assessment info
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| Assessment Process | pre-referral, screening, referral, eval and id, instructional program planning, placement, review and eval
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| pre-referral | begins assmt process, informal step, teacher id child’s problem areas,if gen ed problems give interventions to see if help, if yes sped referral done if not go to second step
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| screening | quick and simple test covers basic skills and gathers additional info that may detect who is in need of more comprehensive eval and possible sped services
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| referral | professionals use info from a variety of sources, conduct observations to study class performance and behaviors and then refer for further eval
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| evaluation and id | comprehensive eval by pro determines disabil-possible eligibile for sped.Timelines requirements for types of measurements tools used must align w/fed law. Multifactored asssmt, by a team is an eval of a student using variety of test instrumts and proc.
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| instructional program planning | assmt info is essential for program planning to create goals, determine placemt, make plans for instrc delivery. Team meets to share results make decisions about student and services.
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| placement | after team designs iep, decisions about LRE and specs about services made, implement
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| review and eval | monitor progress according to IEP to develop reg progress reports, adjust IEP, review achievements and progress using formal, informal, alternate measurements
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| Achievement test | formal tool measures knowledge or proficiency in subject or topic
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| Active student response | frequency based used to determine student’s participation rate during instruction
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| Anecdotal record | informal measuremt of teachers notes by observation of student work, performance,used in parent conferences
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| Aptitude test | formal measure standard/or norm references test–find ability to acquire skills/gain knowledge
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| Authentic assessment i | nformal method for comprehension and performance of skill – classrm assessment
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| Behavior assessment | variety of eval tools to track behaviors and document progress on BIP or self mange
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| Criterion references test | formal measure evaluates on specified info, check knowledge by answering specific questions and does not compare one student to another
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| Curriculum based measure | eval progress and performance of skills in curriculum, lessons, teacher finds best way to assist child and to share with parents
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| Ecological based assessment | informal observation of interaction w/environmt during regular schedule
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| Functional behavior assessment – FBA | gather info about problem behaviors of child used to eval need for behavior intervention and behavior plan
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| Intelligence Test IQ | norm ref test to assess learning abilities/intellectual capacity, measure cognitive behav
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| Norm referenced test | formal tool – like MSA comparing student to others in same age group – helpful in developing curriculum and identifying intervention needs.
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| Observation | watch student in several settings – notes on performance, behaviors, helps with behavior plans and for use with comprehensive assessments
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| Performance assessment | informal measure by teacher to check ability to complete task to a topic
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| Portfolio assessment | gather info on completed products helpful for eval progress –share w/parents
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| Standards-based assessment | formal eval –criterion or norm ref, measures progress of meeting goal from district or state - county benchmark
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| Summative eval | informal procedure to assess achievement and teacher instruction
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