(TVI) to supplement the information provided by
the criterion-reference and curriculum based assessments are invaluable. This approach gives
the evaluator and the assessment team a sense
of what the student is doing in the classroom,
which is something the team may not be able to
document by using standardized assessments
alone. When assessing a young student or a student with significant support needs who is from
CLDB, the assessments are primarily comprised
of observations and checklists that can be completed most efficiently and meaningfully by interviewing or gathering data from all the professionals who work with the student. In addition, interviewing the parent/caregiver or family members in
the home language will provide additional insight
into the ability of the student that will assist in determining the present level of performance and
areas of need to be addressed in the individual
education plan. This is one of
Type of
Assessment
Name of Assessments
Criterion- Brigance Assessment of Basic Skills
Refer-Revised, English and Spanish
enced
Edition (available in other lanAssessguages; use with accommodaments
tions from the LMA/FVE)
Battelle Developmental Inventory-II
(BDI-II), Spanish Edition
(available in other languages; use
with accommodations from the
LMA/FVE)
CurriculumBased
Assessments
16
Oregon Project for Preschool Children who are Blind or Visually Impaired (available in Spanish; observations in multiple settings,
and interviews with the classroom
teacher, service providers, the
teacher
