The IEP Process Assessment

1. The IEP Process & Assessment How it’s supposed to work

2. Assessment and Sped. What evidence will convince you that the SPED classification of your child is appropriate? What does a good assessment look like? Are the assessment requirements of NCLB adequate/appropriate? What does it mean to understand? What place does assessment have in the classroom? What is intelligence and how do you measure it?

3. Purposes of Assessment We will examine the IEP process. We will look at the way we classifying LD students. We will explore the alternative method of determining LD Responsiveness to Intervention (RtI).

4. Standardized Tests, Test Prep & NCLB The difference between norm- and criterion-referenced tests. The different ways we report results. What are variance, standard error of measurement, and confidence levels? What do we mean by basal and ceiling levels. Are there better ways to prepare students for state assessments?

5. The Making of a Test What is reliability and validity? What are the different types? Why standardized tests are used to make comparisons? What is a population and a normed sample? The bell curve, distributions, and other statistics.

6. Assessments that are better??? What are performance-based assessments and why are they saying all those nice things about them. The difference between a portfolio, an authentic assessment, and an exhibition? How can we make these assessments more reliable and valid? How can we connect assessment with learning?

7. Assessment in Special Ed.

8. Decision: Is the student making adequate progress in gen ed? Academic Needs: The following might signal that student is having academic difficulty: Student asks questions that indicate lack of understanding. Do not know info previously taught and presumed mastered. Numerous errors and few correct responses. Do not keep up with peers Far behind their peers, the student become instructionally isolated. Student work deteriorates from good to poor. Student is adequate some areas but poor in others.

9. Without good instruction… Students can become casualties of the educational system… Students lack of prerequisite knowledge or skill. Insufficient instructional time. Teachers’ lack of subject matter knowledge. Teacher lack of pedagogical knowledge. Teachers commitment to ineffective methods.

10. Behavioral Needs… Some behavioral needs require assistance. Too much compliance, too little. Too much activity, too little. Does not respond to the structure of the classroom. Less developed skills, ie kindergarten rules, lack of home structure. Disorders of personality, mood, brain dysfunction. Classroom management

11. Gathering Information

12. Varied Assessment Methods

13. Requirements of the IEP

14. Assessment vs. Testing Assessment

15. Assessment – the right to a nondiscriminatory evaluation

16. Types of Instruments

17. Accommodations/Modifications Accommodation – meant to level the playing field by allowing students to take an assessment or be taught the same material but with a change in the timing, setting, scheduling, response, or presentation.. Modification – the test or the curriculum is modified or changed. This should only occur for students with significant disabilities. To often these terms are use interchangeably – they are significantly different .

18. Alternate Assessments For students with significant cognitive disabilities. Based on alternate achievement standards. Usually do not lead to a regular diploma.

19. The Initial Referral Process Prior to submitting a referral for an evaluation, schools should support the student in the general ed setting: Academic Intervention Service FBA and BIP Any support Service AIS/PPT Intervention Team

20. NYC Steps to Referral Written referral to Principal or the Chair of CSE. Request for referral may be submitted by staff member, physician, judicial officer, agency a student 18 years or older. Case is clocked in a case number assigned. Consent within 30 calendar days. Parental Consent and Social History to include: Assessment Process Due Process Rights Free, Consent, Impartial Hearing, Native language. Info about child’s health and development.

21. Evaluation Process Once consent is received, eval conducted. Psycho/educational to identify IQ score, academic strengths/weaknesses, grade equivalents, Class observation Teacher Progress reports LAB scores to determine Language

22. Evaluation Based on the results of the psycho/educational or concerns summarized in the social history, it may be determined that further assessments are required: Speech and Language Occupational Therapy Physical Therapy Psychiatric evaluation Other Evals (vision, hearing)

23. CSE Review Parents are notified a minimum of 5 days prior to the Review. Include: Psyc, Parent, GE Teacher, SE Teacher, Committee parent, SW, Student. Eval results are summarized Classification Develop and IEP Request for re-evaluation IEP updated annually Every 3 years updated evaluation. Re-eval cannot happen more than once a year unless the District and parent agree otherwise.

24. Group Activity

26. Quiz – What do you know about the IEP Process? Take this quiz at home use class notes, books and the Waterman article to answer the questions.