Chapter+1

POWERPOINT

[[file:1 INTRO TO ASSESSMENT.ppt]]
AN INTRODUCTION TO ASSESSING LEARNERS WITH SPECIAL NEEDS
 * Chapter Focus **

This introductory chapter presents an overview of the assessment process in the general education classroom reflecting our current emphasis on inclusion and accountability for all children. The evaluation of student process includes a problem-solving process that incorporates intervention strategies in the classroom setting, screening, and assessment of students who, even with appropriate interventions, require additional support in the general education setting or other special settings.Various types of assessment are presented along with considerations of assessment of the child as a whole.

You may track your own progress within the course by completing the course pretest on pages 39-41. You can then plot the number of correct responses on the Student Progress Monitoring Graph on page 35.  PowerPoint Concepts ==§ Introduction  & Basic Concepts == ==§ IDEA (2004) and NCLB (2001) == ==§ Accountability and CLD Students == ==§ Difficulties with Traditional Assessment Practices ==


==§ <span style="font-size: 11pt; color: black; font-family: 'Arial','sans-serif';">Prereferral and Early Intervention == ==<span style="font-size: 11pt; color: black; font-family: Wingdings; mso-list: Ignore; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">§ <span style="font-size: 11pt; color: black; font-family: 'Arial','sans-serif';">RTI and 3-Tier Models of Intervention == ==<span style="font-size: 11pt; color: black; font-family: Wingdings; mso-list: Ignore; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">§ <span style="font-size: 11pt; color: black; font-family: 'Arial','sans-serif';">Types of Assessment == ==<span style="font-size: 11pt; color: black; font-family: Wingdings; mso-list: Ignore; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">§ <span style="font-size: 11pt; color: black; font-family: 'Arial','sans-serif';">The Identification Process == ==<span style="font-size: 11pt; color: black; font-family: Wingdings; mso-list: Ignore; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">§ <span style="font-size: 11pt; color: black; font-family: 'Arial','sans-serif';">Comprehensive Assessment Data == ==<span style="font-size: 11pt; color: black; font-family: Wingdings; mso-list: Ignore; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">§ <span style="font-size: 11pt; color: black; font-family: 'Arial','sans-serif';">Cultural Considerations == <span style="font-size: 11pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">

Compare the components of a traditional assessment model to a contemporary assessment model
 * DISCUSSION QUESITONS FOR Chapter 1**

What are the benefits of using a contemporary assessment model?

How does this model support student needs when the interventions chosen have not been successful?

Refer to Table 1.2 Various types of assessment on pages 29 and 30

List three different assessments and their purposes