Jackie

=Nice Job - Grade A=

Whechsler Intelligence Scale for Children Fourth Edition Type- Norm referenced testMajor Content Areas- General verbal aptitude, general performance aptitude.Type of Administration-IndividualAdministration Time-65-80 minutesAge/Grade Levels- Ages 6-0 to 16-11Types of scores-Overall IQ score (full Scale IQ), four composite scores (verbal, comprehension Index,Perceptual Reasioning Index,Working Memory Index and Processing, Speed Index,Scaled Scores for each student.Computer Aids WISC-IV Scoring Assistant.Typical Uses- A wide range of measure of general intellectual performance and specific cognitive abilities.Cautions- This test is not appriate for students who do not undestand or speak english.Publisher- harcourt Assissment. The WISC-IV assess's general intellectual functioning by sampling performance on many diffierent types of activities.According to the author of thiis assessment, intelligence is not a single trait but a multiculural and multifaceted entity. When using this assessment in special education it is often to estimate the overall intellectual performance. This measure may also provide information about strengths and weaknesses in specific areas of aptitude. Preporation- The WISC-IV contains 15 subtests, 10 are reguired and 5 are supplementary. Only the reguired subtests are ysed to determine the overall test score, The Full Scale IQ.Administration- IndividualAdministration Considerations- According to the mannual, WISG-IV examiners should have training and experience in the administration and interpretation os standard clinical tests.A licensed school psychologist are generally the ones to administer intellectual tests in school settings. Similarities- The students must describe how two things are alike. Ex.- A car and an airplane.Vocabulary-On early items, the student is asked to name a picture. On later items, the tester says a word and the student must tell its meaning. The tester says "What is a-? or "What does ___mean?Comprehension- The student answers questions that require general knowledge and social reasoning such as "What are some reasons why we need firefighters?Information (Supplementary) The student responds orally to general information questions such as "How many eyes do you have?" Word Reasoning(Supplementary.) The tester reads one or a series of clues and the student must identify the concept being described. For example, if the testers first clue is "This is an animal" and the second is "with a very long neck",the student would answer "giraffe".Perceptual Reasoning Index subtests are visual-motor tasks. The student listens to oral directions, looka at stimulus materails, and responds motorically.Block Design-On this timed subtest, the student is given several colored cubes or blocks, and a picture of a design. The cubes must be arranged into the identical design.Picture Concepts- The student is shown two rows of drawings and must select one drawing from the top row that goes with one in the bottom row. More difficult items contain three rows of drawings.Matrix Reasoning- The student is shown a matrix with one design missing. The task is to identify which of five choices correctly completes the patteren.Picture Completion-(Supplementary) The student is shown a colcr drawing of an object or a scene that is missing some important part. The student must point to or say what is missing within the 20-second time limit.The subtests that make up the Working Memory Index composite score all require recall. Only one presentation of each item is allowed.Digit Span- The tester reads a series of numbers to the student at the rate of one digit per second. On the first portion of the test, the student attempts to repeat the digits in the order read by the tester. On the second portion, items are repeated backwards.Letter-Number Sequencing-The tester reads a series containing both numbers and letters at a rate of one per second. The student must first repeat the numbers in order begining with the lowest, then the letters in alphabetical order.Arithmetic(Supplementary) The tester reads arithmetic problems to the student,and the student must respond orally within 30 seconds. All computations must be done mentally, paper and pencil are not furnished. Visuals are used with the first few test items.Thw fourth Composite, the Processing Speed Index, assess hoe well students are able to complete precise tasks under timed conditions.Coding- In this paper and pencil task, the student is shown a code, such as one geometric design for each of the digits. Then rows of digits are presented, and the student must write the correct geometric design for each digit. The code remains available to the student durung the task. The task is timed.Symbol Search- The student is shown a symbol and must determine if its match appears in a row of three three symbols. Older students see two target symbols and must determine if either appears in a row of five symbols. Students respond by marking the "yes" or "no" box. The task is timed.Cancellation(Supplementary) The student is shown several target pictures(ex. different types of fruits) The student must locate the target pictures in an array and then cross out. In the first task, the pictures in the array are scattered througout the page, in the second, they are arranged in rows. Both tasks are timed. The WISC-IV is appropriate for students who can sustain attention for extended periods of time. This test is long and may be adminintered in more than one session. English-Langauge competence is necessity. Students must be able to understand test questions and answer in English. Both oral and motor responses are required. No skills are needed in reading or written expression, but mental arithmetic is assessed.Scoring- Requires Subtest raw scores are converted into scaled scores that are summed into four index scores. Thje verbal Comprehension Index is composed of three subjects that are mostly verbal, the Perceptual Reasoning Index uses three subtests that rely less on verbal skills, the Working Memory Index consists of items requiring recall and repetition of letters and numbers, and the Processing Speed Index uses non-verbal, timed search and coding tests. The optional subtests are included in the index scores unless they replace a core test. Reliability- The subtest reliability coefficients for internal consistency ranged from .79 to .90 with a median of .86. These coefficients showed substantial improvement from those of WISC-IV subtersts. The index scores relibility coefficient ranged from .88PSI to >97 FS with a median os .92. These are identical to or slightly higher than WISC-IV corresponding scales. Validity- One of the mannual reports strong correlations between WISC-IV metrics and comparable metrics from the WISC-IV WPPSI-III WAIS-III< Wechsler Abbreviated Scale os Intelligence(WASI; Wechsler, 1999) WIAT-II, Childrens Memory Scale (CMS; Cohen, 1997) Gifted Youth Version (Bar-on&Parker, 2000), and the Adaptive Behavior Assessment System-Second Edition(ABAS-II;Harrison&Okland, 2003. Evidence of contrast validity was also established using matched samples of clinicaland non-clinical children. Norms- One of the major goals was to update the norms to be more representative of the relevant population. The normative sample included 2200 children aged 6;0-16;11 and additional samples from special gtoups. The sample was stratified on demographic variables of age,sex,race/ethnicity, parent education level,and geographic region based on the March 2000 U.S. census data. Recommendations for remediation- The best practice for administering this type of assessment would be to make sure the students had plenty of practice before the test is given. Also it would be very important that the student be comfortable with the tester so the student is relaxwd during the test. The student should also have had plenty of rest the night befor and to make sure the student is not sick on the day(s) of the assessment. As stated before in this project the administrater should have experience in giving such assessments.

=10/10 points earned=

CHAPTER SIX

Noem reference measures provide the comparative information necessary for determining eligibility, and they are much more time efficient.Critireion-referenced tests and other informal measures are typically used after eligibilty has been established to provide more detailed discriptions of student performance in areas of educational needs.Curriculum-based testing, assessment relies on informal tools such as classroom quizzes, it has gained popularity as a method for determining whether students show school performance problems in the general education classroom. Question2. Some special education students not all are unable to perform at their best unless some accommodations are made. Group tests require reading ability even when assessing skills other than reading. Group tests are often timed, students must write their answers on a seperate sheet of paper. Group administering procedures assume that students can work indepedently, monitor their own behavior, and sustain their attention to the test tasks.Motivation,scheduling, setting, assessment directions, use of equipment or adaptive technology.changes in format are accomodations that can be used for students. Question3. Group testing of academic achievment generally underestimate school performance abilities of students with academic difficulties. Group tests depend heavily upon reading skills and independent work skills, two areas in which lower performing students tend not to excel in. Indiviual measures tend to produce more accurate estimates of current perfomance and permit the sampling of a broader range of student skills. Question 4. After gathering all the information that would be needed and meeting with other professionals, parents for input I would concentrate mostly on individual testing because it narrows down the areas that the student is having difficulties in and does not compare the students to othera in the same grade or of the same age. Every student is different and needs to terated as so to best help them proform and have the best sucess for them.

=10/10 points earned=

Chapter 5. Jackie Rossillo

Question 3. Predictive and concurrent. Predictive refers to a measures ability to predict future performance. It is studied by administering theindiviual being assessed, it is most important when scoring standards are subject to interpertation. If two different prefessionals score/rate a students responces to test items their ratings should be consistent. Question4. The standard error of measurement is a statistic that estimates the amount of measurement error in a score. It can be determined if the standard deviation and reliabilty of the measure are known. Most manuals for form referenced tests provide information on standard error or it can be calculated with the formula SEM=O/1-Rin which SEM represents standard error of measurment. The standard error of measurement is an indicator of the technical quality of an assessment tool and assists with interpertation of the results. Question5 Consistency of a measure from one administration to the next. A measuresinternal consistancy. Consistancy of individuals evaluating the performances of students. Concurrent validity- is concerned with a measures relationship to some current criterion. It is studied by administering both the measure in question and the criterion measure to the same group at the same time. Example the concurrent validity of a new algebra test could be established by correlating its results with students grades in algebra. Question6. Content area- Tha measure must assess what content area it claims to assess and make clear the bounderies of the content area. Universe of content- The measure should be as clear as to if it assesses the entire universe of content or a sampling of the universe.Portion of the content universe- If the measure assesses a portion of the content universe it must be representative, complete and all important elements included.Tasks- The tasks used to assess content should be apprpritate for the skillor knowledge being assessed. Question7. Test Retest reliability- refers to the consistancy of measure from one administrater to another. This is typically studied with some segments of the norm group.The measure is administered once during norming and then again to the same group after a short time or maybe a few weeks later. Split Half- concerns a measures internal consistancy and is studied with one form of a measure and one group.After given, the measure is divided in half and scores from each half are correlated. Interrater- This type is concerned with the consistancy among persons who evaluate the performance of theindividual being assessed, it is most important when scoring standards are subject tointerpertation.

=CBA Project Grade B+=

CBA Project: Letter recognition and knowing the sounds letters make. Each week we learn two letters. I introduce the letters by writing them on the board and then we practice making the sound each letter makes. After the students can recognize the letters and coreccetly make the sound each lettermakes we move on to our next activity. I have a group of picture cards that I place on the floor in front of the students.They would have pictures of things starting with the letters we would be learning about that week. Each child gets a chance to pick out a card and tell the others what letter that item starts with. We all then repeat the sound again, say the letter and the student gets to put the oicture card in the correct letter basket I have labled and would be on the floor next to the cards. This is an easy way for me to assess what students are doing well and what students still need help with this activity. As a follow up activity we make a list of words at the end of the week that the students come up with that start with the letters we have been learning all week. I write the list on poster board and display it so we can always go back to it if we need to. By the end of the year we make a bid book of letters and put it in our library crnter for all to enjoy. Often I will ask the students to bring in three or four words with help from their parents so it gets the student excited and I get a little parent participation as a bonus!

=9/10 points earned=

Jackie Rossillo Chapter 4Question 1. In standardized teating the tests are given under standard conditions so the students performance can be compared to the norm group which are students in the same grade or are the same age.Question2. answers B,C,nad D. Question 3.Answer D. Question 4.Raport(B).Question 5.Answer I belive item 9Question6. It is important to observe the students behavior during a test because the administrator of the test should be trained to look for certain behaviors. Example students who are preoared for the test and are paying attention and seem to ready to get started are most likely to do well on the test. As compared to students who seem as if they are not prepared and have remarks about how they do not want to be taking a test will most likely not do as well as the other group of students. Chapter 5Question 1. Answer Criterion related validity the instrument is validated in terms of some outside criterion. For example a new test of academic achievment might be validated against an existing achievement test, school grades or teacher ratings of academic performance.Concurrent validity-is concerned with a measures relationship to some current criterion. It is studied by administering both the measure in question and the criterion measure to the same group at the same time.For example the concurrent validity of a new test could be established by correlating its results with students grades in the same subject matter.

Jacqueline Rossillo Chapter 2 William and the Challenges of Second Grade

1. Areas of Cocerns academic,behavior,

2. What kinds of strategies have been employed to resolve this matter. Parental Confernce. Reveiw of educational records.

B. Schedule modification. C. Instructional Modifications in learning adis used with group or class. D. Managment Use of indiviual behavior management techniques.

3. What methods are currently employed to adress this concern? 4. Where does this student stand in relationship to others in class,group,or grade regarding systemwide tests,classbehavior,completion of work,etc.? William is in the average rande in reading. He is below in his scores for math. William is very disruptive durung independent work time and does not follow directions. He does not complete class work os many home assingments.

5. Is the concern generally with a particular time, subject, or person? William has difficultiy during independent work time. 6. In what areas, under what conditions, does this student do best? William seems to enjoy reading times and seems more responsive at this time. 7. Assistance Requested. ( observation,materials,ideas,etc.) William has been told he may not use the class computer unless his can sit quietly and complete his work during independent work time. William does not seem to care that he cannot use the computer and continues with his disruptive behavior. 8. Assistance Provided Teacher would fill in dates what type of assisstance was provided, who helped or came into the classroom and would write down the outcome of such help.

2. I would explain to Williams mother that there are steps we need to follow to determine if William is eligable for these services. The first step has been done which was to inform you of the teachers concerns. The other steps are these, Determination of Eligabilty, Indivdualized Assessment Plan ( IAP) We would need your permission to do the assesment. There would be the scoring of the assessment, the interpertation of the assessment, and reporting of the results. Finally the disission about eligibilty. The next part would be Program Planning- A team of professionals his teacher a special Ed teacher, phycologist, etc. would meet and develope an IEP for William. Indiviualized Educational Plan. Parental agreement is also need for the implementation of the IEP. Next The implementation and evaluation of the IEP. It would be an on going monitoring of the IEP with annual reviews of william's progress. At these times changes would be made if needed and reevaluation would be made of elegibily for continuing services. 3. What is it that triggers Williams disruptive behavior? What can I do to improve Williams attention so he can do better. Why is math so difficult for William? Is William ADD?

WILLIAM

1. Does William have a special time to do homework? What time does William go to bed? What are Wil;liams evenings like? Are there consquencws to Williams behavior? If so what are they and does it seem to botjer William? Does he have chores to do. and does he do them? When punishing William is the punishment followed through? 2. While observing William during a language arts activitiy I noticed he would sit for longer periods of time than with other activities. He seemed to enjoy the teacher reading to the class instead of himself having to read. During the math observation I saw that William became very anxious when the teacher announced the math activity. Williams whole manner changed.He did not want to sit at his desk and became very difficult to calm down so the class could get to work. Why is math so hard for William? What is it that upsets him so about math? What type of stratagies could we change to help William? Maybe using a tutor to help, like an older student from the school? It would be like a buddy helping? 3. Once the team has met and the IEP is in place and William's agrees it be implemented in the classroom. Mrs. Trapp will observe closely and loof for signs of improvement. The IEP team will meet anually to determine if any changes should be made. The IEP is to help William suceed in school, so he would be monitored closely. William would recieve these services as long as the team feel he needs them and is still eligiable. I would also explain to William's mother how important it is to stay proactive in her sons eduacation. The decisions made now will go with him for the rest fof his educational career.

Chapter 1 work True and False 1. true2. False3. False4. True5. True6. True7. True8. True9. Flase10. False\Multipule Choice 1. B, 2.D, 3B,4C,5C,6B,7D,8D,9D,10C. Key Terms Assessement- A process of gathering information in order to make legal instructional decions about needs of services to students with disabilities.Measurment- A scale to measure psychological dimentions of aptitude, and attitude and achievment.Test- Works of students behavior which are collected under standard conditions.Bias In Assessment- When there is a possibility of discrimination during test giving and grading.Computer Adaptive Testing-A computer test when not all questions or items are givev to all students. Some items may be given based upon the students performance. Essays- If everyone was to be assessed the same way these assessments would be of no use. You cannot assess every child the same way, we must be able to assess children with special needs differently according to the way they learn to gain an accurate measurement of their potential and what they are already proficient in. Again, if only certain tests and informal tests were availsble for our students with special needs the outcome would certaintly not be a reliable to give the support and services these students need.2. A team of professions educated in the areas needed to provide the services and help for special needs students is always the best way to disscuss or plan for a student. The group would have the expertise to make the best choices for the individual student.3. The teacher in the general education classroom will have to keep up on educating the special needs student. They will have to stay a part of the team planning for these students and learn how to adapt her/his teaching to accomadate the student with the special need. The general education teacher will have to make sure not only are the lessons appropriate but, the classroom environment must be compatiable for these students.Yes, the general education teacher will diffenetly become an important part part of the team, they are the ones who would have the student for longer periods of time through out the school day, aaaaaand would have the most knowladge of the students progress or areas that they need extra support in.4.Yes,bias does happen. We need to know all we can about the student before we assess them. The more information we have the better for the student. Does this student have diffiaculty taking written tests, would it be better to assess the student orally? Does the student understand english sufficent enough to read and take a test and do their best? There are many reasons why tests or assessments don't work properly, so again we need to find out all we can about the student and assess them in a way that a true reliable outcome is produced in order to plan for the best sucess for the student.5.To plan educational programs for these students simply based on their diagnosis would be a total disservice to the student. Just because someone is autistic does not mean they are not capable of becoming a teacher! We must find out what these students weakness's are and plan to imorove that area and find out what they excel at and plan to help them learn and get even better. All of these students deserve to be thought of as individuals not grouped into a singlr diagnoses.