ensure learning and success in general education. Table 1 provides a description of this process, and Table 2 provides a list of possible assessment directions to assist in determining appropriate instructional support services. The instructional support system should consist of ongoing systemic efforts to accommodate any student’s learning needs within the general education classroom. However, such instructional support strategies may not be used to delay action on a request for an evaluation for special education. Instructional support efforts will be most effective when parents are involved. Parent input is valuable when gathering information about the student, the learning environment, and when making decisions about the best strategies to implement for the student. Furthermore, parent support and reinforcement of instructional strategies in the home environment can increase the effectiveness of such strategies. Additionally, the success of any school program rests on educating, involving, and including all families. Collaboration with human services and other community agencies assists in efforts to ensure that schools are family-friendly and responsive environments. Any family education program must pay careful attention to the different cultural and linguistic needs of the families it is supporting and encourage ambitious outreach programs. Appropriate instructional support intervention strategies should be tried, documented, and analyzed. When instructional support activities are implemented properly but are not sufficient to enable the student to progress effectively in general education, there is greater information available to indicate if a referral for a special education evaluation is appropriate. When a referral has already been made, information on instructional support should be included in the evaluation information considered by the special education Team when determining eligibility for special education. By trying multiple means of responding to the student’s needs, parents and school personnel may be better able to consider if the student has a disability that is causing continuing difficulties and requires specially designed instruction or support services.
2 Questions That May Help Guide the Assessment of Student Instructional Needs Questions Assessment Strategies How does the student perform within/outside of the classroom and in structured and unstructured activities? mastery of academic and social skills functioning in small group/whole class activities peer relations and teacher/adult relations strengths/weaknesses Systematic Observation of student Student work products Teacher reports Anecdotal records Curriculum-based assessment Formal/informal test result Interview with the student and family Are there gaps in the student’s school history? Frequent changes in schools? Erratic school attendance? Review of the school history/record Family interview Is the student from a linguistically or culturally different background? proficiency in oral/written tasks in English and the primary language of the home understands directions in English primary language of casual conversation experience with different types of learning tasks child and parent attitude toward primary language student comfort with school culture Language assessment by assessor fluent in student’s primary language English proficiency assessment Family interview/home visit Interview with student Student work products Classroom observation Teacher reports Diagnostic teaching Are outside factors influencing student’s performance? family trauma/crisis physical care involvement of outside agencies employment Family interview/home visit Interview with student Interview with others with assessment information What types of effective teaching strategies are used in the classroom? clear teacher expectations opportunities for multisensory input/output a of instructional materials offered effective behavior management teaching style matched to student need prompt teacher feedback ongoing assessment uses assessment to guide instruction Systematic observation of settings in which the student has difficulty and success Student work products Anecdotal records Teacher reports Curriculum-based assessment Formal/informal test results Consultation with parents on effective ways to learn or demonstrate learning Is the curriculum broad enough to meet the needs of diverse learners? developmentally appropriate accommodates learner diversity experientially based Systematic observation Teacher reports Curriculum-based assessment Formal/informal test results Do school conditions provide the learner with needed resources and supports? availability of support services up to date instructional materials availability of instructional technology Systematic observation of the school environment Review of instructional materials Student work products