Understanding Assessment in the Special Education Process

About the Authors Acknowledgments Introduction Step I. Understanding Assessment and Special Education Assessment Importance of Assessment Purpose of Assessment The Difference Between Testing and Assessment Role of the Education Professional in the Special Education Process Assessment and Federal Law Step II. Understanding and Identifying Students Who Might Exhibit a Disability Understand the Meaning of a "High Risk" Student High Risk Students: Determine the Severity of the Problem Understand How Tension Affects High Risk Students Become Familiar With Common Avoidance Behavior Patterns Exhibited By High Risk Students Conclusions Step III. Understanding and Making a Referral to the Child Study Team Understand Your Role in the Referral Process Learn About the Membership of the CST Understand What Takes Place at the CST Meeting Learn About the Various Sources of Information Available on Your Student Understand the Options of the CST Conclusions Step IV. Understanding and Obtaining Parental Informed Consent for Assessment Step V. Understanding the Requirements of an Evaluation for a Suspected Disability Step VI. Understanding the MDT and the Comprehensive Assessment Understand the Responsibilities of the Team Assigned to Do the Comprehensive Assessment: The Multidisciplinary Team Understand the Membership of the MDT Step VII. Understanding the Various Methods of Assessment Options Available to the MDT What Is a Comprehensive Assessment? What Is Norm-Referenced Testing? Primary Areas of Assessment Conclusions Step VIII. Understanding 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 Test-Retest Reliability T Scores Validity z Scores Conclusions Step IX. Understanding Students' Behavior During the Assessment Process Understand the Possible Effects of Examiner Variables Understand How to Observe Overt Signs of Tension Understand Behaviors That Are Observed . . . Understand Behaviors That Provide Insight Into the Student's Organizational Abilities During the Assessment Process Conclusions Step X. Understanding the Components of a Professional Evaluation Report Practical Guidelines for Writing a Professional Evaluation Report Understand the Components of the Report Step XI. Understanding What Is Required for a Presentation to the IEP Committee Concluding Thoughts Glossary References and Suggested Readings Index