Effective Assessment of Students Determining Responsiveness to Instruction

ISBN-10: 0137147805

ISBN-13: 9780137147809

Edition: 2012 (Revised)

Authors: Shireen Pavri
List price: $65.99
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Book details

List price: $65.99
Copyright year: 2012
Publisher: Pearson Education, Limited
Publication date: 12/27/2010
Binding: Paperback
Pages: 256
Size: 7.00" wide x 8.75" long x 0.50" tall
Weight: 1.232

Shireen Pavri, Ph.D., is Associate Dean of Graduate Studies and Research, and Professor of Special Education at California State University, Long Beach. With a focus on special education and school psychology, Dr. Pavri's expertise and research interests are in the areas of effective assessment of students from culturally and linguistically diverse backgrounds, response to intervention models, and facilitating the social and emotional functioning of students with mild to moderate disabilities. She has assisted several school districts with implementing a Response to Intervention model. Dr. Pavri brings an international perspective to her work, having taught in cross-categorical and multilingual special education programs, and provided remedial and consultation services to students with learning disabilities and their families in Mumbai, India.

Introduction to the Response-to-Intervention Framework for Assessment
What is Response-to-Intervention?
The RTI Pyramid
History and Context for Response to Intervention
Legal Mandates for RTI
Models of RTI
How does RTI Impact General and Special Education?
The Strengths and Challenges of RTI
Essential Elements of the Response to Intervention Approach Used in this Text
End of Chapter Questions
References
Assessment in Special Education
CEC Standards
The Special Education Assessment Process
Types of Educational Assessments
Selecting the Right Tool for Determining Responsiveness to Instruction
A Collaborative Team Approach
End of Chapter Questions
References
Legal and Ethical Issues in Assessment
CEC Standards
Landmark Litigation in Special Education Impacting Assessment
Special Education Legislation Impacting Assessment
Other Important Federal Laws impacting Individuals with Disabilities
Ongoing Litigation in Assessment
Ethical Guidelines for Assessment
Legal and Ethical Implications of an RTI Approach
End of Chapter Questions
References
Traditional Norm-Referenced Testing
Introduction to basic measurement concepts
Types of Scores on Norm-Referenced Tests
Technical Considerations in Selecting a Norm-Referenced Test
Administration, scoring, and interpretation of Norm-Referenced Tests
Communicating assessment findings
End of Chapter Questions
References
Alternative and Informal Assessments
The Need for Informal or Alternative Assessments
Performance Assessments
Curriculum-Based Measurement (CBM)
Portfolio Assessment
Ecological Assessments
Alternative Assessment in an RTI Model
End of Chapter Questions
References
Universal Design, Assessment Accommodations, and Alternate Assessments
Importance of Assessing All Students in Schools
Universal Design of Learning
Using Assistive Technology for Assessment
Assessment Accommodations
Alternate Assessments
Universal Design and Assessment Accommodations in an RTI Framework
End of Chapter Questions
References
Cognitive Assessment
Why Assess Cognitive Functioning
Issues in Cognitive assessment
Variables affecting performance on intelligence tests
Commonly used cognitive assessment measures and techniques
Interpretation and use of cognitive assessment data
Using cognitive assessment data for making eligibility decisions
Using cognitive assessment data for instructional planning
Cognitive assessments in an rti framework
End of Chapter Questions
References
Assessment of Behavior and Social-Emotional Functioning
The Importance of Social-Emotional-Behavioral Competence
Areas Social-Emotional-Behavioral Competence
An RTI Framework in the Social-Emotional-Behavioral Domain
The Social-Emotional-Behavioral RTI Model
Guidelines for Accurate Assessment of Behavior and Social-Emotional Functioning in Diverse Students
Key Assessment Techniques Used in an RTI Approach
Other Social-Emotional-Behavioral AssessmentTtechniques
End of Chapter Questions
References
Assessment of Oral Language
The Structure and Components of Language
Types of Speech and Language Disorders
Language Learning in an RTI Framework
Types of Language Assessments
Assessing Oral Language in ELLs
Assessing oral language in students with significant language delays
End of Chapter Questions
References
Career and Vocational Assessment
Importance of Transition Planning for students with disabilities
Self-Determination, Person-Centered Planning, and Family Involvement
Assessing Future Planning Needs
Assessing Potential Environments
How to Adopt an RTI Approach to Planning for Transition
End of Chapter Questions
References
Assessment of Reading
Essential Components of Reading
RTI and Reading A Brief Summary of the Research
Techniques for Reading Assessment and Progress Monitoring
End of Chapter Questions
References
Assessment of Written Language and Spelling
Areas of Written Language
An RTI Approach to Writing and Spelling Assessment
Techniques for Spelling Assessment
Norm-Referenced Tests of Written Language and Spelling and Their Role in an RTI Model
End of Chapter Questions
References
Assessment of Mathematics
Mathematical Knowledge, Skills, and Dispositions
An RTI Approach to Math Assessment
Techniques for Math Assessment
Student Attitudes Toward Math
Math Assessment in Students with Language Difficulties
Norm-Referenced Math Tests and Their Role in an RTI Model
End of Chapter Questions
References
Assessment Issues in an RTI Approach
Assessment Issues in an RTI Framework
Decision Making in an RTI Model
Questions Related to the Implementation of RTI
Scaling up for Widespread Implementation
End of Chapter Questions
References
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