1. The process of assessment: the role of the teacher Chapter 1 ~~~~~

2. 2 Why assess students? To make effective decisions to: To make effective decisions to: Screen Screen Classify and place Classify and place Monitor student progress Monitor student progress Determine effective instructional programming Determine effective instructional programming Evaluate effectiveness Evaluate effectiveness To ensure instruction matches needs and progress continues To ensure instruction matches needs and progress continues

3. 3 WHAT IS EARLY INTERVENING? Educational team: teachers, counselor, nurse, remedial specialists, principal or designee. Educational team: teachers, counselor, nurse, remedial specialists, principal or designee. Meet regularly to address student concerns within the regular education environment Meet regularly to address student concerns within the regular education environment Develop an accommodation plan Develop an accommodation plan Monitor student progress Monitor student progress

4. 4 Referral Facts Referral occurs when academic, behavioral and/or social-emotional difficulties affect school progress or Referral occurs when academic, behavioral and/or social-emotional difficulties affect school progress or When regular education strategies were ineffective When regular education strategies were ineffective Parent or teacher initiate referrals Parent or teacher initiate referrals MDT can determine there is not reason to suspect a disability exists and not evaluate MDT can determine there is not reason to suspect a disability exists and not evaluate If parent evaluation request is denied, they must receive written notice with explanation and due process rights If parent evaluation request is denied, they must receive written notice with explanation and due process rights

5. 5 Facts About MDT Evaluation Before evaluation, MDT must provide parents with Before evaluation, MDT must provide parents with reason for referral, strategies attempted, notice reason for referral, strategies attempted, notice of due process rights of due process rights Must have parental informed consent before testing Must have parental informed consent before testing Testing must be: Testing must be: Culture fair informed consent before testing Culture fair informed consent before testing Comprehensive and multidisciplinary Comprehensive and multidisciplinary Address student needs Address student needs Due process can occur any point in the process Due process can occur any point in the process

6. 6 Parent have the right to… Request an MDT evaluation Request an MDT evaluation Be active in all decision making Be active in all decision making Provide independent resource information (medical, mental health, etc.) Provide independent resource information (medical, mental health, etc.) Participate in IEP development and monitoring Participate in IEP development and monitoring Take an active part in the instructional process Take an active part in the instructional process Have an advocate for support in dealing with school personnel/process Have an advocate for support in dealing with school personnel/process Initiate mediation or due process Initiate mediation or due process Receive regular progress reports Receive regular progress reports

7. 7 IEP Required Components Present level of academic achievement and functional performance Present level of academic achievement and functional performance Annual goals Annual goals Evaluation procedures and schedule Evaluation procedures and schedule Special education services and modifications Special education services and modifications Extend child will not participate in regular education Extend child will not participate in regular education Accommodation and statement of alternate assessment Accommodation and statement of alternate assessment Services and modification schedule Services and modification schedule Transition planning Transition planning

8. 8 IEP Team Members (IDEA-04): Student’s parent Student’s parent At least one regular ed teacher, if the child is participating in regular education At least one regular ed teacher, if the child is participating in regular education Representative of the LEA Representative of the LEA At least one special education teacher At least one special education teacher Individual who can interpret test results Individual who can interpret test results Student (when appropriate) Student (when appropriate)

9. 9 Coordinating Assessment Results in IEP Development and Monitoring Purpose: collect and document data on students’ progress and performance Purpose: collect and document data on students’ progress and performance Types : Types : Formative evaluation – ongoing monitoring Formative evaluation – ongoing monitoring Summative evaluation – final assessment at end point Summative evaluation – final assessment at end point Monitoring Progress : Monitoring Progress : Graph, plot, report to parents at least as frequently as reports are made for general education students. Graph, plot, report to parents at least as frequently as reports are made for general education students.

10. 10 Program Review Process Annual Review - ensures instructional program is updated annually Annual Review - ensures instructional program is updated annually Triennial Evaluation – assesses needs and changes to ensure appropriate programming Triennial Evaluation – assesses needs and changes to ensure appropriate programming Declassification - student no longer is eligible to receive special education or related services Declassification - student no longer is eligible to receive special education or related services