-3 is completed by a teacher/educator. STUDENT's general education teacher reported concerns within the Average range for learning problems. Additionally, SPED reported concerns within the At-Risk range on this measure. Behavioral Symptoms: This composite is a total score that consists of Hyperactivity, Aggression, Depression, Attention, Atypicality, and Withdrawal. While the majority of these scales are discussed above, the Atypicality and Withdrawal scales are interpreted below. STUDENT received scores within the At-risk range by PARENT, within the Clinically Significant range by GENED, and within the Average range by SPED. The presence of an elevated score suggests that STUDENT may often shy away from their peers or display odd/unusual behaviors. Atypicality: This scale measures the tendency to behave in ways that are considered immature, odd, or seemingly disconnected. STUDENT received scores within the Average range by PARENT, within the Average range by GENED, and within the Clinically Significant range by SPED. The presence of an elevated score suggests that STUDENT may behave in ways that others would consider odd or inappropriate. Withdrawal: This scale measures the tendency to avoid social interactions or shy away in social situations. STUDENT received scores within the Average range by PARENT, within the At-Risk range by GENED, and within the Average range by SPED. The presence of an elevated score suggests that STUDENT may be struggling with anxiety about social interactions. Adaptive Behavior: Adaptive behavior includes the age-appropriate behaviors necessary for an individual to live independently and to function safely and appropriately in daily life. Adaptive behaviors include real life skills such as grooming, dressing, safety, safe food handling, school rules, ability to work, money management, cleaning, making friends, social skills, and personal responsibility. Adaptive scales measure positive behaviors, so higher scores indicate more adaptive behaviors and better adjustment. STUDENT's overall Adaptive skills were rated to be in the At-Risk range by their mother and within the Average range by their general education teacher, suggesting that their overall Adaptive skills vary based on their environment. More specifically, STUDENT's mother rated the area of Adaptability to be within the Average range, the area of Social Skills to be within the At-Risk range, the area of Leadership to be within the Average range, and the area of Functional Communication to be within the Average range. Furthermore, STUDENT's general education teacher rated the area of Adaptability to be within the Average range, the area of Social Skills to be within the Average range, the area of Leadership to be within the Average range, and the area of Functional Communication to be within the Average range. SPED, STUDENT's special education teacher, indicated functioning within the Average range for overall adaptability. More specifically, SPED reported STUDENT's ability to adapt to changes within the Average range, their ability to interact with peers within the Average range, their ability to utilize effective Study Skills within the At-Risk range, and their ability to lead a group effectively within the Average range. Additionally, SPED reported STUDENT's ability to communicate effectively at school within the Average range. The BASC-3 Rating Scales assess a rater's response pattern to determine how results should be interpreted. PARENT's rating consistency, response pattern, and F-Index were considered to be acceptable, indicating that these ratings are likely a valid representation of STUDENT's current behavior/social-emotional functioning. Likewise, GENED's rating consistency, response pattern, and F-Index were considered to be acceptable. Additionally, SPED's answers were considered acceptable for F-index, response pattern, and consistency.

Assessment write-ups · page

Vineland Adaptive Behavior Scales, Third Edition (VABS-3)

Adaptive write-up example for Vineland Adaptive Behavior Scales, Third Edition (VABS-3). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Sections: Full Template · Over Age 3 — Two Raters (PARENT and GENED) · Narrative · Over Age 3 — Three Raters (PARENT, GENED, and SPED) · Under Age 3 — Two Raters (PARENT and GENED)

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Assessment Area: Adaptive
Template Name: Vineland Adaptive Behavior Scales, Third Edition (VABS-3)

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Over Age 3 — Two Raters (PARENT and GENED)

Composite / Domain / Subdomain	PARENT SS/V-Score	GENED SS/V-Score
Adaptive Behavior Composite	65 — PR=1, Low	113 — PR=81, Adequate
Communication Domain	92 — PR=30, Adequate	78 — PR=7, Moderately Low
Receptive	2 — Low	14 — Adequate
Expressive	10 — Moderately Low	5 — Low
Written	7 — Low	12 — Moderately Low
Socialization Domain	105 — PR=63, Adequate	85 — PR=16, Moderately Low
Interpersonal Relationships	15 — Adequate	6 — Low
Play and Leisure Time	8 — Low	13 — Adequate
Coping Skills	3 — Low	11 — Moderately Low
Daily Living Skills Domain	70 — PR=2, Low	118 — PR=88, Moderately High
Personal	5 — Low	14 — Adequate
Domestic/Numeric	9 — Low	2 — Low
Community	13 — Adequate	7 — Low
Motor Skills Domain	80 — PR=9, Moderately Low	125 — PR=95, Moderately High
Gross Motor	6 — Low	15 — Adequate
Fine Motor	12 — Moderately Low	4 — Low

Narrative

Adaptive Functioning Adaptive behavior includes the age-appropriate behaviors necessary for an individual to live independently and to function safely and appropriately in daily life. Adaptive behaviors include real life skills such as grooming, dressing, safety, safe food handling, school rules, ability to work, money management, cleaning, making friends, social skills, and personal responsibility. In order to obtain further information regarding STUDENT's adaptive skills, the Vineland Adaptive Behavior Scales - Third Edition was completed by their mother, PARENT and general education teacher, GENED. The Vineland is a comprehensive norm-referenced measure for assessing the adaptive behavior of individuals from birth through adulthood. Adaptive behavior refers to the individual's typical performance of daily activities. These scales, therefore, assess an individual's actual performance as opposed to their or her potential. Communication: This domain measures how an individual speaks and understands others. While PARENT rated STUDENT's overall communication skills to be within the Adequate range, GENED rated their skills to be within the Moderately Low range. The Communication domain is comprised of three subdomains: receptive (how STUDENT listens and what they understands), expressive (what STUDENT says, how they uses words and sentences to gather and provide information), and written (how STUDENT uses pictures, letters, words and sentences to understand and communicate).STUDENT's mother indicated receptive language skills within in the Low range, expressive language skills within the Moderately Low range, and written skills within the Low range. However, their general education teacher indicated receptive language skills within the Adequate range, expressive language skills within the Low range, and written skills within the Moderately Low range. Socialization: This domain measures skills and behaviors that people need to get along with others. While PARENT rated STUDENT's overall socialization skills to be within the Adequate range, GENED rated their skills to be within the Moderately Low range. The Socialization domain is comprised of three subdomains: interpersonal relationships (how STUDENT interacts with others), play and leisure time (how STUDENT plays and uses free time), and coping skills (how STUDENT demonstrates responsibility and sensitivity to others).STUDENT's mother indicated interpersonal relationship skills within in theAdequate range, play and leisure skills within the Low range, and coping skills within the Low range. However, their general education teacher indicated interpersonal relationship skills within in the Low range, play and leisure time skills within the Adequate range, and coping skills within the Moderately Low range. Daily Living Skills: This domain measures the skills that are needed to take care of one self such as personal hygiene, completion of household/school tasks, and use of time and money. PARENT rated STUDENT's overall daily living skills to be within the Low range, GENED rated their skills to be within the Moderately High range. The Daily Living Skills domain is comprised of three subdomains: personal (how STUDENT eats, dresses, and practices personal hygiene), domestic/numeric (what STUDENT understands about home rules and routines such as safety, cooking, and cleaning/ how STUDENT uses numeric concepts is practical ways, including time, dates, and money.), and community (how STUDENT responds to community routines and demands).STUDENT's mother indicated personal skills within the Low range, domestic skills within the Low range, and community skills within the Adequate range. However, their general education teacher indicated personal skills within in the Adequate range, domestic skills within the Low range, and community skills within the Low range. Motor Skills: This domain measures STUDENT's use of gross and fine motor skills in daily life.Two subdomains--Gross Motor and Fine Motor--make up the Motor Skills domain.Gross Motor measures skills in using arms and legs for movement and coordination, and Fine Motor measures skills in using hands and fingers to manipulate objects. While PARENT rated STUDENT's gross motor abilities to be within the Low range, GENED ratings indicated Adequate gross motor functioning. Additionally, while PARENT rated STUDENT's fine motor abilities to be within the Moderately Low range, GENED ratings indicated Low fine motor functioning.

Over Age 3 — Three Raters (PARENT, GENED, and SPED)

Composite / Domain / Subdomain	PARENT SS/V-Score	GENED SS/V-Score	SPED SS/V-Score
Adaptive Behavior Composite	65 — PR=1, Low	92 — PR=30, Adequate	113 — PR=81, Adequate
Communication Domain	78 — PR=7, Moderately Low	105 — PR=63, Adequate	85 — PR=16, Moderately Low
Receptive	2 — Low	10 — Moderately Low	14 — Adequate
Expressive	5 — Low	14 — Adequate	7 — Low
Written	8 — Low	6 — Low	12 — Moderately Low
Socialization Domain	113 — PR=81, Adequate	70 — PR=2, Low	92 — PR=30, Adequate
Interpersonal Relationships	12 — Moderately Low	5 — Low	10 — Moderately Low
Play and Leisure Time	15 — Adequate	13 — Adequate	6 — Low
Coping Skills	3 — Low	11 — Moderately Low	8 — Low
Daily Living Skills Domain	85 — PR=16, Moderately Low	118 — PR=88, Moderately High	70 — PR=2, Low
Personal	6 — Low	12 — Moderately Low	5 — Low
Domestic/Numeric	9 — Low	8 — Low	13 — Adequate
Community	14 — Adequate	3 — Low	7 — Low
Motor Skills Domain	80 — PR=9, Moderately Low	125 — PR=95, Moderately High	95 — PR=37, Adequate
Gross Motor	6 — Low	15 — Adequate	9 — Low
Fine Motor	12 — Moderately Low	4 — Low	14 — Adequate

Narrative

Adaptive Functioning Adaptive behavior includes the age-appropriate behaviors necessary for an individual to live independently and to function safely and appropriately in daily life. Adaptive behaviors include real life skills such as grooming, dressing, safety, safe food handling, school rules, ability to work, money management, cleaning, making friends, social skills, and personal responsibility. In order to obtain further information regarding STUDENT's adaptive skills, the Vineland Adaptive Behavior Scales - Third Edition was completed by their mother, PARENT, general education teacher, GENED and special education teacher, SPED. The Vineland is a comprehensive norm-referenced measure for assessing the adaptive behavior of individuals from birth through adulthood. Adaptive behavior refers to the individual's typical performance of daily activities. These scales, therefore, assess an individual's actual performance as opposed to their or her potential. Communication: This domain measures how an individual speaks and understands others. PARENT's ratings of STUDENT's overall communication skills were within the Moderately Low range and GENED's ratings in this domain were within the Adequate range. Additionally, SPED's ratings for communication were within the Moderately Low range. The Communication domain is comprised of three subdomains: receptive (how the STUDENT listens and what they understands), expressive (what the STUDENT says, how they uses words and sentences to gather and provide information), and written (how the STUDENT uses pictures, letters, words and sentences to understand and communicate).PARENT's ratings of STUDENT's receptive language skills were within the Low range. GENED's ratings in this area were within the Moderately Low range and SPED's ratings for receptive language skills were within the Adequate range. Additionally, while PARENT and SPED reported STUDENT's expressive language skills to be within the Low range, GENED reported Adequate expressive language skills. Lastly, while PARENT and GENED reported STUDENT's writing skills to be within the Low range, SPED reported Moderately Low writing skills. Socialization: This domain measures skills and behaviors that people need to get along with others. PARENT's ratings of STUDENT's overall socialization skills were within the Adequate range and GENED's ratings in this domain were within the Low range. Additionally, SPED's ratings for socialization were within the Adequate range. The Socialization domain is comprised of three subdomains: interpersonal relationships (how the STUDENT interacts with others), play and leisure time (how the STUDENT plays and uses free time), and coping skills (how the STUDENT demonstrates responsibility and sensitivity to others).While PARENT and SPED reported STUDENT's interpersonal relationship skills to be within the Moderately Low range, GENED reported Low interpersonal relationship skills. Additionally, while PARENT and GENED reported STUDENT's play and leisure time skills to be within the Adequate range, SPED reported Low play and leisure time skills. Lastly, While PARENT and SPED reported STUDENT's coping skills to be within the Low range, GENED reported Moderately Low coping skills. Daily Living Skills: This domain measures the skills that are needed to take care of one self such as personal hygiene, completion of household/school tasks, and use of time and money.PARENT's ratings of STUDENT's overall daily living skills were within the Moderately Low range and GENED's ratings in this domain were within the Moderately High range. Additionally, SPED's ratings for daily living were within the Low range.This is an indication of how well STUDENT eats, dresses, and practices personal hygiene (such as teeth brushing and sanitary toiletry practices) in relation to their peers. More specifically, The Daily Living Skills domain is comprised of three subdomains: personal (how STUDENT eats, dresses, and practices personal hygiene), domestic/numeric (what STUDENT understands about home rules and routines such as safety, cooking, and cleaning/ how STUDENT uses numeric concepts is practical ways, including time, dates, and money.), and community (how STUDENT responds to community routines and demands).While PARENT and SPED reported STUDENT's personal skills to be within the Low range, GENED reported Moderately Low personal skills. Motor Skills: This domain measures STUDENT's use of gross and fine motor skills in daily life.Two subdomains--Gross Motor and Fine Motor--make up the Motor Skills domain.Gross Motor measures skills in using arms and legs for movement and coordination, and Fine Motor measures skills in using hands and fingers to manipulate objects. PARENT reported that STUDENT's gross motor abilities were within the Low range.GENED reported gross motor abilities within the Adequate and SPED's ratings indicate gross motor abilities within the Low range.Additionally, PARENT reported that STUDENT's fine motor abilities were within the Moderately Low range. GENED reported fine motor abilities within the Low and SPED's ratings indicate fine motor abilities within the Adequate range.

Under Age 3 — Two Raters (PARENT and GENED)

Composite / Domain / Subdomain	PARENT SS/V-Score	GENED SS/V-Score
Adaptive Behavior Composite	65 — PR=1, Low	113 — PR=81, Adequate
Communication Domain	92 — PR=30, Adequate	78 — PR=7, Moderately Low
Receptive	2 — Low	14 — Adequate
Expressive	10 — Moderately Low	5 — Low
Socialization Domain	105 — PR=63, Adequate	85 — PR=16, Moderately Low
Interpersonal Relationships	15 — Adequate	6 — Low
Play and Leisure Time	8 — Low	13 — Adequate
Coping Skills	3 — Low	11 — Moderately Low
Daily Living Skills Domain	70 — PR=2, Low	118 — PR=88, Moderately High
Personal	5 — Low	14 — Adequate
Motor Skills Domain	80 — PR=9, Moderately Low	125 — PR=95, Moderately High
Gross Motor	6 — Low	15 — Adequate
Fine Motor	12 — Moderately Low	4 — Low

Narrative

Adaptive Functioning Adaptive behavior includes the age-appropriate behaviors necessary for an individual to live independently and to function safely and appropriately in daily life. Adaptive behaviors include real life skills such as grooming, dressing, safety, safe food handling, school rules, ability to work, money management, cleaning, making friends, social skills, and personal responsibility. In order to obtain further information regarding STUDENT's adaptive skills, the Vineland Adaptive Behavior Scales - Third Edition was completed by their mother, PARENT and general education teacher, GENED. The Vineland is a comprehensive norm-referenced measure for assessing the adaptive behavior of individuals from birth through adulthood. Adaptive behavior refers to the individual's typical performance of daily activities. These scales, therefore, assess an individual's actual performance as opposed to his or her potential. Communication: This domain measures how an individual speaks and understands others. While PARENT rated STUDENT's overall communication skills to be within the Adequate range, GENED rated their skills to be within the Moderately Low range. The Communication domain is comprised of three subdomains: receptive (how the child listens and what he or she understands), expressive (what the child says, how he or she uses words and sentences to gather and provide information), and written (how the child uses pictures, letters, words and sentences to understand and communicate). STUDENT's mother indicated receptive language skills within in the Low range and expressive language skills within the Moderately Low range. However, their general education teacher indicated receptive language skills within the Adequate range and expressive language skills within the Low range. Socialization: This domain measures skills and behaviors that people need to get along with others. While PARENT rated STUDENT's overall socialization skills to be within the Adequate range, GENED rated their skills to be within the Moderately Low range. The Socialization domain is comprised of three subdomains: interpersonal relationships (how the child interacts with others), play and leisure time (how the child plays and uses free time), and coping skills (how the child demonstrates responsibility and sensitivity to others). STUDENT's mother indicated interpersonal relationship skills within in the Adequate range, play and leisure time skills within the Low range, and coping skills within the Low range. However, their general education teacher indicated interpersonal relationship skills within in the Low range, play and leisure time skills within the Adequate range, and coping skills within the Moderately Low range. Daily Living Skills: This domain measures the skills that are needed to take care of oneself such as personal hygiene and completion of household/school tasks. While PARENT rated STUDENT's overall daily living skills to be within the Low range, GENED rated their skills to be within the Moderately High range. This is an indication of how well STUDENT eats, dresses, and practices personal hygiene (such as teeth brushing and sanitary toiletry practices) in relation to their peers. Motor Skills: This domain measures STUDENT's use of gross and fine motor skills in daily life. Two subdomains--Gross Motor and Fine Motor--make up the Motor Skills domain. Gross Motor measures skills in using arms and legs for movement and coordination, and Fine Motor measures skills in using hands and fingers to manipulate objects. While PARENT rated STUDENT's gross motor abilities to be within the Low range, GENED ratings indicated Adequate gross motor functioning. While PARENT rated STUDENT's fine motor abilities to be within the Moderately Low range, GENED ratings indicated Low fine motor functioning.

Assessment write-ups · page

Developmental Profile, Fourth Edition (DP-4)

General write-up example for Developmental Profile, Fourth Edition (DP-4). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: General
Template Name: Developmental Profile, Fourth Edition (DP-4)

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Scale	Standard Score	Percentile Rank	Description
General Development	65	1	Significantly Below Average
Physical	78	7	Well Below Average
Adaptive	92	30	Average
Social-Emotional	113	81	High Average
Cognitive	125	95	Well Above Average
Communication	85	16	Low Average

The Developmental Profile, Fourth Edition (DP-4) was used to screen STUDENT's current functioning across five key areas of development- Physical, Adaptive, Social-Emotional, Cognitive, and Communication. The DP-4 was completed by STUDENT's mother, the informant. The DP-4 is a rating scale designed to assess the development of infants and children from birth to twenty one years old that reports Standard Scores (SS) with a mean (average) of 100 and standard deviation of 15, with most people scoring between 85 and 115. STUDENT received a General Development score within the Significantly Below Average range. This score indicates delayed developmental abilities. Physical: The physical domain assesses how well STUDENT is able to use their gross and fine motor skills. This includes large- and small-muscle coordination, strength, stamina, flexibility, and sequential motor skills. The informant's ratings of STUDENT indicate Well Below Average physical functioning. Adaptive: The Adaptive domain assesses the skills needed for one to independently interact with their environment. These skills include eating, dressing, working, using modern technology, and taking care of self and others. STUDENT received a score within the Average range, indicating age-appropriate adaptive skills. Social-Emotional: The Social-Emotional domain assesses how well STUDENT relates to friends, relatives, and adults. It also assesses interpersonal abilities, social and emotional understanding, and functional performance in social situations. The informant's ratings indicate High Average functioning within this domain. Cognitive: The Cognitive scale assesses intellectual abilities and skills prerequisites to academic achievement. STUDENT received a score within the Well Above Average range on this domain. Communication: The Communication scale assesses expressive and receptive communication skills, including written, spoken, and gestural language. The informant reported STUDENT's Communication skills to be within the Low Average range.

Assessment write-ups · page

Developmental Profile, Third Edition (DP-3)

Developmental write-up example for Developmental Profile, Third Edition (DP-3). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Developmental
Template Name: Developmental Profile, Third Edition (DP-3)

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Scale	Standard Score	Percentile Rank	Description
General Development	65	1	Significantly Below Average
Physical	78	7	Well Below Average
Adaptive	92	30	Average
Social-Emotional	113	81	High Average
Cognitive	125	95	Well Above Average
Communication	85	16	Low Average

The Developmental Profile, Third Edition (DP3) was used to screen STUDENT's current functioning across five key areas of development- Physical, Adaptive, Social-Emotional, Cognitive, and Communication. The DP3 was completed by STUDENT's mother, the rater. The DP3 is a rating scale designed to assess the development of infants and children from birth to twelve years old that reports Standard Scores (SS) with a mean (average) of 100 and standard deviation of 15, with most people scoring between 85 and 115. STUDENT received a General Development score within the Significantly Below Average range. This score indicates delayed developmental abilities. Physical: The Physical domain assesses how well STUDENT is able to use their gross and fine motor skills. This includes large- and small-muscle coordination, strength, stamina, flexibility, and sequential motor skills. The rater's ratings of STUDENT indicate Well Below Average physical functioning. Adaptive: The Adaptive domain assesses the skills needed for one to independently interact with their environment. These skills include eating, dressing, working, using modern technology, and taking care of self and others. STUDENT received a score within the Average range, indicating age-appropriate adaptive skills. Social-Emotional: The Social-Emotional domain assesses how well STUDENT relates to friends, relatives, and adults. It also assesses interpersonal abilities, social and emotional understanding, and functional performance in social situations. The rater's ratings indicate High Average functioning within this domain. Cognitive: The Cognitive scale assesses intellectual abilities and skills prerequisites to academic achievement. STUDENT received a score within the Well Above Average range on this domain. Communication: The Communication scale assesses expressive and receptive communication skills, including written, spoken, and gestural language. The rater reported STUDENT's communication skills to be within the Low Average range.

Assessment write-ups · page

Adaptive Behavior Assessment Scales (ABAS-3)

Adaptive write-up example for Adaptive Behavior Assessment Scales (ABAS-3). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Sections: Full Template · Two-Rater Version — PARENT and GENED · Three-Rater Version — PARENT, GENED, and SPED

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Assessment Area: Adaptive
Template Name: Adaptive Behavior Assessment Scales (ABAS-3)

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Composite/Domain/Subdomain	Standard/Scaled Score	Percentile	Descriptor
General Adaptive Composite	65	1	Extremely Low
Conceptual Domain	78	7	Low
Communication	2		Extremely Low
Functional Academics	5		Low
Self-Direction	8		Average
Social Domain	113	81	Above Average
Leisure	12		Average
Social	15		High
Practical Domain	85	16	Below Average
Community Use	6		Below Average
Home/School Living	9		Average
Health & Safety	14		Above Average
Self-Care	7		Below Average
Motor	13		Above Average

Two-Rater Version — PARENT and GENED

Composite/Domain/Subdomain	PARENT Score	PARENT PR	PARENT Descriptor	GENED Score	GENED PR	GENED Descriptor
General Adaptive Composite	65	1	Extremely Low	92	30	Average
Conceptual Domain	78	7	Low	105	63	Average
Communication	2		Extremely Low	10		Average
Functional Academics	5		Low	14		Above Average
Self-Direction	8		Average	6		Below Average
Social Domain	113	81	Above Average	70	2	Low
Leisure	12		Average	5		Low
Social	15		High	13		Above Average
Practical Domain	85	16	Below Average	118	88	Above Average
Community Use	6		Below Average	12		Average
Home/School Living	9		Average	8		Average
Health & Safety	14		Above Average	3		Extremely Low
Self-Care	7		Below Average	15		High

Adaptive Functioning Adaptive behavior includes the age-appropriate behaviors necessary for an individual to live independently and to function safely and appropriately in daily life. Adaptive behaviors include real life skills such as grooming, dressing, safety, safe food handling, school rules, ability to work, money management, cleaning, making friends, social skills, and personal responsibility. In order to obtain further information regarding STUDENT's adaptive skills the Adaptive Behavior Assessment System, Third Edition (ABAS-3) was completed by their mother, PARENT and general education teacher, GENED. The ABAS-3 is a comprehensive norm-referenced measure for assessing the adaptive behavior of individuals from birth through adulthood. Adaptive behavior refers to the individual's typical performance of daily activities. These scales, therefore, assess an individual's actual performance as opposed to their potential. The ABAS-3 covers adaptive behaviors in the following domains: Conceptual, Social, and Practical skills. STUDENT's overall adaptive skills were rated in the Extremely Low range (SS= 65; PR= 1) by PARENT and within the Average range (SS= 92; PR= 30) by GENED. Conceptual: This domain measures how an individual communicates both verbally and nonverbally, performs academically, and controls their personal impulses. STUDENT's conceptual skills were rated in the Low range (SS= 78; PR= 7) by PARENT and within the Average range (SS= 105; PR= 63) by GENED. The Conceptual domain is comprised of three subdomains: communication (how the examinee listens and what he or she understands), functional academics (how prepared the individual is for school), and self-direction (exhibiting self-control and the ability to make independent choices). While PARENT rated STUDENT's communication skills to be within the Extremely Low range, GENED's ratings indicated their communication skills to be within the Average range. PARENT rated STUDENT's functional pre-academic skills to be within the Low range, however, GENED's ratings indicated their functional pre-academic skills to be within the Above Average range. PARENT rated STUDENT's self-direction skills to be within the Average range, but GENED's ratings indicated their self-direction skills to be within the Below Average range. Social: The Social domain is comprised of two subdomains: leisure (how the examinee plays and uses leisure time) and social (how the examinee interacts with others). STUDENT's overall social skills were rated within the Above Average range (SS= 113; PR= 81) by PARENT and within the Low range (SS= 70; PR= 2) by GENED. While PARENT rated STUDENT's leisure activities to be within the Average range, GENED's ratings indicated their leisure activities to be within the Low range. PARENT rated STUDENT's social skills to be within the High range, however, GENED's ratings indicated their social skills to be within the Above Average range. Practical: The Practical domain is comprised of the following subdomains: community use (how the examinee responds to community routines and demands), home/school living (what the examinee understands about home rules and routines), self-care (one's hygiene), and health/safety (the ability to prevent and respond to injuries and ability to follow safety rules). STUDENT's overall practical skills were rated within the Below Average range (SS= 85; PR= 16) by PARENT and within the Above Average range (SS= 118; PR= 88) by GENED. PARENT and GENED both rated STUDENT's home/school living skills to be within the Average range. PARENT rated STUDENT's self-care skills to be within the Below Average range, however, GENED's ratings indicated their self-care skills to be within the High range. Furthermore, PARENT rated STUDENT's health and safety skills to be within the Above Average range, but GENED's ratings indicated their health and safety skills to be within the Extremely Low range.

Three-Rater Version — PARENT, GENED, and SPED

Composite/Domain/Subdomain	PARENT Score	PARENT PR	PARENT Descriptor	GENED Score	GENED PR	GENED Descriptor	SPED Score	SPED PR	SPED Descriptor
General Adaptive Composite	65	1	Extremely Low	92	30	Average	113	81	Above Average
Conceptual Domain	78	7	Low	105	63	Average	85	16	Below Average
Communication	2		Extremely Low	10		Average	14		Above Average
Functional Academics	5		Low	14		Above Average	7		Below Average
Self-Direction	8		Average	6		Below Average	12		Average
Social Domain	113	81	Above Average	70	2	Low	92	30	Average
Leisure	12		Average	5		Low	10		Average
Social	15		High	13		Above Average	6		Below Average
Practical Domain	85	16	Below Average	118	88	Above Average	70	2	Low
Community Use	6		Below Average	12		Average	5		Low
Home/School Living	9		Average	8		Average	13		Above Average
Health & Safety	14		Above Average	3		Extremely Low	8		Average
Self-Care	7		Below Average	15		High	2		Extremely Low

Adaptive Functioning Adaptive behavior includes the age-appropriate behaviors necessary for an individual to live independently and to function safely and appropriately in daily life. Adaptive behaviors include real life skills such as grooming, dressing, safety, safe food handling, school rules, ability to work, money management, cleaning, making friends, social skills, and personal responsibility. In order to obtain further information regarding STUDENT's adaptive skills the Adaptive Behavior Assessment System, Third Edition (ABAS-3) was completed by their mother (PARENT), general education teacher (GENED), and special education teacher (SPED). The ABAS-3 is a comprehensive norm-referenced measure for assessing the adaptive behavior of individuals from birth through adulthood. Adaptive behavior refers to the individual's typical performance of daily activities. These scales, therefore, assess an individual's actual performance as opposed to their potential. The ABAS-3 covers adaptive behaviors in the following domains: Conceptual, Social, and Practical skills. STUDENT's overall adaptive skills were rated in the Extremely Low range (SS= 65; PR= 1) by PARENT, within the Average range (SS= 92; PR= 30) by GENED, and within the Above Average range(SS= 113; PR= 81) by SPED. Conceptual: This domain measures how an individual communicates both verbally and nonverbally, performs academically, and controls their personal impulses. STUDENT's conceptual skills were rated the within Low range (SS= 78; PR= 7) by PARENT, within the Average range (SS= 105; PR= 63) by GENED, and within the Below Average range(SS= 85; PR= 16) by SPED. The Conceptual domain is comprised of three subdomains: communication (how the examinee listens and what he or she understands), functional academics (how prepared the individual is for school), and self-direction (exhibiting self-control and the ability to make independent choices). While PARENT rated STUDENT's communication skills to be within the Extremely Low range, GENED's ratings indicated their communication skills to be within the Average range. PARENT rated STUDENT's functional pre-academic skills to be within the Low range, however, GENED's ratings indicated their functional pre-academic skills to be within the Above Average range. PARENT rated STUDENT's self-direction skills to be within the Average range, but GENED's ratings indicated their self-direction skills to be within the Below Average range. Additionally, SPED rated STUDENT's communication skills to be within the Above Average range, their functional pre-academic skills to be within the Below Average range, and their self-direction skills to be within the Average range. Social: The Social domain is comprised of two subdomains: leisure (how the examinee plays and uses leisure time) and social (how the examinee interacts with others). STUDENT's overall social skills were rated within the Above Average range (SS= 113; PR= 81) by PARENT, within the Low range (SS= 70; PR= 2) by GENED, and within the Average range(SS= 92; PR= 30) by SPED. While PARENT rated STUDENT's leisure activities to be within the Average range, GENED's ratings indicated their leisure activities to be within the Low range. PARENT rated STUDENT's social skills to be within the High range, however, GENED's ratings indicated their social skills to be within the Above Average range. Additionally, SPED rated STUDENT's leisure activities to be within the Average range and their social skills to be within the Below Average range. Practical: The Practical domain is comprised of the following subdomains: community use (how the examinee responds to community routines and demands), home/school living (what the examinee understands about home rules and routines), self-care (one's hygiene), and health/safety (the ability to prevent and respond to injuries and ability to follow safety rules). STUDENT's overall practical skills were rated within the Below Average range (SS= 85; PR= 16) by PARENT, within the Above Average range (SS= 118; PR= 88) by GENED, and within the Low range (SS= 70; PR= 2) by SPED. PARENT and GENED both rated STUDENT's home/school living skills to be within the Average range. PARENT rated STUDENT's self-care skills to be within the Below Average range, however, GENED's ratings indicated their self-care skills to be within the High range. Furthermore, PARENT rated STUDENT's health and safety skills to be within the Above Average range, but GENED's ratings indicated their health and safety skills to be within the Extremely Low range. Additionally, SPED rated STUDENT's home/school living skills to be within the Above Average range, their self-care skills to be within the Extremely Low range, and their health and safety skills to be within the Average range. SPED also indicated Low functioning on the community use domain.

Assessment write-ups · page

Woodcock Johnson Tests of Achievement (WJ-V Ach)

Academic Achievement write-up example for Woodcock Johnson Tests of Achievement (WJ-V Ach). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Academic Achievement
Template Name: Woodcock Johnson Tests of Achievement (WJ-V Ach)

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Oral Language

Composite/Subtest	Standard Score	Percentile	Descriptor
Oral Language	65	1	Significantly Below Average
Picture Vocabulary	78	7	Well Below Average
Oral Comprehension	92	30	Average
Oral Language Samples	113	81	High Average
Story Comprehension	125	95	Well Above Average
Listening Comprehension	85	16	Low Average
Oral Comprehension	92	30	Average
Story Comprehension	125	95	Well Above Average
Oral Expression	105	63	Average
Picture Vocabulary	78	7	Well Below Average
Oral Language Samples	113	81	High Average
Vocabulary	70	2	Well Below Average
Picture Vocabulary	78	7	Well Below Average
Academic Vocabulary	118	88	Above Average

Reading

Composite/Subtest	Standard Score	Percentile	Descriptor
Brief Reading	98	45	Average
Letter-Word Identification	78	7	Well Below Average
Passage Comprehension	92	30	Average
Basic Reading Skills	85	16	Low Average
Letter-Word Identification	78	7	Well Below Average
Word Attack	105	63	Average
Reading Comprehension	65	1	Significantly Below Average
Passage Comprehension	92	30	Average
Paragraph Reading Comprehension	113	81	High Average
Reading Fluency	70	2	Well Below Average
Sentence Reading Fluency	125	95	Well Above Average
Word Reading Fluency	85	16	Low Average

Math

Composite/Subtest	Standard Score	Percentile	Descriptor
Brief Math	98	45	Average
Calculation	78	7	Well Below Average
Applied Problems	113	81	High Average
Math Calculation Skills	125	95	Well Above Average
Calculation	78	7	Well Below Average
Math Facts Fluency	92	30	Average
Math Problem Solving	85	16	Low Average
Applied Problems	113	81	High Average
Math Problem Identification	105	63	Average

Writing

Composite/Subtest	Standard Score	Percentile	Descriptor
Brief Writing	70	2	Well Below Average
Sentence Writing Accuracy	118	88	Above Average
Written Language Samples	98	45	Average
Basic Writing Skills	92	30	Average
Spelling	98	45	Average
Sentence Writing Accuracy	118	88	Above Average
Written Expression	125	95	Well Above Average
Written Language Samples	98	45	Average
Sentence Writing Fluency	65	1	Significantly Below Average

Cross-Domains

Composite/Subtest	Standard Score	Percentile	Descriptor
Broad Achievement	113	81	High Average
Letter-Word Identification	78	7	Well Below Average
Calculation	78	7	Well Below Average
Spelling	98	45	Average
Math Facts Fluency	92	30	Average
Passage Comprehension	92	30	Average
Applied Problems	113	81	High Average
Sentence Reading Fluency	125	95	Well Above Average
Written Language Samples	98	45	Average
Sentence Writing Fluency	65	1	Significantly Below Average
Academic Fluency	113	81	High Average
Math Facts Fluency	92	30	Average
Sentence Reading Fluency	125	95	Well Above Average
Sentence Writing Fluency	65	1	Significantly Below Average
Phoneme-Grapheme Knowledge	65	1	Significantly Below Average
Oral Comprehension	92	30	Average
Spelling of Sounds	78	7	Well Below Average

Academic Achievement: The Woodcock-Johnson Tests of Achievement Fifth Edition is a standardized assessment that measures academic performance in core school areas. It helps us understand how STUDENT is performing right now compared to other students the same age across the country. While classroom grades are important, they can be influenced by effort, participation, and homework completion, so standardized testing provides a more objective snapshot. This assessment looks at different components of academic performance to give a clearer picture of overall academic ability across specific areas. This allows us to move beyond general impressions and identify patterns in how STUDENT is progressing. When we compare achievement results with other evaluation data, we can better understand STUDENT’s overall learning profile. Ultimately, the purpose of achievement testing is to identify areas of strength and/ or weakness. Oral Language: Oral language refers to how a child understands and uses spoken language in everyday communication. It includes listening to others, understanding what is said, and expressing thoughts clearly through speech. Strong oral language skills help children follow directions, participate in conversations, ask and answer questions, and explain their ideas. These skills also support learning in the classroom, because much of instruction is delivered verbally. When we assess oral language, we are looking at how well a student understands spoken information and how effectively they communicate their own ideas out loud. STUDENT's score for Oral Language fell within the Significantly Below Average range. Given the presence of low scores, there may be difficulty understanding spoken directions, keeping up with classroom discussions, or clearly expressing thoughts in complete and organized sentences. In the classroom, this might look like frequently asking for repetition, appearing confused after verbal instructions, giving brief or vague responses, struggling to explain reasoning, or hesitating to participate in discussions. Stronger understanding may be demonstrated when visual supports are provided, with more difficulty noted when information is presented primarily through speech. STUDENT's score for Listening Comprehension fell within the Low Average range. Given the presence of age-appropriate scores in the area of Listening Comprehension, spoken information is likely understood effectively, including multi-step directions and verbally presented content, supporting participation and learning in classroom discussions and instruction. STUDENT's score for Oral Expression fell within the Average range. Given the presence of age-appropriate scores in this area, ideas are likely expressed clearly and in an organized manner, supporting effective participation in discussions and verbal explanations of understanding. STUDENT's score for Vocabulary fell within the Well Below Average range. Given the presence of low scores in Vocabulary, there may be difficulty understanding and using age-expected word knowledge. This may impact comprehension of instruction, participation in discussions, and understanding of academic language across subjects. Reading: Reading refers to the ability to accurately recognize words and understand the meaning of written text. It includes decoding words, reading smoothly, and making sense of sentences and passages. Strong reading skills support learning across all subjects because much of classroom instruction and independent work involves written material. Reading also involves thinking about what is read, identifying key details, and drawing conclusions. When we assess reading, we are examining both accuracy and understanding of written information. STUDENT's score for Brief Reading fell within the Average range. Given the presence of age-appropriate scores in the area of Brief Reading, foundational reading skills and basic comprehension are likely functioning in a way that supports access to grade-level text. STUDENT's score for Basic Reading Skills fell within the Low Average range. Given the presence of age-appropriate scores, word recognition and decoding abilities are likely supporting accurate and efficient reading of text. STUDENT's score for Reading Comprehension fell within the Significantly Below Average range. Given the presence of low scores, there may be difficulty understanding and interpreting written material. This may appear as trouble identifying key details, making inferences, or explaining the meaning of what was read. STUDENT's score for Reading Fluency fell within the Well Below Average range. Given the presence of low scores in this area, there may be difficulty reading text quickly and accurately. In the classroom, this might look like slow reading pace, reduced automaticity, or increased effort when completing reading assignments. Math: Math refers to the ability to understand numbers, recognize patterns, and solve problems using mathematical reasoning. It includes skills such as calculating accurately, understanding number relationships, and applying concepts to real-world situations. Strong math skills support success in areas like measuring, budgeting, interpreting data, and solving everyday problems. In the classroom, math also involves explaining reasoning and selecting appropriate strategies to reach a solution. When we assess math, we are looking at how effectively numerical understanding and problem-solving skills are being applied. STUDENT's score for Brief Math fell within the Average range. Given the presence of age-appropriate scores, foundational numerical skills are likely supporting classroom performance and successful completion of math tasks. STUDENT's score for Math Calculation Skills fell within the Well Above Average range. Given the presence of age-appropriate scores, written calculation skills are likely supporting accuracy and efficiency with math assignments. STUDENT's score for Math Problem Solving fell within the Low Average range. Given the presence of age-appropriate scores, applied reasoning and problem-solving abilities are likely supporting understanding of multi-step and real-world tasks. Writing: Writing refers to the ability to express ideas clearly and effectively in written form. It includes organizing thoughts, using correct spelling and grammar, and developing sentences and paragraphs that communicate meaning. Strong writing skills support academic performance across subjects, as written responses are often required to demonstrate understanding. Writing also involves planning, revising, and editing to improve clarity and structure. When we assess writing, we are looking at how well ideas are organized and communicated through written language. STUDENT's score for Brief Writing fell within the Well Below Average range. Given the presence of low scores, there may be difficulty producing written responses accurately and efficiently. This may appear as shorter responses, increased errors, or difficulty organizing ideas in writing. STUDENT's score for Basic Writing Skills fell within the Average range. Given the presence of age-appropriate scores, foundational writing mechanics are likely supporting accurate and clear written communication. STUDENT's score for Written Expression fell within the Well Above Average range. Given the presence of age-appropriate scores, written communication is likely organized and sufficiently detailed to convey ideas effectively. STUDENT's score for Broad Achievement fell within the High Average range. Given the presence of age-appropriate scores, overall academic functioning is likely consistent with classroom expectations across subject areas. STUDENT's score for Academic Fluency fell within the High Average range. Given the presence of age-appropriate scores, speed and accuracy with academic tasks are likely supporting efficient classroom performance. STUDENT's score for Phoneme-Grapheme Knowledge fell within the Significantly Below Average range. Given the presence of low scores, there may be difficulty connecting sounds to written symbols, which can affect reading and spelling development.

Assessment write-ups · page

Woodcock Johnson Test of Achievement, Fourth Edition (WJIV-Ach)

Academic Achievement write-up example for Woodcock Johnson Test of Achievement, Fourth Edition (WJIV-Ach). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Academic Achievement
Template Name: Woodcock Johnson Test of Achievement, Fourth Edition (WJIV-Ach)

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Standard Battery

Composite/Subtest	Standard Score	Percentile	Descriptor
Reading	65	1	Significantly Below Average
Letter-Word Identification	78	7	Well Below Average
Passage Comprehension	92	30	Average
Broad Reading	113	81	High Average
Letter-Word Identification	78	7	Well Below Average
Passage Comprehension	92	30	Average
Sentence Reading Fluency	125	95	Well Above Average
Basic Reading Skills	85	16	Low Average
Letter-Word Identification	78	7	Well Below Average
Word Attack	105	63	Average
Reading Fluency	70	2	Well Below Average
Oral Reading	118	88	Above Average
Sentence Reading Fluency	125	95	Well Above Average
Math	98	45	Average
Broad Math	65	1	Significantly Below Average
Calculation	78	7	Well Below Average
Math Fact Fluency	92	30	Average
Applied Problems	113	81	High Average
Math Calculation Skills	125	95	Well Above Average
Calculation	78	7	Well Below Average
Math Fact Fluency	92	30	Average
Math Problem Solving	85	16	Low Average
Applied Problems	113	81	High Average
Number Matrices	105	63	Average
Written Language	70	2	Well Below Average
Broad Written Language	118	88	Above Average
Spelling	98	45	Average
Sentence Writing Fluency	65	1	Significantly Below Average
Writing Samples	78	7	Well Below Average
Basic Writing	92	30	Average
Spelling	98	45	Average
Editing	113	81	High Average
Written Expression	125	95	Well Above Average
Sentence Writing Fluency	65	1	Significantly Below Average
Writing Samples	78	7	Well Below Average

Extended Battery

Composite/Subtest	Standard Score	Percentile	Descriptor
Reading Comprehension	65	1	Significantly Below Average
Passage Comprehension	92	30	Average
Reading Recall	78	7	Well Below Average
Reading Rate	113	81	High Average
Sentence Reading Fluency	125	95	Well Above Average
Word Reading Fluency	85	16	Low Average
Basic Writing	92	30	Average
Spelling	98	45	Average
Editing	113	81	High Average

Reading Comprehension: This ability involves the ability to process text, understand its meaning, and integrate the meaning with what the student already knows. STUDENT received an overall Comprehension score within the Significantly Below Average range (SS= 65; PR= 1). The Reading Comprehension cluster is a combination of Passage Comprehension (using syntactic and semantic cues to identify the missing words in a text) and Reading Recall (reading a short story silently and then retelling as much of the story as can be recalled). Student's Significantly Below Average performance on this measure of reading comprehension suggests that they may be struggling to understand what they is reading. Reading Rate: This measure evaluates how quickly and accurately STUDENT is able to read isolated words and sentences. Rate involves the automaticity of reading. The more automatic reading is, the higher the rate. STUDENT received a Reading Rate score within the High Average range (SS=113; PR= 81). Their performance on this section indicates their reading sounds fluent. Basic Writing: This ability involves foundational writing skills such as spelling, punctuation, and capitalization. STUDENT received a Basic Writing score within the Average range (SS=92; PR= 30). Their spelling performance, which measures the ability to write orally presented words correctly, fell within the Average range. Additionally, Student's performance on the editing subtest, which measures skills in identifying and correcting a written passage, fell within the High Average range.

Cross-Domain Clusters

Composite/Subtest	Standard Score	Percentile	Descriptor
Academic Skills	65	1	Significantly Below Average
Letter-Word Identification	78	7	Well Below Average
Spelling	98	45	Average
Calculation	78	7	Well Below Average
Academic Fluency	113	81	High Average
Sentence Reading Fluency	125	95	Well Above Average
Math Fact Fluency	92	30	Average
Sentence Writing Fluency	65	1	Significantly Below Average
Academic Applications	85	16	Low Average
Applied Problems	113	81	High Average
Passage Comprehension	92	30	Average
Writing Samples	78	7	Well Below Average
Academic Knowledge	105	63	Average
Science	70	2	Well Below Average
Social Studies	118	88	Above Average
Humanities	98	45	Average
Phoneme/Grapheme Knowledge	65	1	Significantly Below Average
Word Attack	105	63	Average
Spelling of Sounds	78	7	Well Below Average
Oral Expression	113	81	High Average
Brief Achievement	125	95	Well Above Average
Letter-Word Identification	78	7	Well Below Average
Applied Problems	113	81	High Average
Spelling	98	45	Average
Passage Comprehension	92	30	Average
Calculation	78	7	Well Below Average
Writing Samples	78	7	Well Below Average
Sentence Reading Fluency	125	95	Well Above Average
Math Fact Fluency	92	30	Average
Sentence Writing Fluency	65	1	Significantly Below Average

Academic Skills: The academic skills domain assessed STUDENT's abilities in letter-word identification, spelling, and calculations. These three subtests measure basic academic abilities in reading, writing, and math that are necessary for higher level academic skills mastery. STUDENT's overall academic skills score fell within the Significantly Below Average range (SS=65; PR= 1). More specifically, they received a score within the Well Below Average range on the Letter-Word Identification subtest, a score within the Average range on the Spelling subtest, and a score within the Well Below Average range on the Calculation subtest. Academic Fluency: This composite is a measure of STUDENT's ability to quickly and accurately use their academic skills. They received an overall Academic Fluency score within the High Average range (SS=113; PR= 81). More specifically, STUDENT's performance on the Sentence Reading Fluency subtest fell within the Well Above Average range, their performance on the Math Fact Fluency subtest fell within the Average range, and their performance on the Sentence Writing Fluency was considered Significantly Below Average. Academic Applications: This composite is a measure of STUDENT's ability to apply their foundational academic skills to complete more complex academic tasks. They received an overall Academic Applications score within the Low Average range (SS= 85; PR= 16). More specifically, STUDENT's performance on the Applied Problems subtest was considered High Average, their performance on the Passage Comprehension subtest fell within the Average range, and their performance on the Writing Samples subtest was considered Well Below Average. Academic Knowledge: This composite measures a broad sample of scientific and social studies knowledge. Overall, STUDENT received a score within the Average range (SS=105; PR= 63). More specifically, on the Science subtest, STUDENT was asked to respond to scientific questions that covered anatomy, biology, chemistry, geology, medicine, and physics. They received a score within the Well Below Average range for these subject areas. For the Social Studies portion of the assessment, STUDENT was asked to respond to questions about history, economics, geography, government, and psychology. They received a score within the Above Average range for these subject areas. Additionally, on the Humanities subtest, STUDENT was asked to answer questions related to art, music, and literature. They received a score within the Average range for these subject areas. Phoneme/Grapheme Knowledge: Phoneme/Grapheme knowledge is a measure of phonetic generalizations and knowledge of common orthographic patterns in both decoding and encoding. For these measures STUDENT was asked to read nonsense letter combinations that are phonically consistent and spell non-sense words. STUDENT's performances on the norm-referenced measures of phoneme/grapheme knowledge fell within the Significantly Below Average range (SS= 65; PR= 1). Brief Achievement: The Brief Achievement composite is a reflection of STUDENT's academic abilities across the subject areas of reading, writing, and math. STUDENT received an overall Brief Achievement score within the Well Above Average range (SS=125; PR= 95). Based on STUDENT's scores on the Letter-Word Identification and Passage Comprehension subtests, they has age appropriate comprehension skills but struggles with letter identification. On the Sentence Reading Fluency subtests, they received a score within the Well Below Average range. Based on their scores on the Applied Problems and Calculation subtests, they has age appropriate math problem solving skills but struggles with calculations. Additionally, they received a score within the Average range on the math fact fluency subtests. Based on their scores on the Spelling and Writing Samples subtests, they has age appropriate spelling skills but struggles with applying their writing skills to complete a task. Additionally, they received a score within the Significantly Below Average range on the Sentence Writing Fluency subtest.

Assessment write-ups · page

Woodcock Johnson Tests of Early Academic Achievement, Fourth Edition (WJ-ECAD)

Developmental write-up example for Woodcock Johnson Tests of Early Academic Achievement, Fourth Edition (WJ-ECAD). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Developmental
Template Name: Woodcock Johnson Tests of Early Academic Achievement, Fourth Edition (WJ-ECAD)

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Composite/Subtest	Standard/Scaled Score	Percentile	Descriptor
Early Academic Skills Composite	65	1	Significantly Below Average
Letter-Word Identification	78	7	Well Below Average
Number Sense	92	30	Average
Writing	113	81	High Average

Assessment write-ups · page

Wide Range Achievement Test, Fifth Edition (WRAT-5)

Academic Achievement write-up example for Wide Range Achievement Test, Fifth Edition (WRAT-5). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Template Name: Wide Range Achievement Test, Fifth Edition (WRAT-5)

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Composite/Subtest	Description of Measure	Standard/Scaled Score	Percentile Rank	Description
Reading Composite	A combination of standard scores for Word Reading and Sentence Comprehension	65	1	Significantly Below Average
Word Reading	Measures an individual's ability to accurately recognize and pronounce printed words.	78	7	Well Below Average
Sentence Comprehension	Measures the ability to identify meaning of words and to comprehend ideas and information.	92	30	Average
Spelling	Measures an individual's ability to write letters and words from dictation without a time limit.	113	81	High Average
Math Computation	Measures an individual's ability to count, identify numbers, solve simple oral math problems, and calculate written math problems under the constraint of time.	125	95	Well Above Average

The Wide Range Achievement Test, Fifth Edition (WRAT5) was used to assess STUDENT's academic skills. The WRAT5 is a norm-referenced, standardized, test that assesses word reading, sentence comprehension, spelling, and math computation. It is an individually administered assessment for students ages five to eighty-five that reports scores as Standard Scores (SS) with a mean (average) of 100 and standard deviation of 15. STUDENT's performance is outlined in greater detail below. Reading Composite: The Reading Composite score is a combination of STUDENT's Word Reading performance and their Sentence Comprehension performance. Both skills are essential for successful reading. STUDENT received a Reading Composite score within the Significantly Below Average range (SS=65). This means they performed the same as, or better, than 1% of their same aged peers. Word Reading: For the Word Reading measure, STUDENT was asked to identify letters and decode words of varying difficulty. STUDENT's performance on the Word Reading measures placed them within the Well Below Average range (SS=78). This means they performed the same as, or better, than 7% of their same aged peers. Sentence Comprehension: For the Sentence Comprehension measure, STUDENT was given sentences with word omissions and asked to identify the appropriate word to complete the sentence. Their performance on the Sentence Comprehension measure placed them within the Average range (SS=92). This means they performed the same as, or better, than 30% of their same aged peers. Spelling: For the Spelling task, STUDENT was asked to spell words of varying difficulty that were read aloud to them. STUDENT's performance on the spelling measure placed them within the High Average range (SS=113). This means they performed the same as, or better, than 81% of their same aged peers. Math Computation: For the Math Computation measure, STUDENT was asked to count, identify numbers, solve simple oral problems, and calculate written math problems. STUDENT's performance on Math Computation placed them within the Well Above Average range (SS=125). This means they performed the same as, or better, than 95% of their same aged peers.

Assessment write-ups · page

Wechsler Individual Achievement Test- Fourth Edition (WIAT- 4)

Academic Achievement write-up example for Wechsler Individual Achievement Test- Fourth Edition (WIAT- 4). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Academic Achievement
Template Name: Wechsler Individual Achievement Test- Fourth Edition (WIAT- 4)

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Core Battery

Composite/Subtest	Standard Score	Percentile	Descriptor
Reading	65	1	Significantly Below Average
Word Reading	78	7	Well Below Average
Reading Comprehension	92	30	Average
Written Expression	113	81	High Average
Spelling	125	95	Well Above Average
Sentence Composition	85	16	Low Average
Essay Composition	105	63	Average
Mathematics	70	2	Well Below Average
Math Problem Solving	118	88	Above Average
Numerical Operations	98	45	Average

Academic Achievement: Academic achievement is generally considered to be a benchmark of progress through the curriculum. Student's academic achievement can be measured through standardized tests, state-specific achievement tests, criterion-referenced tests, and classroom assessments. Standardized and state tests enable teams to see how a student is achieving compared to students from other locations while criterion-referenced tests and classroom assessments enable teams to see if a student is meeting short-term objectives or concepts. The Wechsler Individual Achievement Test, Fourth Edition (WIAT-4) was used to measure STUDENT's academic achievement using a standardized format. The WIAT-4 composite and subtest scores are described using standard scores with a mean of 100 and a standard deviation of 15. Reading: Reading is a complex system of deriving meaning from print that requires all of the following: a) the skills and knowledge to understand how phonemes, or speech sounds, are connected to print, b) the ability to decode unfamiliar words, c) the ability to read fluently, d) sufficient background information and vocabulary to foster reading comprehension, e) the development of appropriate active strategies to construct meaning from print, and f) the development and maintenance of a motivation to read. STUDENT's overall reading performance fell within the Significantly Below Average range (SS= 65; PR= 1). More specifically, their performance on the Word Reading subtest fell within the Well Below Average range and their performance on the Reading Comprehension subtest fell within the Average range. These scores suggest weaknesses in reading ability. Written Expression: Written expression is the process of producing and recording words in a form that can be read and understood. It is a complex task that requires the integration of multiple cognitive, linguistic, and motor abilities. STUDENT's overall performance on writing tasks fell within the High Average range (SS= 113; PR= 81). More specifically, their performance on the Spelling subtest fell within the Well Above Average range and their performance on the Sentence Composition subtest fell within the Low Average range. Additionally, the examinee received a score within the Average range on the Essay Composition subtest. Math: Math is the study of the measurement, relationships, and properties of quantities and sets, using numbers and symbols. STUDENT's overall performance in math fell within the Well Below Average range (SS= 70; PR= 2). More specifically, their performance on the Math Problem Solving subtest fell within the Above Average range and their performance on the Numerical Operations subtest fell within the Average range. These scores suggest weaknesses in math.

Supplemental Battery / SLD Clusters

Cluster/Subtest	Standard Score	Percentile	Descriptor
Total Achievement	65	1	Significantly Below Average
Word Reading	78	7	Well Below Average
Reading Comprehension	92	30	Average
Spelling	113	81	High Average
Essay Composition	125	95	Well Above Average
Math Problem Solving	85	16	Low Average
Numerical Operations	105	63	Average
Basic Reading	70	2	Well Below Average
Pseudoword Decoding	118	88	Above Average
Phonemic Proficiency	98	45	Average
Word Reading	78	7	Well Below Average
Decoding	92	30	Average
Pseudoword Decoding	118	88	Above Average
Word Reading	78	7	Well Below Average
Reading Fluency	125	95	Well Above Average
Oral Reading Fluency	85	16	Low Average
Orthographic Fluency	105	63	Average
Decoding Fluency	70	2	Well Below Average
Math Fluency	118	88	Above Average
Math Fluency- Addition	98	45	Average
Math Fluency- Subtraction	113	81	High Average
Math Fluency- Multiplication	85	16	Low Average
Oral Language	92	30	Average
Listening Comprehension	113	81	High Average
Oral Expression	105	63	Average
Listening Comprehension	113	81	High Average
Receptive Vocabulary	85	16	Low Average
Oral Discourse Comprehension	78	7	Well Below Average
Oral Expression	105	63	Average
Expressive Vocabulary	118	88	Above Average
Oral Word Fluency	65	1	Significantly Below Average
Sentence Repetition	78	7	Well Below Average
Phonological Processing	98	45	Average
Pseudoword Decoding	118	88	Above Average
Phonemic Proficiency	98	45	Average
Orthographic Processing	92	30	Average
Orthographic Fluency	105	63	Average
Spelling	113	81	High Average
Orthographic Choice	85	16	Low Average
Dyslexia Index	105	63	Average
Word Reading	78	7	Well Below Average
Phonemic Proficiency	98	45	Average
Writing Fluency	98	45	Average
Alphabet Writing Fluency	65	1	Significantly Below Average
Sentence Writing Fluency	78	7	Well Below Average

Total Achievement: The Total Achievement composite is a snapshot of STUDENT's overall academic performance across the subjects of reading, math, and writing. Assessment results indicate a Total Achievement score within the Significantly Below Average range. Their scores across these subtests idicate some academic issues. Basic Reading: The Basic Reading composite is a measure of STUDENT's ability to isolate letters and display mastery of phonemic awareness, or the connection of sound to letters. This is a foundational skill that is essential in reading. STUDENT's performance in Basic Reading fell within the Well Below Average range. Their scores across these subtests indicate weaknesses in Basic Reading. Decoding: The Decoding composite is a measure of STUDENT's ability to apply their knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words. Their performance on the Decoding index fell within the Average range. Their scores across these subtests indicate strengths in decoding. Reading Fluency: The Reading Fluency composite is a measure of STUDENT's ability to read with speed, accuracy, and proper expression. STUDENT's performance on this measure fell within the Well Above Average range. Their scores across these subtests indicate strengths in reading fluency. Math Fluency: The Math Fluency composite is a measure of STUDENT's ability to quickly and accurately complete simple mental math exercises. STUDENT's performance on this measure fell within the Above Average range. Their scores on this measure indicate strengths in math fluency. Oral Language: The Oral Language composite is a measure of STUDENT's ability to comprehend short stories and express their thoughts/ideas meaningfully. STUDENT's performance on this measure fell within the Average range. Their scores on this measure indicate strengths in oral language. Listening Comprehension: The Listening Comprehension composite is a measure of STUDENT's ability to derive meaning from information presented auditorily. STUDENT's performance in Listening Comprehension fell within the High Average. Their scores across these subtests indicate strengths in Oral Expression. Oral Expression: The Oral expression composite measured STUDENT's ability to express their wants, thoughts, and ideas meaningfully using appropriate syntactic, semantic, pragmatic, and phonological language structures. STUDENT's performance on this measure fell within the Average. Their scores across these subtests indicate strengths in Oral Expression. Phonological Processing: The Phonological Processing composite is a measure of STUDENT's ability to hear, store, recall, and make different speech sounds. STUDENT's performance on this measure fell within the Average range. Their scores across these subtests indicate strengths in phonological processing. Orthographic Processing: The Orthographic Processing composite is a measure of STUDENT's ability to memorize and understand rules, letter patterns, and the basic letter combinations of words. STUDENT's performance on this measure fell within the Average range. Their scores across these subtests indicate strengths in orthographic processing. Dyslexia Index: The Dyslexia Index is a measure of STUDENT's ability to efficiently decode and interpret letters, letter-pairs, and whole words. STUDENT's performance on this measure fell within the Average range. Their scores across these subtests indicate reading strengths. Writing Fluency: The Writing Fluency composite is a measure of STUDENT's ability to write quickly and accurately. Their performance on the writing fluency tasks suggests Average skills.

Assessment write-ups · page

Kaufman Test of Educational Achievement, Third Edition (KTEA-3)

Academic Achievement write-up example for Kaufman Test of Educational Achievement, Third Edition (KTEA-3). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Academic Achievement
Template Name: Kaufman Test of Educational Achievement, Third Edition (KTEA-3)

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Composite/Subtest	Standard Score	Percentile	Descriptor
Reading	65	1	Significantly Below Average
Sound Symbol Composite	78	7	Well Below Average
Phonological Processing	92	30	Average
Nonsense Word Decoding	113	81	High Average
Decoding Composite	125	95	Well Above Average
Letter & Word Recognition	85	16	Low Average
Nonsense Word Decoding 2	105	63	Average
Reading Fluency Composite	70	2	Well Below Average
Silent Reading Fluency	118	88	Above Average
Word Recognition Fluency	98	45	Average
Decoding Fluency	65	1	Significantly Below Average
Reading Understanding Composite	78	7	Well Below Average
Reading Comprehension	92	30	Average
Reading Vocabulary	113	81	High Average
Math	125	95	Well Above Average
Math Concepts & Application	85	16	Low Average
Math Computation	105	63	Average
Written Language	70	2	Well Below Average
Written Expression	118	88	Above Average
Spelling	98	45	Average
Oral Language	65	1	Significantly Below Average
Associational Fluency	78	7	Well Below Average
Listening Comprehension	92	30	Average
Oral Expression	113	81	High Average

Assessment write-ups · page

Gray Oral Reading Tests, Fifth Edition (GORT-5)

Academic Achievement write-up example for Gray Oral Reading Tests, Fifth Edition (GORT-5). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Academic Achievement
Template Name: Gray Oral Reading Tests, Fifth Edition (GORT-5)

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Composite/Subtest	Description of Measure	Standard/Scaled Score	Percentile Rank	Description
Oral Reading Index	Composite of Fluency and Comprehension	65	1	Significantly Below Average
Rate	Time taken to read a story aloud	2	\	Significantly Below Average
Accuracy	Words pronounced correctly	4	2	Well Below Average
Fluency	Combination of Rate and Accuracy	6	9	Below Average
Comprehension	Questions answered correctly	8	25	Average

The Gray Oral Reading Tests, Fifth Edition (GORT-5) was used to assess STUDENT's oral reading ability. The GORT-5 is a norm-referenced, standardized, test that assesses oral reading rate, accuracy, fluency and comprehension. It is an individually administered assessment for students ages six to twenty-three that reports scores as Standard Scores (SS) with a mean (average) of 100 and standard deviation of 15, and scaled scores with a mean of 10 and a standard deviation of 3. STUDENT's overall performance, or Oral Reading Index, was within the Significantly Below Average range (SS=65; PR= 1). The GORT-5 has two parallel forms (A and B), each of which contains 16 separate stories. Five comprehension questions follow each story. The GORT-5 has four major purposes: To help identify those students who are significantly behind their peers in oral reading and determine the degree of the problem. To discover oral reading strengths and weaknesses within individual students. To monitor students' progress in special intervention programs. To be used in research studying reading in school-aged students. Rate: The Rate score is derived from the amount of time in seconds taken by a student to read a story aloud. STUDENT's performance on measures of rate placed them within the Significantly Below Average range (SS=2). This means they performed the same as, or better, than \<1% of their same aged peers. Accuracy: The Accuracy score is derived from the number of words the student pronounces correctly when reading the passage. STUDENT's performance on accuracy measures placed them within the Well Below Average range (SS= 4). This means they performed the same as, or better, than 2% of their same aged peers. Fluency: The Fluency score is a combination of the student’s Rate and Accuracy scores. STUDENT's performance on fluency measures placed them within the Below Average range (SS=6). This means they performed the same as, or better, than 9% of their same aged peers. Comprehension: The Comprehension score is the number of questions about the stories that the student answers correctly. The open-ended format ensures that the items are passage dependent. STUDENT's performance on measures of comprehension placed them within the Average range (SS=8). This means they performed the same as, or better, than 25% of their same aged peers.

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Feifer Assessment of Reading (FAR)

Academic Achievement write-up example for Feifer Assessment of Reading (FAR). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Academic Achievement
Template Name: Feifer Assessment of Reading (FAR)

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Composite/Subtest	Standard Score	Percentile	Descriptor
Total Index	65	1	Significantly Below Average
Phonological Index (PI)	78	7	Well Below Average
Phonemic Awareness	85	16	Low Average
Nonsense Word Decoding	92	30	Average
Isolated Word Reading Fluency	113	81	High Average
Oral Reading Fluency	125	95	Well Above Average
Positioning Sounds	85	16	Low Average
Fluency Index (FI)	105	63	Average
Rapid Automatic Naming	70	2	Well Below Average
Verbal Fluency	118	88	Above Average
Visual Perception	98	45	Average
Irregular Word Reading Fluency	65	1	Significantly Below Average
Orthographical Processing	78	7	Well Below Average
PI+FI= Mixed Index	92	30	Average
Comprehension Index	113	81	High Average
Semantic Concepts	125	95	Well Above Average
Word Recall	85	16	Low Average
Print Knowledge	105	63	Average
Morphological Processing	70	2	Well Below Average
Silent Reading Fluency: Comprehension	118	88	Above Average
Silent Reading Fluency: Rate	98	45	Average

Academic Achievement: Academic achievement is generally considered to be a benchmark of progress through the curriculum. Students' academic achievement can be measured through standardized tests, state-specific achievement tests, criterion-referenced tests, and classroom assessments. Standardized and state tests enable teams to see how a student is achieving compared to students from other locations while criterion-referenced tests and classroom assessments enable teams to see if a student is meeting short-term objectives or concepts. The Feifer Assessment of Reading (FAR) was used to measure STUDENT's academic achievement in the area of reading. The FAR is a standardized and nationally normed test of reading and related processes that is individually administered. Reading is a complex system of deriving meaning from print that requires all of the following: a) the skills and knowledge to understand how phonemes, or speech sounds, are connected to print, b) the ability to decode unfamiliar words, c) the ability to read fluently, d) sufficient background information and vocabulary to foster reading comprehension, e) the development of appropriate active strategies to construct meaning from print, and f) the development and maintenance of a motivation to read. STUDENT's Total Index score, which is derived from all three measured components (Phonological Index, Fluency Index, and Comprehension Index), fell within the Significantly Below Average range (SS= 65; PR= 1). Phonological Index: Phonological processing is the ability to see or hear a word, break it down to discrete sounds, and then associate each sound with letter(s) that make up the word. The FAR assesses five areas directly related to phonics: phonological awareness, decoding, isolated word reading fluency, oral reading fluency, and positioning sounds. Deficits in phonological processes contribute to difficulties in reading. STUDENT's overall phonological abilities fell within the Well Below Average range (SS= 78; PR= 7). Phonemic Awareness: Phonemic awareness refers to the specific ability to focus on and manipulate individual sounds (phonemes) in spoken words. Phonemes are the smallest units comprising spoken language. STUDENT's phonological awareness standard score fell within the Low Average range (SS= 85). Nonsense Word Decoding: This subtest is a measure of STUDENT's understanding of basic alphabetic principles (i.e. the G makes the 'guh' sound) and using these principles to blend sounds together to read words. Their performance on the Nonsense Word Decoding subtest fell within the Average range (SS= 92). Isolated Word Reading Fluency: This subtest required STUDENT to read a list of words presented in order of increasing difficulty according to grade level in 60 seconds. It provides an indication of how quickly and accurately they can blend sounds. Their performance on this measure fell within the High Average range (SS= 113). Oral Reading Fluency (ORF): The ORF subtest required STUDENT to read a passage with familiar words from a previous subtest. This measure is designed to determine how well students can automatically decode words that are embedded in the context of a story. STUDENT's performance fell within the Well Above Average range (SS= 125). Positioning Sounds: The Positioning Sounds subtest is a phonemic-localization task that required STUDENT to determine the missing sound(s) in an incomplete word printed under a picture. Understanding of the auditory ordering and categorical representation of sounds is a precursor to developing the ability to decode words in print. STUDENT's performance fell within the Low Average range (SS= 85). Fluency Index: The Fluency Index is a measure of STUDENT's overall reading speed and rapid recognition of words in print. It is made up of several subtests measuring orthographical processing and speed/automaticity of processing. Overall, their performance on the Fluency Index was within the Average range (SS= 105; PR= 63). Rapid Automatic Naming (RAN): The RAN subtest is a series of timed tasks that required STUDENT to identify as many different objects or individual letters as possible from a list under the constraint of time. Effective rapid naming requires the coordinated efforts of numerous cognitive operations including attention skills, accurate retrieval skills, precise visual tracking, and speed of information processing. STUDENT's RAN skills were measured to be within the Well Below Average range (SS= 70). Verbal Fluency: This subtest required STUDENT to retrieve words rapidly from specific categories, as well as to quickly retrieve words that start with a specific letter. Both tasks measure retrieval speed from long-term memory using a language-based cue. STUDENT received a score within the Above Average range (SS= 118) on this subtest. Visual Perception: This subtest required STUDENT to identify letters printed backward from a list of letters or words. This subtest is a measure of orthographic perception, which is an important initial step towards establishing an accurate cognitive template of the printed word form. Their performance on the Visual Perception subtest fell within the Average range (SS= 98). Irregular Word Reading Fluency: This subtest required STUDENT to read a list of phonologically irregular words presented in order of increasing difficulty under the constraint of time. This subtest is a measure of text familiarity and ability to use the visual shape, contour, and uniqueness of the alphabetic code to recognize words in print. They received a score within the Significantly Below Average range (SS= 65) on this subtest. Orthographical Processing: This subtest required STUDENT to recall the letter or group of letters that are in a target word after being presented with the word for 1 second. This task measures the ability to hold and retain a visual-spatial image of the printed word form in order to determine which group of letters are in the word. STUDENT's performance fell within the Well Below Average range (SS= 78) on this subtest. Mixed Index: This index provides a combined score of phonological and fluency skills. STUDENT's Mixed Index score fell within the Average range (SS= 92). The lower this score, the more likely it is that their reading sounds choppy and/or labored. Comprehension Index: This ability involves processing text, understanding its meaning, and integrating the meaning with what the student already knows. STUDENT received an overall Comprehension score within the High Average range (SS= 113; PR= 81). Semantic Concepts: This subtest required STUDENT to select a word that is either similar in meaning (synonym) or opposite in meaning (antonym) to a target word. Weaknesses in this area may be indicative of delayed vocabulary development or semantic processing deficits. Their performance on this measure fell within the Well Above Average range (SS= 125). Word Recall: This subtest initially required STUDENT to repeat a list of words that were presented at a rate of one word per second. Then, for a second trial, they was shown the same words but asked to identify only certain words that fell into specific categories. This subtest provides an indication of how well STUDENT can organize verbal information to facilitate retrieval. Their performance on this subtest fell within the Low Average range (SS= 85). Print Knowledge: This subtest assessed STUDENT's preliteracy skills about a story. Their performance on this administration falls within the Average range (SS= 105). Morphological Processing: This subtest required STUDENT to choose the morpheme that best completes an incomplete target word. Knowledge of individual word meanings represents general vocabulary development, but knowledge of morphology represents an even higher understanding of meaning to text. Their performance on this subtest fell within the Well Below Average range (SS= 70). Silent Reading Fluency (SRF)- Comprehension: This subtest required STUDENT to silently read a passage and answer both literal and inferential questions, after the passage was removed from their view. STUDENT received a score within the Above Average range (SS= 118) on this subtest. Silent Reading Fluency- Rate: This subtest score is a secondary score from the SRF subtests STUDENT received a score within the Average range (SS= 98) on this subtest.

Assessment write-ups · page

Woodcock Johnson Test of Oral Language, Fourth Edition (WJIV-OL)

Academic Achievement write-up example for Woodcock Johnson Test of Oral Language, Fourth Edition (WJIV-OL). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Academic Achievement
Template Name: Woodcock Johnson Test of Oral Language, Fourth Edition (WJIV-OL)

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Composite / Subtest	Standard Score	Percentile	Descriptor
Oral Language	65	1	Significantly Below Average
Oral Language – Picture Vocabulary	78	7	Well Below Average
Oral Language – Oral Comprehension	92	30	Average
Broad Oral Language	113	81	High Average
Broad Oral Language – Picture Vocabulary	125	95	Well Above Average
Broad Oral Language – Oral Comprehension	85	16	Low Average
Broad Oral Language – Understanding Directions	105	63	Average
Oral Expression	70	2	Well Below Average
Oral Expression – Picture Vocabulary	118	88	Above Average
Oral Expression – Sentence Repetition	98	45	Average
Listening Comprehension	65	1	Significantly Below Average
Listening Comprehension – Oral Comprehension	78	7	Well Below Average
Listening Comprehension – Understanding Directions	92	30	Average
Phonetic Coding	85	16	Low Average
Phonetic Coding – Segmentation	113	81	High Average
Phonetic Coding – Sound Blending	125	95	Well Above Average
Speed of Lexical Access	85	16	Low Average
Speed of Lexical Access – Rapid Picture Naming	105	63	Average
Speed of Lexical Access – Retrieval Fluency	70	2	Well Below Average

Oral Language is the system through which we use spoken words to express knowledge, ideas, and feelings. STUDENT's Oral Language abilities were assessed using the Woodcock-Johnson IV Tests of Oral Language (WJIV-OL). The WJ-IV-OL assessment helps determine English (and Spanish) language proficiency and can be used to compare strengths and weaknesses among oral language and language related abilities. The WJIV-OL is an individually administered assessment that reports scores as Standard Scores (SS) with a mean (average) of 100 and standard deviation of 15, with most people scoring between 85 to 115. Oral Language: The Oral Language, or verbal comprehension composite, refers to an individual's knowledge base (or general fund of information) that has built up over time, beginning in infancy. It is like your own personal library or everything you know. Overall Oral Language abilities involve the knowledge of one's culture (e.g., who is the President of the United States?) as well as verbal- or language-based knowledge that has been developed during general life experiences, and formal schooling (e.g., understanding words and their meaning; understanding street signs, acquiring developmentally appropriate knowledge of current events and history). Having well developed Oral Language skills means that one understands and uses language well, has an average or better vocabulary, has good listening skills, and is able to use language well via verbal expression. STUDENT's performance on the measures of Oral Language skills fell within the Significantly Below Average range (SS= 65; PR= 1). Broad Oral Language: The Broad Oral Language composite measures a student's overall ability to comprehend spoken language. This composite assesses both verbal understanding and ability to use verbal knowledge to complete a task/directive. STUDENT's performance on the measures of Broad Oral Language fell within the High Average range (SS= 113; PR= 81). Oral Expression: Oral Expression is the ability to express one's thoughts, needs, wants and ideas using appropriate syntactic, pragmatic, semantic and phonological language structures. For the Oral Expression subtests, was asked to verbally identify pictures and repeat sentences of various lengths. STUDENT's performance on the measures of Oral Expression fell within the Well Below Average range (SS= 70; PR= 2). Listening Comprehension: The Listening Comprehension composite measures a student's listening ability and language development. These include knowing speech sounds, comprehending the meaning of individual words, and understanding the syntax of sentences.STUDENT was asked to listen to instructions and then point to objects in pictures and listen to a short passage then provide the missing final word. STUDENT's performance on the measures of Listening Comprehension fell within the Significantly Below Average range (SS= 65; PR= 1). Phonetic Coding: Phonological coding is the ability to produce, discriminate, and manipulate the phonological (or sound) structure of a language as distinct from its meaning. Phonemic awareness is the understanding that spoken words and syllables are composed of a specific sequence of individual speech sounds. To assess STUDENT's phonetic coding skills they were asked to listen to words and identify word parts and listens to a series of syllables or phonemes and was then asked to blend the sounds into a single word. STUDENT's performance on the measures of Phonetic Coding fell within the Low Average range (SS= 85; PR= 16). Speed of Lexical Access: This composite measured STUDENT's ability to rapidly and fluently retrieve words from their lexicon/vocabulary with efficiency. was asked to quickly name a series of stimulus pictures and name as many examples as possible from a given category within a 1-minute time period to assess their retrieval fluency. STUDENT's performance on the measures of Speed of Lexical Access fell within the Low Average range (SS= 85; PR= 16).

Assessment write-ups · page

Woodcock Johnson Tests of Early Cognitive Development, Fourth Edition (WJ-ECAD)

Developmental write-up example for Woodcock Johnson Tests of Early Cognitive Development, Fourth Edition (WJ-ECAD). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Developmental
Template Name: Woodcock Johnson Tests of Early Cognitive Development, Fourth Edition (WJ-ECAD)

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Composite/Subtest	Standard Score	Percentile	Descriptor
Comprehension Knowledge (Gc) / Picture Vocabulary	65	1	Significantly Below Average
Visual Spatial Processing (Gv) / Visual Closure	78	7	Well Below Average
Fluid Reasoning (Gf) / Verbal Analogies	92	30	Average
Working Memory (Gsm) / Sentence Repetition	113	81	High Average
Processing Speed (Gs) / Rapid Picture Naming	125	95	Well Above Average
Long-Term Retrieval (Glr) / Memory for Names	85	16	Low Average
Auditory Processing (Ga) / Sound Blending	105	63	Average

Cognitive Processing Ability: Cognitive, or mental, processes are foundational skills used in the act of thinking, remembering, and learning. These processes, along with other abilities and traits, combine to form an individual's general intellectual ability. Tests administered in the school environment do not capture every aspect of intelligence; however, these tests are useful in predicting how intense instruction needs to be in order for the individual to master academic content. The Woodcock Johnson Tests of Early Cognitive and Academic Development, fourth edition (WJ-ECAD) was used to assess STUDENT's current cognitive abilities. The WJ-ECAD measures general intellectual ability, early academic skills, and expressive language skills in children ages 2:6 through 7:11. Crystallized Intelligence (Gc): Crystallized Intelligence, or verbal comprehension, refers to an individual's knowledge base (or general fund of information) that has built up over time, beginning in infancy. It is like your own personal library or everything you know. Crystallized Intelligence involves knowledge of one's culture (e.g., who is the President of the United States?) as well as verbal- or language-based knowledge that has been developed during general life experiences, and formal schooling (e.g., understanding words and their meaning; understanding street signs, acquiring developmentally appropriate knowledge of current events and history). For the comprehension knowledge task, STUDENT was shown pictures and asked to name the objects depicted. STUDENT's performance on the measures of Crystallized Intelligence fell within the Significantly Below Average range (SS= 65; PR= 1), which suggests that these skills inhibit their learning and performance. Visual Processing (Gv): Visual Processing, or visual spatial processing, refers to an individual's ability to think about visual patterns (e.g., what is the shortest route from your house to school?) and visual images (e.g., what would this shape look like if I turned it upside down?). This type of ability also involves generating, perceiving, and analyzing visual patterns and visual information (e.g., which three shapes go together to make this shape?). For the visual spatial processing task, STUDENT was asked to identify the objects pictured, however, the images were obscured with lines or parts of the picture missing. STUDENT's performance on the measures of Visual Processing fell within the Well Below Average range (SS= 78; PR= 7). Their performance on the Visual Processing tasks suggests that these skills inhibit their learning and performance. Fluid Reasoning (Gf): Fluid Reasoning refers to the type of thinking that an individual may use when faced with a relatively new task that cannot be performed automatically (e.g., by relying on previously learned habits or scripts). For the fluid reasoning task, STUDENT was asked to complete verbal analogies. For instance, eat is to food as drink is to (blank). Overall, this ability can be thought of as a problem-solving type of intelligence. Fluid reasoning/problem solving skills are important for reading comprehension (e.g., making inferences from text), math (e.g., figuring out how to set up a math problem by using information provided in a word problem), and writing (e.g., writing a persuasive essay). STUDENT's performance on the measures of Fluid Reasoning fell within the Average range (SS= 92; PR= 30). Their performance on the Fluid Reasoning tasks suggests that these skills facilitate their learning and performance. Short-Term Memory (Gsm): Short-Term Memory, or working memory, is the ability to hold information in one's mind and then use it within a few seconds. The most common example of short-term memory is holding a phone number in one's mind long enough to dial it. For the working memory tasks, STUDENT was asked to repeat sentences, with varying length, back to the examiner that they heard through a recording. Short-Term Memory skills are important for reading, writing, and math. STUDENT's performance on the Short-Term Memory measures fell within the High Average range (SS= 113; PR= 81). Their performance on the Short-Term Memory tasks suggests that these skills facilitate their learning and performance. Processing Speed (Gs): Processing Speed involves the ability to fluently perform simple clerical-type tasks, especially when under pressure to maintain focused attention and concentration. For the processing speed task, STUDENT was asked to name as many simple pictures as they could on a page under the constraint of time. Faster processing of information can help conserve working memory resources. On the other hand, impairment in this area reduces a student's efficiency in performing all types of mental operations causing them to respond more slowly to classroom tasks. STUDENT's performance on the measures of Processing Speed fell within the Well Above Average range (SS= 125; PR= 95). Their performance on the Processing Speed tasks suggests that these skills facilitate their learning and performance. Long-Term Retrieval (Glr): Long-Term Retrieval is defined as an individual's ability to take in and store information efficiently and retrieve it later through association. Long-Term Retrieval should not be confused with long-term memory, which represents the stores of acquired knowledge. In contrast, long-term retrieval is the processing efficiency through which information is initially stored and then later recalled. Weaknesses in this area negatively impact all aspects of academics particularly reading fluency and math facts. Additionally, individuals with weaknesses in this area often perform poorly on tests. For the long-term retrieval task, STUDENT was asked to remember the name of different creatures, then asked to identify the correct creature in a group. STUDENT's performance on the measures of Long-Term Retrieval fell within the Low Average range (SS= 85; PR= 16). Their performance on Long-Term Retrieval tasks suggests that these skills inhibit their learning and performance. Auditory Processing (Ga): Auditory Processing refers to the ability to perceive, analyze, and synthesize a variety of auditory information (e.g., sounds). Examples of auditory processing include listening to words with missing letters and saying the correct word (e.g., hearing 'olipop' and saying 'lollipop') and recognizing sound patterns. Phonetic coding or phonological awareness/processing is very important during the elementary school years. Students who have difficulty with processing auditory information may have problems learning letter-to-sound correspondences (e.g., listening to the sound 'ba' and identifying it as the letter 'b' when given a list of letters to choose from), reading nonsense words (e.g., bab), and sounding out words because of difficulty segmenting, analyzing, and synthesizing speech sounds. For the auditory processing task, STUDENT was asked to listen to segmented words from a recording and then say the whole word to the examiner. STUDENT's performance on the Auditory Processing tasks fell within the Average range (SS= 105; PR= 63). Their performance on the Auditory Processing tasks suggests that these skills facilitate their learning and performance.

Assessment write-ups · page

Woodcock Johnson Tests of Cognitive Abilities (WJ-V Cog)

Cognitive/Intellectual write-up example for Woodcock Johnson Tests of Cognitive Abilities (WJ-V Cog). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Cognitive/Intellectual
Template Name: Woodcock Johnson Tests of Cognitive Abilities (WJ-V Cog)

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Composite/Subtest	Standard Score	Percentile	Descriptor
General Intellectual Ability	65	1	Significantly Below Average
(Gc) Comprehension/Knowledge	78	7	Well Below Average
Oral Vocabulary	92	30	Average
Verbal Analogies	113	81	High Average
(Gf) Fluid Reasoning	125	95	Well Above Average
Matrices	85	16	Low Average
Analysis Synthesis	105	63	Average
(Gwm) Auditory Working Memory Capacity	70	2	Well Below Average
Verbal Attention	118	88	Above Average
Numbers Reversed	98	45	Average
(Gl) Long-Term Storage	65	1	Significantly Below Average
Story Recall	78	7	Well Below Average
Story Comprehension	92	30	Average
(Gv) Visual Processing	113	81	High Average
Spatial Relations	125	95	Well Above Average
Block Rotation	85	16	Low Average
(Gr) Retrieval Fluency	105	63	Average
Phonemic Word Retrieval	85	16	Low Average
Semantic Word Retrieval	70	2	Well Below Average
(Gs) Processing Speed	118	88	Above Average
Number-Pattern Matching	98	45	Average
Letter-Pattern Matching	65	1	Significantly Below Average

Cognitive Processing Ability: Cognitive skills are the thinking skills we use every day to learn, remember information, solve problems, and make sense of the world. These skills work together to support a child’s overall learning and school performance. While no single test can measure everything about a child’s intelligence, cognitive testing helps schools understand how a child learns best and how much support or instruction they may need to be successful in the classroom. The Woodcock Johnson Tests of Cognitive Abilities, Fifth Edition (WJV-Cog) was used to assess STUDENT's current cognitive abilities. This assessment looks at different areas of thinking and learning to identify strengths and areas that may need extra support. The WJ-V is widely used in schools and is based on well-established research about how children learn. An important feature of the WJ-V is that it was updated and normed using data collected after the COVID-19 pandemic, which means the results reflect current expectations for students who experienced disruptions to learning during that time. The WJ-V Cog is an individually administered assessment that reports scores as Standard Scores (SS) with a mean (average) of 100 and standard deviation of 15, with most people scoring between 85-115. STUDENT's performance on this school-based measure of general intellectual ability fell within the Significantly Below Average range (SS= 65; PR= 1). Given this score it is likely there have been noticeable challenges in the classroom. Comprehension/ Knowledge (Gc): The Comprehension/Knowledge (Gc) score reflects the ability to understand language, use vocabulary effectively, and apply general knowledge learned from school and everyday experiences. STUDENT's performance on the measures of Comprehension/ Knowledge fell within the Well Below Average range (SS= 78; PR= 7), which suggests that these skills are likely contributing to learning difficulties. STUDENT may benefit from increased exposure to environments rich in language that would provide new and varying experiences.In the classroom, this may look like challenges understanding grade-level reading material, learning new vocabulary, or expressing ideas clearly during discussions and writing tasks. Fluid Reasoning (Gf): The Fluid Reasoning score reflects the ability to think flexibly, solve new problems, and recognize patterns without relying on previously learned information. STUDENT's performance on the measures of Fluid Reasoning fell within the Well Above Average range (SS= 125; PR= 95). Their performance suggests that these skills facilitate their learning and performance. In the classroom, this is expected to support learning new concepts, solving multi-step problems, and thinking through unfamiliar tasks. Auditory Working Memory (Gwm): The Auditory Working Memory score reflects the ability to listen to information, hold it in mind, and mentally work with it before responding. STUDENT's performance on the Auditory Working Memory measures fell within the Well Below Average range (SS= 70; PR= 2). Their performance suggests that these skills are likely contributing to learning difficulties. STUDENT may benefit from being provided paired oral instruction with demonstrations, visual examples and models. The use of familiar concrete references when presenting new vocabulary or concepts should be utilized.In the classroom, this may look like challenges following multi-step directions, keeping track of steps in math problems, or remembering information while reading longer passages. Long-Term Storage (Gl): Long-Term Storage reflects how well new information is learned and retained over time so it can be accessed later. STUDENT's performance on the measures of Long-Term Storage fell within the Significantly Below Average range (SS= 65;PR= 1). Their performance suggests that these skills are likely contributing to learning difficulties.In the classroom, this may look like difficulty remembering previously taught information, recalling math facts, retrieving vocabulary words, or consistently applying learned skills over time. Visual Processing (Gv): The Visual Processing score reflects the ability to interpret, analyze, and think about visual information, such as shapes, patterns, and spatial relationships. STUDENT's performance on the measures of Visual Processing fell within the High Average range (SS= 113; PR= 81). Their performance on the Visual Processing tasks suggests that these skills facilitate their learning and performance. This score indicates age-appropriate ability to understand and organize visual information. In the classroom, this is expected to support tasks such as copying from the board, organizing written work, and interpreting visual models in math or science. Retrieval Fluency (Gr): The Retrieval Fluency score reflects how quickly and efficiently information can be recalled from memory. STUDENT's performance on the Retrieval Fluency tasks fell within the Average range (SS= 105 ;PR= 63). Their performance suggests that these skills facilitate their learning and performance. This score indicates age-appropriate ability to store and recall information over time. In the classroom, this is expected to support remembering previously learned material, retrieving math facts and vocabulary, and generating ideas during academic tasks. Processing Speed (Gs): The Processing Speed score reflects how quickly and accurately simple visual information can be completed. STUDENT's performance on the measures of Processing Speed fell within the Above Average range (SS= 118 ;PR= 88). Their performance suggests that these skills facilitate their learning and performance. In the classroom, this is expected to support completing assignments within typical time expectations and maintaining pace with classroom activities.

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Woodcock Johnson Tests of Cognitive Abilities (WJIV-Cog)

Cognitive/Intellectual write-up example for Woodcock Johnson Tests of Cognitive Abilities (WJIV-Cog). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Cognitive/Intellectual
Template Name: Woodcock Johnson Tests of Cognitive Abilities (WJIV-Cog)

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Composite/Subtest	Standard Score	Percentile	Descriptor
General Intellectual Ability	65	1	Significantly Below Average
(Gc) Comprehension/Knowledge	78	7	Well Below Average
Oral Vocabulary	92	30	Average
General Information	113	81	High Average
(Gf) Fluid Reasoning	125	95	Well Above Average
Number Series	85	16	Low Average
Concept Formation	105	63	Average
(Gsm) Short-Term Memory	70	2	Well Below Average
Verbal Attention	118	88	Above Average
Numbers Reversed	98	45	Average
(Glr) Long-Term Retrieval	65	1	Significantly Below Average
Story Recall	78	7	Well Below Average
Visual-Auditory Learning	92	30	Average
(Gv) Visual Processing	113	81	High Average
Visualization	125	95	Well Above Average
Picture Recognition	85	16	Low Average
(Ga) Auditory Processing	105	63	Average
Phonological Processing	70	2	Well Below Average
Nonword Repetition	118	88	Above Average
(Gs) Processing Speed	98	45	Average
Letter-Pattern Matching	65	1	Significantly Below Average
Pair Cancellation	78	7	Well Below Average

Cognitive Processing Ability: Cognitive, or mental, processes are foundational skills used in the act of thinking, remembering, and learning. These processes, along with other abilities and traits, combine to form an individual's general intellectual ability. Tests administered in the school environment do not capture every aspect of intelligence; however, these tests are useful in predicting how intense instruction needs to be in order for the individual to master academic content. The Woodcock Johnson Tests of Cognitive Abilities, Fourth Edition (WJIV-Cog) was used to assess STUDENT's current cognitive abilities. The WJIV-Cog is a widely used assessment, based on the Cattell-Horn-Carroll (CHC) theory, designed for the evaluation of strengths and weaknesses among cognitive abilities. The WJIV-Cog is an individually administered assessment that reports scores as Standard Scores (SS) with a mean (average) of 100 and standard deviation of 15, with most people scoring between 85-115. STUDENT's performance on this school-based measure of general intellectual ability fell within the Significantly Below Average range (SS= 65; PR= 1). Crystallized Intelligence (Gc): Crystallized Intelligence, or verbal comprehension, refers to an individual's knowledge base (or general fund of information) that has built up over time, beginning in infancy. It is like your own personal library or everything you know. Crystallized Intelligence involves knowledge of one's culture (e.g., who is the President of the United States?) as well as verbal- or language-based knowledge that has been developed during general life experiences, and formal schooling (e.g., understanding words and their meaning; understanding street signs, acquiring developmentally appropriate knowledge of current events and history). Having well developed Crystallized Intelligence means that one understands and uses language well, has an average or better vocabulary, has good listening skills, and is able to use language well via verbal expression. STUDENT's performance on the measures of Crystallized Intelligence fell within the Well Below Average range (SS= 78; PR= 7), which suggests that these skills inhibit their learning and performance. STUDENT may benefit from increased exposure to environments rich in language that would provide new and varying experiences. Fluid Reasoning (Gf): Fluid Reasoning refers to the type of thinking that an individual may use when faced with a relatively new task that cannot be performed automatically (e.g., by relying on previously learned habits or scripts). It includes such tasks as forming and recognizing concepts (e.g., how are a dog, cat, and cow alike?), identifying and perceiving relationships (e.g., sun is to morning as moon is to night), drawing inferences (e.g., after reading a story, answering the question- What will John do next?), and/or reorganizing or transforming information (e.g., selecting one of several pictures to complete a puzzle/pattern). Overall, this ability can be thought of as a problem-solving type of intelligence. Fluid reasoning/problem solving skills are important for reading comprehension (e.g., making inferences from text), math (e.g., figuring out how to set up a math problem by using information provided in a word problem), and writing (e.g., writing a persuasive essay). STUDENT's performance on the measures of Fluid Reasoning fell within the Well Above Average range (SS= 125; PR= 95). Their performance on the Fluid Reasoning tasks suggests that these skills facilitate their learning and performance. Short-Term Memory (Gsm): Short-Term Memory, or working memory, is the ability to hold information in one's mind and then use it within a few seconds. The most common example of short-term memory is holding a phone number in one's mind long enough to dial it. Working memory is also a part of the short-term memory system and involves manipulating or transforming information and using it in some way (e.g., saying the months of the year backwards or doing mental math). Short-Term Memory skills are important for reading, writing, and math. STUDENT's performance on the Short-Term Memory measures fell within the Well Below Average range (SS= 70; PR= 2). Their performance on the Short-Term Memory tasks suggests that these skills inhibit their learning and performance. STUDENT may benefit from being provided paired oral instruction with demonstrations, visual examples and models. The use of familiar concrete references when presenting new vocabulary or concepts should be utilized. Long-Term Retrieval (Glr): Long-Term Retrieval is defined as an individual's ability to take in and store information efficiently and retrieve it later through association. Long-Term Retrieval should not be confused with long-term memory, which represents the stores of acquired knowledge. In contrast, long-term retrieval is the processing efficiency through which information is initially stored and then later recalled. Weaknesses in this area negatively impact all aspects of academics particularly reading fluency and math facts. Additionally, individuals with weaknesses in this area often perform poorly on tests. STUDENT's performance on the measures of Long-Term Retrieval fell within the Significantly Below Average range (SS= 65; PR= 1). Their performance on Long-Term Retrieval tasks suggests that these skills inhibit their learning and performance. STUDENT may benefit from being taught how to use chunking strategies, using mnemonics, and being presented with activities that require deep thinking/elaboration. Visual Processing (Gv): Visual Processing, or visual spatial processing, refers to an individual's ability to think about visual patterns (e.g., what is the shortest route from your house to school?) and visual images (e.g., what would this shape look like if I turned it upside down?). This type of ability also involves generating, perceiving, and analyzing visual patterns and visual information (e.g., which three shapes go together to make this shape?). Additional examples of this type of ability include putting puzzles together, completing a maze (such as the ones often seen on children's menus in restaurants), and interpreting a graph or chart. STUDENT's performance on the measures of Visual Processing fell within the High Average range (SS= 113; PR= 81). Their performance on the Visual Processing tasks suggests that these skills facilitate their learning and performance. Auditory Processing (Ga): Auditory Processing refers to the ability to perceive, analyze, and synthesize a variety of auditory information (e.g., sounds). Examples of auditory processing include listening to words with missing letters and saying the correct word (e.g., hearing 'olipop' and saying 'lollipop') and recognizing sound patterns. Phonetic coding or phonological awareness/processing is very important during the elementary school years. Students who have difficulty with processing auditory information may have problems learning letter-to-sound correspondences (e.g., listening to the sound 'ba' and identifying it as the letter 'b' when given a list of letters to choose from), reading nonsense words (e.g., bab), and sounding out words because of difficulty segmenting, analyzing, and synthesizing speech sounds. STUDENT's performance on the Auditory Processing tasks fell within the Average range (SS= 105 ; PR= 63). Their performance on the Auditory Processing tasks suggests that these skills facilitate their learning and performance. Processing Speed (Gs): Processing Speed involves the ability to fluently perform simple clerical-type tasks, especially when under pressure to maintain focused attention and concentration. It can also be thought of as how quickly one can think or how quickly one can take simple tests that require simple decisions (e.g., math calculation fluency). Faster processing of information can help conserve working memory resources. On the other hand, impairment in this area reduces a student's efficiency in performing all types of mental operations causing them to respond more slowly to classroom tasks. STUDENT's performance on the measures of Processing Speed fell within the Average range (SS= 98 ; PR= 45). Their performance on the Processing Speed tasks suggests that these skills facilitate their learning and performance.

Assessment write-ups · page

Wide Range Assessment of Memory and Learning, Third Edition (WRAML-3)

Processing/Exec. Functioning write-up example for Wide Range Assessment of Memory and Learning, Third Edition (WRAML-3). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Processing/Exec. Functioning
Template Name: Wide Range Assessment of Memory and Learning, Third Edition (WRAML-3)

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Composite/Subtest	Standard/Scaled Score	Percentile	Descriptor
General Immediate Memory	65	1	Significantly Below Average
Visual Immediate Memory	78	7	Well Below Average
Picture Memory	2	\	Significantly Below Average
Design Learning	4	2	Well Below Average
Verbal Immediate Memory	92	30	Average
Story Memory	6	9	Below Average
Verbal Learning	8	25	Average
Attention/Concentration	113	81	High Average
Finger Windows	12	75	Average
Number Letter	14	91	Above Average

Learning and memory are closely related concepts. Learning is the acquisition of skill or knowledge, while memory is the expression of what you've acquired. Memory is a complex process that requires the ability to encode, store, retain, and then recall information and past experiences. The Wide Range Assessment of Memory and Learning, Third Edition (WRAML-3) was administered to assess STUDENT's memory/learning abilities. The WRAML-3 assesses a number of memory domains and provides information about a student's verbal memory, visual memory, and attention/concentration. These abilities underpin many activities such as reading, comprehension, writing, Math, spelling, following verbal instructions, and conversations. A deficit in one or more of these areas could reduce STUDENT's capacity to concentrate, practice what is being taught in lessons and follow conversations. The WRAML-3 is an individually administered assessment that reports index scores as Standard Scores (SS) with a mean (average) of 100 and standard deviation of 15, with most people scoring between 85 and 115. STUDENT obtained a General Immediate Memory Index within the Significantly Below Average range (SS= 65; PR= 1). Visual Immediate Memory: The Visual Memory Index provides an estimate of how well STUDENT can learn and recall both meaningful (i.e., pictorial) and minimally related, rote (i.e., design) visual information. STUDENT's overall Visual Memory abilities were measured to be within the Well Below Average range (SS= 78; PR= 7). More specifically, for the Design Memory subtest, STUDENT was briefly shown abstract geometric shapes then asked to draw the shapes from memory. Their performance on this subtest suggests Well Below Average abilities. For the Picture Memory subtest, STUDENT was briefly shown a colorful, everyday scene then the scene was replaced with a similar, alternate scene and they was asked to identify differences between the two pictures. STUDENT's performance on this subtest fell within the Significantly Below Average range. Verbal Immediate Memory: Verbal memory is the ability to code, store, and recover information involving language, both spoken and written. The Verbal Memory Index is an estimate of how well STUDENT can learn and recall both meaningful verbal information and relatively rote verbal information. Verbal Memory Index performance is correlated with abilities for everyday tasks (e.g., remembering stories, conversations, or information from lectures; following directions; recalling items from a 'things to do' list). STUDENT's overall Verbal Memory abilities were measured to be within the Average range (SS= 92; PR= 30). More specifically, the Story Memory subtest required STUDENT to listen to different stories then they was asked to recall as many parts of the stories as they could remember. STUDENT's performance on this subtest suggests Below Average abilities. For the Verbal Learning subtest STUDENT was read a list of common single syllable words then asked to repeat as many words as they could remember. This procedure was repeated three times. The Verbal Learning subtest evaluates a student's ability to actively learn new, relatively unrelated verbal information. For this subtest STUDENT's performance fell within the Average range. Attention/Concentration: The Attention/Concentration Index provides an estimate of how well STUDENT can learn and recall relatively non-meaningful rote, sequential information. STUDENT's overall Attention/Concentration abilities were measured to be within the High Average range (SS= 113; PR= 81). More specifically, for the Finger Windows subtest, STUDENT was required to remember a visual pattern and then asked to imitate the sequence. This subtest evaluates short-term memory of rote, visual sequential pattern. STUDENT's performance on this subtest fell within the Average range. On the Number Letter subtest STUDENT was asked to repeat a sequence of single digits and letters that were orally presented to them. STUDENT's performance on the Number Letter subtest fell within the Above Average range.

Optional Composites

Composite/Subtest	Standard/Scaled Score	Percentile	Descriptor
Working Memory	65	1	Significantly Below Average
Visual Working Memory	2	\	Significantly Below Average
Verbal Working Memory	4	2	Well Below Average
General Recognition	78	7	Well Below Average
Visual Recognition	92	30	Average
Picture Memory Recognition	6	9	Below Average
Design Learning Recognition	8	25	Average
Verbal Recognition	113	81	High Average
Story Memory Recognition	12	75	Average
Additional Subtest: Sentence Memory	14	91	Above Average
General Delayed	125	95	Well Above Average
Picture Memory Delayed	15	95	Well Above Average
Design Learning Delayed	7	16	Low Average
Story Memory Delayed	9	37	Average
Verbal Learning Delayed	11	63	Average

Working Memory: The Working Memory Index is an estimate of how well STUDENT can operate on and retain information that is held within Her short-term memory. Working memory skills are required to reorganize and remember when listening to an automated operator (e.g., bank, credit card company, airline) and choosing from a listing of options or when an individual is asked to solve a verbal math problem (e.g., “Two trains are leaving the station at different speeds…”). In addition, performance on working memory tasks are related to attentional skills, executive skills, and, more specifically, to meta-memory abilities (i.e., the ability to know how to learn and to memorize). STUDENT's performance on the measures of Working Memory fell within the Significantly Below Average range (SS= 65; PR= 1). STUDENT's performance on the Working Memory tasks suggests that these skills inhibit learning and performance. To address this weakness tasks should be broken down into smaller chunks and visual aids should accompany orally presented task directives. General Recognition: The General Recognition Index is a measure of STUDENT's ability to recognize information that was previously presented during the testing session. The score in this composite is a combination of both verbal and visual abilities. STUDENT received a score within the Well Below Average range. Verbal Recognition: The Verbal Recognition Index provides an estimate of how well STUDENT can recognize specific verbal information that was presented previously during this testing session (i.e., approximately 15-20 minutes earlier). STUDENT's performance on the Verbal Recognition task fell within the High Average range (SS= 113; PR= 81). Their performance on the Verbal Recognition tasks suggests that these skills facilitate learning and performance. Visual Recognition: The Visual Recognition Index provides an estimate of how well STUDENT can recognize specific nonverbal or visual information that was presented previously in the session (i.e., approximately 15-20 minutes earlier). STUDENT's performance on the measures of Visual Recognition fell within the Average range (SS= 92; PR= 30). Their performance on the Visual Recognition tasks suggests that these skills facilitate learning and performance. Additional Optional Subtests: STUDENT was administered the Sentence Memory subtest, which is another measure of verbal memory. For this subtest STUDENT was asked to repeat back meaningful sentences that were orally presented to them. STUDENT's performance on this subtest fell within the Above Average range (SS= 14). This subtest evaluates immediate verbal memory skills similar to those needed to follow novel directions or to relay a brief phone message. General Delayed: The General Delayed Index provides an overall estimate of how well STUDENT can remember information (both verbal and visual) after some time has passed (about 15 to 20 minutes). STUDENT's overall performance on this composite falls within the Well Above Average range (SS= 125; PR= 95).

Assessment write-ups · page

Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition (WPPSI-IV)

Cognitive/Intellectual write-up example for Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition (WPPSI-IV). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Cognitive/Intellectual
Template Name: Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition (WPPSI-IV)

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Composite/Subtest	Standard/Scaled Score	Percentile	Descriptor
Full Scale IQ	65	1	Significantly Below Average
Verbal Comprehension (Gc)	78	7	Well Below Average
Information	2	\	Significantly Below Average
Similarities	4	2	Well Below Average
Visual Spatial (Gv)	92	30	Average
Block Design	6	9	Below Average
Object Assembly	8	25	Average
Working Memory (Gsm)	113	81	High Average
Picture Memory	12	75	Average
Zoo Location	14	91	Above Average
Fluid Reasoning (Gf)	125	95	Well Above Average
Matrix Reasoning	15	95	Well Above Average
Picture Concepts	7	16	Low Average
Processing Speed (Gs)	85	16	Low Average
Bug Search	9	37	Average
Cancellation	11	63	Average

The Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition, Ages 4\:0-7\:7(WPPSI-IV)was administered to assess STUDENT's cognitive development. This measure assesses a child's verbal comprehension, visual spatial reasoning, fluid reasoning, working memory, and processing speed. Standard scores are based on a mean of 100 and a standard deviation of 15, with most children scoring between 85 and 115. Scaled scores are based on a mean of 10 and a standard deviation of 3, with most children scoring between 7 and 13. STUDENT received a full scale IQ score within the Significantly Below Average range (SS= 65; PR= 1). A detailed description of STUDENT's cognitive performance across subtests used to calculate their full scale IQ follows: Verbal Comprehension Verbal Comprehension includes the breadth and depth of a person's acquired knowledge, the ability to communicate one's knowledge, and the ability to reason using previously learned experiences or procedures. STUDENT's verbal comprehension was measured by tasks that required them to identify similarities between common objects and concepts (Similarities), and answer questions about a broad range of general-knowledge topics (Information). STUDENT's performance fell within the Well Below Average range (SS= 78; PR= 7), which suggests that these skills inhibit their learning and performance. Visual Spatial Visual Processing, or visual spatial processing, refers to an individual's ability to think about visual patterns (e.g., what is the shortest route from your house to school?) and visual images (e.g., what would this shape look like if I turned it upside down?). This type of ability also involves generating, perceiving, and analyzing visual patterns and visual information (e.g., which three shapes go together to make this shape?). Additional examples of this type of ability include putting puzzles together, completing a maze (such as the ones often seen on children's menus in restaurants), and interpreting a graph or chart. STUDENT's visual spatial ability was measured by tasks that required them to recreate a series of modeled designs using blocks within a specified time limit (Block Design) and assemble pieces of a puzzle to create a representation of an identified object within a specified time limit (Object Assembly). STUDENT's performance on the measures of Visual Processing fell within the Average range (SS= 92; PR= 30), suggesting that these skills facilitate their learning and performance. Working Memory Working Memory is the ability to hold information in one's mind and then use it within a few seconds. The most common example of working memory is holding a phone number in one's mind long enough to dial it. STUDENT's working memory was measured by tasks that required them to view one or more animal cards placed on a zoo layout for a specified time and then place each card in the previously viewed locations (Zoo Location), and view a stimulus page of one or more pictures for a specified time and then select the pictures from options on a response page (Picture Memory). Working Memory skills are important for reading, writing, and math. STUDENT's performance on the Working Memory measures fell within the High Average range (SS= 113; PR= 81), suggesting that these skills facilitate their learning and performance. Fluid Reasoning Fluid Reasoning refers to the type of thinking that an individual may use when faced with a relatively new task that cannot be performed automatically (e.g., by relying on previously learned habits or scripts). It includes such tasks as forming and recognizing concepts (e.g., how are a dog, cat, and cow alike?), identifying and perceiving relationships (e.g., sun is to morning as moon is to night), drawing inferences (e.g., after reading a story, answering the question- What will John do next?), and/or reorganizing or transforming information (e.g., selecting one of several pictures to complete a puzzle/pattern). Overall, this ability can be thought of as a problem-solving type of intelligence. STUDENT's fluid reasoning was measured by tasks that required them to view an incomplete matrix and select the response option that completes the matrix (Matrix Reasoning) and view two or three rows of pictures and select one picture from each row to form a group with a common characteristic (Picture Concepts). STUDENT's performance on the measures of Fluid Reasoning fell within the Well Above Average range (SS= 125; PR= 95), suggesting that these skills facilitate their learning and performance. Processing Speed Processing Speed involves the ability to fluently perform simple clerical-type tasks, especially when under pressure to maintain focused attention and concentration. It can also be thought of as how quickly one can think or how quickly one can take simple tests that require simple decisions (e.g., math calculation fluency). Faster processing of information can help conserve working memory resources. On the other hand, impairment in this area reduces a student's efficiency in performing all types of mental operations causing them to respond more slowly to classroom tasks. The Processing Speed subtest tasks required STUDENT to mark a bug in the search group that matched the target bug within a specified time limit (Bug Search) and scan two arrangements of objects (one random, one structured) and mark target objects within a specified time frame (Cancellation). STUDENT's performance on the measures of Processing Speed fell within the Low Average range (SS= 85; PR= 16),suggesting that these skills facilitate their learning and performance.

Assessment write-ups · page

Wechsler Adult Intelligence Scale, Fifth Edition (WAIS-V)

Cognitive/Intellectual write-up example for Wechsler Adult Intelligence Scale, Fifth Edition (WAIS-V). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Cognitive/Intellectual
Template Name: Wechsler Adult Intelligence Scale, Fifth Edition (WAIS-V)

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Composite/Subtest	Standard/Scaled Score	Percentile Rank	Description
Full Scale IQ	65	1	Significantly Below Average
Verbal Comprehension	78	7	Well Below Average
Similarities	2	\	Significantly Below Average
Vocabulary	4	2	Well Below Average
Visual Spatial	92	30	Average
Block Design	6	9	Below Average
Visual Puzzles	8	25	Average
Fluid Reasoning	113	81	High Average
Matrix Reasoning	12	75	Average
Figure Weights	14	91	Above Average
Working Memory	125	95	Well Above Average
Digit Sequencing	15	95	Well Above Average
Running Digits	7	16	Low Average
Processing Speed (Gs)	85	16	Low Average
Coding	9	37	Average
Symbol Search	11	63	Average

Overall Cognitive Processing Ability: Cognitive, or mental, processes are foundational skills used in the act of thinking, remembering, and learning. These processes, along with other abilities and traits, combine to form an individual's general intellectual ability. Tests administered in the school environment do not capture every aspect of intelligence; however, these tests are useful in predicting how intense instruction needs to be in order for the individual to master academic content. STUDENT's overall performance on the school-based measure of cognitive processing abilities falls within the Significantly Below Average range (SS= 65; PR= 1). The Wechsler Adult Intelligence Scale, Fifth Edition (WAIS-V) was administered for the cognitive assessment. The WAIS-V is a standardized measure of cognitive development for individuals between the ages of sixteen and ninety. The WAIS-V is an individually administered assessment that reports scores as Standard Scores (SS) with a mean (average) of 100 and standard deviation of 15, with most people scoring between 85-115. Verbal Comprehension (Gc): Verbal comprehension refers to an individual's knowledge base (or general fund of information) that has built up over time, beginning in infancy. It is like your own personal library or everything you know. Verbal Comprehension involves knowledge of one's culture (e.g., who is the President of the United States?) as well as verbal- or language-based knowledge that has been developed during general life experiences, and formal schooling (e.g., understanding words and their meaning; understanding street signs, acquiring developmentally appropriate knowledge of current events and history). Having well developed Verbal Comprehension skills means that one understands and uses language well, has an average or better vocabulary, has good listening skills, and is able to use language well via verbal expression. STUDENT's performance on the measures of Verbal Comprehension fell within the Well Below Average range (SS= 78; PR= 7), which suggests that these skills inhibit their learning and performance. Visual Spatial (Gv): Visual Spatial reasoning refers to an individual's ability to think about visual patterns (e.g., what is the shortest route from your house to school?) and visual images (e.g., what would this shape look like if I turned it upside down?). This type of ability also involves generating, perceiving, and analyzing visual patterns and visual information (e.g., which three shapes go together to make this shape?). Additional examples of this type of ability include putting puzzles together, completing a maze (such as the ones often seen on children's menus in restaurants), and interpreting a graph or chart. STUDENT's performance on the Visual Spatial tasks fell within the Average range (SS= 92; PR= 30). Their performance on the Visual Processing tasks suggests that these skills facilitate their learning and performance. Fluid Reasoning (Gf): Fluid reasoning encompasses the cognitive processes we use to tackle new tasks that cannot be completed automatically, relying instead on learned habits or scripts. This type of reasoning includes forming and recognizing concepts (e.g., identifying similarities among a dog, cat, and cow), perceiving relationships (e.g., understanding that the sun corresponds to morning as the moon does to night), drawing inferences (e.g., predicting what a character will do next after reading a story), and reorganizing or transforming information (e.g., selecting the correct image to complete a pattern). Essentially, fluid reasoning represents a form of problem-solving intelligence. It plays a crucial role in various academic skills: enhancing reading comprehension by enabling readers to make inferences from texts, aiding in mathematics by helping to set up problems based on contextual information, and supporting writing, such as crafting persuasive essays. STUDENT's performance on the Fluid Reasoning tasks fell within the High Average range (SS= 113; PR= 81). Their performance on the Fluid Reasoning tasks suggests that these skills facilitate their learning and performance. Working Memory (Gsm): Working memory is the ability to hold information in one's mind and then use it within a few seconds. The most common example of working memory is holding a phone number in one's mind long enough to dial it. Working memory is also a part of the short-term memory system and involves manipulating or transforming information and using it in some way (e.g., saying the months of the year backwards or doing mental math). Working Memory skills are important for reading, writing, and math. STUDENT's performance on the Working Memory measures fell within the Well Above Average range (SS= 125; PR= 95). Their performance on the Working Memory tasks suggests that these skills facilitate their learning and performance. Processing Speed (Gs): Processing Speed involves the ability to fluently perform simple clerical-type tasks, especially when under pressure to maintain focused attention and concentration. It can also be thought of as how quickly one can think or how quickly one can take simple tests that require simple decisions (e.g., math calculation fluency). Faster processing of information can help conserve working memory resources. On the other hand, impairment in this area reduces a student's efficiency in performing all types of mental operations causing them to respond more slowly to classroom tasks. STUDENT's performance on the measures of Processing Speed fell within the Low Average range (SS= 85; PR= 16). Their performance on the Processing Speed tasks suggests that these skills facilitate their learning and performance.

Assessment write-ups · page

Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV)

Cognitive/Intellectual write-up example for Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Cognitive/Intellectual
Template Name: Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV)

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Composite/Subtest	Standard/Scaled Score	Percentile Rank	Description
Full Scale IQ	65	1	Significantly Below Average
Verbal Comprehension (Gc)	78	7	Well Below Average
Similarities	2	\	Significantly Below Average
Vocabulary	4	2	Well Below Average
Information	6	9	Below Average
Perceptual Reasoning (Gv)	92	30	Average
Block Design	8	25	Average
Matrix Reasoning	12	75	Average
Visual Puzzles	14	91	Above Average
Working Memory (Gsm)	113	81	High Average
Digit Span	15	95	Well Above Average
Arithmetic	7	16	Low Average
Processing Speed (Gs)	125	95	Well Above Average
Symbol Search	9	37	Average
Coding	11	63	Average

Overall Cognitive Processing Ability: Cognitive, or mental, processes are foundational skills used in the act of thinking, remembering, and learning. These processes, along with other abilities and traits, combine to form an individual's general intellectual ability. Tests administered in the school environment do not capture every aspect of intelligence; however, these tests are useful in predicting how intense instruction needs to be in order for the individual to master academic content. STUDENT's overall performance on the school-based measure of cognitive processing abilities falls within the Significantly Below Average range (SS= 65; PR= 1). The Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV) was administered for the cognitive assessment. The WAIS-IV is a standardized measure of cognitive development for individuals between the ages of sixteen and ninety. The WAIS-IV is an individually administered assessment that reports scores as Standard Scores (SS) with a mean (average) of 100 and standard deviation of 15, with most people scoring between 85-115. Verbal Comprehension (Gc): Verbal comprehension refers to an individual's knowledge base (or general fund of information) that has built up over time, beginning in infancy. It is like your own personal library or everything you know. Verbal Comprehension involves knowledge of one's culture (e.g., who is the President of the United States?) as well as verbal- or language-based knowledge that has been developed during general life experiences, and formal schooling (e.g., understanding words and their meaning; understanding street signs, acquiring developmentally appropriate knowledge of current events and history). Having well developed Verbal Comprehension skills means that one understands and uses language well, has an average or better vocabulary, has good listening skills, and is able to use language well via verbal expression. STUDENT's performance on the measures of Verbal Comprehension fell within the Well Below Average range (SS= 78; PR= 7), which suggests that these skills inhibit their learning and performance. Perceptual Reasoning (Gv): Perceptual reasoning refers to an individual's ability to think about visual patterns (e.g., what is the shortest route from your house to school?) and visual images (e.g., what would this shape look like if I turned it upside down?). This type of ability also involves generating, perceiving, and analyzing visual patterns and visual information (e.g., which three shapes go together to make this shape?). Additional examples of this type of ability include putting puzzles together, completing a maze (such as the ones often seen on children's menus in restaurants), and interpreting a graph or chart. STUDENT's performance on the measures of Perceptual Reasoning fell within the Average range (SS= 92; PR= 30). Their performance on the perceptual reasoning tasks suggests that these skills facilitate their learning and performance. Working Memory (Gsm): Working memory is the ability to hold information in one's mind and then use it within a few seconds. The most common example of working memory is holding a phone number in one's mind long enough to dial it. Working memory is also a part of the short-term memory system and involves manipulating or transforming information and using it in some way (e.g., saying the months of the year backwards or doing mental math). Working Memory skills are important for reading, writing, and math. STUDENT's performance on the Working Memory measures fell within the High Average range (SS= 113; PR= 81). Their performance on the Working Memory tasks suggests that these skills facilitate their learning and performance. Processing Speed (Gs): Processing Speed involves the ability to fluently perform simple clerical-type tasks, especially when under pressure to maintain focused attention and concentration. It can also be thought of as how quickly one can think or how quickly one can take simple tests that require simple decisions (e.g., math calculation fluency). Faster processing of information can help conserve working memory resources. On the other hand, impairment in this area reduces a student's efficiency in performing all types of mental operations causing them to respond more slowly to classroom tasks. STUDENT's performance on the measures of Processing Speed fell within the Well Above Average range (SS= 125; PR= 95). Their performance on the Processing Speed tasks suggests that these skills facilitate their learning and performance.

Assessment write-ups · page

Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V)

Cognitive/Intellectual write-up example for Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Cognitive/Intellectual
Template Name: Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V)

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Composite / Subtest	Standard / Scaled Score	Percentile	Descriptor
Full Scale IQ	65	1	Significantly Below Average
Verbal Comprehension (Gc)	78	7	Well Below Average
Similarities	2	\	Significantly Below Average
Vocabulary	4	2	Well Below Average
Visual Spatial (Gv)	92	30	Average
Block Design	6	9	Below Average
Visual Puzzles	8	25	Average
Fluid Reasoning (Gf)	113	81	High Average
Matrix Reasoning	12	75	Average
Figure Weights	14	91	Above Average
Working Memory (Gsm)	125	95	Well Above Average
Digit Span	15	95	Well Above Average
Picture Span	7	16	Low Average
Processing Speed (Gs)	85	16	Low Average
Coding	9	37	Average
Symbol Search	11	63	Average

Overall Cognitive Processing Ability: The Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) was administered for the cognitive assessment. The WISC-V is a standardized measure of cognitive development for children between the ages of six and sixteen that places a strong emphasis on child-friendly, developmentally appropriate features and tasks. The WISC-V is an individually administered assessment that reports scores as Standard Scores (SS) with a mean (average) of 100 and standard deviation of 15, with most people scoring between 85 and 115. Cognitive, or mental, processes are foundational skills used in the act of thinking, remembering, and learning. These processes, along with other abilities and traits, combine to form an individual's general intellectual ability. Tests administered in the school environment do not capture every aspect of intelligence; however, these tests are useful in predicting how intense instruction needs to be in order for the individual to master academic content. STUDENT's overall performance on the school-based measure of cognitive processing abilities falls within the Significantly Below Average range (SS= 65; PR= 1). Verbal Comprehension (Gc): Verbal comprehension refers to an individual's knowledge base (or general fund of information) that has built up over time, beginning in infancy. It is like your own personal library of everything you know. Verbal Comprehension involves knowledge of one's culture (e.g., who is the President of the United States?) as well as verbal- or language-based knowledge that has been developed during general life experiences and formal schooling (e.g., understanding words and their meaning, understanding street signs, acquiring developmentally appropriate knowledge of current events and history). Having well developed Verbal Comprehension skills means that one understands and uses language well, has an average or better vocabulary, has good listening skills, and is able to use language well via verbal expression. For the Similarities subtest, two words were read to STUDENT and they were asked to describe how they were similar (SS= 2). Additionally, on the Vocabulary subtest STUDENT was asked to either name depicted items shown to them or define words that were orally presented (SS= 4). STUDENT's overall performance on the measures of Verbal Comprehension fell within the Well Below Average range (SS= 78; PR= 7), which suggests that these skills inhibit their learning and performance. STUDENT may benefit from increased exposure to environments rich in language that would provide new and varying experiences. Visual Processing (Gv): Visual Processing, or visual spatial processing, refers to an individual's ability to think about visual patterns (e.g., what is the shortest route from your house to school?) and visual images (e.g., what would this shape look like if I turned it upside down?). This type of ability also involves generating, perceiving, and analyzing visual patterns and visual information (e.g., which three shapes go together to make this shape?). Additional examples of this type of ability include putting puzzles together, completing a maze (such as the ones often seen on children's menus in restaurants), and interpreting a graph or chart. For the Block Design subtest, STUDENT was given blocks and shown a model and/or picture and asked to recreate the design shown (SS= 6). For the Visual Puzzles subtest, STUDENT was asked to view a completed puzzle and select three response options that, when combined, reconstruct the puzzle (SS= 8). STUDENT's overall performance on the measures of Visual Processing fell within the Average range (SS= 92; PR= 30). Their performance on the Visual Processing tasks suggests that these skills facilitate their learning and performance. Fluid Reasoning (Gf): Fluid Reasoning refers to the type of thinking that an individual may use when faced with a relatively new task that cannot be performed automatically (e.g., by relying on previously learned habits or scripts). It includes such tasks as forming and recognizing concepts (e.g., how are a dog, cat, and cow alike?), identifying and perceiving relationships (e.g., sun is to morning as moon is to night), drawing inferences (e.g., after reading a story, answering the question- What will John do next?), and/or reorganizing or transforming information (e.g., selecting one of several pictures to complete a puzzle/pattern). Overall, this ability can be thought of as a problem-solving type of intelligence. Fluid reasoning/problem solving skills are important for reading comprehension (e.g., making inferences from text), math (e.g., figuring out how to set up a math problem by using information provided in a word problem), and writing (e.g., writing a persuasive essay). For the Matrix Reasoning subtest, STUDENT viewed an incomplete matrix or series and was asked to select the response option that completed the matrix or series (SS= 12). For the Figure Weights subtest, under the constraint of time, STUDENT was shown a scale with missing weight(s) and asked to select the response option that would keep the scale balanced (SS= 14). STUDENT's overall performance on the measures of Fluid Reasoning fell within the High Average range (SS= 113; PR= 81). Their performance on the Fluid Reasoning tasks suggests that these skills facilitate their learning and performance. Working Memory (Gsm): Working memory is the ability to hold information in one's mind and then use it within a few seconds. The most common example of working memory is holding a phone number in one's mind long enough to dial it. Working memory is also a part of the short-term memory system and involves manipulating or transforming information and using it in some way (e.g., saying the months of the year backwards or doing mental math). Working Memory skills are important for reading, writing, and math. For the Digit Span subtest, STUDENT was read a sequence of numbers and asked to recall the numbers in the same order, reverse order, and ascending order (SS= 15). For the Picture Span subtest, they were shown a stimulus page with one or more pictures of nameable objects for a specified time and then asked to select the picture(s) from options on a response page (SS= 7). STUDENT's overall performance on the Working Memory measures fell within the Well Above Average range (SS= 125; PR= 95). Their performance on the Working Memory tasks suggests that these skills facilitate their learning and performance. Processing Speed (Gs): Processing Speed involves the ability to fluently perform simple clerical-type tasks, especially when under pressure to maintain focused attention and concentration. It can also be thought of as how quickly one can think or how quickly one can take simple tests that require simple decisions (e.g., math calculation fluency). Faster processing of information can help conserve working memory resources. On the other hand, impairment in this area reduces a person's efficiency in performing all types of mental operations causing them to respond more slowly to classroom tasks. For the Coding subtest, STUDENT worked within a specified time limit and used a key to copy symbols that corresponded with simple geometric shapes or numbers (SS= 9). For the Symbol Search subtest, they scanned search groups and indicated whether target symbols were present (SS= 11). STUDENT's overall performance on the measures of Processing Speed fell within the Low Average range (SS= 85; PR= 16). Their performance on the Processing Speed tasks suggests that these skills facilitate their learning and performance.

Assessment write-ups · page

Test of Visual-Perceptual Skills, Fourth Edition (TVPS-4)

Processing/Exec. Functioning write-up example for Test of Visual-Perceptual Skills, Fourth Edition (TVPS-4). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Processing/Exec. Functioning
Template Name: Test of Visual-Perceptual Skills, Fourth Edition (TVPS-4)

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Composite/Subtest	Standard/Scaled Score	Percentile	Descriptor
Overall Score	65	1	Significantly Below Average
Visual Discrimination	2	\	Significantly Below Average
Visual Memory	4	2	Well Below Average
Spatial Relationships	6	9	Below Average
Form Constancy	8	25	Average
Sequential Memory	12	75	Average
Visual Figure-Ground	14	91	Above Average
Visual Closure	15	95	Well Above Average

Visual perception refers to the ability to interpret and make sense of visual information from the environment through the process of sight. This complex process involves several steps, beginning with the detection of light by the eyes and ending with the interpretation of visual stimuli by the brain. Visual perception allows individuals to understand and interact with their surroundings by recognizing, organizing, and interpreting shapes, colors, spatial relationships, movement, and other visual attributes. To assess STUDENT's visual perceptual skills they was administered the Test of Visual-Perceptual Skills, Fourth Edition (TVPS-4). This measure assesses a child's Visual Discrimination, visual spatial reasoning, fluid reasoning, working memory, and processing speed. The Overall score is reported as a Standard Score with a mean of 100 and a standard deviation of 15, with most children scoring between 85 and 115. Scaled scores are based on a mean of 10 and a standard deviation of 3, with most children scoring between 7 and 13. STUDENT received an Overall score within the Significantly Below Average range (SS= 65; PR= 1). A detailed description of STUDENT's performance across different areas of visual perception follows: Visual Discrimination is the ability to match or determine the exact characteristics of a form. For this task STUDENT was asked to find a specific image, in a field of five similar images, that exactly matches the presented target image. Their performance on this task fell within the Significantly Below Average range. Visual Memory is the ability to immediately recall a given form. To test visual memory STUDENT was presented with a target image for five seconds and asked to remember it and then find the image, in a field of four images, on the following page. Their performance on this task fell within the Well Below Average range. Spatial Relationships refers to the ability to identify differences in visual stimuli. STUDENT was asked to find the one image, in a field of five images, that was different from the rest. Their performance on this task fell within the Below Average range. Form Constancy is the ability to see a form and then find it even though it may be bigger, smaller, rotated, reversed or hidden. For this task STUDENT was asked to find the one image, in a field of four or five images, that matched the presented target image. The matching image could be larger, smaller, rotated, and/or embedded within a larger design. Their performance fell within the Average range. Sequential Memory refers to the ability to remember things seen in sequence. For this task STUDENT was shown a sequence of elements for five seconds and asked to remember it and then find the image with the same sequence on the following page. Their performance on this task fell within the Average range. Visual Figure-Ground assessed STUDENT's ability to find a hidden form. More specifically, they was asked to find a target image embedded in a field of four complex designs. Their performance on this task fell within the Above Average range. Visual Closure is the ability to visualize a complete whole when given incomplete information or a partial picture. For this task STUDENT was asked to match an incomplete target image to the correctly completed image. Their performance on this task fell within the Well Above Average range.

Assessment write-ups · page

Test of Memory and Learning, Second Edition (TOMAL-2)

Processing/Exec. Functioning write-up example for Test of Memory and Learning, Second Edition (TOMAL-2). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Processing/Exec. Functioning
Template Name: Test of Memory and Learning, Second Edition (TOMAL-2)

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Composite/Subtest	Standard/Scaled Score	Percentile	Descriptor
Composite Memory Index	65	1	Significantly Below Average
Verbal Memory	78	7	Well Below Average
Memory of Stories	2	\	Significantly Below Average
Word Selective Reminding	4	2	Well Below Average
Object Recall	6	9	Below Average
Paired Recall	8	25	Average
Nonverbal Memory	92	30	Average
Facial Memory	12	75	Average
Abstract Memory	14	91	Above Average
Visual Sequential Memory	15	95	Well Above Average
Memory for Location	7	16	Low Average

Learning and memory are closely related concepts. Learning is the acquisition of skill or knowledge, while memory is the expression of what you’ve acquired. Memory is a complex process that requires the ability to encode, store, retain, and then recall information and past experiences. To assess STUDENT's memory, the Test of Memory and Learning, Second Edition (TOMAL-2) was chosen. The TOMAL-2 assesses a number of memory domains and provides information about a student's auditory short-term memory (STM), working memory, and visual attention / concentration, and are dependent on the ‘phonological loop’ of the working memory system. STM, working memory and sequencing underpin many activities such as reading, comprehension, writing, math, spelling, following verbal instructions, and conversations. A deficit in one or more of these areas could reduce STUDENT’s capacity to concentrate, practice what is being taught in lessons, and follow conversations. The TOMAL-2 is an individually administered assessment that reports index scores as Standard Scores (SS) with a mean (average) of 100 and standard deviation of 15, with most people scoring between 85-115. STUDENT obtained a Composite Memory Index within the Significantly Below Average range (SS= 65; PR= 1). Verbal Memory: Verbal memory is the ability to code, store, and recover information involving language, both spoken and written. STUDENT's overall Verbal Memory abilities were measured to be within the Well Below Average range (SS= 78; PR= 7). More specifically, on the Memory for Stories subtest STUDENT was asked to recall elements of a story that was presented verbally. STUDENT's performance on this subtest fell within the Significantly Below Average range. When asked to remember and recall a list of words presented verbally, STUDENT's performance fell within the Well Below Average range. For the Object Recall subtest, STUDENT was shown illustrations and orally presented with object names for each picture. They was then asked to verbally recall the object names. STUDENT's performance on this subtest suggests Below Average abilities. On the Paired Recall subtest STUDENT was required to verbally recall a word when provided the word with which it was paired during learning trials. For this subtest, STUDENT's performance fell within the Average range. Nonverbal memory is the ability to code, store, and recover information about faces, shapes, images, songs, sounds, smells, tastes, and feelings. Nonverbal memory is what makes it possible to retain and remember content without words (neither written nor spoken). STUDENT's overall Nonverbal Memory abilities were measured to be within the Average range (SS= 92;PR= 30). More specifically, on the Facial Memory subtest STUDENT was shown different faces and asked to recall the target face while presented with other faces not shown. This subtest assesses nonverbal memory with the presence of distractors. STUDENT's performance on the Facial Memory subtest fell within the Average range. On the Abstract Memory subtest, which assesses memory for abstract stimuli (such as geometric shapes), STUDENT received scores within the Above Average range. On the Visual Sequential Memory subtest STUDENT was presented abstract designs then required to indicate the order in which they were presented on a separate easel page, their performance fell within the Well Above Average range on this subtest.

Assessment write-ups · page

Tests of Dyslexia- Screener (TOD-S-IV)

Academic Achievement write-up example for Tests of Dyslexia- Screener (TOD-S-IV). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Example narrative describes weaknesses following Average and High Average classifications. Review the table/narrative agreement before reuse.

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Assessment Area: Academic Achievement
Template Name: Tests of Dyslexia- Screener (TOD-S-IV)

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Composite/Subtest	Standard Score	Percentile	Descriptor
Dyslexia Reading Index (DRI)	65	1	Significantly Below Average
Picture Vocabulary	78	7	Well Below Average
Letter and Word Choice	92	30	Average
Question Reading Fluency	113	81	High Average

The Tests of Dyslexia- Screener (TOD-s) was administered to screen STUDENT's reading abilities across areas commonly associated with Dyslexia. Dyslexia is a learning difference that primarily affects reading and spelling. Children with dyslexia often have difficulty sounding out words, reading accurately and fluently, and spelling words correctly — even though they may be bright and capable in many other areas. The foundational skills that this screener assesses are essential for developing strong reading abilities. By looking at patterns across areas, the TOD-S helps identify whether a child may be at risk for dyslexia or other reading difficulties. Dyslexia Reading Index (DRI): The Dyslexia Risk Index (DRI) is a summary score that reflects a student’s overall risk for characteristics associated with dyslexia. It combines performance across key early reading skills, including vocabulary knowledge, orthographic knowledge, reading rate and comprehension. The DRI is reported as a standard score (average of 100), with lower scores indicating greater risk and the possible need for targeted reading support or further evaluation. STUDENT's DRI score was within the Significantly Below Average range. Additionally, this score is considered At-Risk and a more comprehensive evaluation of dyslexia should be considered. Specifics about their performance are outlined below. STUDENT's score on the Picture Vocabulary task fell within the Well Below Average range. This score indicates weaknesses in receptive vocabulary knowledge. Receptive vocabulary knowledge refers to the words a child understands when they hear or read them. It reflects how well a student can make sense of spoken language, follow directions, and understand classroom discussions — even if they do not use those words themselves when speaking. In the classroom, this might look like a student correctly pointing to a picture of a “triangle” when asked, following a direction such as “put your math folder in the bin and sit on the carpet,” or understanding what words like predict, compare, or explain mean during a lesson. Strong receptive vocabulary helps students grasp new concepts more easily because they understand the language being used to teach them. STUDENT's score on the Letter and Word Choice task fell within the Average range. This score indicates weaknesses in orthographic knowledge. Orthographic knowledge refers to how well a child recognizes correct letter patterns and familiar word spellings. It reflects a student’s ability to notice whether a word “looks right” and to quickly recognize common words without having to sound them out each time. In the classroom, this might look like a student choosing the correct spelling of a word from several options, recognizing that said is spelled correctly instead of sed, or reading familiar words smoothly and accurately during independent work. Strong orthographic knowledge supports both accurate spelling and more fluent reading. STUDENT's score on the Question Reading Fluency task fell within the High Average range. This score indicates weaknesses in reading rate and comprehension. Reading rate refers to how smoothly and quickly a student reads text, while comprehension refers to how well they understand what they read. These skills work together to allow a student to read efficiently while still making meaning from the text. In the classroom, this might look like a student independently reading a short question and selecting the correct answer, completing written directions without needing them read aloud, or keeping up during timed reading activities. Strong reading fluency allows students to focus more on understanding content rather than using all their effort to decode individual words.

Assessment write-ups · page

A Language Processing Skills Assessment (TAPS-4)

Processing/Exec. Functioning write-up example for A Language Processing Skills Assessment (TAPS-4). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Processing/Exec. Functioning
Template Name: A Language Processing Skills Assessment (TAPS-4)

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Scale	Standard/Scaled Score	Percentile Rank	Description
Overall	65	1	Significantly Below Average
Phonological Processing	78	7	Well Below Average
Word Discrimination	2	\	Significantly Below Average
Phonological Deletion	4	2	Well Below Average
Phonological Blending	6	9	Below Average
Auditory Memory	92	30	Average
Number Memory Forward	8	25	Average
Word Memory	12	75	Average
Sentence Memory	14	91	Above Average
Listening Comprehension	113	81	High Average
Processing Oral Directions	15	95	Well Above Average
Auditory Comprehension	7	16	Below Average

STUDENT's language and auditory processing skills were assessed with the Test of Auditory Processing Skills, Fourth Edition (TAPS-4). The TAPS-4 is an individually administered assessment for individuals ages 5 to 21. It is designed to provide information about language processing and comprehension skills across three intersecting areas: phonological processing, auditory memory, and listening comprehension. The TAPS-4 reports scores as Standard Scores (SS) with a mean (average) of 100 and standard deviation of 15, with most people scoring between 85 and 115. Additionally, subtest scores are scored with a mean (average) of 10 and standard deviation of 3. STUDENT received an overall score within the Significantly Below Average range (SS=65 ;PR= 1). Phonological Processing: Phonological processing is the ability to see or hear a word, break it down to discrete sounds, and then associate each sound with letter(s) that make up the word. STUDENT's overall performance on measures of Phonological Processing fell within the Well Below Average range (SS= 78; PR= 7). More specifically, they struggled when asked to listen to word pairs and identify whether the words were the same or different (Word Discrimination), indicating problems with phonological awareness. STUDENT had difficulties on the Phonological Deletion subtest, which required them to hear a word and then say the word again without an identified syllable or a phoneme. Additionally, they received a score within the Below Average range on the Phonological Blending subtest. For this task STUDENT was required to hear a series of phonemes then asked to combine them into a word. Auditory Memory: The Auditory Memory Index measured STUDENT's ability to encode, store, retrieve, and manipulate words in memory. These skills are critical for language development and use. STUDENT received an overall Auditory Memory score within the Average range (SS= 92; PR= 30). More specifically, they displayed personal strengths with the Number Memory Forward subtest which required them to hear a series of single-digit numbers and repeat them in the same order. This subtest measures short-term memory as well as working memory for longer sequences. STUDENT performed adequately on the Word Memory task. This task is similar to the Number Memory Forward task but instead of numbers, words are required to be remembered in the same order. Additionally, they received a score within the Above Average range on the Sentence Memory subtest. For this subtest STUDENT heard a sentence and was asked to repeat the sentence exactly as it was said. Listening Comprehension: The Listening Comprehension Index measured STUDENT's ability to understand text that is read aloud. Their overall performance for Listening Comprehension fell within the High Average range (SS= 113; PR= 81). More specifically, STUDENT received a score within the Well Above Average range when asked to listen to a short scenario that contained a direction, then tell what the person in the scenario was supposed to do (Processing Oral Directions). Their performance on the Auditory Comprehension subtest fell within the Low Average range. On this subtest STUDENT was required to listen to a short passage then respond to questions about the passage. This subtest contains items that test a variety of 'wh' and 'how' questions, along with items that include inferential and figurative language.

Assessment write-ups · page

Stanford Binet, Fifth Edition (SB-5)

Cognitive/Intellectual write-up example for Stanford Binet, Fifth Edition (SB-5). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Cognitive/Intellectual
Template Name: Stanford Binet, Fifth Edition (SB-5)

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Composite/Subtest	Standard/Scaled Score	Percentile	Descriptor
Full Scale Intelligence Quotient	65	1	Significantly Below Average
Nonverbal Intelligence Quotient	78	7	Well Below Average
Nonverbal Fluid Reasoning	2	\
Nonverbal Knowledge	4	2
Nonverbal Quantitative Reasoning	6	9
Nonverbal Visual-Spatial Processing	8	25
Nonverbal Working Memory	12	75
Verbal Intelligence Quotient	92	30	Average
Verbal Fluid Reasoning	14	91
Verbal Knowledge	15	95
Verbal Quantitative Reasoning	7	16
Verbal Visual-Spatial Processing	9	37
Verbal Working Memory	11	63
Fluid Reasoning Composite	113	81	High Average
Knowledge Composite	125	95	Well Above Average
Quantitative Reasoning Composite	85	16	Low Average
Visual-Spatial Processing Composite	105	63	Average
Working Memory Composite	70	2	Well Below Average

Overall Cognitive Processing Ability: The Stanford Binet, Fifth Edition (SB-5) was administered for the cognitive assessment. The SB-5 is a standardized measure of cognitive development for children and adults between the ages of two and eighty-five. The SB-5 has two Primary Index scores: The Nonverbal IQ and the Verbal IQ. In addition, it also provides a Full-Scale IQ (FSIQ) score, which is derived from the combination of ten subtest scores. Furthermore, it provides five broad domains of cognitive functioning: Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual Spatial, and Working Memory. STUDENT received a FSIQ score within the Significantly Below Average range (SS= 65; PR= 1). While overall performance (FSIQ) is an important metric, it is equally important to consider STUDENT's functioning across all cognitive domains to determine their specific strengths and weaknesses. Additionally, STUDENT's performance on this administration of the SB-5 indicates that their verbal and nonverbal abilities have not been uniformly developed. More specifically, they received a Nonverbal Intelligence Quotient within the Well Below Average range (SS=78; PR= 7) and a Verbal Intelligence Quotient within the Average range (SS=92; PR= 30) Fluid Reasoning: Fluid Reasoning refers to the type of thinking that an individual may use when faced with a relatively new task that cannot be performed automatically (e.g., by relying on previously learned habits or scripts). It includes such tasks as forming and recognizing concepts (e.g., how are a dog, cat, and cow alike?), identifying and perceiving relationships (e.g., sun is to morning as moon is to night), drawing inferences (e.g., after reading a story, answering the question- What will John do next?), and/or reorganizing or transforming information (e.g., selecting one of several pictures to complete a puzzle/pattern). STUDENT received a Fluid Reasoning score within the High Average range (SS=113; PR= 81). Their pattern of performance on the Fluid Reasoning tasks suggests that they has better developed nonverbal Fluid Reasoning skills. Knowledge: Knowledge is a person’s accumulated fund of general information acquired at home, school, or work. Also called crystallized ability, it involves learned material such as vocabulary that has been acquired and stored in long-term memory. STUDENT received Knowledge score within the Well Above Average range (SS=125; PR= 95). Quantitative Reasoning: The Quantitative Reasoning subtests measured STUDENT's skills facility with numbers and numerical problem solving. Activities in the SB-5 emphasize applied problem solving more than specific mathematical knowledge acquired through school learning. STUDENT received a Quantitative Reasoning score within the Low Average range (SS=85; PR= 16). Their pattern of performance on the Quantitative Reasoning tasks suggests that they has better developed verbal quantitative skills. Visual-Spatial Processing: The Visual-Spatial Processing subtests measured STUDENT’s ability to see patterns, relationships, and spatial orientations. STUDENT received a Visual-Spatial Processing score within the Average range (SS=105; PR= 63). They performed similarly on both verbal and nonverbal measures of Visual-Spatial Processing. Working Memory: Working memory is the ability to hold information in one's mind and then use it within a few seconds. The most common example of working memory is holding a phone number in one's mind long enough to dial it. Working memory is also a part of the short-term memory system and involves manipulating or transforming information and using it in some way (e.g., saying the months of the year backwards or doing mental math). STUDENT received a Working Memory score within the Well Below Average range (SS=70; PR= 2). They performed similarly on both verbal and nonverbal measures of Working Memory.

Assessment write-ups · page

Reynolds Intellectual Assessment Scales, Second Edition

Cognitive/Intellectual write-up example for Reynolds Intellectual Assessment Scales, Second Edition. Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Cognitive/Intellectual
Template Name: Reynolds Intellectual Assessment Scales, Second Edition

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Composite / Subtest	Standard / T-Score	Percentile	Descriptor
Composite Intelligence Index (CIX)	65	1	Significantly Below Average
Verbal	78	7	Well Below Average
Guess What	35	6	Below Average
Verbal Reasoning	42	21	Average
Nonverbal	92	30	Average
Odd-Item Out	48	43	Average
What's Missing	58	79	Average
Memory	113	81	High Average
Verbal Memory	65	93	Above Average
Nonverbal Memory	45	31	Average
Speeded Processing	125	95	Well Above Average
Speeded Naming	55	69	Average
Speeded Picture Search	62	88	Above Average

Overall Cognitive Processing Ability: The Reynolds Intellectual Assessment Scales, Second Edition (RIAS-2) was administered for the cognitive assessment. The RIAS-2 is a standardized measure of cognitive development for ages three to ninety-four years of age that measures intelligence and its major components. The RIAS-2 is an individually administered assessment that reports scores as Standard Scores (SS) with a mean (average) of 100 and standard deviation of 15, with most people scoring between 85 and 115. Cognitive, or mental, processes are foundational skills used in the act of thinking, remembering, and learning. These processes, along with other abilities and traits, combine to form an individual's general intellectual ability. Tests administered in the school environment do not capture every aspect of intelligence; however, these tests are useful in predicting how intense instruction needs to be in order for the individual to master academic content. STUDENT's overall performance on the school-based measure of cognitive processing abilities falls within the Significantly Below Average range (SS= 65; PR= 1). Verbal: The Verbal composite measures an individual's knowledge base (or general fund of information) that has built up over time, beginning in infancy. It is like your own personal library or everything you know. Verbal abilities involve knowledge of one's culture (e.g., who is the President of the United States?) as well as verbal- or language-based knowledge that has been developed during general life experiences, and formal schooling (e.g., understanding words and their meaning; understanding street signs, acquiring developmentally appropriate knowledge of current events and history). Having well developed verbal skills means that one understands and uses language well, has an average or better vocabulary, has good listening skills, and is able to use language well via verbal expression. The Guess What subtest measured STUDENT's vocabulary knowledge in combination with their reasoning skills. For this subtest they were given descriptions of an item and asked to identify/guess the item (T-score= 35). Additionally, the Verbal Reasoning subtest measured STUDENT's verbal analytical (logical) skills; they were required to listen and respond to questions (T-score= 42). STUDENT's overall performance on the measures of Verbal abilities fell within the Well Below Average range (SS= 78; PR= 7), which suggests that these skills inhibit their learning and performance. Nonverbal: The Nonverbal composite measures one's ability to understand, interpret, and analyze visual data and solve problems using visual reasoning. This includes visual spatial processing, which refers to an individual's ability to think about visual patterns (e.g., what is the shortest route from your house to school?) and visual images (e.g., what would this shape look like if I turned it upside down?). This type of ability also involves generating, perceiving, and analyzing visual patterns and visual information (e.g., which three shapes go together to make this shape?). Additional examples of this type of ability include putting puzzles together, completing a maze (such as the ones often seen on children's menus in restaurants), and interpreting a graph or chart. The Odd-Item out subtest assessed STUDENT's visual analytical (logical) abilities; They were shown a page with various pictures of abstract geometrical shapes and asked to identify which picture did not belong (T-score= 48). For the What's Missing subtest, STUDENT was asked to view a picture and identify what was missing in the picture (T-score= 58). STUDENT's overall performance on the measures of Nonverbal abilities fell within the Average range (SS= 92; PR= 30). Their performance on the Visual Processing tasks suggests that these skills facilitate their learning and performance. Memory: Learning and memory are closely related concepts. Learning is the acquisition of skill or knowledge, while memory is the expression of what you've acquired. Memory is a complex process that requires the ability to encode, store, retain, and then recall information and past experiences. For the Verbal Memory subtest the examiner read stories aloud to STUDENT and they were asked to recall the details (T-score= 65). For the Nonverbal Memory subtest, STUDENT was shown a picture for five seconds then asked to point out the picture in an array of different pictures (T-score= 45). STUDENT's overall performance on the measures of Memory fell within the High Average range (SS= 113; PR= 81). Their performance on the Memory tasks suggests that these skills facilitate their learning and performance. Speeded Processing: Speeded Processing involves the ability to fluently perform simple clerical-type tasks, especially when under pressure to maintain focused attention and concentration. It can also be thought of as how quickly one can think or how quickly one can take simple tests that require simple decisions (e.g., math calculation fluency). Faster processing of information can help conserve working memory resources. On the other hand, impairment in this area reduces a student's efficiency in performing all types of mental operations causing them to respond more slowly to classroom tasks. The Speeded Naming subtest is a measure of verbal processing speed. STUDENT worked within a specified time limit to make quick decisions based on verbally presented information (T-score= 55). The Speeded Picture Search subtest provides a measure for nonverbal processing speed. STUDENT was asked to discriminate between simple visual stimuli (T-score= 62). STUDENT's overall performance on the measures of Speeded Processing fell within the Well Above Average range (SS= 125; PR= 95). Their performance on the Speeded Processing tasks suggests that these skills facilitate their learning and performance.

Assessment write-ups · page

Kaufman Assessment Battery for Children, Second Edition Normative Update (KABC-II NU)

Cognitive/Intellectual write-up example for Kaufman Assessment Battery for Children, Second Edition Normative Update (KABC-II NU). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Cognitive/Intellectual
Template Name: Kaufman Assessment Battery for Children, Second Edition Normative Update (KABC-II NU)

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Composite/Subtest	Standard/Scaled Score	Percentile	Descriptor
Fluid Crystallized Index	65	1	Significantly Below Average
Short-Term Memory (Gsm)	78	7	Well Below Average
Number Recall	2	\
Word Order	4	2
Visual Processing (Gv)	92	30	Average
Rover	6	9
Triangles	8	25
Long-Term Storage and Retrieval (Glr)	113	81	High Average
Atlantis	12	75
Rebus	14	91
Fluid Reasoning (Gf)	125	95	Well Above Average
Story Completion	15	95
Pattern Reasoning	7	16
Crystallized Ability (Gc)	85	16	Low Average
Verbal Knowledge	9	37
Riddles	11	63

STUDENT's overall cognitive ability were measured using the Kaufman Assessment Battery for Children, Second Edition Normative Update (KABC-II NU). The KABC-II NU is an individually administered, theory-based, clinical instrument that contributes to culturally fair assessment. The subtests of the KABC-II NU have been designed to assess many different cognitive abilities, which all together reflect the child's general intellectual ability. Peaks and valleys are characteristics of the scores of most children, indicating that children develop their intellectual abilities in different ways and have different patterns of cognitive strengths. The KABC-II NU allows the examiner to select either the Luria or CHC model based on the child's background and reason for referral. The CHC model were used when evaluating STUDENT. This model includes measures of acquired knowledge (crystallized ability) when determining STUDENT's general cognitive ability. The CHC model yields the Fluid Crystallized Index (FCI) as the Global measure of cognitive ability. The KABC-II NU scores are listed below and presented as scaled scores and percentiles for Subtests and standard scores, percentiles, and qualitative descriptions for Scale Index and Global scores. The Global score and Index scores can range from 40-160. A Scale Index score or Global score of 100 is considered the strict average with the average range being from 85-115. Subtest scaled scores can range from 1-19. A Subtest score of 10 represents the strict average; 13 is high average; 7 is low average. Percentiles indicate the percentage of children that STUDENT scored higher than. The global Fluid-Crystallized Index (FCI) measures five broad abilities and is designed to measure general cognitive ability. The five broad abilities measure short-term memory, visual processing, long-term retrieval, fluid reasoning, and crystallized ability. STUDENT's score of 65 on the FCI were in the Significantly Below Average range when compared to same aged peers. STUDENT's overall general cognitive abilities exceed those of approximately 1% of same aged children. The Short Term Memory Index (Gsm) is designed to measure the ability to solve problems by remembering and using an ordered series of images or ideas. Short-term memory is the ability to take in and hold information and then use it within a few seconds. The Number Recall subtest required STUDENT to repeat a series of increasingly long numbers (SS= 2). The Word Order subtest required STUDENT to touch a series of images on a card in the same order the examiner said (SS= 4). STUDENT's score of 78 on this index were in the Well Below Average range when compared to same aged peers. STUDENT's overall abilities in this area exceed those of approximately 7% of same aged children. The Visual Processing Index (Gv) measured STUDENT's ability to solve spatial, analogical, or organizational problems that require the processing of many stimuli at once. These tasks also assessed STUDENT's ability to perceive, store, manipulate and think using visual information. These abilities have been found to be related significantly to higher-level mathematics achievement. On the Rover subtest, STUDENT were required to move a toy dog to a bone on a checkerboard-like grid that contained obstacles (weeds and rocks) in the fewest number of moves (SS= 6). For the Triangles subtest, STUDENT were required to assemble rubber triangles to match a picture of an abstract design (SS= 8). STUDENT's score of 92 on this index were in the Average range when compared to same aged peers. STUDENT's overall abilities in this area exceed those of approximately 30% of same aged children. The Long Term Storage & Retrieval Index (Glr) measures the ability to successfully complete different types of learning tasks. These tasks measured STUDENT's ability to recall one part of a previously learned but unrelated pair of items when the other part is presented (i.e. paired associative learning). It looks at how effective STUDENT is at storing and retrieving newly learned information. Immediate recall tasks are included in this scale. On the Atlantis subtest, STUDENT were taught the name for cartoon fish and other underwater objects. STUDENT demonstrates learning by pointing to the correct picture from an array of pictures when presented with its name (SS= 12). For the Rebus subtest, STUDENT were taught a word or concept associated with a particular rebus (drawing). STUDENT then 'read' aloud phrases and sentences composed of those drawings (SS= 14). STUDENT's score of 113 on this index were in the High Average range when compared to same aged peers. STUDENT's overall abilities in this area exceed those of approximately 81% of children their same age. The Fluid Reasoning Index (Gf) measures STUDENT's ability to solve nonverbal problems by using reasoning abilities such as induction and deduction. Fluid reasoning refers to mental operations that an individual uses when faced with a relatively novel task that cannot be performed automatically. On the Story Completion subtest, STUDENT were shown a row of pictures that tell a story. Some of the pictures were missing and STUDENT needed to select the appropriate pictures and put them in the story in the correct places (SS= 15). On the Pattern Reasoning subtest, STUDENT were shown a series of images that form a logical linear pattern with one image missing. STUDENT chose the correct image from a group of 4 to 6 images to complete the pattern (SS= 7). STUDENT's score of 125 on this index were in the Well Above Average range when compared to same aged peers. STUDENT's overall abilities in this area exceed those of approximately 95% of same aged children. The Crystallized Ability Index (Gc) measures the breadth and depth of STUDENT's knowledge of words and facts acquired from ones culture. These subtests require either verbal or gestural (pointing) responses. Crystallized ability is the amount of specific knowledge that STUDENT has acquired as well as STUDENT's ability to apply this knowledge effectively. The Verbal Knowledge subtest required STUDENT to select from a group of pictures the one that corresponds with a vocabulary word or answered a general information question (SS= 9). On the Riddles subtest, STUDENT were told several characteristics of a concrete or abstract verbal concept and had to point (early items) or verbally name the object being described (SS= 11). STUDENT's score of 85 on this index were in the Low Average range when compared to same aged peers. STUDENT's overall abilities in this area exceed those of approximately 16% of same aged children

Assessment write-ups · page

Differential Ability Scales- Second Edition (DAS-II)

Cognitive/Intellectual write-up example for Differential Ability Scales- Second Edition (DAS-II). Contains narrative and/or score presentation material. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Cognitive/Intellectual
Template Name: Differential Ability Scales- Second Edition (DAS-II)

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Standard/T-scores Percentile Descriptor General Conceptual Ability 65 1 Significantly Below Average Verbal Ability 78 7 Well Below Average Word Definitions 35 7 Well Below Average Verbal Similarities 42 21 Low Average Nonverbal Reasoning Ability 92 30 Average Matrices 48 45 Average Sequential and Quantitative Reasoning 58 81 High Average Spatial Ability 113 81 High Average Recall of Designs 65 94 Well Above Average Pattern Construction 45 32 Average Working Memory 125 95 Well Above Average Recall of Sequential Order 55 70 Average Recall of Digits Backward 62 88 Above Average Processing Speed 85 16 Low Average Speed of Information Processing 38 13 Below Average Rapid Naming 52 55 Average ClickReport's DAS-II Narrative: General Conceptual Ability: Cognitive, or mental, processes are foundational skills used in the act of thinking, remembering, and learning. These processes, along with other abilities and traits, combine to form an individual's general intellectual ability. Tests administered in the school environment do not capture every aspect of intelligence; however, these tests are useful in predicting how intense instruction needs to be in order for the individual to master academic content. STUDENT's overall performance on the school-based measure of cognitive processing abilities falls within the Significantly Below Average range (SS= 65; PR= 1). The Differential Ability Scales- Second Edition (DAS-II) was administered for the cognitive assessment. The DAS-II is a standardized measure of cognitive development for children ages 2 through 17 that places a strong emphasis on child-friendly, developmentally appropriate features and tasks. The DAS-II is an individually administered assessment that reports domain scores as Standard Scores (SS) with a mean (average) of 100 and standard deviation of 15, and subdomain T-scores with a mean of 50 and a standard deviation of 10; with most people receiving standard scores between 85-115. Verbal Ability: Verbal ability refers to an individual's knowledge of verbal concepts, vocabulary development, and general knowledge base (or fund of information) that has built up over time, beginning in infancy. Verbal Intelligence involves verbal- or language-based knowledge that has been developed during general life experiences, and formal schooling (e.g., understanding words and their meaning; understanding street signs, acquiring developmentally appropriate knowledge of current events and history). Having well developed verbal abilities means that one understands and uses language well, has an average or better vocabulary, has good listening skills, and is able to use language well via verbal expression. STUDENT's performance on the measures of Verbal Ability fell within the Well Below Average range (SS= 78; PR= 7), which suggests that these skills inhibit their learning and performance. Nonverbal Reasoning Ability: Nonverbal Reasoning Ability refers to an individual's ability to perceive spatial relations, understand simple verbal instructions and visual cues, and identify important elements of visual stimuli. This type of ability also involves inductive reasoning, or the ability to make generalizations based on specific observations. STUDENT's performance on the measures of Nonverbal Reasoning Ability fell within the Average range (SS= 92; PR= 30). Their performance on the Nonverbal Reasoning Ability tasks suggests that these skills facilitate their learning and performance. Spatial Ability: Spatial Ability, or visual spatial processing, refers to an individual's ability to think about visual patterns (e.g., what is the shortest route from your house to school?) and visual images (e.g., what would this shape look like if I turned it upside down?). This type of ability also involves generating, perceiving, and analyzing visual patterns and visual information (e.g., which three shapes go together to make this shape?). Additional examples of this type of ability include putting puzzles together, completing a maze (such as the ones often seen on children's menus in restaurants), and interpreting a graph or chart. STUDENT's performance on the measures of Spatial Ability fell within the High Average range (SS= 113; PR= 81). Their performance on the Spatial Ability tasks suggests that these skills facilitate their learning and performance. Working Memory: Short-Term Memory, or working memory, is the ability to hold information in one's mind and then use it within a few seconds. The most common example of short-term memory is holding a phone number in one's mind long enough to dial it. Working memory is also a part of the short-term memory system and involves manipulating or transforming information and using it in some way (e.g., saying the months of the year backwards or doing mental math). Short-Term Memory skills are important for reading, writing, and math. STUDENT's performance on the Short-Term Memory measures fell within the Well Above Average range (SS= 125; PR= 95). Their performance on the Short-Term Memory tasks suggests that these skills facilitate their learning and performance. Processing Speed: Processing Speed involves the ability to fluently perform simple clerical-type tasks, especially when under pressure to maintain focused attention and concentration. It can also be thought of as how quickly one can think or how quickly one can take simple tests that require simple decisions (e.g., math calculation fluency). Faster processing of information can help conserve working memory resources. On the other hand, impairment in this area reduces a student's efficiency in performing all types of mental operations causing them to respond more slowly to classroom tasks. STUDENT's performance on the measures of Processing Speed fell within the Low Average range (SS= 85; PR= 16). Their performance on the Processing Speed tasks suggests that these skills facilitate their learning and performance.

Assessment write-ups · page

Developmental Assessment of Young Children, Second Edition (DAYC-2)

Developmental write-up example for Developmental Assessment of Young Children, Second Edition (DAYC-2). Contains narrative and/or score presentation material. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Developmental
Template Name: Developmental Assessment of Young Children, Second Edition (DAYC-2)

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Composite/Subtest Standard/ Scaled Score Percentile Descriptor General Development Index (GDI) 65 1 Significantly Below Average Cognitive 78 7 Well Below Average Communication 92 30 Average Receptive Language 113 81 High Average Expressive Language 125 95 Well Above Average Social-Emotional 85 16 Low Average Physical Development 105 63 Average Gross Motor 70 2 Well Below Average Fine Motor 118 88 Above Average Adaptive Behavior 98 45 Average ClickReport's DAYC-2 Narrative STUDENT was administered the Developmental Assessment of Young Children, Second Edition (DAYC-2) to assess their early developmental skills. The DAYC-2 is an individually administered, norm-referenced measure of early childhood development for children from birth through age 5 years, 11 months. It covers developmental functioning across five domains: cognition, communication, social-emotional development, physical development, and adaptive behavior. In order to assess these different areas of developmental functioning, STUDENT was observed by the examiner while naturally playing and interacting with others. For skills that could not be observed, STUDENT's mother answered questions about their abilities. STUDENT received a General Development Index score within the Significantly Below Average range (SS= 65 PR= 1). This is an overall score that is calculated from all five domain scores. Cognitive Domain: The cognitive domain measures purposeful planning, decision making, and discrimination. These skills represent intelligence. STUDENT received a Cognitive domain score within the Well Below Average range (SS= 78). This standard score corresponds to a percentile rank of 7, meaning that STUDENT performed better than 7 percent of their same-aged peers in this area. STUDENT's performance on this domain indicates that their cognitive skills will likely inhibit their early learning abilities. Communication Domain: The communication domain measures skills related to sharing ideas, information, and feelings with others, both verbally and nonverbally. It is divided into two subdomains: Receptive Language and Expressive Language. STUDENT received a Communication domain score within the Average range (SS= 92). This standard score corresponds to a percentile rank of 30, meaning that STUDENT performed better than 30 percent of their same-aged peers in this area. STUDENT's performance on this domain indicates that their communication skills will likely facilitate their early learning abilities. Additionally, they appears to have better developed expressive language skills. When working with STUDENT it may be beneficial to check in often to make sure they is understanding the task presented. Furthermore, encourage them to ask questions. Social-Emotional Domain: The social-emotional domain measures social awareness, social relationships, and social competence. These skills enable children to engage in meaningful social interactions with parents, caregivers, peers, and others in their environment. STUDENT received a Social-Emotional domain score within the Low Average range (SS= 85). This standard score corresponds to a percentile rank of 16, meaning that STUDENT performed better than 16 percent of their same-aged peers in this area. STUDENT's performance on this domain indicates that their social-emotional skills will likely inhibit their early learning abilities. Physical Development Domain: The physical development domain measures motor development. The domain is divided into two subdomains: Gross Motor and Fine Motor. Gross motor skills include crawling, walking, running, etc. Fine motor skills include using utensils, pencils, crayons, etc. STUDENT received a Physical Development domain score within the Average range (SS= 105). This standard score corresponds to a percentile rank of 63, meaning that STUDENT performed better than 63 percent of their same-aged peers in this area. STUDENT appears to have better developed fine motor abilities. Adaptive Domain: The adaptive domain measures independent, self-help functioning. Skills include toileting, feeding, dressing, and personal responsibility. STUDENT received an Adaptive domain score within the Average range (SS= 98). This standard score corresponds to a percentile rank of 45, meaning that STUDENT performed better than 45 percent of their same-aged peers in this area.

Assessment write-ups · page

Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2)

Processing/Exec. Functioning write-up example for Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2). Contains narrative and/or score presentation material. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Processing/Exec. Functioning
Template Name: Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2)

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Composite/Subtest Standard/Scaled Score Percentile Rank Description Phonological Awareness 65 1 Significantly Below Average Elision 2 \<1 Significantly Below Average Blending Words 4 2 Well Below Average Sound Matching 6 9 Below Average Phonological Memory 78 7 Well Below Average Memory for Digits 8 25 Average Nonword Repetition 12 75 Average Rapid Symbolic Naming 92 30 Average Rapid Digit Naming 14 91 Above Average Rapid Letter Naming 15 95 Well Above Average Rapid Non-Symbolic Naming 113 81 High Average Rapid Color Naming 7 16 Low Average Rapid Object Naming 9 37 Average ClickReport's CTOPP-2 Narrative: Phonological Processing: Phonological processing is the ability to see or hear a word, break it down to discrete sounds, and then associate each sound with letter(s) that make up the word. STUDENT's phonological processing skills were assessed with the Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2). The CTOPP-2 assesses three areas directly related to phonological processing: phonological awareness, phonological memory, and rapid naming. All three components of phonological processing are important for speech production as well as the development of spoken and written language skills. Additionally, deficits in phonological processes also contribute to difficulties in reading. Phonological Awareness: Phonemic awareness refers to the specific ability to focus on and manipulate individual sounds (phonemes) in spoken words. Phonemes are the smallest units comprising spoken language. STUDENT's phonological awareness standard score fell within the Significantly Below Average range (SS= 65; PR= 1). Strong phonemic awareness skills help students recognize sounds and use that information to decode whole words. STUDENT's performance on the phonological awareness subtests suggest that these skills inhibit their reading abilities. Phonological Memory: Phonological memory refers to coding information phonetically for temporary storage in working or short-term memory. Impairments in phonological memory can make learning new written and spoken vocabulary more difficult. Additionally, phonological coding in working memory is potentially useful when attempting to decode new words, particularly words that are long enough to decode bit by bit, as a means of storing intermediate sounds. Phonological memory processes also appear to be important for reading by supporting the role of working memory in comprehension. STUDENT's overall phonological memory skills were measured to be within the Well Below Average range (SS=78; PR= 7), suggesting that their phonological memory skills inhibit their learning. Rapid Symbolic Naming: Rapid symbolic naming refers to an individual's ability to efficiently retrieve phonological information from their long-term memory. For this composite, STUDENT was shown a range of letters and numbers and asked to identify them as quickly as they could. When reading, the following are essential components that need to be retrieved for reading fluency success: (a) phonemes associated with letters or letter pairs, (b) pronunciations of common word segments, and (c) pronunciations of whole words. Students who are able to efficiently retrieve these components are more likely to have the ability to read with speed, accuracy, and proper expression. STUDENT's rapid symbolic naming abilities were measured to be within the Average range (SS= 92; PR= 30). This score indicates that STUDENT's rapid naming abilities facilitate their learning. Rapid Non-Symbolic Naming: Rapid non-symbolic naming refers to an individual's ability to efficiently retrieve phonological information from their long-term memory. For this composite, STUDENT was shown a range of colors and objects and asked to identify them as quickly as they could. When reading, the following are essential components that need to be retrieved for reading fluency success: (a) phonemes associated with letters or letter pairs, (b) pronunciations of common word segments, and (c) pronunciations of whole words. Students who are able to efficiently retrieve these components are more likely to have the ability to read with speed, accuracy, and proper expression. STUDENT's rapid non-symbolic naming abilities were measured to be within the High Average range (SS= 113; PR= 81). This composite score indicates that STUDENT's rapid naming abilities facilitate their learning.

Assessment write-ups · page

Comprehensive Test of Nonverbal Intelligence, Second Edition (CTONI-2)

Cognitive/Intellectual write-up example for Comprehensive Test of Nonverbal Intelligence, Second Edition (CTONI-2). Contains narrative and/or score presentation material. Full returned example text is available below; embedded scores are example data.

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Assessment Area: Cognitive/Intellectual
Template Name: Comprehensive Test of Nonverbal Intelligence, Second Edition (CTONI-2)

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Composite/Subtest Standard/Scaled Score Percentile Descriptor Full Scale IQ 65 1 Significantly Below Average Pictorial Scale 78 7 Well Below Average Pictorial Analogies 2 \<1 Significantly Below Average Pictorial Categories 4 2 Well Below Average Pictorial Sequences 6 9 Below Average Geometric Scale 92 30 Average Geometric Analogies 8 25 Average Geometric Categories 12 75 Average Geometric Sequences 14 91 Above Average ClickReport's CTONI-2 Narrative: Cognitive Processing Ability: Cognitive, or mental, processes are foundational skills used in the act of thinking, remembering, and learning. These processes, along with other abilities and traits, combine to form an individual's general intellectual ability. STUDENT were administered the Comprehensive Test of Nonverbal Intelligence, Second Edition (CTONI-2) to assess their cognitive abilities. Nonverbal tests are designed to assess abilities by using formats that minimize the influence of oral or written language. The CTONI-2 reports scores as Standard Scores (SS) with a mean (average) of 100 and standard deviation of 15, with most people scoring between 85 and 115. STUDENT received a Full Scale IQ score within the Significantly Below Average range (SS= 65 PR= 1). Pictorial: The Pictorial Scale measures problem solving and reasoning using familiar pictures and objects. STUDENT received a Pictorial Scale composite score within the Well Below Average range (SS= 78 PR= 7). This composite score is derived from three subtests; Pictorial Analogies (SS= 2), which measures the ability to relate two objects to each other and find the same relationship between two other objects, Pictorial Categories (SS= 4), which measures the ability to select one picture from an array that is most related to two other similar pictures, and Pictorial Sequences (SS= 6), which measures the ability to select one picture from an array that completes a sequence of actions shown in three pictures. Geometric: The Geometric Scale measures problem solving and reasoning using unfamiliar geometric designs. STUDENT received a Geometric Scale composite score within the Average range (SS= 92 PR= 30). This composite score is derived from 3 subtests; Geometric Analogies (SS= 8), which measures the ability to relate two geometric designs to each other and find the same relationship between two other geometric designs, Geometric Categories (SS= 12), which measures the ability to select one geometric design from an array that is most related to two other similar geometric designs, and Geometric Sequences (SS= 14), which measures the ability to select one geometric design from an array that completes a sequence of actions shown in three geometric designs.

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Cross Battery Assessment (XBASS 3.0)

General write-up example for Cross Battery Assessment (XBASS 3.0). Contains narrative and/or score presentation material. Full returned example text is available below; embedded scores are example data.

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Template Name: Cross Battery Assessment (XBASS 3.0)

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Composite/Subtest Test(s) Administered Standard Score Percentile Descriptor (Gc) Comprehension/Knowledge 65 1 Significantly Below Average Similarities 78 7 Well Below Average Information 92 30 Average (Gf) Fluid Reasoning Processes 113 81 High Average Figure Weights 125 95 Well Above Average Picture Concepts 85 16 Low Average (Gwm) Short-Term Working Memory 105 63 Average Verbal Attention 70 2 Well Below Average Numbers Reversed 118 88 Above Average (Gl) Long-Term Storage 98 45 Average Story Memory 88 21 Low Average Visual-Auditory Learning 110 75 Average (Gr) Retrieval Fluency 65 1 Significantly Below Average Phonemic Word Retrieval 110 75 Average Semantic Word Retrieval 78 7 Well Below Average (Gv) Visual Processes 92 30 Average Block Design 113 81 High Average Visual Puzzles 125 95 Well Above Average (Ga) Auditory Processes 85 16 Low Average Phonological Processing 105 63 Average Elision 70 2 Well Below Average (Gs) Processing Speed Processes 118 88 Above Average Coding 98 45 Average Symbol Search 88 21 Low Average ClickReport's Cross Battery: Cognitive Processing Ability: Cognitive, or mental, processes are foundational skills used in the act of thinking, remembering, and learning. These processes, along with other abilities and traits, combine to form an individual's general intellectual ability. Tests administered in the school environment do not capture every aspect of intelligence; however, these tests are useful in predicting how intense instruction needs to be in order for the individual to master academic content. A cross battery assessment approach was used to assess STUDENT's current cognitive abilities. A cross-battery approach uses information from multiple test batteries (i.e., various tests) to follow-up on weak or inconsistent performances on particular tasks and, thereby, help guide educational decisions. Crystallized Intelligence (Gc): Crystallized Intelligence, or verbal comprehension, refers to an individual's knowledge base (or general fund of information) that has built up over time, beginning in infancy. It is like your own personal library or everything you know. Crystallized Intelligence involves knowledge of one's culture (e.g., who is the President of the United States?) as well as verbal- or language-based knowledge that has been developed during general life experiences, and formal schooling (e.g., understanding words and their meaning; understanding street signs, acquiring developmentally appropriate knowledge of current events and history). Having well developed Crystallized Intelligence means that one understands and uses language well, has an average or better vocabulary, has good listening skills, and is able to use language well via verbal expression. STUDENT's performance on the measures of Crystallized Intelligence fell within the Significantly Below Average range (SS= 65; PR= 1), which suggests that these skills inhibit their learning and performance. Fluid Reasoning (Gf): Fluid Reasoning refers to the type of thinking that an individual may use when faced with a relatively new task that cannot be performed automatically (e.g., by relying on previously learned habits or scripts). It includes such tasks as forming and recognizing concepts (e.g., how are a dog, cat, and cow alike?), identifying and perceiving relationships (e.g., sun is to morning as moon is to night), drawing inferences (e.g., after reading a story, answering the question- What will John do next?), and/or reorganizing or transforming information (e.g., selecting one of several pictures to complete a puzzle/pattern). Overall, this ability can be thought of as a problem-solving type of intelligence. Fluid reasoning/problem solving skills are important for reading comprehension (e.g., making inferences from text), math (e.g., figuring out how to set up a math problem by using information provided in a word problem), and writing (e.g., writing a persuasive essay). STUDENT's performance on the measures of Fluid Reasoning fell within the High Average range (SS= 113; PR= 81). Their performance on the Fluid Reasoning tasks suggests that these skills facilitate their learning and performance. Short-Term Working Memory (Gwm): Short-Term Memory, or working memory, is the ability to hold information in one's mind and then use it within a few seconds. The most common example of short-term memory is holding a phone number in one's mind long enough to dial it. Working memory is also a part of the short-term memory system and involves manipulating or transforming information and using it in some way (e.g., saying the months of the year backwards or doing mental math). Short-Term Memory skills are important for reading, writing, and math. STUDENT's performance on the Short-Term Memory measures fell within the Average range (SS= 105; PR= 63). Their performance on the Short-Term Memory tasks suggests that these skills facilitate their learning and performance. Long Term Storage (Glr): Long-Term Storage reflects how well new information is learned and retained over time so it can be accessed later. STUDENT's performance on the measures of Long Term Storage fell within the Average range (SS= 98; PR= 45). Their performance on Long Term Storage tasks suggests that these skills facilitate their learning and performance. Retrieval Fluency (Gr): The Retrieval Fluency score reflects how quickly and efficiently information can be recalled from memory. STUDENT's performance on the measures of Retrieval Fluency fell within the Significantly Below Average range (SS= 65; PR= 1). Retrieval fluency is used in the classroom when students quickly and efficiently recall previously learned information—such as math facts, vocabulary words, letter-sound associations, or background knowledge—so they can participate in discussions, complete assignments accurately, and build more complex skills without being slowed by basic recall demands. Visual Processing (Gv): Visual Processing, or visual spatial processing, refers to an individual's ability to think about visual patterns (e.g., what is the shortest route from your house to school?) and visual images (e.g., what would this shape look like if I turned it upside down?). This type of ability also involves generating, perceiving, and analyzing visual patterns and visual information (e.g., which three shapes go together to make this shape?). Additional examples of this type of ability include putting puzzles together, completing a maze (such as the ones often seen on children's menus in restaurants), and interpreting a graph or chart. STUDENT's performance on the measures of Visual Processing fell within the Average range (SS= 92; PR= 30). Their performance on the Visual Processing tasks suggests that these skills facilitate their learning and performance. Auditory Processing (Ga): Auditory Processing refers to the ability to perceive, analyze, and synthesize a variety of auditory information (e.g., sounds). Examples of auditory processing include listening to words with missing letters and saying the correct word (e.g., hearing 'olipop' and saying 'lollipop') and recognizing sound patterns. Phonetic coding or phonological awareness/processing is very important during the elementary school years. Students who have difficulty with processing auditory information may have problems learning letter-to-sound correspondences (e.g., listening to the sound 'ba' and identifying it as the letter 'b' when given a list of letters to choose from), reading nonsense words (e.g., bab), and sounding out words because of difficulty segmenting, analyzing, and synthesizing speech sounds. STUDENT's performance on the Auditory Processing tasks fell within the Low Average range (SS= 85 ;PR= 16).Their performance on the Auditory Processing tasks suggests that these skills facilitate their learning and performance. Processing Speed (Gs): Processing Speed involves the ability to fluently perform simple clerical-type tasks, especially when under pressure to maintain focused attention and concentration. It can also be thought of as how quickly one can think or how quickly one can take simple tests that require simple decisions (e.g., math calculation fluency). Faster processing of information can help conserve working memory resources. On the other hand, impairment in this area reduces a student's efficiency in performing all types of mental operations causing them to respond more slowly to classroom tasks. STUDENT's performance on the measures of Processing Speed fell within the Above Average range (SS= 118; PR= 88). Their performance on the Processing Speed tasks suggests that these skills facilitate their learning and performance.

Assessment write-ups · page

Cross Battery Assessment- Original (XBASS Before Glr Split)

General write-up example for Cross Battery Assessment- Original (XBASS Before Glr Split). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

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Assessment Area: General
Template Name: Cross Battery Assessment- Original (XBASS Before Glr Split)

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Composite/Subtest	Test(s) Administered	Standard Score	Percentile	Descriptor
(Gc) Comprehension/Knowledge		65	1	Significantly Below Average
Similarities		78	7	Well Below Average
Information		92	30	Average
(Gf) Fluid Reasoning Processes		113	81	High Average
Figure Weights		125	95	Well Above Average
Picture Concepts		85	16	Low Average
(Gwm) Short-Term Working Memory		105	63	Average
Verbal Attention		70	2	Well Below Average
Numbers Reversed		118	88	Above Average
(Glr) Long-Term Storage and Retireval		98	45	Average
Story Memory		65	1	Significantly Below Average
Visual-Auditory Learning		85	16	Low Average
(Gv) Visual Processes		105	63	Average
Block Design		70	2	Well Below Average
Visual Puzzles		125	95	Well Above Average
(Ga) Auditory Processes		113	81	High Average
Phonological Processing		78	7	Well Below Average
Elision		92	30	Average
(Gs) Processing Speed Processes		88	21	Low Average
Coding		110	75	Average
Symbol Search		65	1	Significantly Below Average

ClickReport's Cross Battery

Cognitive Processing Ability: Cognitive, or mental, processes are foundational skills used in the act of thinking, remembering, and learning. These processes, along with other abilities and traits, combine to form an individual's general intellectual ability. Tests administered in the school environment do not capture every aspect of intelligence; however, these tests are useful in predicting how intense instruction needs to be in order for the individual to master academic content. A cross battery assessment approach was used to assess STUDENT's current cognitive abilities. A cross-battery approach uses information from multiple test batteries (i.e., various tests) to follow-up on weak or inconsistent performances on particular tasks and, thereby, help guide educational decisions. Crystallized Intelligence (Gc): Crystallized Intelligence, or verbal comprehension, refers to an individual's knowledge base (or general fund of information) that has built up over time, beginning in infancy. It is like your own personal library or everything you know. Crystallized Intelligence involves knowledge of one's culture (e.g., who is the President of the United States?) as well as verbal- or language-based knowledge that has been developed during general life experiences, and formal schooling (e.g., understanding words and their meaning; understanding street signs, acquiring developmentally appropriate knowledge of current events and history). Having well developed Crystallized Intelligence means that one understands and uses language well, has an average or better vocabulary, has good listening skills, and is able to use language well via verbal expression. STUDENT's performance on the measures of Crystallized Intelligence fell within the Significantly Below Average range (SS= 65; PR= 1), which suggests that these skills inhibit their learning and performance. Fluid Reasoning (Gf): Fluid Reasoning refers to the type of thinking that an individual may use when faced with a relatively new task that cannot be performed automatically (e.g., by relying on previously learned habits or scripts). It includes such tasks as forming and recognizing concepts (e.g., how are a dog, cat, and cow alike?), identifying and perceiving relationships (e.g., sun is to morning as moon is to night), drawing inferences (e.g., after reading a story, answering the question- What will John do next?), and/or reorganizing or transforming information (e.g., selecting one of several pictures to complete a puzzle/pattern). Overall, this ability can be thought of as a problem-solving type of intelligence. Fluid reasoning/problem solving skills are important for reading comprehension (e.g., making inferences from text), math (e.g., figuring out how to set up a math problem by using information provided in a word problem), and writing (e.g., writing a persuasive essay). STUDENT's performance on the measures of Fluid Reasoning fell within the High Average range (SS= 113; PR= 81). Their performance on the Fluid Reasoning tasks suggests that these skills facilitate their learning and performance. Short-Term Working Memory (Gwm): Short-Term Memory, or working memory, is the ability to hold information in one's mind and then use it within a few seconds. The most common example of short-term memory is holding a phone number in one's mind long enough to dial it. Working memory is also a part of the short-term memory system and involves manipulating or transforming information and using it in some way (e.g., saying the months of the year backwards or doing mental math). Short-Term Memory skills are important for reading, writing, and math. STUDENT's performance on the Short-Term Memory measures fell within the Average range (SS= 105; PR= 63). Their performance on the Short-Term Memory tasks suggests that these skills facilitate their learning and performance. Long Term Storage and Retrieval (Glr): Long-Term Storage and retrieval reflects how well new information is learned and retained over time then recalled later. STUDENT's performance on the measures of Long Term Storage and Retrieval fell within the Average range (SS= 98; PR= 45). Their performance on Long Term Storage and Retrieval tasks suggests that these skills facilitate their learning and performance. Visual Processing (Gv): Visual Processing, or visual spatial processing, refers to an individual's ability to think about visual patterns (e.g., what is the shortest route from your house to school?) and visual images (e.g., what would this shape look like if I turned it upside down?). This type of ability also involves generating, perceiving, and analyzing visual patterns and visual information (e.g., which three shapes go together to make this shape?). Additional examples of this type of ability include putting puzzles together, completing a maze (such as the ones often seen on children's menus in restaurants), and interpreting a graph or chart. STUDENT's performance on the measures of Visual Processing fell within the Average range (SS= 105; PR= 63). Their performance on the Visual Processing tasks suggests that these skills facilitate their learning and performance. Auditory Processing (Ga): Auditory Processing refers to the ability to perceive, analyze, and synthesize a variety of auditory information (e.g., sounds). Examples of auditory processing include listening to words with missing letters and saying the correct word (e.g., hearing 'olipop' and saying 'lollipop') and recognizing sound patterns. Phonetic coding or phonological awareness/processing is very important during the elementary school years. Students who have difficulty with processing auditory information may have problems learning letter-to-sound correspondences (e.g., listening to the sound 'ba' and identifying it as the letter 'b' when given a list of letters to choose from), reading nonsense words (e.g., bab), and sounding out words because of difficulty segmenting, analyzing, and synthesizing speech sounds. STUDENT's performance on the Auditory Processing tasks fell within the High Average range (SS= 113 ;PR= 81).Their performance on the Auditory Processing tasks suggests that these skills facilitate their learning and performance. Processing Speed (Gs): Processing Speed involves the ability to fluently perform simple clerical-type tasks, especially when under pressure to maintain focused attention and concentration. It can also be thought of as how quickly one can think or how quickly one can take simple tests that require simple decisions (e.g., math calculation fluency). Faster processing of information can help conserve working memory resources. On the other hand, impairment in this area reduces a student's efficiency in performing all types of mental operations causing them to respond more slowly to classroom tasks. STUDENT's performance on the measures of Processing Speed fell within the Low Average range (SS= 88; PR= 21). Their performance on the Processing Speed tasks suggests that these skills facilitate their learning and performance.

Assessment write-ups · page

Cognitive Assessment System, Second Edition (CAS-2)

Cognitive/Intellectual write-up example for Cognitive Assessment System, Second Edition (CAS-2). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

School Psych Hub / Module 4: General Forms & Templates / Assessment Write-Up Templates / Assessment Write-Up Templates
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Assessment Area: Cognitive/Intellectual
Template Name: Cognitive Assessment System, Second Edition (CAS-2)

This page body holds the full assessment write-up template. Use this section for long templates, tables, headings, and copy/paste formatting.

Full Template

Composite/Subtest	Standard Score	Percentile	Descriptor
Full Scale	65	1	Significantly Below Average
Planning	78	7	Well Below Average
Planned Codes	2	\	Significantly Below Average
Planned Connections	4	2	Well Below Average
Simultaneous	92	30	Average
Matrices	6	9	Below Average
Verbal-Spatial Relations	8	25	Average
Attention	113	81	High Average
Expressive Attention	12	75	Average
Number Detection	14	91	Above Average
Successive	125	95	Well Above Average
Word Series	15	95	Well Above Average
Sentence Questions	7	16	Low Average

ClickReport's CAS-2 Narrative

Overall Cognitive Processing Ability: The Cognitive Assessment System, Second Edition (CAS-2) was administered for the cognitive assessment. The CAS-2 is a standardized measure of cognitive development for children and adolescents between the ages of five and eighteen that was designed to measure cognitive processing abilities that are important for instructional planning. The CAS-2 is an individually administered assessment that reports standard scores as Standard Scores (SS) with a mean (average) of 100 and standard deviation of 15, with most people scoring between 85-115. Cognitive, or mental, processes are foundational skills used in the act of thinking, remembering, and learning. These processes, along with other abilities and traits, combine to form an individual's general intellectual ability. Tests administered in the school environment do not capture every aspect of intelligence; however, these tests are useful in predicting how intense instruction needs to be in order for the individual to master academic content. STUDENT's overall performance on the school-based measure of cognitive processing abilities falls within the Significantly Below Average range (SS= 65; PR= 1). Planning: This composite provides an estimate of STUDENT's ability to create a plan of action, apply the plan, verify that an action taken conforms to the original goal, and modify the plan as needed. Planning is a set of decisions or strategies an individual adopts and modifies to solve a problem and to reach a goal. Planning tasks in the CAS-2 require an individual to develop some approach of solving the task in an efficient and effective manner. For the Planned Connections subtest STUDENT was asked to connect numbers and letters in sequential order, alternating between numbers and letters (e.g., 1-A-2-B, etc.). Their performance on this subtest fell within the Well Below Average range. On the Planned Codes subtest STUDENT received scores within the Significantly Below Average range. This subtest required STUDENT to fill in symbols that corresponded to letters under the constraint of time. STUDENT's overall performance on the measures of Planning fell within the Well Below Average range (SS= 78; PR= 7), which suggests that these skills inhibit their learning and performance. Whenever possible, should be provided with an organized plan that outlines what materials are necessary, what steps need to be completed and in what order, and how long will it take to complete the task. Simultaneous: Simultaneous processing is the mental process we use to integrate separate bits of information or stimuli into a whole. Processing a person's face, maps and graphs, having a good sense of direction, and being able to see how puzzle pieces fit together are examples of simultaneous processing. For the Matrices subtest STUDENT was asked to pick the best of six options to complete a matrix. This subtest relies on nonverbal abilities. STUDENT's performance on this subtest fell within the Below Average range. On the Verbal-Spatial Relations subtest STUDENT was presented with six drawings, arranged in a specific spatial manner, and a printed question (e.g., show me the triangle to the left of the circle). They was instructed to choose one of the six drawings that best answers the question. Their performance fell within the Average range. STUDENT's overall performance on the measures of Simultaneous processing fell within the Average range (SS= 92; PR= 30). STUDENT's performance on the Simultaneous tasks suggests that these skills facilitate their learning and performance. Attention: Attention is a mental process that involves focusing on selected aspects of external events, internal events, or stimuli. Attention is controlled by intentions and goals. Arousal, or attention, is a prerequisite for learning and memory. For the Expressive Attention subtest STUDENT was asked to verbalize information while suppressing visual information that was presented to them; their performance fell within the Average range. For the Number Detection subtest STUDENT was shown pages of numbers printed in different formats. STUDENT was required to find a particular stimulus (e.g., the numbers 1, 2, and 3 printed in an open font) on a page containing many distractors (e.g., the same numbers printed in a different font). Their performance fell within the Above Average range. STUDENT's overall performance on the measures of Attention fell within the High Average range (SS= 113; PR= 81). Their performance on the Attention tasks suggests that these skills facilitate their learning and performance. Successive: This composite provides an estimate of STUDENT's ability to integrate stimuli into a specific serial order that forms a chain-like progression and apply existing information to more specific requirements. For the Word Series subtest STUDENT was read a list of words and asked to repeat the words back to the examiner. Their performance fell within the Well Above Average range. For the Sentence Questions subtest STUDENT was read sentences then asked a question about the sentence. Their performance fell within the Low Average range. STUDENT's overall performance on the Successive measures fell within the Well Above Average range (SS= 125; PR= 95). Their performance on the Successive tasks suggests that these skills facilitate their learning and performance.

Assessment write-ups · page

Child and Adolescent Memory Profile (ChAMP)

Processing/Exec. Functioning write-up example for Child and Adolescent Memory Profile (ChAMP). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

School Psych Hub / Module 4: General Forms & Templates / Assessment Write-Up Templates / Assessment Write-Up Templates
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Assessment Area: Processing/Exec. Functioning
Template Name: Child and Adolescent Memory Profile (ChAMP)

This page body holds the full assessment write-up template. Use this section for long templates, tables, headings, and copy/paste formatting.

Full Template

Composite	Standard Score	Percentile	Descriptor	Description of Scale
Total Memory Index	65	1	Significantly Below Average	This index is a general estimate of overall memory
Verbal Memory Index	78	7	Well Below Average	This index measures the ability to learn via auditory-verbal channels
Visual Memory Index	92	30	Average	This index measures the ability to learn via the visual modality
Immediate Memory Index	113	81	High Average	This index measures the ability to immediately recall both auditory and visual information
Delayed Memory Index	125	95	Well Above Average	This index measures the ability to recall auditory and visual information after a 20-to-30 minute delay

ClickReport's ChAMP Narrative

To better understand how well STUDENT remembers information that they learns, they were administered the Child and Adolescent Memory Profile (ChAMP). The ChAMP is an individually administered assessment that covers core visual, verbal, immediate, and delayed memory domains. Having a well-developed memory is essential for retaining information that will later be used to solve problems or complete tasks. This may include remembering the alphabet and eventually learning to read whole words or remembering information from a map and later visualizing the information to get to one's destination. STUDENT received a Total Memory score within the Significantly Below Average range (SS= 65; PR= 1). The Total Memory score represents a combination of STUDENT's ability to recall both verbal and visual stimuli. Additionally, this assessment provides information about STUDENT's ability to immediately recall information and recall information that would be transferred from short term memory to long term memory (delayed recall). Their performance is further detailed below. Verbal Memory Index: This is a measure of STUDENT's ability to retain information that is presented auditorily. The verbal memory tasks required STUDENT to listen to a list of words and recall them and to listen to a story and recall the information from the story. They received a score within the Well Below Average range (SS= 78; PR= 7). Visual Memory Index: This is a measure of STUDENT's ability to retain information that is presented visually. The visual memory tasks required STUDENT to quickly look at different visual stimuli and remember what they saw. They received a score within the Average range (SS= 92; PR= 30). Immediate Memory Index: This is a measure of STUDENT's ability to recall verbal and visual information immediately after the information were presented. They received a score within the High Average range (SS= 113; PR= 81). Delayed Memory Index: This is a measure of STUDENT's ability to recall auditory and visual information after a 20-to-30 minute delay. This assesses STUDENT's ability to transfer information from short term memory to long term memory and then retrieve the information, or recall it, efficiently. They received a score within the Well Above Average range (SS= 125; PR= 95).

Assessment write-ups · page

Bayley Scales of Infant and Toddler Development, Fourth Edition (Bayley-4)

Developmental write-up example for Bayley Scales of Infant and Toddler Development, Fourth Edition (Bayley-4). Contains score tables and narrative interpretation. Full returned example text is available below; embedded scores are example data.

School Psych Hub / Module 4: General Forms & Templates / Assessment Write-Up Templates / Assessment Write-Up Templates
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Assessment Area: Developmental
Template Name: Bayley Scales of Infant and Toddler Development, Fourth Edition (Bayley-4)

This page body holds the full assessment write-up template. Use this section for long templates, tables, headings, and copy/paste formatting.

Full Template

Subtest/Subdomain	Standard & Scaled Scores	Percentile	Description
Cognitive	65	1	Significantly Below Average
Cognitive	2	\	Significantly Below Average
Language	78	7	Well Below Average
Receptive Communication	4	2	Well Below Average
Expressive Communication	6	9	Below Average
Motor	92	30	Average
Fine Motor	8	25	Average
Gross Motor	11	63	Average
Social-Emotional	113	81	High Average
Social-Emotional	13	84	High Average
Adaptive Behavior	125	95	Well Above Average
Receptive	14	91	Above Average
Expressive	15	95	Well Above Average
Personal	12	75	Average
Interpersonal Relationships	13	84	High Average
Play and Leisure	14	91	Above Average

ClickReport's Bayley-4 Narrative

Developmental milestones are things most children can do by a certain age. It is important to identify if a child has delays in certain areas in order to provide intervention as soon as possible. Early intervention often results in the best possible outcome for the child. In order to assess if STUDENT is struggling with a developmental delay, the Bayley Scales of Infant and Toddler Development, Fourth Edition (Bayley-4) was administered. This assessment assesses 5 key elements of development: Cognitive (intelligence), Language, Motor skills, Social-Emotional abilities, and Adaptive Behavior. STUDENT's performance and abilities across these 5 domains are discussed in detail below: Cognitive: Cognitive, or mental, processes are foundational skills used in the act of thinking, remembering, and learning. These processes, along with other abilities and traits, combine to form an individual's general intellectual ability. STUDENT's overall performance on the cognitive section of the Bayley fell within the Significantly Below Average range. This score indicates that they may benefit from interventions aimed at enhancing cognitive abilities. Language: Language is the system someone uses to communicate with another person. This includes how words are created and put together, the meaning of those words, and how to apply language in different social situations. Language is used to understand the world around us and to convey our thoughts and feelings. STUDENT's overall performance on the language section of the Bayley fell within the Well Below Average range, indicating that they may benefit from interventions to enhance language skills. Receptive Communication: Receptive communication refers to how well one can understand what is being communicated. STUDENT's Receptive Communication score fell within the Well Below Average range. Expressive Communication: Expressive communication is the “output” of language, or the ability to express wants and needs through verbal or nonverbal communication. STUDENT's Expressive Communication score fell within the Below Average range. Motor: A motor skill is a function that involves specific movements of the body's muscles to perform a certain task. These tasks could include walking, running, or riding a bike (gross motor) or using your fingers to properly grip a pencil (fine motor). STUDENT's gross motor skills were considered Average and their fine motor skills fell within the Average range. Social-Emotional: Social-emotional development includes an individual's experience, expression, and management of emotions and behaviors. It includes the ability to establish positive and rewarding relationships with others and encompasses how well we manage ourselves as well as our interactions with others. STUDENT's overall social-emotional skills fell within the High Average. Given their overall score, they possesses social-emotional similar to those of same aged peers. Adaptive: Adaptive behavior includes the age-appropriate behaviors necessary for an individual to function independently in daily life. Adaptive behaviors for young children include maintaining personal relationships, communicating effectively with others, skills such as toileting and eating, as well as playing both independently and with others. STUDENT's overall Adaptive skills were considered Well Above Average. Receptive: STUDENT's Receptive score indicates that they struggles to understand what people are trying to communicate. Expressive: STUDENT's Expressive score indicates that they struggles with communicating wants and needs. Personal: STUDENT's Personal score indicates that they struggles to understand what people are trying to communicate. Interpersonal: STUDENT's Interpersonal score indicates that they struggles to understand what people are trying to communicate. Play and Leisure: STUDENT's Play and Leisure score indicates that they struggles to understand what people are trying to communicate.

Notes / Use Cases

- Assessment area: Developmental - When to use: Bayley-4 developmental assessment write-up - Any district-specific notes:

Anderson · page

Workflow Overview

Place under correct status (Pending, Consent Generated, Review Requested)

School Psych Hub / Anderson School District / Anderson Evaluation Workflow Hub / Anderson Site — Overview
Last edited: 2026-03-18T00:34:02.856Z

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Sections: 🏫 Anderson Site School Psychologist Workflow (Stages 1–5) · 📥 1. Case Intake · 🚦 2. Active Evaluation · 📝 3. Report Writing & Case Completion

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title: Workflow Overview

Last Edited: March 18, 2026

🏫 Anderson Site School Psychologist Workflow (Stages 1–5)

📥 1. Case Intake

Task	Action	System	Owner	Notes
Monitor Email	Check Anderson Gmail for new referrals	Gmail	VA	Use correct profile + SSO
Review & Download Files	Read email, download attachments	Gmail	VA	Move email after upload
Create Student Folder	Search and create folder if none exists	Dropbox	VA	No duplicates
Set Folder Category	Place under correct status (Pending, Consent Generated, Review Requested)	Dropbox	VA	Default = Pending
Create Subfolders	Gen Ed, IEP, Testing Protocols & Score Reports	Dropbox	VA	Follow SOP
Retrieve Records	Pull records from PowerSchool & IDOE	PowerSchool + IDOE	VA	Recent + relevant only
Upload & Organize Docs	Upload files into correct subfolders	Dropbox	VA	No mixing of files
Create ClickUp Task	Add student task with required details	ClickUp	VA	Include DOB, grade, case type
Verify Consent Status	Check if consent is signed or pending	PowerSchool	VA	Critical step
Send Consent Follow-Up	Email parent if consent pending	Email + ClickUp	VA	Log outreach
Determine Case Status	Keep in Pending until consent is signed	Dropbox + ClickUp	VA	🚫 Do not proceed without consent

🚦 2. Active Evaluation

Task	Action	System	Owner	Notes
Verify Consent	Confirm signed consent is uploaded	Dropbox	VA	Required to proceed
Move to Active	Move folder Pending → Active Cases	Dropbox	VA	Signals testing start
Update ClickUp	Add consent date + update status	ClickUp	VA	Start evaluation timeline
Send Rating Scales	Send to parent and teacher	Email/System	VA	Follow SOP
Track Responses	Monitor completion and follow up	ClickUp	VA	Stay proactive
Score Rating Scales	Score completed scales	SOP Tools	VA	Required
Upload Score Reports	Upload to Testing Protocols folder	Dropbox	VA	Must be complete
Update ClickUp	Mark PRS/TRS received + add note	ClickUp	VA	Include date
Finalize Documentation	Ensure all required records are complete	Dropbox + PowerSchool	VA	Before report writing

📝 3. Report Writing & Case Completion

Task	Action	System	Owner	Notes
Prepare for Drafting	Confirm all documentation is complete	Dropbox	VA	Includes rating scales
Check Rating Scale Status	Score or mark PRS/TRS if pending	SOP + ClickUp	VA	Continue drafting if needed
Draft Report	Use Anderson template (Article 7 compliant)	Word	VA	Follow workflow
Complete Sections	Fill all required sections based on data	Template	VA	No assumptions
Proofread Report	Run prompt + team proofreading	SOP	VA	Required
Move to Review	Move folder to “To Review”	Dropbox	VA	Before submission
Update ClickUp	Change status to “For Review”	ClickUp	VA	Notify Kimi
Submit for Approval	Send to Kimi for review	ClickUp	VA/Kimi	Required
Finalize Report	Save as PDF + upload to Drive & Dropbox	Drive + Dropbox	VA	Correct version only
Close Case	Move folder to Completed Cases	Dropbox	VA	Final step
Update ClickUp	Mark as Completed/Closed + add note	ClickUp	VA	Ensure closure

Georgia / Rocky Creek · page

Georgia Charter Workflow Overview

🏫 Georgia Charter (Including Rocky Creek) School Psychologist Workflow (Stages 1–5)

School Psych Hub / Georgia Charter / Georgia Charter Evaluation Workflow Hub / GSIC & Rocky Creek - Overview
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Sections: 🏫 Georgia Charter (Including Rocky Creek) School Psychologist Workflow (Stages 1–5) · 📥 1. Case Intake · 🚦 2. Active Evaluation · 📝 3. Report Writing & Case Completion

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title: Georgia Charter Workflow Overview

Last Edited: March 18, 2026

🏫 Georgia Charter (Including Rocky Creek) School Psychologist Workflow (Stages 1–5)

📥 1. Case Intake

Task	Action	System	Owner	Notes
Monitor Caseload	Check GSIC & Rocky Creek sheets for new referrals	Google Sheets	VA	Do daily
Identify New Cases	Flag students needing folder setup & document retrieval	Google Sheets	VA	Look for updates
Create Student Folder	Search and create folder before downloading files	Dropbox	VA	No duplicates
Set Up Subfolders	Follow SOP folder structure	Dropbox	VA	Must match exactly
Download Documents	Pull most recent files from Shared Drive	Google Drive	VA	No outdated files
Upload to Dropbox	Upload into correct subfolders	Dropbox	VA	Keep clean structure
Organize Files	Ensure proper naming and placement	Dropbox	VA	No duplicates
Identify Missing Docs	Review for missing required documents	Dropbox	VA	Consent, vision/hearing, etc.
Request Missing Docs	Email Ms. Jean Vaught + log in ClickUp	Email + ClickUp	VA	Use template
Retrieve IC Records	Pull grades, attendance, enrollment, behavior	Infinite Campus	VA	Follow IC SOP
Upload IC Records	File into correct subfolders	Dropbox	VA	Keep organized
Determine Case Status	Keep Pending or move to Active based on consent	Dropbox + ClickUp	VA	Consent = gatekeeper

🚦 2. Active Evaluation

Task	Action	System	Owner	Notes
Verify Consent	Confirm signed consent is uploaded	Dropbox	VA	Required to proceed
Move to Active	Move folder from Pending → Active Cases	Dropbox	VA	Signals testing start
Update ClickUp	Add consent date + update status	ClickUp	VA	Accuracy is critical
Send Rating Scales	Send to parent and teacher	Email/System	VA	Follow SOP
Track Responses	Monitor completion and follow up	ClickUp	VA	Stay proactive
Score Rating Scales	Score completed scales	SOP Tools	VA	Required step
Upload Score Reports	Upload to Testing Protocols folder	Dropbox	VA	Must be complete
Update ClickUp	Mark PRS/TRS received + add note	ClickUp	VA	Include date
Finalize Documentation	Ensure all required records are complete	Dropbox + IC + Drive	VA	Before report writing

📝 3. Report Writing & Case Completion

Task	Action	System	Owner	Notes
Prepare for Drafting	Confirm all documentation is complete	Dropbox	VA	Includes rating scales
Check Rating Scale Status	Score or mark PRS/TRS if pending	SOP + ClickUp	VA	Continue drafting if needed
Draft Report	Use GA Charter template + prompts	Word	VA	Follow workflow
Complete Sections	Fill all required sections based on data	Template	VA	No assumptions
Proofread Report	Run prompt + team proofreading	SOP	VA	Required step
Move to Review	Move folder to “To Review”	Dropbox	VA	Before submission
Update ClickUp	Change status to “For Review”	ClickUp	VA	Notify Kimi
Submit for Approval	Send to Kimi for review	ClickUp	VA/Kimi	Required
Finalize Report	Save as PDF + upload to Drive & Dropbox	Drive + Dropbox	VA	Correct version only
Close Case	Move folder to Completed Cases	Dropbox	VA	Final step
Update ClickUp	Mark as Completed/Closed + add note	ClickUp	VA	Ensure closure

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Hub and supporting pages · page

Hannah Templates and Charts

I’m getting ready to come back on site next week and just trying to prepare ahead of time. I have quite a few students I still need to test and several meetings that need to be staffed, so I’m trying to get everything organized before I arrive. Is there any way we can go ahead and get a date on the calendar for this student as soon as possible? If it’s possible to get the missing forms below, that would be great. If not, I’ll go ahead and finish the report so we can move forward and stay on track.

School Psych Hub / Hub Portions / Psycho-Educational Evaluation Report / All Templates
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Sections: Email to Kim Knight · General Email · What Hannah Needs to Check For · Student-Specific Checks

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title: Hannah Templates and Charts

Email to Kim Knight

Subject: Scheduling and Missing Forms Hi Kim, \[Principal’s Name\], and Shay, I’m getting ready to come back on site next week and just trying to prepare ahead of time. I have quite a few students I still need to test and several meetings that need to be staffed, so I’m trying to get everything organized before I arrive. Is there any way we can go ahead and get a date on the calendar for this student as soon as possible? If it’s possible to get the missing forms below, that would be great. If not, I’ll go ahead and finish the report so we can move forward and stay on track. Students and missing forms: - Colton – Parent DP4, Teacher DP4 - Braden – Parent DP4, Teacher DP4 - Hayden – Parent DP4, Teacher DP4, Parent Consent Thank you for helping me get these scheduled, -Kimi - Principal/Assistant principal is Mark Bartmas mbartmas@acsc.net ---

General Email

Subject: Scheduling and Missing Forms Hi \[Teacher’s Name\], \[Principal’s Name\], and Shay, I’m getting ready to come back on site next week and wanted to prepare ahead of time. I have several students I still need to test and quite a few evaluations that need to be closed out and staffed, so I’m trying to get everything organized before I arrive. Is there any way we can go ahead and get a date on the calendar for this student as soon as possible? If it’s possible to get the missing forms below, that would be great. If not, I’ll go ahead and finish the report so we can move forward and stay on track. Students and missing forms: - \[Student Name\] – \[List specific forms, e.g., Parent DP4, Teacher DP4, Consent, etc.\] - \[Student Name\] – \[List specific forms\] - \[Student Name\] – \[List specific forms\] Thank you for helping me get these scheduled, -Kimi

What Hannah Needs to Check For

General Instructions - Confirm which forms are still missing (Parent DP4, Teacher DP4). - Make sure the correct links are being sent for each form (especially DP4 through your WPS account). - Combine all three students (Colton, Braden, Hayden) into one email to Kim Knight, copying the principal and Shay, with the missing forms and scheduling request. - Check if any forms (especially for Hayden) have already been completed before resending to avoid duplicates. - If forms were previously sent or exist in the folders, just include those links in the email rather than resending new ones. - Coordinate with Rachel if anything needs to be verified or cross-checked within the folder or system.

Student-Specific Checks

Student	What to Check	Notes
Colton	Ensure DP4 links (Parent and Teacher) are sent; verify if the forms have already been completed or need to be resent.	DP4 PRS and TRS was sent out on 10/19/2025 under presencelearning account; forms haven’t been started
Braden	Confirm that DP4 forms are missing and send both links; ensure the forms are properly tied to his record.	DP4 PRS and TRS was sent out on 10/19/2025 under presencelearning account; forms haven’t been started
Hayden	Check if DP4s have been done or sent already, confirm consent is in the file (it is), and verify what category he’s being screened for (developmental delay vs autism).	DP4 PRS and TRS was sent out on 10/19/2025 under presencelearning account; forms haven’t been started He’s being screened for DD; has a diagnosis of Autism Disorder by Dr. Suzanne Fox at MHP pediatrics dated 08/06/2021

Linked resources

mbartmas@acsc.net

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Hub and supporting pages · page

📚 School Psych Hub

Main navigation for seven modules and four service areas, two introductory feature sections, meeting notes, quick links, and protected maintenance/storage pages.

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Sections: Module 1: Introduction · Module 3 : SOPs and Workflows · Meeting Updates · Quick Links:

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title: School Psych Hub

Module 1: Introduction & Orientation Module 2: VA Essentials & Toolkit Module 3 : SOPs and Workflows Module 4: General Forms & Templates Module 5: Testing & Report Writing Guide Module 06: Prompt Library Module 7: School Psych OS Portal Guide First Steps Private Practice Anderson School District Georgia Charter

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Module 1: Introduction

Welcome to Module 1: Foundations! This is your first step as a VA supporting school psychologists. In this module, you’ll: - Learn about the role of a school psychologist and the work they do - Get an overview of IDEA and special education laws - Complete HIPAA and FERPA training to understand privacy and compliance requirements

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Module 3 : SOPs and Workflows

Welcome to Module 3: SOPs and Workflows! This module is all about learning *how the work gets done* as a VA supporting school psychologists. Here, you’ll: - Understand the purpose and importance of Standard Operating Procedures (SOPs) - Learn how to follow established workflows for daily and recurring tasks - Review role-specific processes to ensure accuracy, consistency, and compliance Before completing tasks in this module, be sure to carefully read and follow each SOP. These workflows are designed to support the team, reduce errors, and keep everything running smoothly.

Meeting Updates

Notes

Quick Links:

🗒️ Report Templates Open resource Open resource Do NOT Delete, Edit or Move any of these files and any of the sections or subsections below HUB Portions Hub Portions Updates Needed School Psych Hub Components (Do Not Delete) To Archive / To Delete

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Updates l 2025-10-16 l School Psych

Kimi requested a cleaner structure to separate completed evaluations from ongoing services. Create distinct statuses like “Billing Submitted,” “Meeting Completed,” “Report in Progress.”

School Psych 2025-26 / Kimi Psych Weekly Updates
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Sections: 🧠 Psych Team Evaluation Updates · ✅ First Steps Process Refinement · 🔁 First Steps Workflow Redesign · 📝 Nebraska Reports: Compliance & Standardization · 📁 Georgia Charter Reports & Drive Cleanup · 🧩 Team Task Assignments · Kimi (Lead) · KC & J.R. · Rachele · K.C. · 📊 Additional Notes

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Date: Updates l 2025-10-16 l School Psych
Keywords: First Steps, Ga and Nebraska Reports
Multi-select: ['School Psych']

🧠 Psych Team Evaluation Updates

Date: October 16, 2025 Lead: Kimi Format: Internal Staff Notes

✅ First Steps Process Refinement

- ClickUp Reorganization: Kimi requested a cleaner structure to separate completed evaluations from ongoing services. - Create distinct statuses like “Billing Submitted,” “Meeting Completed,” “Report in Progress.” - Evaluation-only cases are complete once billing is submitted and confirmed. - Ongoing cases (receiving additional services) should live on a separate list entirely. - A status glossary will be developed to define each label for internal consistency. - Calendar Invites for Appointments: Appointments (like DJ Daniel’s 10am Saturday eval) must now be scheduled using calendar invites to reduce confusion and missed meetings. - ClickUp Status Updates Requested: Kimi wants more accurate ClickUp tracking for: - Reports that have already been completed. - Cases that were closed years ago. - Follow-up calls (e.g., Zenila and Pierce) to be added to Kimi’s calendar.

🔁 First Steps Workflow Redesign

Goal: Separate completed evaluations from ongoing services to declutter views and improve clarity in ClickUp. Key Updates: - Create separate sections for: - Evaluation Only (Completed) – mark as “Billing Submitted” → “Billing Approved” = Done. - Ongoing Services – needs own tracker; shouldn’t appear in the same workflow as evaluations. - Define statuses such as: - Scheduled, Rescheduled - Meeting Completed - Report Writing - Services Pending - Billing Submitted - Introduce a Status Glossary/Directory for team understanding. - Rename phases in ClickUp to reflect actual steps (e.g., “Psych Eval” → “Evaluation Meeting”, “Report Writing” → separate status). - Calendar invites now required for all sessions. Example: DJ

📝 Nebraska Reports: Compliance & Standardization

- Problem Identified: Reports were using non-compliant eligibility language, such as “student meets eligibility,” which implies predetermination. - Required Change: All statements must defer to the team decision and refer to the speech report or MDT for final eligibility status. - Action Items: - GPT prompt templates will be created to automate compliance and reduce errors. - Report examples will be revised to include source references (e.g., “Information based on 2025 IEP and teacher feedback.”). - Mini Marks Centralization: K.C. will start organizing all SOPs and bookmarks into a central Mini Marks hub to make everything easier to access. - Email System Upgrade: A new email system is launching to integrate with ClickUp for better tracking of Nebraska communication threads. (Rachele)

📁 Georgia Charter Reports & Drive Cleanup

- Urgent Needs: Every student Kimi evaluated must have: - A completed report. - Rating scales uploaded. - Drive folders cleaned and consistently named. - Folder Review: Files uploaded by Gene should be cross-checked regularly to ensure they align with charter templates. - Report Template Fixes: - Outdated text and formatting issues (e.g., red fonts, missing page numbers) will be removed. - Templates must align with correct profiles (e.g., Whiting, Charter School formats).

🧩 Team Task Assignments

Kimi (Lead)

- Overseeing all psych operations, compliance revisions, and final reviews. - Providing example corrections and model templates.

KC & J.R.

- Action: Develop GPT prompts and assist with Mini Marks cleanup to keep documentation and automation moving forward. - J.R. will continue drafting initial report shells, compiling background info, and helping prep files for month-end billing.

Rachele

- Action: Lead ClickUp refinement, assign statuses, and support team communication updates, handle email coordination and presentation for Saturday - Oversee Helpwise system setup for Nebraska. - Assist with folder structure, SOP alignment, and team reminders.

K.C.

- Support report execution (especially for Georgia Charter and Anderson sites). - Help schedule follow-up calls or reminders (e.g., Knox Die).

📊 Additional Notes

- Evaluation vs. Services must be clearly separated in workflow tracking. - Report writing needs its own status and ClickUp area, separate from scheduling. - Remove excess template text that causes confusion and errors. - All templates should include proper eligibility category options and avoid visual distractions (like red font). - GPT prompts will be essential moving forward for consistency and compliance. Quick Overview ** ** 1. Presentation/Billing (Rachele) 2. Helpwise (Rachele) 3. Click Up (Rachele) 4. First Steps (TBD) 5. Minimarks (K.C/J.R) - Hi, Kimi. Done. For your comments. Thank you. -KC https://minimarks.com/podcastteam/school-psych-1760792268# 6. Anderson (K.C./J.R) 7. Georgia Charter (K.C./J.R.) 8. Nebraska (K.C. to learn billing)

Linked resources

https://minimarks.com/podcastteam/school-psych-1760792268#

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Updates l 2025 - 10 -15

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Date: Updates l 2025 - 10 -15
Keywords: Evaluation Process and Organization
Multi-select: ['School Psych']

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Updates l 2025 - 10 - 14

School Psych 2025-26 / Kimi Psych Weekly Updates
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Sections: PSYCH TRAINING · List of Tasks for Psych Assistants · Scoring WJ Achievement · Scoring RIAS · Minimarks · Create a GPT · 🧠 Team Guide: How to Build Our Custom GPT · 🔧 1. Prep Before You Start · 🌐 2. Log In and Begin · ⚙️ 3. Configure the GPT · 🧩 4. Test and Improve · 🚀 5. Share and Use · 💡 6. Best Practices · Nebraska Minimarks

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Date: Updates l 2025 - 10 - 14
Keywords: CEU Renewal, Psych Training
Multi-select: ['School Psych']

Texas Florida

PSYCH TRAINING

List of Tasks for Psych Assistants

Scoring WJ Achievement

Scoring RIAS

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Minimarks

Create a GPT

---

🧠 Team Guide: How to Build Our Custom GPT

Purpose: Create a GPT that helps with report writing, editing, and email drafting, using our preferred tone and workflow. ---

🔧 1. Prep Before You Start

🌐 2. Log In and Begin

⚙️ 3. Configure the GPT

🧩 4. Test and Improve

- Run a few sample prompts using real inputs. - Compare results with our preferred examples. - If tone or structure feels off, adjust the *Instructions*. - Save new versions as you improve it. ---

🚀 5. Share and Use

- Click Share → Anyone with the link (or limit to the team). - Save the link inside ClickUp or Notion. - When testing, leave feedback notes for future updates. ---

💡 6. Best Practices

✅ Be specific and clear in every prompt. ✅ Review outputs before finalizing. ✅ Do not upload sensitive data. ✅ If the GPT drifts in tone, fix the *Instructions* first. ---

Nebraska Minimarks

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Updates l 2025 - 10 - 19 ET (Sunday ET)

Priorities for Kimi - TSP Presentation, slides, fiverr, podcast promo materials Priorities for Kimi - TSP Presentation, slides, fiverr, podcast promo materials

School Psych 2025-26 / Kimi Psych Weekly Updates
Last edited: 2025-10-23T11:11:10.867Z

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Sections: 10.19.2025 (Sunday ET) · 📍 Georgia Charter – In Progress (6 Students) · 📍Anderson – In Progress (8 Students) · Time Tracking · 🧾 Service Type Reference Guide · 🔹 Direct Services · 🔹 Indirect Services · Priorities · UPDATES FROM TEAM (10.19.25 ET)

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Date: Updates l 2025 - 10 - 19 ET (Sunday ET)
Keywords: GA & Anderson Report Writing Priorities/ Time Tracking / Promo Materials
Multi-select: ['School Psych']

10.19.2025 (Sunday ET)

TOP Priorities -Priorities for KC and J.R are #1, #2, and #3 from Priorities List -Priorities for Kimi - TSP Presentation, slides, fiverr, podcast promo materials -Rachele Billing, Cold Email Outreach & Helpwise TOP Priorities -Priorities for KC and J.R are #1, #2, and #3 from Priorities List -Priorities for Kimi - TSP Presentation, slides, fiverr, podcast promo materials -Rachele Billing, Cold Email Outreach & Helpwise Image/attachment: unnamed — open original page to inspect Image/attachment: unnamed — open original page to inspect Image/attachment: unnamed — open original page to inspect

📍 Georgia Charter – In Progress (6 Students)

1. Alese Brown 2. Brian (BJ) Freeman 3. Willow Rose April Browning 4. Julian Phillip Quattlebaum 5. James Lee Johnson 6. Lucas Durham

📍Anderson – In Progress (8 Students)

1. Brayden Layton 2. Hayden Linville 3. William Brooks 4. Leverette Crum 5. Coltin Shaw 6. George Perez 7. Knox Dye 8. Sadie Manning

Time Tracking

---

🧾 Service Type Reference Guide

*For Time Logs and Invoicing*

🔹 Direct Services

These tasks involve real-time interaction or services provided directly to or for a student, family, or educational team.

Category	Definition
Case Review Meetings	Live or virtual meetings with district staff, providers, or parents to discuss a student’s needs, referral status, evaluation timelines, required signatures, or to explain the evaluation process.
Consultation	Brief, targeted collaboration with staff or parents to support student services. This includes behavioral planning, academic interventions, or accommodations discussions.
Observations	Conducting structured observations in classrooms, therapy settings, or other school environments to gather behavioral or academic data for assessment or consultation purposes.
Assessments	Directly administering standardized or informal assessments, structured interviews, or behavioral checklists with students or others. Includes setup and proctoring.
IEP/Evaluation Meetings	Participating in or leading eligibility determination meetings, reevaluation reviews, or IEP team meetings tied to formal assessment data or psychological input.

---

🔹 Indirect Services

These tasks support service delivery but are not face-to-face or live meetings. They are essential for preparation, documentation, and follow-through.

Category	Definition
Scheduling	Coordinating testing times, meetings, or interviews with students, staff, or families via phone, email, or system calendar tools.
Follow-Ups	Reaching out to gather missing documentation, signatures, or incomplete referral items. Also includes confirming appointment details and addressing procedural questions after a service is delivered.
Scoring/Admin	Completing manual or digital scoring of assessment tools, organizing results, or managing systems like rating scale platforms (e.g., BASC, Conners, etc.). Also includes verifying responses or printing/scanning protocols.
Report Writing	Drafting and finalizing psychoeducational, behavioral, or other evaluation reports. Includes writing summaries, integrating data, and reviewing drafts.
Record Review	Reviewing cumulative files, academic records, intervention logs, discipline history, or previous evaluations to inform current services.
Other (Indirect)	Tasks that support student services but don’t fall neatly in the above categories, such as syncing files, preparing consent forms, or internal documentation for case management.

Priorities

Quick Overview ** ** Rachele 1. Billing (Rachele) Monthly; RC and Georgia Charter need to be separate 2. Helpwise (Rachele) 3. Click Up Clean Up - Watch feedback video (Rachele) 4. First Steps (TBD) Kimi 1. Presentation TSP (In Progress - need more information)/ K.C./J.R. 1. Minimarks (KC/J.R) - Hi, Kimi. Done. For your comments. Thank you. -KC https://minimarks.com/podcastteam/school-psych-1760792268# 2. Proper time tracking; Daily Activity Tracking and Time Management Update by Kimi Walker Rachele will check for compliance 3. Anderson (K.C./J.R) report writing, rating scales, scoring and clickup 4. Georgia Charter (K.C./J.R.) 5. Nebraska (K.C. to learn billing) #

UPDATES FROM TEAM (10.19.25 ET)

Rachele TASK DONE FOR THE DAY: -clickup list updates for First Steps - created clickup glossary for First Steps -billing (Anderson) September 2025 - clickup list updates for Anderson - created clickup glossary for Anderson REVISED FIRST STEPS CLICK UP LIST CLICKUP FIRST STEPS Glossary I have clarifications with regard to minimarks (please see my daily updates video recording) JR - initial report writing for Anderson Kiddos (Reason for referral, background, school information/history for the following students: - Hayden Linville, Christopher Parrett, William Brooks, Laverette Crum, Coltin Shaw, Sylvie Manning,George Perez, and Sadie Manning KC - Sent out the parent and teacher rating scales (DP4, Vineland, BASC and Social/Dev't History form) of the students from Anderson: BrLa, CoSh, LeCr, WiBr, SaMa, GePe,KnDy); and ASRS of: BrLa, SaMa, GePe, KnDy). Pulled out the completed form of GePe. Updated the eval report of BrLa. Pulled out the files of WiBr from PowerSchool. Daily Updates/Clarifications

Rachele	https://sharing.clickup.com/clip/p/t90131392047/ce1822e7-3993-4b19-bcb2-691b60a35ce3/ce1822e7-3993-4b19-bcb2-691b60a35ce3.webm?filename=screen-recording-2025-10-20-04%3A43.webm
JR	https://t90131392047.p.clickup-attachments.com/t90131392047/724dd9fc-d16e-47a6-9171-b94664b6a786/Daily Update 10-20-25.mp4?open=true
KC	https://sharing.clickup.com/clip/p/t90131392047/8619a687-dd0d-41bc-ad9e-21315e557666/8619a687-dd0d-41bc-ad9e-21315e557666.webm?filename=screen-recording-2025-10-20-23%3A49.webmClarification: Hi, Kimi! I couldn’t find Knox Dye in PowerSchool, which is why I couldn’t locate the teacher contacts to send the teacher rating scales. According to Shay Bonnell’s email, he is from Eastside Elementary, but the IDOE school information listed Edgewood Elementary. I couldn’t find him in either Eastside or Edgewood Elementary in PowerSchool. Thank you!

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Updates l 2025 - 10 - 20 ET (Monday ET)

Finish reports for Hayden, Braden, and Colton by end of shift; update Colton’s ECAD with new testing data; confirm all observation notes are in correct folders for every student. Email 10th Street Elementary principal about Braden, Hayden, and Colton; mention Hayden’s 23rd deadline (DD only, possible future ASD eval).

School Psych 2025-26 / Kimi Psych Weekly Updates
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Sections: Anderson · First Steps

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Date: Updates l 2025 - 10 - 20 ET (Monday ET)
Keywords: Anderson / First Steps
Multi-select: ['School Psych']

Anderson

Video Overview 🎯 Immediate Priorities Finish reports for Hayden, Braden, and Colton by end of shift; update Colton’s ECAD with new testing data; confirm all observation notes are in correct folders for every student. Anderson (Done by end of shift today, Monday 10/20 ET ) Hayden Brayden Coltin William Brooks Sadie (can happen on Tuesday ET) ** 📧 Email & Scheduling (Rachele)** Email 10th Street Elementary principal about Braden, Hayden, and Colton; mention Hayden’s 23rd deadline (DD only, possible future ASD eval). Ask Shay who to contact for Compass scheduling; include William and Christopher Parrot with due dates. Email Eastside Elementary principal Sonia Cadwell; note plan to test George and Knox Wednesday; CC Shay and Anderson email. Email Erskine Elementary; confirm consent for Sadie and Sylvie; Sadie likely ASD, Sylvie pending consent. Email Valley Grove; request meeting date and mention testing goal for tomorrow or Wednesday. Always CC Shay (Mr. Bonnell) and Anderson email on all principal communications. ** 🏫 Anderson-Specific Tasks** Prioritize Anderson evaluations; all testing, reports, and meetings due by December 1. Check inboxes for Anderson consents or referrals possibly sent to admin email. Ensure folders are created or updated for Anderson students (Casey may assist). Upload meeting dates from Jean into ClickUp. ** 👩🏽‍🏫 Individual Student Notes** DaVinci (Vinci): emergency case; confirm consent before testing. Knox: call mother to confirm attendance and gather outside or ABA reports. Sadie and Sylvie: ensure consent and folders are complete. ** 🗂️ Process Improvements** Create quick-reference principal directory with names and emails; ensure all team members submit update videos each shift; use group thread for communications until permanent protocol is finalized.

First Steps

Video Overview 3 open evals - Daniel “DJ” - NEEDS BE COMPLETED THIS SHIFT-ish/ as much as possible by mid day tomorrow Telepeeds Summary and Meeting Preparation by Kimi Walker Video Explainer - Pierce (10/5 and 10/6 tested) K.C. Needs to be finished by no later than 10.22.2025 - Yadsen (10/2 evaluated) J.R. Needs to be finished by no later than 10.22.2025 - 🎯 First Steps, priority actions Set owner, due date, and status parameters for First Steps tasks in ClickUp; add time-bound rules so items cannot sit in “report writing” without a deadline. Require end-of-shift update videos from all team members; post in the group thread until a permanent protocol is finalized. Always book and list children with full first and last names; update calendar invites and ClickUp to include full legal names. 🧾 Billing and compliance Audit billing status for Pierce; identify blocker, confirm if face-to-face form is the issue, and correct immediately. Send face-to-face forms for all open First Steps cases; use Adobe access, send SMS link to parents, and confirm signature receipt the same day. Create a quick checklist for billing readiness; include consent on file, face-to-face signed, transcript uploaded, external reports filed. 🗂️ Records and transcripts Pull Fireflies transcripts for each case; label each file “Assessment Transcript,” and place in the correct child’s folder. Attach outside reports where available; for Daniel, attach the school evaluation from mom and your evaluation notes from yesterday. 🧑🏽‍💼 Delegation and ownership Rachele, delegate tasks and assist where helpful; define who summarizes, who compiles, and who finalizes reports. Assign DJ (Daniel) to Rachele; due today-ish (10/21), aging out this Thursday, non-negotiable. Assign Pierce to KC; due by early tomorrow-ish (10/22), confirm transcript and finish report. Assign the simplest transcript-ready case to JR; due by early tomorrow-ish, JR handles summary and compilation (10/22). Assign Yadsen to a writer Rachele selects; due by 10-21 to 10-23, do not let it slip. 📝 Report production For each case, workflow is transcript to summary to compile into template; use prompts, follow the current First Steps report format. If OT or PT notes are referenced by Liz, locate them and include a concise summary in the report; likely Pierce. Confirm the latest IFSP in each file; if a 30-month IFSP is present and not too old, reference it, otherwise note limitations. ⏱️ Deadlines and SLAs Daniel (DJ) due today 10-20; report must be completed and ready for billing. Pierce due by 10-21 or 10-22; complete report and resolve billing blocker. Yadsen due by 10-21 to 10-23; finalize without further delay. Implement a two-week maximum from test date to report completion; October 6 tests must be closed immediately. 📣 Communication and visibility Post daily which 3-4 reports were completed; include child name, status, and billing readiness. Create a simple responsibilities protocol; who summarizes, who compiles, who checks compliance, and who bills. Flag any blockers in ClickUp with a comment and an owner; include what is needed and by when.

Linked resources

Telepeeds Summary and Meeting Preparation by Kimi Walker

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Updates l 2025 - 10 - 21 (Tuesday ET)

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Keywords: NO UPDATES
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NO UPDATES

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Updates l 2025 - 10 - 22 (Wednesday ET)

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Date: Updates l 2025 - 10 - 22 (Wednesday ET)
Keywords: WISC 5 Scoring, Anderson - Davinci Goff
Multi-select: ['School Psych']

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Updates l 2025 - 10 - 23 (Thursday ET)

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School Psych 2025-26 / Kimi Psych Weekly Updates
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Updates l 2025 - 10 - 26 (Sunday ET)

Here’s an updated and expanded version of your School Psych Team Weekly Operations Update that now includes the rollout of your new Training & SOP Hub and team participation expectations. Rachel has been doing far more than she should. She needs to delegate many of her current tasks so she can focus on admin and coordination duties.

School Psych 2025-26 / Kimi Psych Weekly Updates
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Sections: Week of 10.26.2025 · 🧠 School Psych Team Weekly Operations Update · 1. Role Clarification for Rachel · 2. Attendance and Shift Accountability · 3. MiniMarks (Browser Bookmarks) · 4. Report Completion · 5. Indiana Template Revision · 6. Daily Briefing and Tracking Tasks · 7. Time Tracking · 8. Board Management and Ownership · 9. Communication Standards · 10. Training & SOP Hub Development · 11. Immediate Priorities Summary · 10.26.2025 Updates

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Date: Updates l 2025 - 10 - 26 (Sunday ET)
Keywords: Anderson Report Feedback, team AI
Multi-select: ['School Psych']

Week of 10.26.2025

10.26.2025 VIDEO OVERVIEW Here’s an updated and expanded version of your School Psych Team Weekly Operations Update that now includes the rollout of your new Training & SOP Hub and team participation expectations. ---

🧠 School Psych Team Weekly Operations Update

Focus: Accountability, Efficiency, and Role Alignment ---

1. Role Clarification for Rachel

Rachel has been doing far more than she should. She needs to delegate many of her current tasks so she can focus on admin and coordination duties. Tasks Rachel should no longer do: - Writing or drafting original reports - Summarizing information with AI tools - Sending out digital rating scales - Scoring digital rating scales or paper protocols - Entering raw scores into PAR, INC, or Q-Global Goal: Rachel supports admin flow and task management, not execution-level work. If she keeps doing hands-on scoring or writing, the team cannot scale. ---

2. Attendance and Shift Accountability

Some team members are not showing up when they said they would, based on timesheets and screenshots. Expectations: - If you say 8:30 or 9:00 a.m., be present at that time. - If something comes up, communicate before your shift. - Rachel should not have to complete your step because you are unavailable. Reminder:We are flexible but not casual. Consistent attendance is part of reliability. ---

3. MiniMarks (Browser Bookmarks)

There are duplicate and incorrectly named MiniMarks. This defeats their purpose. Action Steps: - Ensure you have the correct MiniMarks folder in your browser. - Rename bookmarks properly using the provided video guide. - Remove duplicates and update links you use frequently. - Add any missing tools you regularly access. - Minimarks Renaming Bookmarks How to Rename a Bookmark \| Editing Bookmarks \| minimarks - Minimarks Renaming Video by Kimi Walker Goal: Quick, organized access to tools and resources. Everyone should be able to navigate easily. ---

4. Report Completion

Reports assigned last week need to be finished. Requirements: - Reports must be conference or meeting ready. Rachel will explain what that means, but in short: if a school calls me at noon, the report should be ready for me to walk into that meeting as is. - Submit an updated list of which reports are 100% complete. ---

5. Indiana Template Revision

The current Indiana report template needs improvement. Next Step: - Rachel and I will work together on one shared template document. - Once finalized, everyone will work from that template going forward. ---

6. Daily Briefing and Tracking Tasks

The current daily briefing process has drifted from its purpose. Effective immediately: - Pause the separate daily briefing and site updates. - For now, JR and KC should post links directly in the designated thread. - Return to using the ClickUp tracking boards for updates. Clarifications: - The daily briefing video should be a short (2–3 minute) summary. - It does not replace the ClickUp board or status updates. - You must change your own task statuses in ClickUp. - Rachel will no longer handle day-to-day status updates. Goal: *Daily briefings = overview videos.* *ClickUp = true project management and record of progress.* ---

7. Time Tracking

Time tracking has been inconsistent. Expectation: - Every team member should record time at the end of each shift. - Include task-level detail in the tracker. - The detail you put in the daily briefings belongs in the time tracker. If time tracking is incomplete, it delays pay approvals and billing accuracy. ---

8. Board Management and Ownership

Rachel should not be the only one updating ClickUp statuses. Action Plan: - Begin transitioning task ownership starting with Anderson and Nebraska. - Georgia Charter follows next. - Everyone must take ownership of their own task updates. Rachel can help clean up or clarify, but she should not carry the board. ---

9. Communication Standards

We are moving toward more asynchronous communication as the team grows. Expectations: - Use short screen recordings or voice messages to summarize your work. - Show your screen when walking through updates. - Keep videos focused, under 5 minutes when possible. - Avoid long text paragraphs when a video would be clearer. ---

10. Training & SOP Hub Development

We now have a Training Hub Portal that will serve as the central place for all SOPs, tutorials, updates, and workflows. This will replace scattered files, links, and DMs. Purpose: To have one structured, central location where the team can find: - SOPs and workflows - Daily update templates - Tutorials and AI-enhanced guides - Links to ClickUp boards and databases Structure and Roles: - Rachel and KC will take the lead in building and organizing the hub. - JR will assist later in the week to help enhance tutorials and add visuals. - Everyone will spend 45 minutes to 1 hour per day this week contributing to the hub. Notes: - If a tutorial already exists (on YouTube, team video, or another site), use it. Do not recreate it. - Each section will be a “module” within the hub. Anderson is being used as the example format. - The daily briefing sheet will be incorporated into this database for seamless integration. - SOPs and training content will continue to grow and evolve as new needs arise. Goal: By Friday, have the foundational modules completed and connected, creating a single, organized training and reference system for the entire team. ---

11. Immediate Priorities Summary

- ✅ Rachel transitions from doing execution work to admin management. - ✅ Team members improve attendance and communicate schedule changes. - ✅ Correct and organize MiniMarks bookmarks. - ✅ Complete all pending reports and mark them meeting ready. - ✅ Finish Indiana template revision with Rachel and Kimi. - ✅ Transition ClickUp status ownership to each team member. - ✅ Resume consistent time tracking every shift. - ✅ Pause daily briefing pages and simplify updates to threads. - ✅ Contribute 45–60 minutes daily to the Training & SOP Hub. (TBD- Wait for Guidance)

10.26.2025 Updates

Report Reviews: Team.Ai 10.26.2025 VIDEO OVERVIEW Here’s an updated and expanded version of your School Psych Team Weekly Operations Update that now includes the rollout of your new Training & SOP Hub and team participation expectations.

🧠 School Psych Team Weekly Operations Update

Focus: Accountability, Efficiency, and Role Alignment

1. Role Clarification for Rachel

2. Attendance and Shift Accountability

3. MiniMarks (Browser Bookmarks)

4. Report Completion

5. Indiana Template Revision

6. Daily Briefing and Tracking Tasks

7. Time Tracking

8. Board Management and Ownership

9. Communication Standards

10. Training & SOP Hub Development

11. Immediate Priorities Summary

10.26.2025 Updates

Report Reviews: Team.Ai

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School Psych 2025-26 / Kimi Psych Weekly Updates
Last edited: 2025-10-25T23:18:45.175Z

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