WGU D230 Assessment and Evaluation Procedures in Special Education Exam Study Guide | Latest 2023/24 | Updated & Verified | Guaranteed Success | 32 Pages

The process of assessing students with special needs primarily reflects the influence of - a number of disciplines and points of view The results of assessments collected for the determination of eligibility do NOT need to inform parents: - the people who will provide services The results of assessments collected for the determination of eligibility need to inform parents: - the category under which the student qualifies & if the student is eligible for special education universal screening - Early efforts to identify learners who struggle in school (usually conducted three times per year). The primary purpose is to identify learners who are at risk or those who may be showing signs of struggling in learning, in order to provide early and preventative supports. Also assists in identifying classrooms and teachers who may require additional supports to best implement Tier 1 core instruction. progress monitoring - This is a research-based assessment method that is used to check learner progress toward benchmarks on a more frequent basis (e.g., monthly, biweekly). It is fundamental to documenting how a student advances and the extent to which implementation of Tiers 1, 2, or 3 instruction is effective in meeting learner needs. diagnostic assessment - This is an individualized form of assessment that is used to pinpoint individual learner needs. . It assists school teams to develop appropriate instructional adjustments for struggling learners, including the development of individual education plans (IEPs). T/F: Specifically, following due process procedures granted in the Individuals with Disabilities Education Act (IDEA, 2004), the RTI model requires that educators have the option to make a referral to special education at any time within the multi-tiered instructional and assessment process. School teams must honor any referral made and ensure that neither aspects within a multi-tiered model (instructional or assessment) unrealistically prevent timely and appropriate instruction, especially for students who exhibit more significant needs early in the process.