Assessment Of Exceptional Students

1. Assessment Of Exceptional Students Part One: Chapter One

2. Assessment: Historical, Philosophical & Legal Considerations • Individuals involved - Process and purpose • Historical Events & Philosophical Movements • Relevant Assessment Litigation • Relevant Legislation • Focus on Diversity

3. Historical Events & Philosophical Movements • Early Twentieth Century • Alfred Binet & Theodore Simon • 1920s-1950s • Rorschach Ink Blot Test • Minnesota Multiphasic Personality Inventory • Metropolitan Achievement Tests • 1960s • 1963 – Learning Disabilities – Samuel Kirk • Process testing • Illinois Test of Psycholinguistic Ability • Developmental Test of Visual Perception • Misuses of Perceptual – Motor Tests • Kephart Cratty & Frostig • Predict Acheivement • “Modality strengths & weaknessess” • Remedial programs

4. Historical Events & Philosophical Movements • Early 1970’s • Challenged - Discriminatory testing; emphasis on behavioral observations • Late 1970’s & Early 1980’s • Public Law 94-142 – formal assessments for eligibility • IEP – more informal assessments for monitoring progress • Mid 1980’s – Early 1990’s • Regular Education Initiative (REI) • Madeleine Will • Prereferral intervention • Curriculum-based assessment • Adaptive Learning Environments Model (ALEM)

5. Historical Events & Philosophical Movements • Early 1990’s – 2000 • Full Inclusion • Least restrictive environment – Is this violated by inclusion? • Alternative assessment – for use with severe disabilities • The New Millennium • IDEA 04 • Testing & accommodations • Alternative assessments • Functional behavioral assessment

6. Relevant Assessment Litigation • Hobson v. Hansen 1968 • Discriminatory use of test scores in tracking students • Diana v. State Board of Education 1970 • Evaluation based on students primary language • Guadalupe v. Tempe 1972 • Adaptive behavior should be evaluated for label of MR • What is adaptive behavior? • Larry P. v. Riles 1971 • Cultural bias of testing – Are intelligence tests biased against African-Americans? • What is overrepresentation & is it still around? • PASE v. Hannon 1980 • Test bias – similar to Larry P. but decided IQ tests were not biased • Are tests biased or are they used in a biased way? • Jose P. v. Ambach 1983 • Timely evaluations after referral for MFE • Luke S. & Hans S. v. Nix et al. 1982 • Prereferral assessment should occur prior to referral for MFE • Gerstmyer v. Howard County Public Schools 1994 • Delay in evaluation – Parents were reimbursed for private schooling as a result

7. Relevant Legislation • Public Law 94-142: Education for All Handicapped Children Act (EHA) Can you name the 6 major principles? • Public Law 99-457: EHA Amendments of 1986 • Greatest impact on assessment to identify infants & toddlers in need of services • Programs for infants and toddlers – birth through 2 years of age with developmental delays • “At Risk” – for substantial developmental delays • Public Law 101-476: Individuals with Disabilities Education Act (IDEA) • 1990 – Handicaps to Disabilities – person-first language • Individual Transition Program (ITP) – no later than what age? What age in Ohio? • Traumatic brain injury • Autism

8. Relevant Legislation • Public Law 101-336 (1990): Americans with Disabilities Act (ADA) • What were major provisions? • Public Law 103-382 (1994) : Improving America’s Schools Act • Standards set & requirement of states to assess achievement of standards • Public Law 105-17: Reauthorization of the Individual with Disabilities Education Act (IDEA 97) • Conduct of Evaluation • Parents participation • Participation in state & district assessments of students with disabilities – What had been going on & continued?

9. Relevant Legislation • Public Law 107-110: No Child Left Behind Act • Annual assessment required of all students for what grades? • What is meant by “high stakes” assessment? • 3 year enrollment = reading testing conducted in English • NCLB – emphasis on “high-stakes assessment” • High-stakes assessment instrument: Florida Comprehensive Assessment Test (FCAT) • Boycotts against time spent for testing • Test content should reflect curriculum • Standards first, then testing – decide what needs to be learned THEN create tests to measure that learning • Tests measure educational progress-they don’t create it – testing alone will not improve learning • No single test does everything-the importance of multiple measures • Adequate yearly progress ( AYP ) -

10. Relevant Legislation • Public Law 108-446: Reauthorization of the Individuals with Disabilities Education Act (IDEA 04) • 60 day timeline from parental consent to eligibility determination • Possible elimination of STO’s (piloted in some states) • Individuals must have proper qualifications to administer tests • Assessment conducted in all areas of suspected disability & must address participation in the general education curriculum • Assessments must be nondiscriminatory & multiple measures used • Reevaluation to occur at least every 3 years unless agreed to by parents & school • Parental Participation & Due Process • Parents should be active participants in the assessment process & law requires they provide information to MFE team • Participation in Assessments & Alternate Assessment • Students with disabilities should be included and accommodation guidelines developed • Alternate Assessments • States must have a clear rationale for NOT including students in assessment programs