Instructor’s Resource Manual
for
Assessing Learners with Special Needs: An
Applied Approach
Eighth Edition
Terry Overton
University of Texas-Brownsville
Prepared by:
Jennifer Madigan
Matthew Borkenhagen
San Jose State University
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
1
,Copyright © 2016 by Pearson Education, Inc., Upper Saddle River, New Jersey 07458.
All rights reserved. Printed in the United States of America. This publication is protected by Copyright and
permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system,
or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For
information regarding permission(s), write to: Rights and Permissions Department.
Pearson® is a registered trademark of Pearson plc
Instructors of classes using Overton’s Assessing Learners with Special Needs: An Applied Approach, 8th edition
may reproduce material from the instructor’s resource manual for classroom use.
10 9 8 7 6 5 4 3 2 1 ISBN-10: 0133948897
ISBN-13: 9780133948899
www.pearsonhighered.com
2
, Contents
Chapter 1 4
Chapter 2 33
Chapter 3 69
Chapter 4 104
Chapter 5 130
Chapter 6 160
Chapter 7 191
Chapter 8 219
Chapter 9 256
Chapter 10 281
Chapter 11 309
Chapter 12 336
Chapter 13 354
KEY TO PROGRESS MONITORING EXAMS 379
3
, 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
#1: Jaime
1. According to the Contemporary Assessment Model, what steps have been taken by Mrs.
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.
➢ 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
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.
4
for
Assessing Learners with Special Needs: An
Applied Approach
Eighth Edition
Terry Overton
University of Texas-Brownsville
Prepared by:
Jennifer Madigan
Matthew Borkenhagen
San Jose State University
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
1
,Copyright © 2016 by Pearson Education, Inc., Upper Saddle River, New Jersey 07458.
All rights reserved. Printed in the United States of America. This publication is protected by Copyright and
permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system,
or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For
information regarding permission(s), write to: Rights and Permissions Department.
Pearson® is a registered trademark of Pearson plc
Instructors of classes using Overton’s Assessing Learners with Special Needs: An Applied Approach, 8th edition
may reproduce material from the instructor’s resource manual for classroom use.
10 9 8 7 6 5 4 3 2 1 ISBN-10: 0133948897
ISBN-13: 9780133948899
www.pearsonhighered.com
2
, Contents
Chapter 1 4
Chapter 2 33
Chapter 3 69
Chapter 4 104
Chapter 5 130
Chapter 6 160
Chapter 7 191
Chapter 8 219
Chapter 9 256
Chapter 10 281
Chapter 11 309
Chapter 12 336
Chapter 13 354
KEY TO PROGRESS MONITORING EXAMS 379
3
, 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
#1: Jaime
1. According to the Contemporary Assessment Model, what steps have been taken by Mrs.
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.
➢ 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
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.
4
