Ch 2 & 3 - Chapter 2 Assessment and IEP Process 2.1...

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Chapter 2: Assessment and IEP Process 2.1 Uses of Assessment Information Assessment is the process of collecting information about a student that will be used to form judgments and make decisions concerning that student; to obtain information that can be used to plan ways to help the  student to learn (1) screening: used to detect pupils who may need more comprehensive evaluation (2) referral: additional assistance from other school personnel; on basis of observation and classroom  performance (3) classification: used to determine a student’s eligibility for services (4) instructional planning: develop educational program; assessment info used to formulate instructional  goals and develop specific plans for teaching (5) monitoring pupil: review student’s progress using standardized formal tests, informal measures and  continuous monitoring procedure 2.2 Determining Eligibility for Special Education Services Final regulations for identifying students with L.D: (1) must not require a severe discrepancy between intellectual ability and achievement (2) must permit use of a process based on child’s response-to-interventions  (3) may permit use of other alternative research-based procedures to determine whether child has L.D  Two ways schools can determine eligibility for special education: (1) RTI approach or (2) a comprehensive  evaluation of student with suspected disabilities  2.3 Response-to-Intervention (RTI) Procedure that is intended to identify students having academic difficulties when problems first become  apparent by using RTI It is a practice used with ALL students, including those in general education classes, students at-risk for  school failure and students with suspected disabilities  Goal of RTI: to prevent academic failure  2.3a Tiers of Instruction in RTI RTI model proposes that if a student responds well to evidence-based interventions at Tier 1, student does  NOT have a disability; students who do not respond positively to RTI instruction at Tier 1 are given more  intensive instruction in Tier 2; if student still does not respond or learn after intensive intervention, student  receives still more intensive interventions in a smaller group at Tier 3; finally if student does not respond  positively to Tier 3, student is to be considered for an evaluation for special education 3.4b Benefits and Concerns About RTI Benefits:  - earlier identification & prevention of disabilities, thereby reducing # of students referred to special ed.
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