Assessment Of Exceptional Students

Part One:

Chapter Two

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

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)

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?

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

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

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

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

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