Chapter 2 The Assessment Process

Two Types of Decisions Legal Decisions The student is determined to have a disability. The disability has an adverse effect on the student’s educational performance. Instructional Decisions

Eligibility Requirements Learning Disabilities – requires a major or significant discrepancy between expected and actual performance in one or more academic or language skills. Mental Retardation – requires poor school performance in all areas and poor adaptive behavior.

Eligibility Requirements, continued Emotional Disturbance/Behavior Disorders – requires a significant discrepancy between expected and actual performance in academic and language skills and below average behavior.

Comparison of Eligibility Criteria for Mild Disabilities

Instructional Decisions Assessment is used in preparation of the IEP: To establish current levels of performance: strengths and weaknesses. To establish annual goals and the short term objectives of the program To select appropriate services and curricular modifications

Instructional Decisions Assessment is used throughout the school year Frequent, ongoing data collection to make decisions about instructional methods, curricular content, and overall effectiveness using formal and informal tests

Steps in the Assessment Process Identification and Referral Determination of Eligibility Program Planning Program Implementation and Evaluation

Steps in Educational Assessment

Identification and Referral Identification Child Find Referrals by teachers and parents Prereferral Strategies Adaptations in general classroom Resources outside of special education Referral to Special Education and Parent Notification Parents are informed of the referral and any assessments, and given a copy of their rights

Determination of Eligibility Design of Individualized Assessment Plan (IAP) Parental Permission for assessment Administration, Scoring, and Interpretation of assessment procedures Reporting Results Decisions about Eligibility

Program Planning Design of the Individualized Education Plan (IEP) Basic features of the IEP Parental Agreement to the IEP

Basic Features of the IEP Current levels of educational performance Annual goals and short-term objectives Type of special education program and/or related services Extent to which the student will participate in general education settings Procedures for participation in district- wide assessment

Basic Features of the IEP, continued Strategies for measuring progress and informing parents Transition services as appropriate Special factors such as behavioral needs or assistive technology devices

Program Implementation and Evaluation Implement the IEP as soon as possible Ongoing monitoring of student progress Annual review of the IEP Periodic reevaluation of eligibility at least every three years