Ch2+notes

Chapter 2 The Assessment Process Educational assessments are performed to gather data in order to make important educational decisions. This chapter describes the legal and instructional decisions typically considered in serving students with disabilities, particularly as these decisions relate to the types of data needed and the strategies used. The assessment process is a systematic step-by-step procedure beginning with the identification of a potential problem and attempts to remedy that problem through prereferral interventions in the student’s classroom. If these attempts are not successful, the student is referred for special education assessment. Before the assessment begins, the assessment team develops an individualized assessment plan based on important assessment questions for each stage of the assessment process. When assessment results become available, the team reports and discusses them with the student's parents. Then, parents and professionals make decisions about educational and other needs and whether special education services are indicated. The student’s progress in the program is monitored and the program evaluated at least once each year. I. Special Education Assessment: Making Two Types of Decisions A. Legal decisions 1. Determination of eligibility 2. Reevaluation of eligibility 3. Two major eligibility criteria a. The student is determined to have a disability. b. The disability has an adverse effect on the student’s educational performance. 4. Each disability category is defined by federal laws and state regulations 5. Legal decisions about mild disabilities require the contributions of several team members 6. Most states require the assessment of general intellectual performance, educational performance, and performance related to the specific disability 7. Eligibility decisions rely heavily on norm-referenced tests 8. Informal assessment procedures help confirm the results of norm-referenced tests B. Instructional decisions 1. Preparation of IEP a. Establish current levels of performance in important skill areas b. Establish annual goals and short term objectives of the program c. Select appropriate services and curricular modification d. Agree on suitable evaluation plan 2. Throughout the school year a. Frequent, ongoing data collection to make decisions about instructional methods, curricular content, and overall effectiveness using formal and informal tests II. Steps in the Assessment Process A. Identification and Referral 1. Screening and teacher identification of students with school problems a. Child find activities conducted by state education agencies, school districts, and other educational agencies b. Prereferral by teachers or other members of the community 2. Prereferral strategies a. Minor problems may be resolved by simple adaptations in  the general classroom b. Identify sources outside of special education which may assist the student such as peer tutoring c. Pre-referral information informs the special education team 3. Referral to Special Education and Parent Notification a. Parents are informed in writing of the referral, provided with a copy of their rights, and asked to provide written consent to assess for the determination of eligibility b. A parent or surrogate parent may represent the student B. Determination of Eligibility 1. Design of the Individualized Assessment Plan (IAP) a. Reflects reason for referral b. Concentrates primarily on educational concerns: student’s skills and abilities, general education curriculum causing difficulty and the learning environment c. May consider physical, social, and cultural characteristics of the student d. Developed by assessment questions which progress from general to specific e. Formal and informal procedures are included f. A team of qualified professionals, including the student’s parent(s), assessed gathers assessment information for the determination of eligibility g. Assessment information needs to be gathered to determine eligibility and conduct program planning 2. Parental permission for assessment a. Written notice of assessment must be given to parents in their native language b. Written permission for assessment to determine eligibility is required 3. Administration, scoring, and interpretation of assessment procedures a. Formal tests must be administered by trained professionals b. Informal tests governed by good practice 4. Reporting results a. Parents must have assessment results reported to them b. Parents have access to all school records and must be informed of this right c. Parents must be given information on how to obtain an independent educational evaluation 5. Decisions about eligibility a. Assessment results are compared to criteria for eligibility for special education services b. A disability may or may not be identified C. Program planning 1. Design of the Individualized Education Plan (IEP) a. Team approach is used in making decisions b. Parents are encouraged to participate fully in the development of the IEP 2. Basic features of the IEP a. Present levels of educational achievement and functional performance b. Annual goals and short-term objectives c. Type of special education program and/or related service d. Extent to which student will not participate with students without disabilities in general education settings e. Procedures for participation in state- and district-wide assessments f. Strategies for measuring progress and informing parents g. Transition services (as appropriate) h. Special factors such as behavioral needs or assistive technology devices 3. The least restrictive environment (LRE) must be identified 4. Parental agreement to the IEP a. Parents must sign the IEP to grant permission for placement b. If parents disagree, they are entitled to mediation and/or an impartial due process hearing D. Program implementation and monitoring 1. IEP implementation and ongoing progress monitoring a. Implemented the IEP as soon as possible b. All persons delivering services must have a copy of the IEP c. Generally informal assessments are used to monitor  progress d. District-wide assessments can be administered as given in    general education, or with modifications or alternative   assessments can be given as described in the IEP 2. Annual review of the IEP a. Formal or informal assessments are used to report  progress for the purpose of continuing, modifying, or discontinuing the program b. IDEA 2004 authorizes a feasibility study of multiyear IEP’s in a limited number of states 3. Periodic reevaluation of eligibility a. Required at least every 3 years
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