Chapter 10 Rise Module
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Rise Module 10 Assessment and IFSP/IEP Process
Purpose and Perspective for this Chapter
The preceding scenarios are only a few examples of assessments used to gather information about children. Such information is needed for identification, IFSP/IEP development, program planning, and evaluation.
Assessment is a process of collecting information to help answer a question. The questions being asked to determine the types of information needed. Some questions involve comparing a child’s behavior
to the behavior of other children of the same age. Others involve comparing the child’s behavior on one day to that same child’s behavior at a different time, for example, tracking progress across a school year.
This chapter describes the process of assessing concerns about children. Assessment data can be used at a doctor’s appointment to confirm the diagnosis. In addition, the individual family service plan (IFSP) and individualized education program (IEP) are described and discussed in terms of how they relate to assessment.
Early identification of developmental disabilities has been a priority of the federal government for more than fifty years. In 1967, the Early and Periodic Screening, Diagnosis, and Testing (EPSDT) program was initiated.
Screening and subsequent referral to appropriate service providers continues to be a priority in early childhood programs.
As more is learned about the first five years of life and early brain development, the importance of early, accurate, and comprehensive identification of children at risk for developmental and learning disabilities
has been reinforced.
Early identification of developmental disabilities allows for effective intervention. It also helps in the prevention of secondary disabilities through individualized programming and educational planning.
Learning Objectives
1.List the six steps in the assessment process.
2.Describe the process of early identification, including Child Find and screening.
3.Discuss the family’s role in the assessment process.
4.Explain the role of the early childhood teacher in the identification of developmental problems and in the IFSP/IEP process.
5.Summarize the major requirements of an IFSP.
6.Summarize the major requirements of an IEP.
7.Summarize the major requirements needed to obtain a 504 plan.
Key Terms and Concepts
activity-based approach:
teachers use dramatic play, art, building with blocks, and other early childhood materials to provide developmentally appropriate learning experiences
activity-based intervention:
a method of providing early intervention services in which teaching opportunities are embedded in regularly scheduled classroom activities
case finding:
locating children in need of special services
Child Find:
a program established in the 1960s to identify children with developmental disabilities or delays
comprehensive screening:
the evaluation of a child’s current abilities, delays, and disabilities in all areas of development
criterion-referenced assessment:
an assessment that describes a child’s developmental level and progress according to a prescribed set of skills, tasks, and activities
discretionary program:
implies choice or options; Part H of PL 99-457 is discretionary; states decide whether they will provide services for infants and
toddlers with disabilities and their families.
duration measures:
how long an event or behavior lasts
failure to thrive:
refers to undersized infants whose bodies do not receive or cannot utilize the nurturance necessary for proper growth and development
frequency counts:
a system for keeping track of how often a behavior occurs; such data can provide significant information about a child’s functional skills
functional skills:
skills that are useful in everyday living
individualized education program (IEP):
a document that is mandated for every student with a disability (ages 3–21) by PL 94-142. The IEP is the blueprint for the services the child receives and must be developed every year. It describes the child’s current level of functioning and includes short- and long-term goals and objectives. All IEPs must be approved by the child’s parents.
individualized family service plan (IFSP):
similar to an IEP. The IFSP describes services for very young children with disabilities (ages 0–3) and
their families. The IFSP is mandated by PL 99-457. The IFSP is written collaboratively and describes the child’s current strengths and needs. The IFSP describes what services will be provided and the major expected outcomes. Plans for the transition at age three are also included in the IFSP
instructional utility:
teaching skills that will be useful to the child in a given environment
IQ tests:
intelligence tests are usually norm-referenced and are designed to determine how much a child knows, how well a child solves problems, and how quickly a child can perform a variety of mental tasks. IQ tests do not predict future intellectual performance
itinerant special education teacher: special education teacher who works as a consultant with the regular classroom teacher or directly with children with disabilities in a community-based early childhood program such
as a child care or Head Start program
norm-referenced assessments:
an instrument that compares a child’s developmental level to a normative sample of same-age peers
paraprofessional:
a trained person who assists a certified professional as an aide
parent surrogate:
individual appointed to act in place of a parent
parental consent:
parental permission for a program, assessment, or specific activity, given after parents have been informed about choices, risks,
and benefits
portfolio:
a carefully selected collection of a child’s work that is used to document growth and development
prosthesis:
artificial device replacing body parts that are damaged at birth or later removed
pull-out services:
a model of delivering specialized support such as physical therapy or speech therapy in which the child is removed from the classroom and taken to a special therapy setting
reliable:
relates to consistency: how accurate, dependable, and predictable a test is
screening:
the identification of a developmental disability or the potential for such disabilities
sensitivity:
the ability of a screening test to correctly identify children with disabilities
service coordinator:
an interdisciplinary team member responsible for integrating services and keeping the family informed and involved
specificity:
the ability of a screening test to identify correctly children who do not have a disability
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standardized tests:
assessment instruments that include precise directions
for administration and scoring
transdisciplinary team:
a team that shares the responsibilities for assessment, program planning, implementation, and evaluation across members
valid:
founded on truth or fact; a test that measures what it purports to measure
Key Terms
These terms, plus others, are important / key for your study in this chapter and your work overall. Be familiar
with them and retain
them to help build your foundation
in exceptional education
.
Assessments
How and why are children with exceptional needs assessed?
They must observe, gather, and record information for early identification of a child's risk for developmental delays and learning problems. Doing so allows for effective Intervention.
AND
Write down the 6 steps but put them in your own words
.
1. Screening
2. Determining eligibility
3. Determine services
4. Planning the program
5. Monitoring progress
6. Evaluating the program
Screening is for the purpose to identify which children need more evaluation.
Finding out if A child is eligible.
Services to determine which services are needed.
Planning what program and how it will be delivered.
Monitoring progress, determining how the child is progressing in the program. to see if the plan needs modified
evaluating to see if the programs are working
What is the difference between Criterion-Referenced and Norm- Referenced
assessments? Criterion referenced performance is not compared to other children whereas a norm referenced assessment performance is compared to how well did the child to compared to other children the same age.
The Process of Early Identification
What is the process of early identification? When you are explaining it make sure that you include Case Finding and details of screening.
Early identification can lead to prompt treatment. Prompt treatments can reduce the severity of the problem and prevent it from affecting other areas of development. Early identification of developmental problems can take place at any time, from a few weeks after conception to age 18. Case findings is the process of locating children in need of special services developmental problems often go undetected because many children and their families have inadequate health care or are without health care.
The Family's Role in Assessment
What is the family's role in assessment? Explain in full detail. Parents have a wealth of first hand knowledge about their children. They can be the first to recognize the problem with their child, even if they do not know. the specific nature of it. assessments have to be child and family centered.
Teacher's Role in Early Identification Teachers are a valuable part in this process. First, answer this question: How do teachers make observations? Teacher’s record
observations in many situations over time and this paints a picture of
a child’s skills, capabilities, and special needs.
Next, explain what the different types of observations are:
Checklists-
quick effective way to collect systematic information.
Frequency counts-
recorded observation of how often something happens.
Duration measures -
indicates how long an event or behavior lasts.
Anecdotal notes-
brief observations each recorded individually
Running records- a factual, detailed account written over a span of time during which actions are described and quotes recorded as accurately as possible
Log, journals, and diaries- records of this kind are similar to running record but less comprehensive written accounts may be kept in a notebook with a section for each child.
Time sampling- brief, periodic observations to determine the presence or absence of a behavior
Language Samples-
Before treatment can begin, the current level of a child's skills must be assessed an ideal place to get information about a child's language is in the classroom
Portfolio assessment-
a purposeful collection of children’s work. Portfolio seismics Teachers collect work samples across activities and settings. portfolios can include their own observations, Notes from parent conferences, parent comments, and comments from other specialist
Individual Family Service Plan (IFSP)
Read over section 10-5 in the text and watch the videos below. Fill
out the five W's and 1 H for what an IFSP is.
Who-
For children 3 to 5 years old.
What-
Individualized Family Service Plan and is created for little ones from birth up to age 3.
When- For children who are eligible only
Where-
Takes place in the child’s natural environment where services
are delivered usually in the child’s home
Why-
If you feel as a parent that your child is developmentally behind
contact the local education agency
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How-
The local education agency can determine if the child is eligible.
Individualize Educational Plan (IEP) Read over section 10-6 in the text and watch the videos below. Fill
out the five W's and 1 H for what an IEP is.
Who- the student
What -
A blueprint for providing intervention services.
When-
date and time
Where- Evaluated at school
Why- To help the child get the appropriate services they need.
How-
Data will be measured.
504 Plans
Read over section 10-7 in the text and watch the videos below. Fill
out the five W's and 1 H for what a 504 is.
Who-
For students with disabilities who need support in order to learn along slide their peers.
What- not part of special education like IEP’s are they are plans to remove
barriers to learn. They make changes to the environment not the instruction.
When- When they have been denied eligibility for special education.
Where-the school
Why- children might need special seating or extra set of text. Makes specific accommodations and services needed to the environment.
How- A parent can ask for a 504 plan
Discussion Topics
Look at the following 3 choices of discussion topics. Pick 1 and answer those in complete detail
. This should be done AFTER you read the chapter. Remember that your professor can only know what you write and give you credit for what you explain. 1. Discussion: Classroom factors
Though they were mentioned in this chapter, little space was given to classroom factors that may be the root of a child’s problems at school (rather than inappropriate or deficit behaviors in the child). Because this is such an important practical issue in teacher training, further discussion and many more examples, in addition to those given in the chapter, are in
order. The issue is taken up in detail in Chapter 13 but needs an introductory discussion here in terms of the identification of a developmental disability.
2. Discussion: Discrimination
Nondiscriminatory testing is imperative in preparing an IEP, yet language and cultural differences tend to be major stumbling blocks in attempting to get valid test results on many children. Draw on the students for their experiences and for examples of test items that would be inappropriate for particular groups.
When students are from a different culture or speak a different language, it might be a problem for some because they need an interpreter. Really, they should be given testing in their native language. To accurately test the best testing results this is the only way to evaluate them. Biased testing is unfair. Criterion referenced testing is inappropriate because it compares the child’s performance against a preselected standard rather than against another child’s performance.
3.Discussion: NAEYC 2003 position statement
Request that students read the National Association for the Education of Young Children (NAEYC) 2003 position statement on early childhood curriculum, assessment, and program evaluation, available at http://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
. (Click on the document below.)Lead a discussion about the statement; get student’s reactions
and real-life experiences that may contradict the position statement.
Scenario
We learn by doing
. For this activity (and each chapter after), you will be asked to imagine that you are a teacher and you have a situation you
need to explore, consider, and strategize with children that have exceptional needs
. Remember, that the professor can only give you credit for the work you provide. Answer the questions below, they will become part of your RISE module work for this chapter. After you collect all of your work, it will go into the dropbox. Write as much detail as you fill is needed.
Chapter 10 Scenario: Pre-K Inga A
Objective:
To write a SMART goal for a preschooler and to evaluate that goal.
Scenario:
Inga is a four-year-old in your afternoon special day preschool class. Her annual IEP meeting is coming up. The speech therapist is writing the goals to target Inga’s expressive speech and peer interactions. Since Inga’s fine motor skills fall within her age range, she does not qualify for occupational therapy (OT); however, she is far behind the age level in her ability to write her name. Presently, when asked to write her name, she makes a three-inch “I” on her paper. She can spell her name when asked. You decide to write a goal that over the next twelve months, she will learn to write her first name in a one-and-a-half-inch box.
Specific- I will set aside 10 minutes a day to work on letter writing.
Measurable- In 6 months she will be able to write the I in the correct space. In 12 months, she will be able to write her name correctly.
Attainable- The goal of 12 months is attainable for Inga.
Relevant- We will use our time relevantly every day to be able to achieve our goal.
Time- bound- I will start out with 5-minute intervals and work our way to 10 minutes.
Focus Assignment:
1. Review the components of a SMART goal in the text and write a goal for
Inga to write her first name. Be sure to explain how your goal fits each characteristic of the SMART acronym, and make sure the goal answers the six questions outlined in your text. Look at samples of IEPs online to help guide your writing.
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2. Be sure to read the SELF-EVALUATION section below to guide your thinking. Include the following topics in your self-evaluation:
Explain how it is a SMART goal (specific, measurable, uses action words, relevant and time-limited).
Give evidence from the text supporting your goal.
Describe and justify how you will be able to use the goal to improve Inga’s
name-writing skills and track her progress.
at is the difference between Criterion-Referenced and Norm-
Referenced assessments?