1. Assessment Of Exceptional Students Part One: Chapter One

2. Assessment: Historical, Philosophical & Legal Considerations Individuals involved - Process and purpose Historical Events & Philosophical Movements Relevant Assessment Litigation Relevant Legislation Focus on Diversity

3. Historical Events & Philosophical Movements Early Twentieth Century  Alfred Binet & Theodore Simon 1920s-1950s  Rorschach Ink Blot Test  Minnesota Multiphasic Personality Inventory  Metropolitan Achievement Tests 1960s  1963 – Learning Disabilities – Samuel Kirk  Process testing Illinois Test of Psycholinguistic Ability Developmental Test of Visual Perception  Misuses of Perceptual – Motor Tests Kephart Cratty & Frostig  Predict Acheivement  “Modality strengths & weaknessess”  Remedial programs

4. Historical Events & Philosophical Movements Early 1970’s  Challenged - Discriminatory testing; emphasis on behavioral observations Late 1970’s & Early 1980’s  Public Law 94-142 – formal assessments for eligibility  IEP – more informal assessments for monitoring progress Mid 1980’s – Early 1990’s  Regular Education Initiative (REI)  Madeleine Will  Prereferral intervention  Curriculum-based assessment  Adaptive Learning Environments Model (ALEM)

5. Historical Events & Philosophical Movements Early 1990’s – 2000  Full Inclusion  Least restrictive environment – Is this violated by inclusion?  Alternative assessment – for use with severe disabilities The New Millennium  IDEA 04  Testing & accommodations  Alternative assessments  Functional behavioral assessment

6. Relevant Assessment Litigation Hobson v. Hansen 1968  Discriminatory use of test scores in tracking students Diana v. State Board of Education 1970  Evaluation based on students primary language Guadalupe v. Tempe 1972  Adaptive behavior should be evaluated for label of MR  What is adaptive behavior? Larry P. v. Riles 1971  Cultural bias of testing – Are intelligence tests biased against African-Americans?  What is overrepresentation & is it still around? PASE v. Hannon 1980  Test bias – similar to Larry P. but decided IQ tests were not biased  Are tests biased or are they used in a biased way? Jose P. v. Ambach 1983  Timely evaluations after referral for MFE Luke S. & Hans S. v. Nix et al. 1982  Prereferral assessment should occur prior to referral for MFE Gerstmyer v. Howard County Public Schools 1994  Delay in evaluation – Parents were reimbursed for private schooling as a result

7. Relevant Legislation Public Law 94-142: Education for All Handicapped Children Act (EHA) Can you name the 6 major principles? Public Law 99-457: EHA Amendments of 1986  Greatest impact on assessment to identify infants & toddlers in need of services  Programs for infants and toddlers – birth through 2 years of age with developmental delays  “At Risk” – for substantial developmental delays Public Law 101-476: Individuals with Disabilities Education Act (IDEA)  1990 – Handicaps to Disabilities – person-first language  Individual Transition Program (ITP) – no later than what age? What age in Ohio?  Traumatic brain injury  Autism

8. Relevant Legislation Public Law 101-336 (1990): Americans with Disabilities Act (ADA)  What were major provisions? Public Law 103-382 (1994) : Improving America’s Schools Act  Standards set & requirement of states to assess achievement of standards Public Law 105-17: Reauthorization of the Individual with Disabilities Education Act (IDEA 97)  Conduct of Evaluation  Parents participation  Participation in state & district assessments of students with disabilities – What had been going on & continued?

9. Relevant Legislation Public Law 107-110: No Child Left Behind Act  Annual assessment required of all students for what grades?  What is meant by “high stakes” assessment?  3 year enrollment = reading testing conducted in English  NCLB – emphasis on “high-stakes assessment” High-stakes assessment instrument: Florida Comprehensive Assessment Test (FCAT) Boycotts against time spent for testing Test content should reflect curriculum Standards first, then testing – decide what needs to be learned THEN create tests to measure that learning Tests measure educational progress-they don’t create it – testing alone will not improve learning No single test does everything-the importance of multiple measures  Adequate yearly progress ( AYP ) -

10. Relevant Legislation Public Law 108-446: Reauthorization of the Individuals with Disabilities Education Act (IDEA 04)  60 day timeline from parental consent to eligibility determination  Possible elimination of STO’s (piloted in some states)  Individuals must have proper qualifications to administer tests  Assessment conducted in all areas of suspected disability & must address participation in the general education curriculum  Assessments must be nondiscriminatory & multiple measures used  Reevaluation to occur at least every 3 years unless agreed to by parents & school  Parental Participation & Due Process Parents should be active participants in the assessment process & law requires they provide information to MFE team  Participation in Assessments & Alternate Assessment Students with disabilities should be included and accommodation guidelines developed  Alternate Assessments  States must have a clear rationale for NOT including students in assessment programs