Assessment Tools
Multidisciplinary evaluation teams should meet to determine the most appropriate evaluation tools based on the student's abilities and needs and the team's concerns. According to Rule, 6A-6.0331, Florida Administrative Code (F.A.C.), “a variety of assessment tools” must be used and should be:
- technically sound,
- selected and administered so as not to be discriminatory on a racial or cultural basis,
- in the student’s native language or other mode of communication and in the form most likely to yield accurate information,
- valid and reliable,
- *administered by trained and knowledgeable personnel, and
- selected and administered so as to best ensure that if an assessment is administered to a student with impaired sensory, manual, or speaking skills, the assessment results accurately reflect the student’s aptitude or achievement level or whatever other factors the test purports to measure, rather than reflecting the student’s sensory, manual, or speaking skills, unless those are the factors the test purports to measure (Rule, 6A-6.0331, F.A.C.).
*The following projects/agencies may be available to assist with evaluation processes in a district where capacity for personnel trained and knowledgeable in the areas of deaf/hard of hearing (DHH) and/or dual-sensory impaired (DSI) is not available:
- Auditory-Oral Clarke Schools for Hearing and Speech
- Auditory-Oral University of Miami Debbie School
- Florida School for Deaf and Blind (FSDB) Outreach Evaluation Services
Once assessments are completed, the team may collect and organize data using the Florida Individual Performance Profile for Students who are Deaf and Hard of Hearing (FLIPP). The FLIPP is an optional resource designed as a multi-purpose data-based discussion tool that presents a "picture" of standardized and functional assessments for children who are deaf or hard of hearing (DHH). The FLIPP was developed to assist IEP/504 teams in determining a student’s needs in multiple facets of their educational programming, including placement in the least restrictive environment. It is not an assessment by itself; rather, it is a tool to profile the results of the various assessments conducted.
Florida DHH Eligibility Minimum Required Assessments
- FL Rule 6A-6.03013, F.A.C., ESE Eligibility and Assessments for Students Who Are DHH
- Audiological Report
- Functional Listening Assessment
- Communication and Language Assessment
- Special Skills Assessment
FL Rule 6A-6.03013, F.A.C., ESE Eligibility and Assessments for Students Who Are DHH
Required assessments as seen in Rule 6A-6.03013, F.A.C.:
"A full and individual evaluation must be conducted by a school district to identify a student who is deaf or hard of hearing as eligible for exceptional student education and consider the individual needs of a student who is deaf or hard of hearing when developing, reviewing, or revising an Individual Educational Plan (IEP) in accordance with Rules 6A-1.09401(1)(j), 6A-1.09414, 6A-6.03028, 6A-6.0331, and 6A-6.03411, F.A.C."
The initial evaluation must be conducted within sixty (60) days of receiving parental consent for the evaluation (34 C.F.R. § 300.301(c)(1), Rule 6A.6.0331, F.A.C.). For a student who is, or who is suspected of being, deaf or hard of hearing, in addition to the provisions provided in Rules 6A-1.09401(1)(j), 6A-1.09414, 6A-6.03028, 6A-6.0331, and 6A-6.03411, F.A.C., evaluation for eligibility must include:
- An audiological report.
- *Functional listening assessment.
- *Communication and language assessment (including pragmatic language).
*Section 6A-6.03013(3)(d), F.A.C., states:
If either of these assessments provides sufficient information to determine that a student who is deaf or hard of hearing is eligible for exceptional student education, the other assessment must be waived for the purpose of determining eligibility. However, if the assessment is waived because it was not necessary to determine eligibility, the assessment must be completed during the IEP process [within 30 days].
Within 30 calendar days (Rule 6A-6.03028, F.A.C.) after a child is determined eligible for exceptional student education (ESE); to help identify the educational needs of a student who is DHH, the district must conduct the following assessments:
- Any assessment waived for the eligibility determination; and
- A special skills assessment.
Additional Considerations
The highly-specialized needs of students who are DHH may require additional assessment components to produce an accurate data depiction of the whole child. This may include, but is not limited to:
- Comprehensive assistive technology
- Hearing assistive technology
- Language skills in multiple languages
- Speech and auditory skills
- Additional skills that may help determine student readiness for specific access support such as interpreter readiness, captioning readiness, transition, etc.
Once assessments are completed, the team may collect and organize data using the Florida Individual Performance Profile for Students who are Deaf and Hard of Hearing (FLIPP). The FLIPP was developed to assist IEP/504 teams in determining a student’s needs in multiple facets of their educational programming, including placement in the least restrictive environment. It is not an assessment by itself; rather, it is a tool to profile the results of the various assessments conducted.
Audiological Report
What is it?
Section 6A-6.03013(3)(a). F.A.C., defines an audiological report as following: "An audiological report must include a summary of the hearing and medical history, audiological evaluation results, and a diagnosis of any [emphasis added] hearing impairment or loss."
Rule 6A-6.03013. F.A.C. defines deaf and hard of hearing as:
(a) Deaf means a hearing level that is so severe that it impacts the processing of linguistic information through hearing, with or without amplification, that adversely affects the student’s educational performance [emphasis added].
(b) Hard of hearing means a hearing impairment or loss, whether permanent or fluctuating, that adversely affects a student’s educational performance [emphasis added], but that is not included under the definition of deaf.
Who can conduct it?
"A licensed audiologist must provide the audiological report."
Functional Listening Assessment
For a list of available functional listening assessments, please refer to the section below "Available Assessment Tools" under "Functional Listening Assessments"
What is it?
Section 6A-6.03013(3)(b). F.A.C., defines a functional listening assessment as follows: "A functional listening assessment is an assessment that determines how noise, distance, and visual input affect a student’s listening abilities."
Who can conduct it?
"This assessment must be conducted by a teacher of the deaf or hard of hearing or a licensed speech language pathologist [knowledgeable in the area of deaf or hard of hearing as seen in Rule, 6A-6.0331, F.A.C.]."
Sections 6A-6.03013(1)(c)-(d). F.A.C., define a speech language pathologist and a teacher of the deaf or hard of hearing as follows:
(c) Speech Language Pathologist means an individual who is certified or licensed in speech or language pathology in accordance with Rule 6A-4.01761, Florida Administrative Code (F.A.C.).
(d) Teacher of the deaf or hard of hearing means an individual who is certified in the area of deaf or hard of hearing in accordance with Rule 6A-4.0172, F.A.C.
Communication and Language Assessment
For a list of available communication and language assessments, please refer to the section "Available Assessment Tools" below under the following tabs:
-
Assistive Technology (AT) and Related Services Assessment Tools
-
English and Other Spoken Languages and Communication Assessment Tools
What is it?
Section 6A-6.03013(3)(c). F.A.C., defines communication and language assessment as follows: "A communication and language assessment is an assessment that addresses expressive and receptive language, including pragmatic language. The assessments must consider a student’s preferred mode of communication, such as American Sign Language, spoken language, signed or written language, with or without visual support or hearing assistive technology, augmentative and alternative communication, or a combination thereof."
Who can conduct it?
"These assessments must be conducted by a teacher of the deaf or hard of hearing, a licensed speech language pathologist [knowledgeable in the area of deaf or hard of hearing as seen in Rule, 6A-6.0331, F.A.C.], or a combination of both."
Sections 6A-6.03013(1)(c)-(d). F.A.C., define a speech language pathologist and a teacher of the deaf or hard of hearing as follows:
(c) Speech Language Pathologist means an individual who is certified or licensed in speech or language pathology in accordance with Rule 6A-4.01761, Florida Administrative Code (F.A.C.).
(d) Teacher of the deaf or hard of hearing means an individual who is certified in the area of deaf or hard of hearing in accordance with Rule 6A-4.0172, F.A.C.
Special Skills Assessment
For a list of available special skills assessments, please refer to the section below "Available Assessment Tools" under "Special Skills: Expanded Skills and Self-Advocacy Assessment Tools"
What is it?
Section 6A-6.03013(6)(b). F.A.C., defines a special skills assessment as follows: "A special skills assessment evaluates skills aligned with content knowledge described in Rule 6A-1.09401(1)(k), F.A.C." An assessment may consist of one or more assessments, checklists, observations, or parent reports of mastery of Special Skills: Expanded Skills.
Who can conduct it?
"This assessment must be conducted by a teacher of the deaf or hard of hearing."
Section 6A-6.03013(1)(d). F.A.C., defines a teacher of the deaf or hard of hearing as follows, "an individual who is certified in the area of deaf or hard of hearing in accordance with Rule 6A-4.0172, F.A.C."
Available Assessment Tools
- ASL Assessments
- Assistive Technology (AT) and Related Services Assessment Tools
- Auditory Skills Assessments
- English and Other Spoken Languages and Communication Assessments
- Functional Listening Assessments
- Reading Assessment Tools
- Social Skills and Pragmatic Language Assessment Tools
- Special Skills: Expanded Skills and Self-Advocacy Assessment Tools
- Speech and Speechreading Assessment Tools
- Transition Assessment Tools
- Written Language Assessments
ASL Assessments
This list is by no means exhaustive. Refer to your district's evaluation team for guidance.
*Florida stakeholders can borrow these and many other resources from RMTC-DHH's Media and Materials Loan Library, for FREE. Each material comes with a return label, making even the shipping at no charge to the borrower.
Title |
Age/Grade Range |
---|---|
4 years and older |
|
Grades K - 12 |
|
ASL CDI (American Sign Language Communicative Development Inventory) |
3 years and older |
13 years and older |
|
4 years to 13 years |
|
*ASL RST (American Sign Language Receptive Skills Test) (Loan Library #1935) |
3 years to 13 years |
6 years to 10 years |
|
Grades K - 6 |
|
Motor Skill Chart and Resource: Impact on Motor-based Articulation Errors in ASL |
1 year and older |
|
Grades PK - 12 |
Grades K - 12 |
|
5 years to 10 years |
|
Birth to 5 years |
|
Birth to 5 years |
Assistive Technology (AT) and Related Services Assessment Tools
This list is by no means exhaustive. Refer to your district's evaluation team for guidance.
Title |
Age/Grade Range |
---|---|
AAC (Augmentative and Alternative Communication) Candidacy Determination |
3 years and older |
5 years and older |
|
3 years and older |
|
Birth and older |
|
Birth and older |
|
Motor Skill Chart and Resource: Impact on Motor-based Articulation Errors in ASL |
1 year and older |
|
Grades PK - 12 |
3 years and older |
For more information on AT please reach out to your district’s local assistive technology specialist (LATS). If you do not know your LATS please see the PS/RtI Technology and Learning Connections (TLC) project’s Assistive Technology Professionals' Support page.
For more information on educational interpreting services, please reach out to the Educational Interpreter Project (EIP).
Auditory Skills Assessments
This list is by no means exhaustive. Refer to your district's evaluation team for guidance.
*Florida stakeholders can borrow these and many other resources from RMTC-DHH's Media and Materials Loan Library, for FREE. Each material comes with a return label, making even the shipping at no charge to the borrower.
Title |
Spanish Version (if available) |
Age/Grade Range |
---|---|---|
APT/HI Spanish Version |
3 years and older |
|
Auditory Learning Guide | Guía de Aprendizaje Auditivo | Birth and older |
Auditory Skills Checklist | Birth and older | |
CID (Central Institute for the Deaf) ESP (Early Speech Perception Test) |
3 years and older | |
CID SPICE (Speech Perception Instructional Curriculum and Evaluation) |
2 years to 12 years |
|
5 years and older |
||
CASLLS (Cottage Acquisition Scales for Listening, Language, and Speech) |
Birth to 8 years |
|
IT-MAIS (Infant-Toddler Meaningful Auditory Integration Scale) |
IT-MAIS Spanish Version |
Birth to 4 years |
*Listening Comprehension Test |
6 years to 11 years |
|
*Listening Comprehension Test - Adolescent: Normative Update |
12 years to 17 years |
|
L.I.F.E.-R. (Listening Inventory for Education - Revised) *included in Building Skills for Success in the Fast-Paced Classroom (Loan Library # 1959) |
5 years and older |
|
PARC: Placement And Readiness Checklists for Students who are DHH |
3 years and older | |
S.I.F.T.E.R. (Screening Instrument for Targeting Educational Risk) - Preschool *included in Building Skills for Success in the Fast-Paced Classroom (Loan Library # 1959) |
Grades PK - K |
|
S.I.F.T.E.R. - Elementary *included in Building Skills for Success in the Fast-Paced Classroom (Loan Library # 1959) |
Grades K - 5 |
|
S.I.F.T.E.R. - Secondary *included in Building Skills for Success in the Fast-Paced Classroom (Loan Library # 1959) |
Grades 6 - 12 |
|
3 years to 12 years |
||
2 years and older |
||
*TAPS-4: Language Processing Skills Assessment (Loan Library #1971) |
5 years to 21 years |
|
VFS Translations |
6 years to 17 years |
For more information on auditory-oral education programs, please reach out to Clarke Schools for Hearing and Speech and the University of Miami Debbie School.
English and Other Spoken Languages and Communication Assessments
This list is by no means exhaustive. Refer to your district's evaluation team for guidance.
*Florida stakeholders can borrow these and many other resources from RMTC-DHH's Media and Materials Loan Library, for FREE. Each material comes with a return label, making even the shipping at no charge to the borrower.
Functional Listening Assessments
It is stated in Rule 6A-6.03013, Florida Administrative Code (F.A.C.), “A functional listening assessment is an assessment of the student’s educational environment to determine how noise, distance, and visual input affect a student’s listening abilities.” A functional listening assessment is a diagnostic tool used to help teams make data-driven educational decisions about instruction, accommodations, assistive technology, accessible instructional materials, related services, supplementary aids, and student interaction with the learning environment. Functional listening assessments can be conducted through the eyes via sign language, or through the ears via listening and spoken language. The district may utilize modified versions of informal functional listening assessments or select a tool that relies on observed conditions for determining access to instruction.
Many people confuse a functional listening assessment and The Functional Listening Evaluation (The FLE), written by Cheryl DeConde Johnson, thinking these terms are interchangeable. The FLE is one specific, formal functional listening assessment. Whereas a functional listening assessment can be any one of a variety of different formal or informal listening assessments, including DeConde Johnson’s Functional Listening Evaluation. If the district decides to use this instrument, the RMTC-DHH online module, A Guide to the Functional Listening Evaluation: Why & How may be of assistance for training. However, training is not required to conduct the assessment.
Available functional listening assessments:
This list is by no means exhaustive. Refer to your district's evaluation team for guidance.
*Florida stakeholders can borrow these and many other resources from RMTC-DHH's Media and Materials Loan Library, for FREE. Each material comes with a return label, making even the shipping at no charge to the borrower.
Title |
Age/Grade Range |
---|---|
CHAPS (Children’s Auditory Performance Scale) |
7 years and older |
C.H.I.L.D. (Children’s Home Inventory of Listening Difficulties) - Parent Version |
3 years and older |
C.H.I.L.D. (Children’s Home Inventory for Listening Difficulties) - Child Version |
8 years and older |
Grades 3 - 12 |
|
4 months to 3 years |
|
2 years and older |
|
6 years and older |
|
IT-MAIS (Infant-Toddler Meaningful Auditory Integration Scale) |
Birth to 3 years |
*Listening Comprehension Test |
6 years to 11 years |
*Listening Comprehension Test - Adolescent: Normative Update |
12 years to 18 years |
L.I.F.E.-R. (Listening Inventory for Education - Revised) |
Grades PK - 12 |
PARC: Readiness Checklists - Instructional Communication Access Checklist |
Grades K - 12 |
PEACH and PEACH+ (Parent Evaluation of Aural/Oral Performance of Children) |
Birth to 4 years |
S.I.F.T.E.R. (Screening Instrument for Targeting Educational Risk) - Preschool |
Grades PK - K |
S.I.F.T.E.R. - Elementary |
Grades K - 5 |
S.I.F.T.E.R. - Secondary *included in Building Skills for Success in the Fast-Paced Classroom (Loan Library # 1959) |
Grades 6 - 12 |
3 years and older |
|
2 years to 13 years |
|
Birth to 5 years |
|
Pediatric - 6 years to 17 years Adult - 18 years and up |
Reading Assessment Tools
This list is by no means exhaustive. Refer to your district's evaluation team for guidance.
*Note: These reading assessments, interventions, or curricula are evidence-based specifically for students who are DHH. For more information on the research behind these, please see the RMTC-DHH document, "Evidence-Based Literacy Interventions for Students who are Deaf/Hard of Hearing."
Title | Age Range |
---|---|
5 years and older | |
Bilingual Grammar Curriculum | 5 years and older |
Comprehension of Written Grammar Test | 5 years and older |
*ECVI-DHH (Explicit Contextualized Vocabulary Instruction for Students who are DHH) | 3 years and older |
*Fairview Learning | 5 years and older |
*Fingerspelling Our Way to Reading | 5 years to 7 years |
*Foundations for Literacy | 3 years to 7 years |
Reading Milestones | 5 years and older |
Story Grammar Marker Narrative Analysis for Deaf and Hard of Hearing Students | 5 years and older |
*Teach Your Child to Read in 100 Easy Lessons paired with Visual Phonics | 5 years and older |
*Visual Phonics | 5 years and older |
Social Skills and Pragmatic Language Assessment Tools
It is stated in Rule 6A-6.03013, Florida Administrative Code (F.A.C.), "A communication and language assessment is an assessment that addresses expressive and receptive language, including pragmatic language [emphasis added]."
This list is by no means exhaustive. Refer to your district's evaluation team for guidance.
*Florida stakeholders can borrow these and many other resources from RMTC-DHH's Media and Materials Loan Library, for FREE. Each material comes with a return label, making even the shipping at no charge to the borrower.
Title |
Age/Grade Range |
---|---|
CASL (Comprehensive Assessment of Spoken Language): |
3 years and older |
CID (Central Institute of the Deaf) Preschool Pragmatic Language Rating Forms |
3 years to 5 years |
CID Preschool Symbolic Play Rating Forms |
8 months to 5 years |
Checklist of Socio-Pragmatic Language Behaviors |
5 years and older |
CELF (Clinical Evaluation of Language Fundamentals): Preschool: |
3 years to 6 years |
CELF (Clinical Evaluation of Language Fundamentals): |
5 years and older |
3 years and older |
|
5 years and older |
|
3 years and older |
|
5 years to 12 years |
|
S.I.F.T.E.R. (Screening Instrument for Targeting Educational Risk) - Preschool |
Grades PK - K |
S.I.F.T.E.R. (Screening Instrument for Targeting Educational Risk) - Elementary |
Grades K - 5 |
S.I.F.T.E.R. (Screening Instrument for Targeting Educational Risk) - Secondary |
Grades 6 - 12 |
3 years and older |
|
*Social-Emotional Assessment / Evaluation Measure (Loan Library # 1964) |
3 years to 5 years |
Social Skills Checklist (Pre-K/Elementary) |
3 years to 12 years |
Social Skills Checklist (Secondary) |
12 years and older |
3 years to 9 years |
|
5 years and older |
Special Skills: Expanded Skills and Self-Advocacy Assessment Tools
Section 6A-6.03013(6)(b). F.A.C., defines a special skills assessment as follows: "A special skills assessment evaluates skills aligned with content knowledge described in Rule 6A-1.09401(1)(k), F.A.C." An assessment may consist of one or more assessments, checklists, observations, or parent reports of mastery of Special Skills: Expanded Skills.
This list is by no means exhaustive. Refer to your district's evaluation team for guidance.
*Florida stakeholders can borrow these and many other resources from RMTC-DHH's Media and Materials Loan Library, for FREE. Each material comes with a return label, making even the shipping at no charge to the borrower.
Florida Expanded Skills Checklist Assessment
Speech and Speechreading Assessment Tools
This list is by no means exhaustive. Refer to your district's evaluation team for guidance.
*Florida stakeholders can borrow these and many other resources from RMTC-DHH's Media and Materials Loan Library, for FREE. Each material comes with a return label, making even the shipping at no charge to the borrower.
Title |
Spanish Version (if available) |
Age/Grade Range |
---|---|---|
18 months and older |
||
*Building Success with Intelligible Speech (Loan Library #1986) |
Grades 4 - 12 |
|
CASLLS (Cottage Acquisition Scales for Listening, Language, and Speech) |
CASLLS Spanish Version |
Birth to 8 years |
CID (Central Institute for the Deaf) ESP (Early Speech Perception Test) |
3 years and older |
|
GFTA Spanish Version |
2 years and older |
|
Open- and Closed-set Task | Open- and Closed-set Task Spanish Version | 2 years to 4 years |
5 years and older |
For more information on auditory-oral education programs, please reach out to Clarke Schools for Hearing and Speech and the University of Miami Debbie School.
Transition Assessment Tools
This list is by no means exhaustive. Refer to your district's evaluation team for guidance.
*Florida stakeholders can borrow these and many other resources from RMTC-DHH's Media and Materials Loan Library, for FREE. Each material comes with a return label, making even the shipping at no charge to the borrower.
Title |
Age Range |
---|---|
*C.O.A.C.H. - Self Advocacy & Transition Skills for Secondary Students who are DHH (Loan Library #1939) |
13 years and older |
14 years and older |
|
Florida Expanded Skills for Students who are DHH: Special Skills Checklist Assessments |
3 years and older |
14 years and older | |
Informal Inventory of Independence and |
3 years and older |
Laurent Clerc National Deaf Center - Transition Skills Checklist |
14 years and older |
14 years and older | |
14 years and older | |
14 years and older | |
14 years and older | |
14 years and older |
For more information on transition assessments, please reach out to Project10.