1. SPED 512:Assessment
Week 1
Dr. Julie Esparza Brown

2. AGENDA Introductions Pick a Partner WJ-III Checkout
Syllabus Scavenger Hunt/Syllabus & Assignments
BREAK
Lecture 1
Intro to WJ-III/Basic Reading Cluster

3. Need for Comprehensive Assessment and Evaluation
The National Joint Committee on Learning Disabilities (NJCLD) published guidance on the need for comprehensive assessment and evaluation by multidisciplinary teams for the identification and diagnosis for students with learning disabilities (2010).

4. Comprehensive Assessment…
Requires the use of multiple data sources that may include:
Standardized tests
Informal measures
Observations
Student self-reports
Parent reports
Progress monitoring data from RTI

5. Comprehensive Assessment…
IS NOT:
Reliance on any single criterion for assessment
Group assessment, such as universal screening or statewide academic assessment tests

6. Assessment vs. Evaluation
Collection of data through multiple measures
Includes standardized and informal instruments
Qualitative and quantitative data
Follows assessment and incorporates data from multiple data sources
Process of integrating, interpreting and summarizing the comprehensive assessment data
Both are critical for making an accurate diagnosis of students with learning disabilities.

7. Two Laws that Guide Assessment and Evaluation
NCLB (ESEA)
IDEA 2004
Aligns curriculum and assessment for all students
Requires disaggregating assessment data by subgroups to report adequate yearly progress
One goal was to more closely align with ESEA.
Says assessment and evaluation procedures should rule out underachievement due to inadequate instruction
Discourages use of discrepancy formula; encourages use of data on how children respond to research-based instruction

8. 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” 8 8

9. 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.
Not to be read. Highlight comprehensive nature of evaluation process needed for both RTI and PSW. Also point put parental involvement pieces. 9 9

10. IDEA 2004
A child may be determined to have a specific learning disability when the child does not achieve adequately for the child’s age or to meet State-approved grade-level standards in one or more of the following areas, when provided with appropriate learning experiences and instruction:
Oral expression
Listening comprehension
Written expression
Basic reading skill
Reading fluency skills
Reading comprehension
Mathematics calculation
Mathematics problem solving
(34 CFR (a)(1))

11. 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) 11

12. RTI
Although data from RTI can provide valuable information, it cannot be used as the sole basis for determining whether a student has a learning disability.
The RTI process does not replace the need for a comprehensive evaluation.
A public agency must use a variety of data gathering tools and strategies even if an RTI process is used.

13. Learning Disabilities…
Look different across students and may include difficulties in language (i.e., listening, written and oral expression, spelling, reading), mathematics, handwriting, memory, perception, cognition, fine motor expression, social skills, and executive functions (e.g, attention, organization, reasoning).
Can occur in students who are talented and gifted.

14. A Comprehensive Assessment and Evaluation Should…
Use a valid and most current version of any standardized assessment
Use multiple measures (including standardized and nonstandardized, and multiple data sources)
Consider the eight components of the definition of SLD and also consider:
Exclusionary factors (students learning needs are not primarily due to intellectual disabilities, sensory impairments, emotional/social difficulties, cultural and linguistic factors, or adverse environmental conditions)
Patterns of strengths and weaknesses

15. A Comprehensive Assessment and Evaluation Should…
Express results that maximize comparability across measures (i.e., standard scores). Age or grade equivalents are not appropriate to report.
Provide confidence interval and standard error of measure, if available.
Integrate standardized and informal data collected.
Balance and discuss both standardized and nonstandardized data in making eligibility decisions.

16. Conduct of Evaluation
Use a variety of assessment tools and strategies to gather relevant functional, developmental, and
Whether the child is a child with a disability; and
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.
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
Use technically sound instruments that may assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors.

17. Additional Requirements
Assessments and other evaluation materials used to assess a child under this section –
Are selected and administered so as not to be discriminatory on a racial or cultural basis,
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;
Are used for purposes for which the assessments or measures are valid and reliable
Are administered by trained and knowledgeable personnel; and
Are administered in accordance with any instructions provided by the producer of such assessments

18. 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

19. Special Education and Students from Minority Groups
Students from minority backgrounds are disproportionately represented in special programs.
Teams must be acquire the skills for determining language differences from true disorders.
To make identification and eligibility decisions, teams must possess the range of competencies to make appropriate decisions.

20. Written Evaluation Report
Required as part of the assessment and evaluation processes.
Teams may develop an integrated report rather than each professional submitting a separate report.
Information from the report should then link directly to IEP and be used to guide instruction and transition (for students 16 and older)

21. Eligibility Team OAR 581-015-2170(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.) 21 21

22. Information from: The National Joint Committee on Learning Disabilities. (2010). Comprehensive assessment and evaluation of students with learning disabilities: A paper prepared by the National Joint Committee on Learning Disabilities. Learning Disability Quarterly, 34(1), 3-16.

23. Principles of Standardized Assessment

24. What is Academic Assessment In Our Context?
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
Provides 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.

25. When to Use Standardized Assessments
Initial assessments 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

26. How to Select a Standardized Tool
What is the referral concern?
Does the test cover the content area?
What is the method of assessment (e.g.,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?

27. 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.
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?

28. 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.

29. 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 is helpful to circle the start points for each subtest.

30. 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.

31. 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.

32. 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).

33. The Standards for Educational and Psychological Testing

34. Purpose of Assessment Administration Practice
This course is designed to determine what a student’s academic progress is within specific academic areas (reading, math, written and oral language.
Thus, you will learn norm-referenced standardized assessments.
Tests used in this course are “secure” tests and their manuals and protocols should NOT be shared with others.
To look at and play with materials violates test security and is a violation of ethnical and professional practice.
You will be responsible for any damage, loss or theft that occurs while the test kits are checked out to you.

35. Student Volunteer for Practice Testing
You will need one student volunteer, between the ages of 5 – 18.
This student should NOT be experiencing any academic difficulties NOR should they be in special education.
You MUST secure consent prior to assessment from their parents (consent form on wiki).
Inform the parents that no results will be shared with anyone (including parents) because you are not yet proficient in testing and the scores will not be reliable or valid.

36. Fabrication of Protocols
In the past, I have noted some protocols were just “filled in” and a practice administration was not actually given.
Should this occur, it will lead to an automatic FAILURE in the course.

37. “The extent to which assessment information has a positive impact on student learning ultimately depends on your ability to:
be an informed consumer of assessment information, and
Effectively communicate that knowledge to those responsible for decision making.”
Salvia, Ysseldyke and Bolt