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Chapter 1
Chapter Focus
This introductory chapter presents an overview of the assessment process in general education in
today’s educational environment, reflecting current emphasis on inclusion and accountability in
education for all children. The evaluation of student progress in general education occurs
regularly. Teachers employ a problem-solving process incorporating intervention strategies in
the classroom setting as well as screening and assessment of students who, even with appropriate
interventions, require additional support. Various types of assessment are presented along with
considerations of assessment of the child as a whole.
Case Study
M
#1: Jaime
1. According to the Contemporary Assessment Model, what steps have been taken by Mrs.
EL
Johnson?
➢ Mrs. Johnson learned a bit about Jaime’s family prior to instruction.
➢ Mrs. Johnson began reading instruction by teaching early, basic
skills—phonemic awareness.
AN
➢ Mrs. Johnson measured progress using CBMs and evaluated those
assessments determining that Jaime was not making expected
progress.
➢
2. List the steps that should happen before Mrs. Johnson consults with the problem-solving
IE
team.
➢ Mrs. Johnson needs to document what instructional strategies and
assessments she is using with Jaime and the effects these strategies and
??
assessments have on her progress.
➢ Mrs. Johnson needs to clarify the components of phonemic awareness
in which Jaime is not successful (i.e., rhyming, initial sound fluency,
etc.).
??
➢ Mrs. Johnson needs to utilize additional instructional methods and
assessments to determine if it is the instructional delivery model that is
not effective for Jaime.
➢ Mrs. Johnson needs to continue to collect data on individual skills to
determine in what areas Jaime is not successful.
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, ytrew
3.What other information may be helpful in determining interventions?
➢ A more in-depth family case study may be needed.
➢ Why did Jaime not go to preschool?
➢ Why the delay in enrolling in K?
➢ Determining Jaime’s language needs could prove helpful.
➢ Is Jaime an ELL or does Jaime have other speech/language
considerations?
➢ Phonemic awareness is an umbrella term that covers a great deal of
sub-skills. Determining which sub-skills Jaime is experiencing
difficulties with is important, as is ensuring that Mrs. Johnson’s
instruction and assessments are congruent.
M
EL
AN
IE
??
??
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, ytrew
Check Your Understanding
Activity 1.1
1. According to the Traditional Assessment Model, what usually happened when a student
was referred to a multidisciplinary team?
Answer:
➢ KEY POINT: Little to no intervention was required prior to referral.
➢ Teacher noticed a student was having difficulty.
➢ Specific deficits that appear to be the cause of a student’s difficulty were
M
identified.
➢ Student was referred to a multidisciplinary team, who evaluated the student.
➢ Eligibility was determined.
➢ An individualized education program (IEP) was put in place for eligible
EL
students.
AN
2. Research studies of the referral and assessment process found many indications of bias in
the process. What are some examples of this bias?
Answer:
➢ Culturally, linguistically and ethnically diverse students were represented
in disproportionate numbers in special education.
IE
➢ American Indians and Alaskan natives were 2.89 times more likely to
receive special education and related services for developmental delay.
➢ Deficit skills were a primary reason for teachers to refer for services—
??
with no remedial intervention provided.
➢ There is wide variety in the referral process.
➢ The historical model of referral and assessment has led to a significant
??
increase in the number of students identified for special education
services.
3. Under the 2004 IDEA, the emphasis shifted from the traditional model with prereferral
strategies to early intervening services. Why did the 2004 IDEA include this change?
Answer:
➢ Prereferral interventions were intended to address bias in the referral
process and prevent unnecessary additional assessment. Early intervening
services address the student’s needs within the general education
classroom and prevent additional assessment.
ytrews
, ytrew
Although the nuances between these two concepts are subtle, the reason
IDEA 2004 included this change was because NCLB mandated that all
students be held accountable to the general education curriculum (via state
level testing). Consequently, IDEA 2004 needed to account for this
mandate in its regulations, therefore emphasizing the least restrictive
environment mandate, requiring students with disabilities be provided
services in the general education classroom with appropriate supports and
services.
The change in terminology happened because prereferral strategies only
required the elimination of bias in the assessment and referral process.
The use of early intervening services required teachers to utilize and
document a variety of interventions and assessments used with students to
M
determine deficiencies so that those problems could be remediated early.
The research supports that many students are referred for special education
services due to deficits; if these deficits are remediated early, students are
likely to not need special education services.
EL
Apply Your Knowledge
AN
Read the case study to begin thinking about how to look for solutions for the student’s
difficulties. Refer to the Contemporary Assessment Model to list possible steps in the problem-
solving process.
Answer: Accept answers that may include the following:
IE
➢ Mrs. Johnson needs to document what instructional strategies and
assessments she is using with Jaime and the effects these strategies and
assessments have on her progress.
??
➢ Mrs. Johnson needs to clarify the components of phonemic awareness in
which Jaime is not successful (i.e., rhyming, initial sound fluency, etc.).
➢ Mrs. Johnson needs to utilize additional instructional methods and
assessments to determine if it is the instructional delivery model that is not
??
effective for Jaime.
➢ Mrs. Johnson needs to continue to collect data on individual skills to
determine in what areas Jaime is not successful.
ytrews
Chapter 1
Chapter Focus
This introductory chapter presents an overview of the assessment process in general education in
today’s educational environment, reflecting current emphasis on inclusion and accountability in
education for all children. The evaluation of student progress in general education occurs
regularly. Teachers employ a problem-solving process incorporating intervention strategies in
the classroom setting as well as screening and assessment of students who, even with appropriate
interventions, require additional support. Various types of assessment are presented along with
considerations of assessment of the child as a whole.
Case Study
M
#1: Jaime
1. According to the Contemporary Assessment Model, what steps have been taken by Mrs.
EL
Johnson?
➢ Mrs. Johnson learned a bit about Jaime’s family prior to instruction.
➢ Mrs. Johnson began reading instruction by teaching early, basic
skills—phonemic awareness.
AN
➢ Mrs. Johnson measured progress using CBMs and evaluated those
assessments determining that Jaime was not making expected
progress.
➢
2. List the steps that should happen before Mrs. Johnson consults with the problem-solving
IE
team.
➢ Mrs. Johnson needs to document what instructional strategies and
assessments she is using with Jaime and the effects these strategies and
??
assessments have on her progress.
➢ Mrs. Johnson needs to clarify the components of phonemic awareness
in which Jaime is not successful (i.e., rhyming, initial sound fluency,
etc.).
??
➢ Mrs. Johnson needs to utilize additional instructional methods and
assessments to determine if it is the instructional delivery model that is
not effective for Jaime.
➢ Mrs. Johnson needs to continue to collect data on individual skills to
determine in what areas Jaime is not successful.
ytrews
, ytrew
3.What other information may be helpful in determining interventions?
➢ A more in-depth family case study may be needed.
➢ Why did Jaime not go to preschool?
➢ Why the delay in enrolling in K?
➢ Determining Jaime’s language needs could prove helpful.
➢ Is Jaime an ELL or does Jaime have other speech/language
considerations?
➢ Phonemic awareness is an umbrella term that covers a great deal of
sub-skills. Determining which sub-skills Jaime is experiencing
difficulties with is important, as is ensuring that Mrs. Johnson’s
instruction and assessments are congruent.
M
EL
AN
IE
??
??
ytrews
, ytrew
Check Your Understanding
Activity 1.1
1. According to the Traditional Assessment Model, what usually happened when a student
was referred to a multidisciplinary team?
Answer:
➢ KEY POINT: Little to no intervention was required prior to referral.
➢ Teacher noticed a student was having difficulty.
➢ Specific deficits that appear to be the cause of a student’s difficulty were
M
identified.
➢ Student was referred to a multidisciplinary team, who evaluated the student.
➢ Eligibility was determined.
➢ An individualized education program (IEP) was put in place for eligible
EL
students.
AN
2. Research studies of the referral and assessment process found many indications of bias in
the process. What are some examples of this bias?
Answer:
➢ Culturally, linguistically and ethnically diverse students were represented
in disproportionate numbers in special education.
IE
➢ American Indians and Alaskan natives were 2.89 times more likely to
receive special education and related services for developmental delay.
➢ Deficit skills were a primary reason for teachers to refer for services—
??
with no remedial intervention provided.
➢ There is wide variety in the referral process.
➢ The historical model of referral and assessment has led to a significant
??
increase in the number of students identified for special education
services.
3. Under the 2004 IDEA, the emphasis shifted from the traditional model with prereferral
strategies to early intervening services. Why did the 2004 IDEA include this change?
Answer:
➢ Prereferral interventions were intended to address bias in the referral
process and prevent unnecessary additional assessment. Early intervening
services address the student’s needs within the general education
classroom and prevent additional assessment.
ytrews
, ytrew
Although the nuances between these two concepts are subtle, the reason
IDEA 2004 included this change was because NCLB mandated that all
students be held accountable to the general education curriculum (via state
level testing). Consequently, IDEA 2004 needed to account for this
mandate in its regulations, therefore emphasizing the least restrictive
environment mandate, requiring students with disabilities be provided
services in the general education classroom with appropriate supports and
services.
The change in terminology happened because prereferral strategies only
required the elimination of bias in the assessment and referral process.
The use of early intervening services required teachers to utilize and
document a variety of interventions and assessments used with students to
M
determine deficiencies so that those problems could be remediated early.
The research supports that many students are referred for special education
services due to deficits; if these deficits are remediated early, students are
likely to not need special education services.
EL
Apply Your Knowledge
AN
Read the case study to begin thinking about how to look for solutions for the student’s
difficulties. Refer to the Contemporary Assessment Model to list possible steps in the problem-
solving process.
Answer: Accept answers that may include the following:
IE
➢ Mrs. Johnson needs to document what instructional strategies and
assessments she is using with Jaime and the effects these strategies and
assessments have on her progress.
??
➢ Mrs. Johnson needs to clarify the components of phonemic awareness in
which Jaime is not successful (i.e., rhyming, initial sound fluency, etc.).
➢ Mrs. Johnson needs to utilize additional instructional methods and
assessments to determine if it is the instructional delivery model that is not
??
effective for Jaime.
➢ Mrs. Johnson needs to continue to collect data on individual skills to
determine in what areas Jaime is not successful.
ytrews
