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The shell is organized and seems to hit what is needed from the eval.

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The shell is organized and seems to hit what is needed from the eval.

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Love the charts that clearly identify mastered skills vs. skills not mastered.

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Love the charts that clearly identify mastered skills vs. skills not mastered.

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the organization

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It is organized well and visually easy to follow based on each given test. 

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It is organized well and visually easy to follow based on each given test. 

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FCP is comprehensive and shell is  organized.

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FCP is comprehensive and shell is  organized.

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I like having a preschool shell to work from. I do a lot of reports with the CELF-P/PLS or both. 

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I like having a preschool shell to work from. I do a lot of reports with the CELF-P/PLS or both. 

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Shell says CELF-P is for ages children and adults 3-61. Should this be children ages 3;0-6;11?

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Shell says CELF-P is for ages children and adults 3-61. Should this be children ages 3;0-6;11?

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Fixed!

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You could also include that you can use the LCRM Preschool for informal data as well

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It should include the LCRM preschool as well. 

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It should include the LCRM preschool as well. 

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LCRM preschool, play sample, narrative sample, FCP

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LCRM preschool, play sample, narrative sample, FCP

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Very clear and detailed-- gives good overall picture of the student

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Very clear and detailed-- gives good overall picture of the student

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I like the therapy progress observations and the example write-up of the FCP

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I like the therapy progress observations and the example write-up of the FCP

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It is clear and concise; easy for parents or other professionals to read

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It is clear and concise; easy for parents or other professionals to read

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The therapy progress section in the functional test write-up is very helpful

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The therapy progress section in the functional test write-up is very helpful

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STAR Autism Curriculum: reporting level on receptive /expressive/spontaneous language, and play/social interaction

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STAR Autism Curriculum: reporting level on receptive /expressive/spontaneous language, and play/social interaction

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SLP made checklists of functional communication skills

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SLP made checklists of functional communication skills

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I like the skills for CELFP that student exhibits vs. doesn't exhibit. That's clear, concise and could easily be carried into reports for older children and be based on age appropriate language TEKS.

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I like the skills for CELFP that student exhibits vs. doesn't exhibit. That's clear, concise and could easily be carried into reports for older children and be based on age appropriate language TEKS.

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The PLS-5 mastered/not yet mastered chart could be a list, like the CELFP portion of the shell for skills that are exhibited vs. not yet exhibited. This takes away the structure of the chart and gives the SLP an opportunity to provide more narrative example of what the student was doing. Especially if used informally and not yet reporting scores, you could indicate what level of prompting a student needed to show mastery.

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The PLS-5 mastered/not yet mastered chart could be a list, like the CELFP portion of the shell for skills that are exhibited vs. not yet exhibited. This takes away the structure of the chart and gives the SLP an opportunity to provide more narrative example of what the student was doing. Especially if used informally and not yet reporting scores, you could indicate what level of prompting a student needed to show mastery.

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Therapy Progress section mentions CORE boards; I think it's important to mention which CORE board (8, 15, etc.) and to list which classroom activities it was available (Snack, circle time, centers choices, specific centers activities, etc.) I think this would be an easy section to accidentally make it sound like CORE isn't working when it's possible it wasn't implemented heavily enough.

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Love the write up examples!!

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I love how detailed it is and how many options it gives us to adequately evaluate our students.

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Results and Interpretations of the CELF-P says "extremely below the average range". Can this terminology be softened?

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Can we be sure to include a summary of the language evaluation with next-to-develop skills in this shell?

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DP-3 Communication and Social Skills and AU assessment data (BASC, ABAS, parent interview)

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love the examples of write-ups for developmental evaluations

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Communication Matrix and Functional Communication Profile (as more of an informal write up of skills)

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It is very clearly organized; I like the recommendations of when to use each assessment. 

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It is very clearly organized; I like the recommendations of when to use each assessment. 

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Consider organizing information or the summary into: Evidence of Disorder and Present Levels...

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Consider organizing information or the summary into: Evidence of Disorder and Present Levels...

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Appreciate the clear examples!

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That you don't need to report on areas that are not significant on the FCP.  

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That you don't need to report on areas that are not significant on the FCP.  

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That there is a lot of value given to the progress and observations in Speech.

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If we decide to report these standard scores again, I am assuming the chart in the shell would change, right?

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... so happy to have this!

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addition of the CASL is great

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looks good

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I haven't ever had cause to write a functional section for a student however I feel that with the shell I would have a good starting point if need be

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I feel like the LCRM Preschool is too basic for the kids in Pre-K.  I like using the LCRM Elementary for Pre-K kids.

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I feel like the LCRM Preschool is too basic for the kids in Pre-K.  I like using the LCRM Elementary for Pre-K kids.