ADVANCED PROFESSIONAL DEVELOPMENT LEADING TO BOARD CERTIFICATION IN SPECIAL EDUCATION

 

COURSE #3

 

UNDERSTANDING ASSESSMENT IN SPECIAL EDUCATION  

 

Table of Contents

Chapter 1- Overview of Assessment

  • Overview
  • Importance of Assessment
  • Purpose of Assessment
  • The Difference Between Assessment and Testing
  • Role of the Education Professional in the Special Education Process
  • Assessment and Federal Law

Chapter 2-Identification of High Risk Students

I- Who Gets Assessed for a Suspected Disability:  Identification of High Risk Students or Students that Exhibit a Disability

  • Meaning of a ďHigh RiskĒ Student
  • High Risk Students: \ Severity of the Problem 
  • How Tension Affects High Risk Students
  • Avoidance Behavior Patterns Exhibited By High Risk Students

Chapter 3- Referral to the Child Study Team

  • Special educatorís role in the referral process
  • Membership of the Child Study Team (CST)
  • Child Study Team meetings
  • Various sources of information available on your student
  • Options of the Child Study Team

Chapter 4-Obtaining Parental Informed Consent for Assessment

Chapter 5- Requirements of an Evaluation for a Suspected Disability

Chapter 6:  The Multidisciplinary Team and the Comprehensive Assessment

  • Responsibilities of the Team that is assigned to do the comprehensive assessment: The Multidisciplinary Team (MDT)
  • Membership of the Multidisciplinary Team (MDT)
  • Referral to the Multidisciplinary Team for a Comprehensive Assessment
  • Methods of Assessment options available to the Multidisciplinary Team

Chapter 7:  Methods of Assessment Options Available to the Multidisciplinary Team

  • What is a comprehensive assessment?
  • Norm-referenced testing?
  • Informal Assessment Methods Available to the MDT?
  • Criterion-Referenced Tests
  • Ecological Assessment
  • Curriculum Based Assessment (CBA) and Measurement (CBM)
  • Portfolio Assessment
  • Authentic/Naturalistic/Performance-Based Assessment
  • Task Analysis
  • Outcome-Based Assessment
  • Learning Styles Assessment

Chapter 8: Basic Statistics and Scoring Terminology Used in Assessment

  • Age Equivalent
  • Alternate Forms Reliability
  • Concurrent Validity
  • Construct Validity
  • Content Validity
  • Correlation
  • Criterion Related Validity
  • Grade Equivalent
  • Interrater Reliability
  • Mean
  • Median
  • Mode
  • Range
  • Percentile Rank
  • Predictive Validity
  • Raw Scores
  • Reliability
  • Reliability Coefficients
  • Scaled Scores
  • Split-Half Reliability or Internal Consistency
  • Standard Deviation
  • Standard Error of Measurement
  • Standard Scores
  • Stanine
  • TestĖRetest Reliability
  • T Score
  • Validity
  • Scores

Chapter 9:  Students' Behavior During the Assessment Process

  • Possible effects of Examiner variables
  • Observing overt signs of tension
  • Behaviors that are observed in the Initial Adjustment to the Assessment Process
  • Behaviors that are observed in the studentís verbal interactions with the evaluator
  • Behaviors that are observed in the studentís attempt to adapt to the requirements of the assessment process 
  • Behaviors that are observed in the amount and type of effort shown during the assessment process
  • Behaviors that are observed in the studentís handling of time factors during the assessment process
  • Behaviors that are observed by the types of responses made during the assessment process
  • Behaviors that provide insight into the studentís organizational abilities during the assessment process

Chapter 10:  Components of a Professional Evaluation Report

  • Practical guidelines for writing a professional evaluation report
  • Sections found within the report
  • 1. Identifying Data
    2. Reason for Referral
    3. Background History
    4. Behavioral Observations
    5. Tests and Procedures Administered
    6. Test Results
    a-Steps for Writing Test Results
    7. Conclusions Section
    8. Recommendations Section

Chapter 11:  Presentation to the IEP Committee