Assessment in Special Education (D003)

Correct Answer: A) Request consent from the student's parents or guardian to begin an evaluation for possible disability.

Explanation

The first step in initiating a referral for special education services is to obtain informed consent from the student's parents or guardian. This consent allows the district to conduct an evaluation to determine whether the student has a disability and requires special education services.

Why Other Options Are Wrong

B) Draft and implement an initial IEP for the student to see if her academic performance improves.

An IEP is not drafted until after the evaluation is completed and it is determined that the student qualifies for special education services. This option suggests premature action before proper assessment and consent.

C) Convene an admission, review, and dismissal (ARD) committee meeting to discuss relevant data and possible interventions.

While an ARD committee is involved in decision-making after an evaluation, this step cannot happen until parental consent is obtained and the evaluation process is completed.

D) Contact the student's parents or guardians to request that they seek an outside diagnosis of any possible disability.

It is not the responsibility of the school to request an outside diagnosis before initiating the formal referral process. The district conducts its own evaluation once parental consent is provided.

Correct Answer: D) The student receives instruction in the general education setting with the support of a paraprofessional.

Explanation

Since the student is gifted in reading and mathematics, the most appropriate placement would be to remain in the general education setting with support as needed for writing. A paraprofessional can assist the student in the areas where they are struggling (writing), while allowing them to excel in other subjects in the general education environment.

Why Other Options Are Wrong

A) The student receives instruction in the resource room for mathematics, reading, and science but is in the general education setting for the rest of the school day.

This option suggests removing the student from the general education setting for subjects they are proficient in (reading and math), which is not necessary for a student who is gifted in these areas. The student should be kept in the general education setting with appropriate support for their writing disability.

B) The student receives small-group instruction in an off-campus school for students with disabilities.

This option is too restrictive for a student who is gifted in some subjects and only needs support in writing. A more inclusive environment would be appropriate, where the student can stay in general education for subjects they excel in.

C) The student receives instruction in a self-contained classroom where the daily routine is highly structured.

This option suggests a very restrictive placement for a student who is gifted in several academic areas. A self-contained classroom is typically for students with more significant disabilities, not for a student who is gifted in other subjects.

Correct Answer: A) Individual portfolio

Explanation

An individual portfolio is the most appropriate type of assessment for tracking and displaying a student's work over time. Portfolios allow teachers to collect samples of student work, provide a comprehensive record of progress, and showcase the development of skills. Portfolios can include a variety of work, such as written assignments, projects, tests, and reflections, making it an effective tool for documenting long-term progress.

Why Other Options Are Wrong

B) Anecdotal record

Anecdotal records are short, written observations that capture specific incidents or behaviors of a student. While useful for noting specific events or performance, they do not provide a comprehensive collection of work over time like a portfolio does.

C) Observation checklist

An observation checklist is typically used to track specific behaviors or skills as observed in real-time. While it can provide valuable insights, it does not serve the purpose of documenting a variety of student work across different assignments and activities over time, as a portfolio does.

D) Summative instrument

Summative assessments are typically used at the end of a learning period to evaluate overall achievement, such as final exams or end-of-term projects. While useful for measuring final outcomes, summative instruments do not capture ongoing progress throughout the year, as an individual portfolio does.

Correct Answer D. Must have results reported to them AND must be told if the student is eligible for special education services.

Explanation

Under the Individuals with Disabilities Education Act (IDEA), parents have the right to be fully informed about their child’s assessment results, regardless of whether the child qualifies for special education services. This ensures transparency and allows parents to participate in decisions regarding their child’s education. Schools must provide parents with written results and an explanation of findings, including whether their child is eligible for special education services.

Why Other Options Are Wrong

A. Must have results reported to them only if the child is eligible for special services.

This is incorrect because parents must be informed of assessment results whether the child qualifies or not. The law ensures that parents are active participants in the decision-making process.

B. Must have results reported to them only if the child is not eligible for special education services.

This is incorrect because assessment results must be shared with parents in all cases, not just when the child is deemed ineligible. Transparency is a key part of the special education process.

C. Are not allowed to see the results of the assessment.

This is incorrect because parents have a legal right to access all assessment results and related documentation about their child. Schools must provide this information in an understandable format.

Correct Answer: C) Curriculum-based measurement

Explanation

Curriculum-based measurement (CBM) directly assesses a student's skills in the content of the curriculum being taught. It is often used to track students' academic progress over time by providing frequent and systematic measures of performance. CBM is designed to reflect the specific curriculum and is commonly used for formative assessments in the classroom.

Why Other Options Are Wrong

A) Norm-referenced tests

Norm-referenced tests assess a student's performance relative to a peer group, not directly to the content of the curriculum being taught. These tests compare a student's performance to that of other students, making it unsuitable for measuring specific curriculum-related skills.

B) Criterion-referenced tests

Criterion-referenced tests assess a student's skills against predetermined standards or criteria, but they are not always directly tied to the specific content of a curriculum. They measure whether students have mastered specific learning objectives but do not continuously monitor progress in the way CBM does.

D) Standardized assessment

Standardized assessments are typically large-scale tests that assess a range of subjects but are not designed specifically to measure the content of the curriculum being taught in an individual classroom. These tests have uniform procedures and scoring but are not tailored to the specific curriculum being implemented.

Correct Answer C. MTSS

Explanation

MTSS (Multi-Tiered System of Supports) is a tiered framework that provides varying levels of support based on the needs of students. It addresses both academic and behavioral challenges, offering interventions that range from universal supports for all students to more intensive, individualized support for students who need it. MTSS ensures that struggling students receive the appropriate level of support, which may include academic interventions or behavioral strategies.

Why Other Options Are Wrong

A. IEP

An Individualized Education Program (IEP) is a plan for students with disabilities that outlines specific services and supports to meet their needs. While an IEP provides important, individualized support, it is not a tiered system like MTSS and is specific to students who qualify for special education services.

B. 504

A 504 Plan provides accommodations for students with disabilities to ensure they have equal access to education, but it does not provide the tiered levels of support that MTSS offers for both academic and behavioral needs.

D. Contracts

Behavioral or academic contracts are agreements made between students and educators to address specific goals or behaviors. While useful in certain situations, contracts do not represent a tiered system of support and are often part of a broader intervention plan.

Correct Answer: D) Informal

Explanation

Using BASIC ID as an assessment method in a school counseling context is considered informal. Informal assessments are flexible and tailored to the individual needs of the student, and they are often conducted through methods such as interviews, observations, or questionnaires, rather than standardized tests. In this case, the counselor is using BASIC ID as a non-standardized approach to understand the social issues the student is facing.

Why Other Options Are Wrong

A) Standardized

Standardized assessments involve fixed procedures and scoring methods, and they are typically used to compare a student’s performance to a larger group. BASIC ID is not a standardized tool but rather an informal approach tailored to individual needs.

B) Objective

While informal assessments can be objective in nature, BASIC ID is a tool that relies on the counselor's judgment and understanding of the student's personal context, making it less objective compared to strictly quantitative, structured assessments.

C) Formal

Formal assessments are structured, often standardized, and typically administered under controlled conditions. BASIC ID is a flexible, informal tool, not a formal test.

Correct Answer: D) Reading First Initiative

Explanation

The Reading First Initiative was part of the No Child Left Behind Act of 2001 and mandated the provision of evidence-based reading interventions for struggling readers in grades K-3. The initiative focused on ensuring that students were provided with scientifically supported reading instruction to prevent reading difficulties and improve literacy outcomes in early education.

Why Other Options Are Wrong

A) Individuals with Disabilities Education Act of 2004

IDEA focuses on providing special education services and supports for students with disabilities but does not specifically mandate evidence-based reading interventions for struggling readers in grades K-3. It is more about ensuring that students with disabilities receive an appropriate education, including individualized services based on their needs.

B) Every Student Succeeds Act of 2015

While ESSA emphasizes improved educational outcomes for all students and supports evidence-based strategies, it does not specifically mandate the provision of reading interventions for struggling readers in K-3. ESSA replaced No Child Left Behind and focused more on flexibility for states in education standards.

C) No Child Left Behind Act of 2001

While the Reading First Initiative was a part of the No Child Left Behind Act, the act itself did not mandate evidence-based reading interventions for K-3 students. It was the initiative within NCLB that specifically focused on addressing reading difficulties in early elementary grades

Correct Answer: C) The school cannot release records without parental consent

Explanation

The Family Educational Rights and Privacy Act (FERPA) ensures that parents have the right to access and review their child's educational records. The school cannot release any records without the consent of the parents or the student (once they turn 18). This protection is especially important for students who receive special education services, as it ensures that sensitive information is handled responsibly.

Why Other Options Are Wrong

A) Parental rights belong to the student when they turn 18

While it's true that parental rights transfer to the student once they turn 18, this statement is not directly related to the context of FERPA in special education. FERPA grants rights to parents until the student reaches the age of majority, after which the rights transfer to the student.

B) These protections also apply to private schools

FERPA applies to all educational agencies that receive federal funding, including public and private schools that accept federal funds for educational programs, but this is not universally true for all private schools.

D) Parents do not have the right to request educational records

This statement is incorrect. Parents have the right to request and access their child's educational records under FERPA, ensuring transparency and accountability in their child's education.