Garner Fall 2010

Warning

signs noticed Parent or General Ed teacher makes a CST referral Child Study Team examines instructional interventions/opportunities Screening Multi-disciplinary Team

Assessment Collaboration

IEP

Committee

 General

Education Teacher Administrator School Counselor/School Psychologist Special Education Teacher Reading Specialist School Nurse Speech-Language Pathologist Social worker

 Examine

overview of learning needs of student (including teacher report) Look at all levels of information (records, parents, test scores, prior teacher info) Review of instructional strategies that could be used to address student issue Time given to implement new strategies and collect data (pgs 70-75)

Hearing and vision tests Review GENED classroom management Program change/teacher change

 Intellectual

screening (IQ tests can only be given by psych examiner) Language screening (given by SLP) Behavioral screening (often inventories given to parents and teachers) LD Screenings (reading/writing/listening) Classroom Observations

 Formal

tests or assessments given by trained professionals Multiple assessment procedures used Assessments selected to target areas of academic need Includes similar members to CST but limited to professionals working directly with student in question MUST include childs general education teacher and a special education teacher Clinicians

 Consent
Pre-referral

information Assessment options

Academic achievement Intellectual/psychological Perceptual Oral Language Occupational Therapy Physical Therapy

 Norm-Referenced

Tests

Give comparison to others in a particular pop.

Standardized

Testing

MEAP

Informal

Assessment

Incorporated into classroom activities Academic skill mastery based

Criterion-Referenced

Ecological

Assessment

Observe how student interacts in environments

 Interviews
Observations Curriculum-based

measurement

Tests on curriculum

Portfolio

Assessment Authentic or Performance-Based Assessment Task Analysis

 IQ Language

Syntax, semantics, morphology, phonology, pragmatics Oral language Written language

Perceptual

ability Academic Achievement

Reading Writing (spelling, composition, handwriting) Math Behavioral concerns

 Exclusion

factors

Mental retardation Primary emotional problems Hearing/Vision problems Poor Teaching Cultural Confusion Motivation

 Ecological

Assessment

Varied settings

Dynamic

Assessment Measurement

What can child do with prompts/cues? Specific weaknesses and strengths

Curriculum-Based

Task

Analysis Style

Break down learning tasks

Learning

 Required

members of the IEP committee

Parents At least one general educator At least one special educator LEA representative (principal, teacher consultant)

Other

members

A person to interpret assessment results Other individuals working with student Student advocates The child (when appropriate)

 Review

evaluation information Determine appropriate disability classification Determine Least Restrictive Environment Determine IEP goals based on determined needs Review annually the IEP goals and status of student Evaluate effectiveness of programs/services Maintain communication with parents Re-evaluate every three years

 Document,

document, document Make all attempts to get parent at meeting Evaluations and IEPs expire Diagnosis will differ from state to state, district to district Diagnosis can be appealed by parents. Parents can refuse to sign diagnosis papers IEP team MUST consider Least Restrictive Environment

 Look

at assessment information

Target academic needs Goals should reflect end of year achievement/benchmarks or objective list steps to that goal Goals should fit within the regular workings of the general education classroom Write goals so that everyday classroom activities can be used as data Data must be collected on a regular basis to demonstrate improvement over time