1. Assessment Of Exceptional Students Part One: Chapter Two

2. Why Assess Initial identification (screening)  Used to identify individuals who may need additional evaluation or help  Can be used to identify children at-risk (infants & toddlers) Determination & evaluation of programs & strategies (prereferral assessment)  Assists in designing interventions & monitoring their progress  Assessment data gathered before a referral – can provide information to document the need for a formal referral  The DIBELS is widely used in this area to monitor reading interventions Determination of Current Performance Level & Educational Need  Determine needs, strengths, weaknesses & teaching strategies – suspected disability  Progress in general education curriculum  Present levels of performance Decisions about Eligibility  Labeling students is required by the IDEA 04  Definition & Assessment Profile for Selected Exceptionalities – pg. 16 in Operating Standards

3. Why Assess Development of the Individualized Education Program  IDEA 04 requires transition needs be identified in a student’s IEP by age 16  Short-term objectives & benchmarks no longer required for majority of students but piloted in some states  Determination of Goals & Benchmarks/Objectives Benchmarks/Objectives  Monitoring & Reporting Progress ( Evaluation of Goals & Objectives) – This is my primary area of concern for this course Determination of objective criteria Appropriate evaluation procedure Schedule for evaluation goals and objectives Decisions about Program Placement  Assessment information can help determine a student’s Least Restrictive Environment (LRE)

4. How Is The Process Initiated Preliminary assessment data should be collected first Referrals may be made to request assistance If a student is referred they will more than likely be eligible for special ed. Can you create a model for the prereferral to identification process?

5. What Procedures Should Be Used Norm-Referenced Tests: Types of Scores, Scoring & Interpretation  Norm-referenced test  Normative or standardization sample  Age scale  Point scales  Raw score  Derived scores Types of Scores  Age & Grade Equivalents Developmental scores  Quartiles, Deciles & Percentiles Percentile rank  Standard Scores Mean Standard deviation Z score Deviation IQs Scaled scores T scores Stanine & normal curve equivalent

6. What Procedures Should Be Used Scoring Norm-Referenced Tests  Raw scores are obtained by norm-referenced tests  Educational & Psychological Testing (AERA 1999) Interpreting Norm-Referenced Tests  Consider the task demands of the test itself  Standards of Educational & Psychological Testing (AERA 1999) Criterion-Referenced Tests & Curriculum-Based Assessment  Criterion-referenced test (CRT)  Curriculum-based assessment (CBA)  Curriculum-based measurement (CBM) Power Versus Speed Tests – Many tests are a combination  Power test  Speed test

7. What Procedures Should Be Used Individual Versus Group Tests  Both individual and group testing have their place in the assessment process Other Assessment Procedures Checklists & observation  School Records  Direct Interviews  Parent Interviews Omnibus interview Behavior-specific interview Problem-solving interview  Medical & Developmental Histories  Error Analysis – Useful but … Ask students how they perform tasks – Have them “walk through” the process  Use of Portfolios Alternative assessment procedures have gained popularity Informal or Formal procedures Summative or Formative assessment

8. Who Should Asses Teachers should always be involved in the assessment process Special ed. & General ed. Teachers Parent information should be included When Should Assessment Be Conducted Dependent on the questions “who will asses” and “why asses” When noticing individuals who may need more help, conduct prereferral intervention or further assessment Notify parents of what is happening

9. What Should Be Done With The Results Knowledge of what to do with results prior to assessment is necessary. Dependent on school and educational setting An Assessment Model Prereferral component Postreferral component All students receiving services under IDEA 04 go through the postreferral component