15 Common IEP Tests + What They Tell You about Your Child.
Once your child completes their evaluations, the next step is the IEP eligibility meeting. That’s where the team reviews the results and decides whether your child qualifies for special education. And this is where many parents get stuck.
Because the decision isn’t just based on having a diagnosis or struggling in school, it’s based on what those evaluation results actually show. Before you walk into that room, you should have a basic understanding of what those test results are telling you. Because those “IEP scores” everyone is talking about? They’re what drive the entire conversation.
I have a separate post on how to prepare for an IEP eligibility meeting. Part of understanding their IEP eligibility, and helping them in the future, depends on parents understanding all these “IEP test scores” as some call them.
Even if you agree with your child’s IEP eligibility and disability eligibility category, it’s essential to understand the IEP test scores. The information from these evaluations is what is used to write your child’s IEP present levels. The data from these IEP tests are used as your child’s baselines for their goals and for IEP progress monitoring.
This post is to help you understand the testing itself. I have another on what an IEP evaluation is and this post on IEP eligibility and How to Prepare for an IEP Eligibility Meeting. (yes, it’s a lot–small steps, will add up, so pace yourself)
Here is a video with myself and the President of the LDAA–Learning Disabilities Association of America, explaining more.
IEP Tests and Assessments
But, whether it’s regular ole IEP evaluations, the child’s triennial re-evaluations or an IEE, there are common assessment tools used by schools and evaluators. During an IEE, a good evaluator will schedule an appointment with the family to go over the results and explain them to you.
The school is also required to do this, per IDEA. They are required to have someone who explains the evaluation results to you. However, in my experience, when this happens it is much less comprehensive than what an IEE does.
And, since parents are often overwhelmed and/or intimidated by the school team, they often do not ask questions if they do not understand. This also can happen because the parent doesn’t want to appear “weak” or less informed than the school staff.
However, I disagree with this philosophy for two reasons–
- Again, IDEA requires them to provide you with someone who can explain your IEP testing scores to you.
- They do not know your job. You are not a psychologist. They are not a realtor, dentist or who knows what else…..they are not expected to perform your job, so let go of the expectation of yourself that you can do theirs.
If you have specific questions, reach out to the evaluator who did yours.
Common Educational Assessments used for IEP Testing
There are very common evaluations that are done in schools. Here are some of the most common. I put their nicknames behind them since they are more Special Education Acronyms for all of us to learn.
I am also putting some helpful documents about each IEP test so that you can at least understand what the IEP test score was looking for (what skill ability or deficit).
New versions or publications of assessments come out all the time. The core focus of that assessment will not change, but some things might.
Wechsler Intelligence Scale (WISC-V)
- aka “the wisc” (note: do not confuse the wisc with the wiat, which is below)
- Measures a student’s cognitive ability; identify and diagnose intellectual and learning disabilities; measure the ability to analyze and synthesize information, quantitative reasoning and induction, and visual working memory; Evaluate cognitive processing strengths and weaknesses; Assess giftedness and the impact of brain injuries
- Who usually conducts: School psychologist.
- Report: It usually looks at three intelligence quotient (IQ) scores: verbal IQ, performance IQ, and full-scale IQ. The subtests within these areas often provide good information about a student’s strengths as well as areas of need. Dig deep into the subtest results as they contain a lot of good information.
- More added weirdness: this is a test that you can have your child take a course and prepare for; yes, many parents treat these like the SAT.
Wechsler Individual Achievement Test-WIAT
- aka “the wiat” pronounced like the boy’s name-Wyatt
- WIAT-4 features new subtests and expanded scoring capabilities, including composites for Phonological Processing, Orthographic Processing, Writing Fluency, and an Orthographic Processing Extended Composite*
- The included Dyslexia Index Scores support efficient, reliable screening.
- New: Phonemic Proficiency – measures speed and accuracy of phonological manipulation
- New: Orthographic Fluency – measures speed of irregular word reading
- New: Decoding Fluency – measures speed of pseudoword reading
- New: Sentence Writing Fluency – measures speed of sentence composition
- New: Orthographic Choice* – measures recognition spelling skills
Woodcock-Johnson Psychoeducational Battery
- aka “woodcook johnson”
- Measures Individual educational achievement; very common test for full IQ score, but not without flaws; Includes diagnostic utility for learning disabilities, giftedness, and non-English speaking populations
- Who conducts: Usually special-education teacher.
- Data: Test includes mandatory sections and optional subtests. The scores are then combined into composite scores. The identified areas help the IEP team look at specific areas of need, which then help create meaningful IEP goals.
- Added weirdness: There are actually courses online and in-person, that parents sign their kids up for, to prepare for this test. In other words, they want their kids to test as gifted.
Behavior Assessment System for Children (BASC)
- aka “the basc”
- Measures a student’s behavior and mental health, including how the student sees him- or herself as well as how parents and school staff view the student
- Can differentiate between hyperactivity and attention problems
- Identify behavior problems as required by IDEA, and for developing FBAs, BIPs, and IEPs.
- Who usually conducts: Parents, classroom teacher, special-education teacher, and sometimes the student. This test requires multiple people filling out a questionnaire to look for patterns and concerns.
- Report: These evaluations do not offer a diagnosis but instead look at life skills, social skills, social concerns, and attention. It may help identify mental-health concerns and/or behavioral issues.
Vineland Adaptive Behavior Rating Scale Scale
- aka “the vineland”
- measures a student’s functional skills, among other areas; Correspond scales to the three broad domains of adaptive functioning specified by the American Association on Intellectual and Developmental Disabilities and by DSM-5 – Communication, Daily Living Skills, and Socialization.
- Who conducts: this is a multipart test and teachers and caregivers should complete a portion; this test actually has been normed to test ages 0-90!
- Report: this test should identify functional living skills deficits, social skills deficits and other non-academic deficits if they exist
Clinical Evaluation of Language Fundamentals (CELF)
- aka “the celf”
- Measures verbal and written language, which may also include articulation, semantics, and pragmatic aspects of speech and language in both expressive and receptive communication; includes Speech subtest and Pragmatics Activities Checklist
- Two new index scores help you determine if a child has the language skills needed to transition to the classroom
- Who conducts: Speech and language therapist (SLP)
- Report: This test can direct the IEP team to develop goals and also accommodations such as books on tape or written (not verbal) instructions as well as for direct therapy with the SLP for both expressive and receptive language.
WRAML2 (Wide Range Assessment of Memory and Learning, Second Edition)
The WRAML2 (Wide Range Assessment of Memory and Learning, Second Edition) is a standardized test that assesses various aspects of memory functioning and learning ability. It evaluates an individual’s ability to learn and retain new information, encompassing both verbal and visual memory. This test is commonly used in schools and clinical settings to identify memory deficits or strengths, which can assist in diagnosing learning disabilities, ADHD, and other neurodevelopmental or cognitive disorders.
Specifically, the WRAML2 measures:
- Verbal Memory – How well the individual remembers spoken information.
- Visual Memory – The ability to recall visual images or spatial information.
- Attention and Concentration – This can include immediate memory and the capacity to hold information temporarily for tasks.
- Working Memory – The ability to manipulate information held in memory.
TOLD-P:4 (Test of Language Development-Primary, Fourth Edition
The TOLD-P:4 (Test of Language Development-Primary, Fourth Edition) is a standardized test designed to assess language skills in children aged 4 to 8 years and 11 months. It evaluates a child’s spoken language abilities across several key areas, making it useful in identifying language disorders or delays, which can be critical for developing an IEP or 504 Plan.
The TOLD-P:4 assesses six core language areas:
- Listening – The ability to understand spoken language.
- Organizing – The ability to categorize and sequence words and information.
- Speaking – Expressive language, including both grammar and word usage.
- Semantics – Understanding the meaning of words and sentences.
- Syntax – Grammatical rules and sentence structure.
- Phonology – Sound patterns in speech.
This test is frequently used by speech-language pathologists as part of the evaluation process to help determine if a child needs language-based services or accommodations within an educational setting.
Peabody Picture Vocabulary Test (PPVT)
The Peabody Picture Vocabulary Test (PPVT) is a widely used standardized test that assesses a person’s receptive vocabulary, or their ability to understand spoken words. It is typically administered to individuals ranging from ages 2.5 through adulthood. The test measures how well someone understands the meanings of words by asking them to select the picture that best represents the word spoken by the examiner.
Key points about the PPVT:
- It is non-verbal, meaning the individual being tested only needs to point to the correct picture and does not need to speak.
- It can be used to assess language comprehension, particularly in young children or those with speech or communication challenges.
- Often used as part of evaluations for children with language delays, learning disabilities, or intellectual disabilities, the PPVT helps provide insight into a child’s receptive language ability, which can be crucial in developing IEPs or 504 plans.
The PPVT is frequently paired with expressive language assessments to get a full picture of a child’s language skills.
Here is the Peabody Developmental Motor Scales PDF, aka the PDMS-2 scoring manual PDF, so you can at least see the age range and how it’s scored.
GFTA
The GFTA (Goldman-Fristoe Test of Articulation) is a standardized test used to assess speech sound production in children, typically aged 2 to 21 years. It helps identify articulation disorders by evaluating how well a person produces specific sounds in their speech. The GFTA is frequently used by speech-language pathologists as part of the diagnostic process to determine if a child has articulation difficulties, which can impact overall communication skills.
Key components of the GFTA:
- Sound-in-Words: The child is shown pictures and asked to say what the picture represents, helping to evaluate their ability to produce specific consonant sounds.
- Sound-in-Sentences: The child is asked to repeat sentences, allowing the evaluator to assess the child’s ability to produce sounds in connected speech.
- Stimulability: This section checks whether the child can correct their mispronunciation when given cues or models of correct pronunciation.
Here is the GFTA-3 standard scores table PDF, which is also called the GFTA-3 score interpretation or Goldman Fristoe test of articulation scoring
DIBELS
I say “die-bbles” but I hear people say “dibbles” too.
DIBELS (Dynamic Indicators of Basic Early Literacy Skills) is a set of standardized, short fluency measures used to assess early literacy and reading skills in children from kindergarten through 8th grade. The tests are designed to monitor the development of pre-reading and early reading skills, and they help educators identify students who may be at risk for reading difficulties.
Key areas assessed by DIBELS include:
- Phonemic Awareness – The ability to hear, identify, and manipulate sounds in spoken words.
- Alphabetic Principle – Understanding the relationship between written letters and their corresponding sounds.
- Fluency with Connected Text – How quickly and accurately a student can read passages of text.
- Vocabulary and Comprehension – Understanding and interpreting the meaning of what is read.
The DIBELS assessments are typically brief, one-minute measures that track a child’s progress over time. They are often used as part of a Response to Intervention (RTI) model to help teachers tailor instruction to meet individual students’ needs, identify those who need additional reading support, and monitor the effectiveness of interventions.
BRIEF
The BRIEF (Behavior Rating Inventory of Executive Function) is a standardized assessment tool used to evaluate a child’s executive functioning—the mental processes that help with tasks like planning, organizing, regulating behavior, and managing emotions. The BRIEF is typically used for children aged 5 to 18 years and can be completed by parents, teachers, or the child themselves (in adolescent versions).
The BRIEF measures various aspects of executive function, including:
- Inhibit – The ability to control impulses and stop one’s own behavior at appropriate times.
- Shift – The ability to adapt to change, transition between tasks, or adjust to new information.
- Emotional Control – The ability to regulate emotional responses.
- Initiate – The ability to start tasks independently.
- Working Memory – The capacity to hold and manipulate information for short-term use.
- Plan/Organize – The ability to plan tasks and manage materials.
- Organization of Materials – The ability to keep belongings and spaces in an orderly manner.
- Monitor – The ability to check work and keep track of personal performance.
The BRIEF is often used in assessments for children with ADHD, autism, learning disabilities, and other conditions that affect executive function.
CTOPP
The CTOPP (Comprehensive Test of Phonological Processing) is a standardized test used to assess phonological processing abilities in children, adolescents, and adults. Phonological processing refers to the brain’s ability to recognize and manipulate the sound structures of language, which is crucial for learning to read. The CTOPP is commonly used to identify reading difficulties, including dyslexia.
The CTOPP evaluates three key areas:
- Phonological Awareness – The ability to recognize and work with sounds in spoken words (e.g., identifying rhymes, breaking words into syllables).
- Phonological Memory – The ability to remember spoken information for a short time, which is essential for tasks like decoding new words.
- Rapid Naming – The ability to quickly name common objects, letters, or numbers, which relates to reading fluency.
The CTOPP helps in identifying specific phonological weaknesses that might be hindering a student’s reading and writing skills.
CTONI
The CTONI (Comprehensive Test of Nonverbal Intelligence) is a standardized test that measures nonverbal reasoning abilities in individuals aged 6 to 90. It is designed to assess intelligence without relying on language, making it ideal for individuals who have language or speech impairments, are non-English speakers, or have hearing impairments.
The CTONI evaluates nonverbal intelligence through tasks that require problem-solving and reasoning skills, typically using shapes, symbols, and abstract patterns. It has two main subtests:
- Pictorial Subtests – Use pictures or drawings to assess reasoning.
- Geometric Subtests – Use abstract geometric designs.
The CTONI is often used when verbal intelligence tests may not provide an accurate measure of a child’s abilities, especially in cases where a student has language or communication challenges.
KTEA aka “the Kaufman”
The KTEA (Kaufman Test of Educational Achievement) is a standardized assessment used to measure academic skills in children, adolescents, and young adults, typically from ages 4.5 to 25 years. It evaluates a wide range of academic areas, helping to identify learning disabilities and other educational challenges, such as reading disorders (like dyslexia), math disabilities, or writing difficulties.
The KTEA assesses four key academic domains:
- Reading – Includes skills like letter and word recognition, reading comprehension, and decoding.
- Mathematics – Assesses basic math skills, math problem-solving, and fluency with numbers.
- Written Language – Measures spelling, written expression, and mechanics.
- Oral Language – Evaluates expressive and receptive language skills, such as listening comprehension and oral expression.
Here is the KTEA scoring manual, and the KTEA 3 subtest descriptions. Again, I’m not a psychologist, but IEP parents need to at least know what something like a Kaufman Test of Educational Achievement or what the KTEA scoring is looking for. You want to be able to compare year to year.
Listen, I could go on all day and list 20 or 25 more. But I’ll stop now. This should be enough to get you started. Again, ask the school psychologist to explain them to you if you do not understand.
And, if you don’t agree with the evaluations, you may want to request an IEE. What is an IEE? IEE stands for Independent Education Evaluation. It typically is done by an outside evaluator of the parent’s choosing. While it’s not the only reason to request an IEE, I find the most common one is “disagreeing with the school’s evaluations.”
