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dc.contributor.advisor Christo, Catherine en
dc.contributor.author Kirk, Hilary en
dc.contributor.author Seto, April Lorraine en
dc.date.accessioned 2010-11-24T16:32:48Z en
dc.date.available 2010-11-24T16:32:48Z en
dc.date.issued 2010-11-24 en
dc.date.submitted 2009 en
dc.identifier.uri http://hdl.handle.net/10211.9/779 en
dc.description Project (Ed.S., School Psychology) -- California State University, Sacramento, 2009. en
dc.description.abstract The continued confusion of how to appropriately assess African American students for special education eligibility and the continued use of intelligence tests has resulted in the sustained overrepresentation of African American students in special education. Although the Larry P. Task Force provided guidance on alternative assessments and included a list of intelligence tests that fell under the ban, many uncertainties remain on how educational agencies should determine special education eligibility for African American students. Many school districts provide no guidelines to their employees on how to determine special education eligibility for African American students and over 50% of California school psychologists are not satisfied with the current assessment practices of African American students. This project was created through research and analysis of journal entries, books, and personal correspondence. Topics reviewed include the history of Larry P. v. Wilson Riles, Intelligence Testing, Overrepresentation, Dead End Programs, Program Improvement, No Child Left Behind Act, Highly Qualified Teachers, Assessment, Alternative Assessment, and Cognitive Measures. From the review of research, a training resource was created to educate all school staff on the following topics: overrepresentation of African American students in special education, Response to Intervention, and bias free assessments of African American students. This project provides introductory training to staff on the use of the Response to Intervention model as a tool to reduce special education referrals of African American students; hence, reducing overrepresentation. Additionally, this project provides training in the implementation, tracking, and decision making of progress monitoring. Finally, the project trains attendees on how to conduct special education assessments through the RIOT/ICEL Matrix. In conclusion, by educating schools and their districts on Response to Intervention and ways to decrease overrepresentation of African American students in special education, we hope to see more students' needs being met within the general education setting. en
dc.description.sponsorship School Psychology en
dc.language.iso en_US en
dc.subject RTI en
dc.subject Assessment en
dc.subject African American en
dc.subject Special education en
dc.title The assessment of African American students through a response to intervention process en
dc.type Project en

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