Beverly

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9/10 POINTS EARNED ===code code=== === ===

__Nice Job Beverly. Grade A__
===Beverly McCune 3/13/10 Wechsler Individual Achievement 2nd ed. (WIAT-II) (2002) is a norm referenced test administered individually to students ranging from pre-kindergarten to college age. WIAT-II major content areas are reading, mathematics, written language, and oral language that are broken down into nine subtests. The nine subtests are word reading, numerical operations, reading comprehension, spelling, pseudo word decoding, math reasoning, written expression, listening comprehension and oral expression. The administration time is 45 minutes to two hours depending on the students age. The manual to WIAT-II states that professionals “who have training in the use of individually administered assessment instruments are qualified to administered and interpret the WIAT-II.” The WIAT-II includes the manual, two stimulus books (in easel format), two laminated word cards, the record form, and a separate response booklet for the numerical operations, spelling and written expressions subtests. The tester begins each subtest by reading the directions to the student orally. The manual has suggested starting points to begin the test according to the students current grade level. The reading comprehension and written expression subtest have their own rules where to begin, and the pseudo word decoding subtests all students start on question one. The subtest must be administered in the order they appear on the WIAT-II. The pre-kindergarten and kindergarten students although do omit numerical operations, spelling, and reading comprehension. The WIAT-II gives both age and grade norms. Grade norms are give for fall, winter and spring test administrations. Age-based standard scores are required if one wants to calculate aptitude achievement discrepancies. The text book states “Subtest raw scores can be converted to a variety of derived scores including standard scores including standard scores, percentile ranks, and age and grade equivalents, and others. Standard scores are distributed with a mean of 100 and a standard deviation of 15.” There are scores for each of the four major content areas reading, math, written language, and oral language and a total score. The raw score for a content are is computed by adding the subtests for the area together. For example to compute the reading score one would add the three reading subtest together. The total composite reflects all subtests. The WIAT-II is a tool for assessing current school performance in reading, math, written and oral language. Although it does not assess science and social studies it does provide information not usually assessed about oral language. I feel that since most of the subtests of the WIAT-II require the students to be able to understand and speak English, this is a pitfall to the test. Six of the nine subtests require oral responses and writing is required in two written subtests and the numerical operations section. The text book states that the “WIAT-II appears to be appropriate for pre-kindergarten through 12th grade students who speak and understand English. According to the WIAT-II manual students who did not understand of speak English were excluded; however students with disabilities were included if they “received special education services in school settings.” I believe that something should be put in place for this to include ESL students. The above information comes from the textbook Assessing Students with Special Needs.===

=Chapter 5 - 10/10 points earnedChapter 6 - 10/10 points earned=

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=__Grade A - nice worksheet__= Beverly McCune 2/20/10 CBA project

Please circle all of the letter N n that you find in the names below.

N n

Stone Johnathan

Giselle Hannah

Daijah Olivia

Nicholas Aiden V.

Aiden G. Jaden

I created the above curriculum based assessment to assess the pre-kindergarten students in my classroom on specific individual letter recognition, for example upper and lower case N. This CBA lets me assess the students’ ability to visually discriminate and identify specific letters. I created the CBA using the student’s name and their classmates to make them comfortable with the activity, because they know how to read their classmates’ names. I have also used poems about the letter to do the same thing. I usually give the students this CBA after one week of studying and reviewing the specific letter. When administering the CBA, I have the students come over individually to work/complete this with me. For some of the students I differentiate the CBA by giving them a piece of paper to cover over the lines that they are not using, essentially highlighting the area in which they are working, hopefully eliminating distraction and confusion.

=9/10 points earned=

Beverly McCune 2/20/10 Chapter 4

1. Norm group 2. B and d 3. A 4. B 5. Item 9 6. By observing the student’s behavior during the test taking process the test administers may be aware if the student needs a break. The test administers may also observe the warning sign of a disability. 10. C 11. D

=Very Good!!! 10/10 points earned!=

Beverly McCune 2/6/10 Chapter 3

1. False 2. True 3. True 4. False 5. True 6. False 7. True 8. True 9 False 10. False

1. One major impetus for the passage of federal special education laws was concern over misuse of standardized tests with culturally and linguistically diverse students. Using Table 3–2 in the text as a guide, discuss several inappropriate assessment practices of the past and explain the current legal safeguards to prevent the recurrence of these practices. Inappropriate assessment practices have happened in the past, now there are present day safeguards used to avoid abuse in assessment. Previously non-English speaking students have been assessed in English. The safeguard put in place states that assessments must be administered in such a way that it warrants the most accurate results. Another past abuse state in table 3-2 was the sole use of IQ scores to provide services for students with mental retardation. The safeguard now states that there must be multiple criterion to determine a disability. In the past student have been evaluated for special education without the notification or consent of the parents. Parents must now be given notice prior to evaluation and give informed consent before evaluation is administered.

2. On norm-referenced tests, the standard of comparison against which a student's performance is evaluated is the performance of age (or grade) peers in the norm group. Explain the standard of comparison for informal assessment tools such as classroom quizzes, inventories, and criterion-referenced tests. Informal assessment tools such as classroom quizzes, inventories, and criterion referenced test are used for the identification of mastery of specific academic skills

3. When professionals select a tool for assessment, they consider not only the technical quality of the measurement device, but also the particular purpose for which it will be used. Tell why a technically poor measure is never an appropriate assessment tool. Then give an example of a situation in which a technically adequate measure is inappropriate because it does not fit the purpose of the assessment. A technically poor measure should never be an appropriate assessment tool because all assessments must be adequate to ensure accurate results. A technically adequate measure is inappropriate when it does not fit the purpose. For example, if a teacher is looking to assess the student’s ability in reading they would not administer a math test

4. Grade equivalents are available on many tests, although there are many criticisms of this type of score. Describe the advantages and disadvantages of grade scores, giving your opinion on the International Reading Association's recommendation that grade equivalents be eliminated from standardized tests. The advantages stated in the text are that it is the easiest to understand and interpret. Also, stated in the text the disadvantages is the it is quite complicated and subject to misinterpretation. The deceptive simplicity of age and grade equivalents leads to their misinterpretation. I agree with the International Reading Associations view of the grade equivalent. I believe it is only one test and should be treated as such and not labeled with a grade equivalent of the students’ performance during one test

5. Discuss several potential sources of bias in the assessment process, including the selection of inappropriate procedures. Identify five ways in which bias can be introduced into assessment, and discuss how each can be prevented.

Bias can be introduced into assessment during referral, screening and selection of assessment tools, assessment of data collection, relation of student and examiner characteristics, and in placement. Bias can be prevented by having test administered and interpreted by trained professionals, multiple professionals being involved in screening and the evaluation of the assessment tools, and using only technically adequate assessments for the right purposes.

Beverly and Nikki
PreReferral Intervention Checklist This activity contains 3 questions. 1. Ms. Trapp comes to you, the resource specialist at your school, to consult about William, a student in the second grade. From the information given to you by Ms. Trapp, complete the Prereferral Intervention Checklist on pages 32–33 in your textbook. What other modifications or accommodations could Ms. Trapp try while waiting for the special education assessment to occur?

Name: William Age: 7 Date: 01/30/31 Teacher: Ms. Trapp Grade: Second Grade

1. AREAS OF CONCERN: //Low math scores on group tests; Behavior, (doesn't follow directions and is disruptive during work times); Assignments not consistently completed.//

2. WHAT KINDS OF STRATEGIES HAVE BEEN EMPLOYED TO RESOLVE THIS PROBLEM? //William is given visual clues and prompts and the pace of his lessons have been slowed down. Reenforcement practices were also implemented.//

A. RECORDS REVIEW AND CONFERENCE //Ms. Trapp met with the student study team to examine academic and environmental demands in the classroom. She also met with William's mother who shares the same concerns as she's seen questionable behavior at home.//

B. ENVIRNMENTAL MODIFICATIONS //William is given visual clues and prompts and the pace of his lessons have been slowed down. She also tries reenforcement as she tells William that if he completes all of his work and and is less disruptive, he will be able to visit the classroom computer center.//

C. INSTRUCTIONAL //With the help of the student study team, William is given visual cues and prompts and the pace of his lessons were slowed down.//

D. MANAGEMENT //The academic and environmental demands in the classroom were examined in order to best determine how to help William.//

3. WHAT METHODS ARE CURRENTLY EMPLOYED TO ADDRESS THE CONCERN? //The pace of William's lessons were slowed down in order for him to better understand the content of what is being taught. Also, more visual cues depicting concepts being taught are also presented.//

4. WHERE DOES THIS STUDENT STAND IN RELATIONSHIP TO OTHERS IN CLASS, GROUP OR GRADE REGARDING SYSTEMWIDE TESTS, CLASS AVERAGE BHEAVIOR, COMPLETION OF WORK, ETC?

//On the group tests given to all students, William scored in the average range in reading but experienced difficulty in math. William has difficulty completing both in class assignments and homework on a consistent basis. William is continually disruptive to Ms. Trapp's// class//.//

5. IS THE CONCERN GENERALLY ASSOCIATED WITH A PARTICULAR ITEM, A SUBJECT, OR PERSON?

//It seems to be his disruptive behavior is associated with independent classroom work and the inability to follow directions.//

6. IN WHAT AREAS, UNDER WHAT CONDITION, DOES THIS STUENT DO BEST? //It is not stated in the passage.//

7. ASSISTANCE REQUESTED (OBSERVATION, MATERIAL, IDEAS, ETC)

//Assistance was requested from the student study team as well as referral for assessment.//

//While Ms. Trapp waits for special education assessment to occur there are many modifications she could make. For instance, she could tape a list of directions given to his desk and as he does each one he can check them off. She could pair him up with a with a competent peer partner to help him improve his math skills. She could provide more visual aids. To help expel some of his energy she could give him opportunities to move around in the classroom.//

2. Ms. Trapp refers William's mother to you to explain the assessment process. William's mother wants William to be assessed for both academic and behavior difficulties. Explain the assessment process and discuss what the assessment team members do.

//First, the teacher identifies the child may have a disibility and makes a referral. Next, eligibility of services is determined. Then program planning, implementation and monitoring takes place. The assessment team members will compile information and assessments for William to get a complete picture of both his academic achievements and classroom behavior. The team members bring their expertice in the areas to help provide assistance in creating the best possible education plan for William to succeed.//

3. As you prepare to work with the assessment team, reflect on the assessment questions you have about William at this point.

//Does William have difficulty in any other subjects? Does William's behavior affect his learning in any other subjects, i.e. Art or Physical Education? Why exactly are William's disruptive outbursts around the times of directions and seatwork?//

= William =

This activity contains 3 questions. 1. The assessment team begins to collect information about William. It is determined that you and the psychologist will interview William's mother together. What questions would you have for her regarding William's strengths, interests, and challenges? //What can you tell us about his educational history? What activities does he enjoy at home? What skills does he do well? Is there anything that consistently upsets him? Is there anything occuring home that could be affecting William's behavior?//

2. In order to provide support to the classroom teacher, Ms. Trapp, you observe William in the classroom for a thirty-minute period during language arts instruction and later for a thirty-minute period during math instruction. What information could you glean from this type of observation? //From this observation you could acquire knowledge of William's behavior and environmental factors in the classroom. Also, instructional practices could be observed and how he responds to them.//

3. William's mother asks you about the next steps in the IEP process and when William will start receiving services. She wants to know how long William will be receiving special education services. How would you respond to her concerns?

//The team will work together to create the best IEP possible to help William succeed. Once you, (the mother), approve of the plan it will be implemented. William will receive special services for as long as he needs them. At least every three years his eligibility for special education will be considered. As for any concerns, I would explain that this may seem like a long tedious process, but that it is because we want to provide the best services for William. I would reassure her that the team has taken William's best interest to heart.//

GREAT JOB! 10/10 POINTS EARNED!

Beverly McCune 1/23/10 Chapter 1

1. Why is there a need for different types of assessment? What problems would arise if only formal tests or informal measures were available? It is important to have different forms of assessment to view the student as a whole. Using only one form of assessment will not give you the entire picture. For example if a student was given a test on a day he was unable to focus ( for multiple reasons) and scores horribly, one would assume he does not know the material. You observe the same student the next day explaining the material (the same subject on the test) to a peer who is having trouble. Both scenarios are just a snapshot of the student but you now know more about the student because you used formal and informal assessment. If you had solely relied on the formal assessment you would still believe he did not understand the material.

2. Explain why it is important that educational decisions about students with disabilities are made by teams, rather than by a single individual. It is important for team decisions to be made about a student with disabilities because everyone involved has important information about the student. The general education teacher brings information about the student progress in the general education classroom. Special education teachers bring modifications and suggestions to assist the student. Basically, everyone that is involved with the team has information about the student, that when shared with the team can help everyone formulate an objective plan for the student to succeed.

3. IDEA 2004 requires that teams take into consideration the student’s involvement with (and progress in) the general education curriculum. What are the implications of this requirement for general education teachers? Are they likely to become more involved in planning programs for students with disabilities? General education teachers are more likely to become involved with the planning of programs for students with special needs because the students are part of the classroom. The general education teacher more differentiate her lesson plans for the students with special needs to understand the material and succeed.

4. Although federal special education laws require that assessment procedures be nonbiased, bias does happen. What are some of the reasons for bias, and what can be done to improve current practices? Bias can happen anytime during the special education process from prior to assessment all the way to reevaluation. It is felt by some that standardized test are bias to cultural and linguistically diverse students, saying that standardized tests reflect the largely white middle-class values and attitudes. One can improve the practices by evaluating the test before selecting them.

5. Why is it important to plan educational programs based on individual student profiles rather than based on diagnosed conditions such as mental retardation or autism? It is important to plan educational programs based on the individual students profiles because a student is more than the diagnosis. For example I have observed two different classrooms with students with autism. The first being an autistic support classroom with a student who did not speak. The second being my own classroom with an autistic child who spoke quite frequently (excessively) and interacted with his peers. To treat both cases if they were the same text book case would be wrong. Both children had the same diagnosis but have different needs and abilities.

Beverly McCune 1/23/10 Chapter 1

True-False

1. True 2. False 3. False 4. True 5. False

SHOULD BE TRUE
6. False 7. False 8. False 9. True 10. False

Multiple Choice

1. B- Assessment by a team of professional 2. D- All of the above 3. C- used to establish the cause of a disability 4. D-Accountability for student performance, focuses on what works, reduce bureaucracy, empower parents 5. C- The student’s abilities or disabilities are the sole focus of the assessment 6. B- A large-scale data collection activity to quickly identify student who may need further study 7. C- He/she has a school performance problem that is related to a disability 8. D-Norm-referenced tests 9. D-all of the above 10. C- at least as often as report cards are issued for general education students

Key Terms

Assessment- to collect information to make an educated decision about something. In education assessment is used to collect information about students so that teachers can better educate and help them succeed in school and adulthood.

Measurement- how to evaluate

Test- A form of formal assessment

Bias in Assessment- an unfair view I.e. a test not made for everyone

Computer adaptive testing- When administering a computer based test using computerized adaptive testing at all students take the same test. This program selects questions based on the students’ ability