1 Diagnostic/Academic Assessment Julie Esparza Brown, EdD SPED 512 – Diagnostic Assessment Fall 2010 Portland State University

2 Legal Requirements for Special Education Eligibility – Specific Learning Disability

3 Definition of SLD …a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning.

4 Major Changes in IDEIA 2004: SLD Eligibility Requirements 34 CFR & OAR Changed from “severe discrepancy” to “patterns of strengths and weaknesses” Added option of RTI: “In determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures described in paragraphs (2) and (3).” Added progress monitoring component for both RTI and PSW evaluations Other elements remain (rule out poor instruction and environmental causes)

5 Conduct of Evaluation (A)Use a variety of assessment tools and strategies to gather relevant functional, developmental, and (i)Whether the child is a child with a disability; and (ii)The content of the child’s individualized education program, including information related to enabling the child to be involved in and progress in the general education curriculum, or, for preschool children, to participate I appropriate activities. (B)Not use any single measure or assessment as the sole criterionfor determining whether a child is a child with a disability or determining an appropriate educational program for the child; and (C)Use technically sound instruments that may assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors.

6 Additional Requirements (A)Assessments and other evaluation materials used to assess a child under this section – (i)Are selected and administered so as not to be discriminatory on a racial or cultural basis, (ii)Are provided and administered in a language and form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is not feasible to so provide or administer; (iii)Are used for purposes for which the assessments or measures are valid and reliable (iv)Are administered by trained and knowledgeable personnel; and (v)Are administered in accordance with any instructions provided by the producer of such assessments

7 Special Rule for Eligibility Determination In making a determination of eligibility under paragraph (4) (A), a child shall not be determined to be a child with a disability if the determinant factor for such determination is – (A) lack of appropriate instruction in reading, including in the essential components of reading instruction; (B) Lack of instruction in math; or (C) limited English proficiency

8 8 Oregon Department of Education Like any other disability determination under IDEA, SLD can’t be based on any single criterion – meaning a single test, assessment, observation, or report. An evaluation of a student suspected of having SLD must include a variety of assessment tools and strategies. Evaluation must include input from student’s parents and an evaluation of the student’s academic performance and behavior in the general education classroom. Teams may also determine that a physician’s statement and/or a developmental history is required.

9 9 Eligibility Team OAR (2) Group of qualified professionals Parents Regular classroom teacher Person qualified to conduct individual diagnostic evaluations using instruments that meet OAR requirements (school psychologist, speech pathologist, etc.)

10 Federal Definition Unchanged A disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written which manifests itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Such terms include such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia”

11 Response to Intervention (RTI) Tier 2 15% of students Tier 1 80% of students Tier 3 5% of students Research-based instruction in general education Classroom Intensive assistance as part of general education support system Specialized instruction?

12 Multi-Tiered Systems Tier One: high-quality instruction at the general education level that ensures successful skill acquisition by the majority of students. Quick academic screening for all students. Tier Two: Students at risk for academic failure are given extra instruction and progress is monitored with greater frequency 12

13 Multi-Tiered Systems Tier Three: Students who do not respond to extra instruction may be referred for special education assessment. A full and individualized evaluation of students referred for suspected SLD should include assessments that determine the relative impact of any pertinent cognitive, academic, and behavioral factors. 13

14 Assessment Paradigm Shift from a search for pathology to enhancement of student competence and the capacity of systems to improve student competence. examine the student’s learning ecology.

15 Assessment Assessment: a process of collecting data for the purpose of making decisions about students or schools. Assessment Is Broader Than Testing –Observations –Recollections –Tests –Professional Judgments Assessments Have consequences –Concerns of the General Public –Concerns of Certification Boards

16 Assessment Assessment must respond to referral concerns. Assess Instruction Before Assessing Learners –Assessing Instruction Instructional Challenge Instructional Environment –Classroom Management –Learning Management

17 Problem-Solving Approach

18 What is Diagnostic Testing? individually administered tests designed to determine specific academic problems or deficit areas more specific than individual achievement tests, and more formal than curriculum-based assessment Provide detailed information and error analyses for specific subject areas like reading, mathematics, or written language may be used to measure mastery of specific skills, to determine an individual’s strengths and weaknesses, or to measure progress toward goals results of diagnostic tests can be helpful in writing goals for the IEP.

19 When to Use Diagnostic Testing Initial assessment to analyze specific academic skills For re-evaluation in annual reviews (e.g., using equivalent forms) For instructional planning To follow up on weak areas identified by a general achievement test

20 How to Select a Diagnostic Test What is the referral concern? Does the test cover the content area? What is the method of assessment (e.q.,oral questions, oral reading) used by the test? Does it fit the student’s needs? What is the method of response (e.g., writing, orally, point to picture)? Does it match the student’s abilities?

21 Norm- Referenced/Standardized Assessments Test protocols are not to be used by untrained individuals. –Why? Test materials are confidential and should not be reproduced or shared. –Why? Test materials are expensive. –Why must you be responsible for the PSU kit checked out to you? How much does it cost to replace it?

22 General Outline of Standardized Testing Procedures Determine the purpose of the test by reviewing it with the primary assessor. Review the sections the examiner must read in order to become familiar with what you will be asking the child to do and to review vocabulary.

23 General Outline of Standardized Testing Procedures Use standardized procedures throughout the testing: Use exact wording as stated in the manual Maintain accurate timing on timed sections Present materials in the order requested by the test directions Following the scoring procedures and answers allowed rigidly Do not coach the student or other any prompts that are not listed as acceptable on the test itself.

24 General Outline of Standardized Testing Procedures Accept all wrong answers without coaching and accept all correct answers without confirming. Give no indication of correctness or incorrectness of child’s responses You can generically encourage the student by saying such things as “You are working hard.” In other words, encourage efforts. Check for basal and ceiling points for each subtest (see handout). It may be helpful to circle the start points for each subtest.

25 General Outline of Standardized Testing Procedures Assessor should establish rapport with the child. Be sure the environment is distraction free and the child is facing away from doors and windows. Be sure any scoring done cannot be seen by the child. If you record scores on the protocol, be certain to also include incorrect answers and other observational data. Verbatim student answers should be recorded. Request clarification as needed. After concluding the testing session, check all answers with the manual.

26 Interpreting Test Results In special education, test interpretation involves professionals and parents reviewing all of the assessment data to determine if the student has a disability and is in need of special education. The members of the professional team view the assessment results from their various professional and personal perspectives.

27 Interpreting Test Results In interpreting the results, the assessment team should accomplish the following: Rule out any sensory acuity problems and refer or consult with medical personnel if physical problems are suspected. Determine whether the student has any transitory emotional or personal problems and refer to counseling as appropriate. Consider previous educational experiences and how these experiences may have influenced the student’s achievement (e.g., frequent moves, ELL, frequent absences).

28 Reasons for Assessment Eligibility decisions Assessment links to instruction –Profile of student’s strengths and weaknesses –Qualitative information from assessment Program planning Assessment is much more than getting a score!!