assessments in special education
TRANSCRIPT
Assessments in Special Education
Denise DeLoria, Elementary SPED Instructional [email protected]
Teresa Lackey, Secondary SPED Instructional [email protected]
Learning Outcomes
To know: • Purpose of special education assessments• Assessment Types and when to administer• Identify Composites and Subtests • How to use appropriate assessment forms• Scoring practice
Assessment Purpose• Making Eligibility, Placement, and Diagnostic
Decisions• Considering Patterns of Strengths and Weaknesses• Planning Instruction and Accommodations• Response to Intervention
Multi-Tiered System of Support-Academic
Patterns of Strengths and Weaknesses (PSW)
This is done by your site psychologist
*search to answer why a student is strugglingacademically
*leads to more accurately targeted interventions*interventions are specific to student needs
https://youtu.be/iHUThhl7R10
Video take-away
TEACHER assesses academics
Weakness must match the processing deficit
KTEA-IIIKaufman Test of Achievement,
Third Edition
KTEA-3 Record Form
• Used for scoring
• Can be Form B or Form A (blue)
KTEA-3 Response Booklet
• This will be used with only the tests listed on the front.
• Students write in this booklet
KTEA-3 Written Expression
Booklet
• Form A or B
• Level 1, PK-K (in response booklet)
• Level 2, Grades 1-2
• Level 3, Grades 3-5
• Level 4, Grades 6-12
Core Composites & Subtests
Academic Skills Battery
Reading:Letter & Word RecognitionReading Comprehension
Math:Math Concepts & ApplicationMath Computations
Written Language:Written ExpressionSpelling
SCORING READING COMPREHENSION
This Photo by Unknown author is licensed under CC BY-SA-NC.
SCORING WRITTEN EXPRESSION
Oral Language
Composite
• Associational Fluency
• Listening Comprehension
• Oral Expression
ARE ADMINISTERED FOR
• Initial IEP
• Triennial IEP-if expression is an area of concern or if student has speech and language services
Reading-Related Subtests & Composites
Sound-Symbol
Phonological ProcessingNonsense Word Decoding
Reading Understanding
Reading ComprehensionReading Vocabulary
Decoding
Letter & Word RecognitionNonsense Word Decoding
Reading Fluency
Word Recognition FluencyDecoding Fluency
Silent Reading Fluency
Oral Language Subtests & Composites
Oral FluencyAssociational Fluency
Object Naming Facility
Oral LanguageAssociational Fluency
Listening ComprehensionOral Expression
Language (TYPICAL)
Oral Language
Written Language
Receptive(Listening)
Expressive(Speaking)
Receptive(Reading)
Expressive(Writing)
Cross-Domain Subtests & Composites
Orthographic Processing
SpellingLetter Naming Facility
Word Recognition Fluency
Academic Fluency
Writing FluencyMath Fluency
Decoding Fluency
Comprehension
Reading Comprehension Listening Comprehension
Expression
Written ExpressionOral Expression
Review previous
Subtest OrderExaminers may depart from suggested sequence
EXCEPT
Letter & Word Recognition MUST precede Word Recognition Fluency
Nonsense Word Decoding MUST precede Letter WordRecognition.
Review scoring and administration prior to giving the test. The manual and Administration Stimulus Books are clear and concise about needs.
Student uses in Response Booklet during testing.
Alternate Form A and Form B between students.
Record Form Behavioral Observations. Q-global Observations Form/ Checklist
as needed.
Forms to Complete
Sample & Teaching Items
• The apple Icon indicates sample and teaching items; and reminds examiners that teaching is permitted.
• Examiner may give feedback and explain the task further as needed.
• Ensure that an examinee’s low score on a subtest represents a true weakness.
Flash Drive
Content (page 18
in manual)
Instructions : Track 1Listening comprehension:
Form A: Track 2-18; Form B: Track 2-19
Phonological Processing (Blending): Form A: Track 19-20; Form B: Track 20-21
Phonological Processing (Deleting sounds):
Form A: Track 21-22; Form B: Track 22-23
Be sure to have:1. Sharpened Pencils (at least 2)2. Timer3. Method to record student (voice
recorder on lap-top)
Time for administration:Estimations on page 19 of manual.
Test of Early Mathematics Ability
TOMA-3
Sample Student
•Practice with Q-GlobalScoring and Reporting:
• Score Summary• Subtest Comparisons
