# data[].attributes.body
IDEA (Individuals with Disabilities Education Act): Ensure assessments align with legal requirements for special education identification and services.

Confidentiality: Maintain strict confidentiality of student data and assessment results.

Parental Consent: Obtain informed consent from parents or guardians before conducting assessments.

# data[].attributes.body
Bias-Free Assessments: Use culturally and linguistically appropriate tools to avoid bias.

Language Proficiency: Consider the student's primary language and provide assessments in that language if necessary.

Cultural Context: Understand the cultural background of students to ensure assessments are fair and relevant.

# data[].attributes.body
Multi-Disciplinary Approach: Involve a team of professionals (e.g., teachers, psychologists, speech therapists) to get a holistic view of the student’s needs.

Multiple Sources of Data: Use various assessment tools and data sources, including observations, teacher reports, and academic records.

Functional and Academic Skills: Assess both academic skills and functional abilities, such as social skills and daily living activities.

# data[].attributes.body
Student-Centered: Tailor assessments to the individual needs and strengths of each student.

Developmental Appropriateness: Ensure assessments are suitable for the student’s age and developmental stage.

Dynamic Assessment: Use a flexible, adaptive approach to understand how students learn and respond to interventions.

# data[].attributes.body
Reliable Tools: Use assessment tools that produce consistent results over time.

Valid Measures: Ensure assessments accurately measure what they intend to assess.

Norm-Referenced vs. Criterion-Referenced: Choose the appropriate type of assessment based on the evaluation goal.

# data[].attributes.body
Team Collaboration: Foster open communication and collaboration among educators, specialists, and families.

Clear Communication: Clearly explain assessment purposes, procedures, and results to parents and students.

Parent and Student Involvement: Actively involve parents and students in the assessment process and decision-making.

# data[].attributes.body
Tiered Support: Implement a multi-tiered system of support to identify and address student needs early.

Progress Monitoring: Regularly monitor student progress to inform instruction and intervention.

Data-Driven Decisions: Use assessment data to make informed decisions about interventions and supports.

# data[].attributes.body
Personnel: Ensure qualified professionals are available to conduct and interpret assessments.

Time: Allocate sufficient time for thorough assessments without rushing the process.

Materials: Provide appropriate materials and resources needed for effective assessments.

# data[].attributes.body
Actionable Insights: Use assessment results to develop individualized education plans (IEPs) or other support plans.

Ongoing Support: Provide continuous support and re-evaluation to address evolving student needs.

Professional Development: Offer training for educators and staff on assessment tools and interpretation.

# data[].attributes.body
When considering assigning accommodations be sure to look at the needs of the child and not the diagnosis.

Universally Designed Assessments should have set characteristics.

There are four main types of accommodations often used in class and during assessments.

• Scheduling/Timing • Setting • Method of Presentation • Method of Response

Best practice maintains that the accommodations during assessments should mirror those in the classroom.

# data[].attributes.body
pg 117 "(e.g., providing extended time or more frequent breaks)"

Extended Time: Allow additional time to complete assignments, tests, and in-class activities.

Frequent Breaks: Provide breaks during tasks to help maintain focus and reduce fatigue.

Flexible Deadlines: Adjust deadlines for assignments and projects to accommodate the student’s pace.

Time Management Tools: Use timers, planners, or organizational tools to help students manage their time effectively.

Multiple Sessions: Break longer tasks or tests into multiple shorter sessions.

# data[].attributes.body
pg 117 (e.g., allowing students to take tests in special education classrooms)

Preferential Seating: Seat the student near the teacher or away from distractions to help maintain focus.

Quiet Environment: Provide a quiet, low-stimulus environment for taking tests or completing assignments.

Small Group Setting: Allow the student to work or test in a smaller group or one-on-one setting.

Alternative Workspaces: Offer options like standing desks, fidget tools, or seating arrangements that meet sensory needs.

Reduced Noise: Use noise-canceling headphones or white noise machines to minimize auditory distractions.

# data[].attributes.body
Visual Aids: Use charts, diagrams, and visual organizers to support verbal instructions.

Simplified Instructions: Break instructions into smaller, manageable steps and use clear, concise language.

Multi-Sensory Instruction: Incorporate auditory, visual, and kinesthetic learning modalities.

Assistive Technology: Use text-to-speech software, audiobooks, or speech recognition tools.

Highlighting and Color Coding: Highlight key information and use color coding to organize material.

Repetition and Reinforcement: Repeat instructions and provide frequent reinforcement and feedback.

# data[].attributes.body
Alternative Formats: Allow responses through different formats such as oral presentations, drawings, or typed responses.

Assistive Devices: Provide tools like speech-to-text software, adaptive keyboards, or communication boards.

Scribe Services: Offer the assistance of a scribe to write down or type the student’s responses.

Chunking Tasks: Break down tasks into smaller, more manageable parts and allow completion in stages.

Graphic Organizers: Use graphic organizers to help structure written responses and organize thoughts.

Reduced Output Requirements: Allow for shorter, less detailed responses if appropriate.

# data[].attributes.body
"Psychological tests can include intelligence tests and tests related to learning disabilities (Overton, 2015; Salvia, Ysseldyke, & Whitmer, 2016)."

# data[].attributes.body
"Psychological tests are used as part of the process of evaluating students with special needs, particularly to determine whether a student has intellectual or learning disabilities."

# data[].attributes.body
At the beginning of assessment and/or change.

# data[].attributes.body
Case load is very high.

# data[].attributes.body
Reports of the results of these tests are often written by school psychologists and consist of a summary of the findings and the implications tor instruction.