Special Education Core Skills (Birth to Age 21) Subtest 2
Subarea I.1. Referral, Evaluation, Planning and Programming
0006
Apply knowledge of procedures for selecting and administering various types of assessments to address the individual needs of students with disabilities.
- applying knowledge of basic assessment terminology and types, characteristics, and uses of formal, informal, and alternative assessments for students with disabilities (e.g., standardized measures, developmental screenings, formative and summative assessments, observations, portfolios, adaptive behavior checklists, functional behavior assessments [FBAs], state-mandated assessments, curriculum-based measures)
- demonstrating knowledge of screening, prereferral, referral, and eligibility procedures (e.g., conducting Child Find activities, implementing required prereferral intervention procedures, integrating into the referral process a review of multiple sources of student data relative to progress toward grade-level content standards)
- applying knowledge of the appropriate uses and limitations of various types of assessments, how to adapt and modify assessments to accommodate individual abilities and needs, and how to select and administer assessment measures and procedures that are technically sound and appropriate for the specific assessment purpose, including the use of assistive technology supports
- demonstrating knowledge of systematic procedures for compiling and using data for the purposes of effectively assessing the strengths and needs of students with disabilities (e.g., gathering relevant work samples, progress monitoring, checklists, task analysis, anecdotal notes, portfolios)
- interpreting and applying information from formal and informal assessments, including multiple measures of assessment, to inform decisions, determine student goals, and plan and evaluate instruction
0007
Apply knowledge of strategies and procedures for developing, implementing, and monitoring Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs).
- applying knowledge of how to communicate the results of formal and informal assessments and explain the evaluation process to students, families, teachers, and other professionals
- applying knowledge of how to integrate multiple sources of data to develop IFSPs, IEPs, and transition plans and of how to use assessment information to make appropriate eligibility, program, and placement recommendations through the continuum of services for individual students with disabilities, including students from culturally, linguistically, and socioeconomically diverse backgrounds
- demonstrating knowledge of strategies for supporting the selection, acquisition, and use of assistive technology and supplementary aids and services in collaboration with students' parents/guardians and specialists
- demonstrating knowledge of strategies and procedures for planning students' transitions from home to school to community living, including recreational and leisure activities, postsecondary training, career training, and employment
- demonstrating knowledge of strategies and procedures for writing evaluation reports, IFSPs, IEPs, and other plans; and maintaining student assessment and ongoing performance data as required by due process procedures and the school system
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