How the school psychologist interprets information from a nonbiased formal diagnostic assessment;

Field Experience B: Understanding Diagnostic Assessments – The Role of the School Psychologist

Interview a school psychologist about diagnostic assessments and his or her role in the process of evaluating individuals with exceptionalities.  Your interview should address the following prompts: (I have not been able to interview anyone so you can pretend there was an interview.)

1. The criteria and distinguishing factors of nonbiased formal and informal diagnostic assessments;

2. Examples of and how nonbiased formal diagnostic assessments are administered to individuals with exceptionalities, including any legal and ethical requirements;

3. Examples of and how nonbiased informal diagnostic assessments are administered to individuals with exceptionalities, including any legal and ethical requirements;

4. How the school psychologist interprets information from a nonbiased formal diagnostic assessment;

5. How the school psychologist interprets information from a nonbiased informal diagnostic assessment;

6. How the assessment information is used in making eligibility, program and placement decisions for individuals with exceptionalities; and

7. Strategies in communicating assessment results to various stakeholders.

In 300 words, summarize and reflect upon your interview.

APA format is not required, but solid academic writing is expected.

(I WILL ATTACHE A PREVIOUS ASSIGNMENT LIKE THIS ONE)

Running head: FIELD 1

FIELD 3

Field Experience A

Tyesa Wilson

SPD 530: Assessment and Eligibility in Special Education

March 13, 2019

Field Experience A

I really enjoyed this interview. It gave me insight on how it is working with the response to intervention (RTI) process. She went into details explaining each level of the RTI. I learned that during each level, a service is added. They are going more in-depth to understand the student’s performance and what needs to be done to help the child reach his/her potential in the classroom. Each level of testing is administered differently. They are each administered by qualified personnel, but as the student progresses to another level the setting is different. Level one can be done while engaging instruction within the classroom. Level two is administered in a small-group setting. It can be given in the classroom or in another setting. Level three is administered on a more personal level. The student is observed doing different tasks to measure there are of need and they are normally given psychological testing. It is important as classroom teachers to do progress monitoring. This helps us understand of the students are making gains or if they need extra help. Progress monitoring is important because this helps determine if a students needs to move to the next level of RTI. I learned that results are sent to various stakeholders through emails. This is something I did not know. I would have thought there would be a more secure way of sending the results. I thought that was interesting. Results are also posted on the State Education websites. The information provided to me during this interview would be helpful throughout my career. I learned strategies and more information on my role as a classroom teacher working with RTI. I will apply the information gathered to my work.