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ERIC Number: ED429746
Record Type: RIE
Publication Date: 1999-Mar
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Preassessment Team Practices in Rural Settings: An Analysis of Team Activities.
Ormsbee, Christine K.; Haring, Kathryn
A study in a small rural school district used district preassessment records of students referred for a comprehensive, special education evaluation to determine if preassessment practices had improved. The district was located in a midwestern state that mandated preassessment practices in the mid-1980s in an effort to control special education referrals and maintain more students in the general classroom. A subject pool of 48 educators was provided with actual preassessment forms completed by school-based preassessment teams for the 1996-97 school year. General information on referrals was collected as well as reasons for referral and suggested interventions. Preassessment teams serve two clear functions: to support students experiencing learning or behavioral difficulties and to monitor the referral of students for special education evaluations. The teams in this study appeared to address both these functions, but with limited success. Preassessment records showed regular team meetings, documentation of suggested classroom interventions, and a regulated system of referrals for special education assessment. However, there were qualitative concerns about team membership and involvement of key stakeholders, duration of attention given to students at the preassessment level, team proficiency in pinpointing student problems, and the efficacy of team-suggested interventions. Contains 15 references and lists of preassessment team interventions suggested for the areas of speech and language, math, reading, written language, motor, and general achievement. (CDS)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Rural Special Education for the New Millennium. Conference Proceedings of the American Council on Rural Special Education (ACRES) (19th, Albuquerque, New Mexico, March 25-27, 1999); see RC 021 888.