ABSTRACT
In the concluding section on assessments for identification, this chapter summarizes how the authors addressed different types of assessments, their advantages and disadvantages, and the considerations needing to be addressed when planning and implementing an overall identification system, particularly for identifying more students from underrepresented populations. The conclusion synthesizes the best practices gleaned from the literature and from experienced school personnel by providing a model that is based on these assumptions: equal representation is possible, technically sound instruments must be employed, multiple approaches should be used to solve problems, multiple sources are needed to examine student performance across settings, and student performance provides a layer of authenticity to the process. The model shows the nature of the identification cycle: pre-identification, identification phases, placement in services and programs, student performance and retention, and revision of the process.
