KEY TO PROGRESS MONITORING EXAMS 379

1 Instructor Manual & Test Bank (Answers at the end of each chapter)

Assessing Learners with Special Needs: An

Applied Approach Eighth Edition Terry Overton Jennifer Madigan Matthew Borkenhagen 1 / 4

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Contents

Chapter 1 4

Chapter 2 33

Chapter 3 69

Chapter 4 104

Chapter 5 130

Chapter 6 160

Chapter 7 191

Chapter 8 219

Chapter 9 256

Chapter 10 281

Chapter 11 309

Chapter 12 336

Chapter 13 354

KEY TO PROGRESS MONITORING EXAMS 379

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Chapter 1 Chapter Focus This introductory chapter presents an overview of the assessment process in general education in today’s educational environment, reflecting current emphasis on inclusion and accountability in education for all children. The evaluation of student progress in general education occurs regularly. Teachers employ a problem-solving process incorporating intervention strategies in the classroom setting as well as screening and assessment of students who, even with appropriate interventions, require additional support. Various types of assessment are presented along with considerations of assessment of the child as a whole.

Case Study

#1: Jaime

• According to the Contemporary Assessment Model, what steps have been taken by Mrs.

Johnson?➢ Mrs. Johnson learned a bit about Jaime’s family prior to instruction.➢ Mrs. Johnson began reading instruction by teaching early, basic skills—phonemic awareness.➢ Mrs. Johnson measured progress using CBMs and evaluated those assessments determining that Jaime was not making expected progress.➢

• List the steps that should happen before Mrs. Johnson consults with the problem-solving

team.➢ Mrs. Johnson needs to document what instructional strategies and assessments she is using with Jaime and the effects these strategies and assessments have on her progress.➢ Mrs. Johnson needs to clarify the components of phonemic awareness in which Jaime is not successful (i.e., rhyming, initial sound fluency, etc.).➢ Mrs. Johnson needs to utilize additional instructional methods and assessments to determine if it is the instructional delivery model that is not effective for Jaime.➢ Mrs. Johnson needs to continue to collect data on individual skills to determine in what areas Jaime is not successful.

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3.What other information may be helpful in determining interventions?➢ A more in-depth family case study may be needed.➢ Why did Jaime not go to preschool?➢ Why the delay in enrolling in K?➢ Determining Jaime’s language needs could prove helpful.➢ Is Jaime an ELL or does Jaime have other speech/language considerations?➢ Phonemic awareness is an umbrella term that covers a great deal of sub-skills. Determining which sub-skills Jaime is experiencing difficulties with is important, as is ensuring that Mrs. Johnson’s instruction and assessments are congruent.

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