Jessica

Jessica Westfield SPEN-303 Ms. Williams May 6, 2010

"//__Observation Hours"__//

//The first observation I went to was on Saturday- March 27, 2010. I went to Holy Family College for a Conference which was about "Perspectives on Incusion" The keynote speaker was Kathy Snow. It started at 9:00 a.m til 3:30 p.m. It was 6.5 hours. The third observation I went to was a school called Bustleton United Methodist Church Child Day Care on Monday-April 15, 2010. I visited a Pre- K Counts program which is associated with the School District. I was in Ms. Olga's class from 8:00 a.m. til 1:00 p.m, which was a total of 5 hours.The third observation that I went to was Tuesday- April 20, 2010. The school I visited was Richmond Public School and I observed Ms. Canterburry's Kindergarten Classroom from 8:00 a.m. til 1:30 p.m, which was 5.5 hours. My last observation was at Kinder Academy on Wednesday-April 28, 2010. I visited Ms.Jody's cassroom which was a Pre-Kindergarten class from 8:00 a.m. til 11:30 a total of 3.5 hours.//

Jessica Westfield SPED 303 Ms. Williams May 6, 2010  **//“Final Exam” //**  //__Chapter -5 __//  Reference to instruction closely approximates typical classroom conditions, allows evaluation of student performance, instructional settings/tasks, and curriculum-based instruction are all advantages that informal classroom measurement techniques have over formal measurement tools.   Standard of reference, technical adequacy, efficiency, and specific are all types of information that can be learned through informal classroom assessment that is not easily obtained through formal assessment.  //__True or False __// <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> Assessment takes place once or twice a month. (False) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> Students complete brief probes that are typically 5 to 6 minutes in length. (True) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> Basic skills such as reading words and writing numbers are assessed. (True) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Results are converted to standard scores to allow monitoring of student progress. (True) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> Differentiated grading is called the practice of modifying grading standards for students with special needs. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> //__<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Chapter -6 __//<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Purposes for assessing academic achievement are to evaluate the achievement status of an entire school population and provide information about how effective Special Education programs are. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Test being timed and group administration procedures assume that students can work independently, monitor their own behavior, and sustain attention to test task are both factors of group testing that may affect how well students with disabilities perform. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> Students with disabilities are likely to perform more poorly on group administered test of achievement because the students may not take test well in a group setting or they may need to be alone. Also, during the test students must write their answers on a separate piece of paper and Special Education students may need to answer questions in an alternative manner. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">If the Special Education assessment team finds that a student’s current school achievement falls within the below average range of performance, the student has school performance problems, and assessment should continue. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> //__<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Chapter -7 __//<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> Many of the controversies related to Special Education assessment center on the misuse of intelligence tests. There are two safeguards of federal law that help prevent the inappropriate use of these measures which are first, American Association on Mental Retardation which is identified by concurrent deficits in intellectual performance and adaptive behavior. Also, Non-scholastic performance was underscored by the finding of Mercer (1973) and others that some students who were labeled mentally retarded in school performed quite adequately at home and in their community. Second, major provision of federal law is a set of procedures for Special Education assessment. The procedures require that testing be introduced in the language of the student, that purpose for which they are used. Also, no single test score can be the sole basis for determining Special Education placement. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> //__<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">True or False __// <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">The Adaptive Behavior Evaluation Scale-Revised Second Edition is an observation system for use in school and home setting. (True) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Two forms of the AAMR Adaptive Behavior Scale-School (2nd ed.) are available, one of use in school and the other for individuals in residential and community settings. (False) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">The Supports Intensity Scale is designed to gather information about the types of supports required by an individual. (True) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">The Vineland Adaptive Behavior Scales, Second Edition assesses five major adaptive behavioral domains: Communication, Dailey Living Skills, Socialization, Motor Skills, and Maladaptive Behavior. (True) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">The Scales of Independent Behavior-Revised is a companion measure to the Wechsler Intelligence Scale for Children-IV. (False) <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Working memory and processing speed are two primary areas of assessment included on most individual test of intellectual performance. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> //__<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Chapter- 8 __// <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> Memory and visual perception are the specific learning abilities that are most often studied. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">The primary sources of information about students’ specific learning abilities are memory, attention, perception, and the process of receiving, associating, and expressing information. Another main source of information is about students’ specific learning strategies which focus on methods that students use to interact with the demands of a learning task. Lastly, one more main source of information is about student’s specific study skills in which helps identify weakness in high school and college students. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> //__<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Chapter -9 __//<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Five steps that are needed to conduct a direct observation include the following: · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Describe the behavior to be observed · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Select a measurement system · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Set up a data collection system · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Select a data report system · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Carry out observations and interpret results <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> //__<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Chapter-10 __// <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Some reading test require students to read nonsense words because these nonsense words that the students are reading gives the teacher a chance to observe and collect data about the students’ fluency, phonemic awareness, decoding, and phonics. Also, the teacher will be able to interpret the students’ results and collect his/her data so they can proceed with helping or making accommodations in the areas that the student needs extra help in. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Skills that are usually assessed by Formal Reading Test are similar to Norm-Referenced measure. Also, FRI’s are composed of a series of passages that students read silently and orally plus standard score results are available for silent reading and oral reading miscues which can be analyzed informally. On the contrary, skills that are usually assessed by inventories are an informal assessment device that samples students’ ability to perform selected skills with in a curricular sequence. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> //__<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Chapter-15 __// <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Six developmental areas that are typically assessed when identifying a developmental delay include the following: · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Physical Factors (hearing, vision, neurological status, etc.) · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Language & Communication Skills · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Motor- Skills · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Social- Emotional Development · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Self-Help & Adaptive Skills · <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">School Readiness <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">It’s easy to develop objectives for the IFSP or IEP with Criterion-Referenced Tests because curriculum-based assessments are recommended. Curriculum-based assessments are recommended mainly because of the transition from establishing areas of delay to defining the curriculum for addressing the delay with an accompanying measure of change is comparatively smooth. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Observation instruments such as Social Interaction Assessment/Intervention and ECO Narrative Reading are assessment strategies used in direct observation.

Jessica Westfield SPEN 303 Ms. Williams

"Chapter 15- http://media.pearsoncmg.com/b/ab_abmylabschool_1/iris/gpm/cresource.htm

1.)There are three benefits of progress monitoring over annual ahievment test which are; estimate rates of improvement for each student, idenify students who are not maching adequate progress and need additional or alternate instuction, and evaluate the effectiveness of instructiom so teachers can create better instrutional programs.

2.) There are two differences between Mastery Measurement and Curriculum- Based Measurement. First, Mastery Measuremet or also known as MM for abbreviation is skills that are broken into sequenced sub-skills, which each individual skill is assssed. Each skill is assessed one-by-one in a unit of study. On the other hand, Curriculum- Based Measurement or also known as CBM for abbreviation are skills that can be taught in an logica lorder. Growth in all skills is tracked over an entire year.

3.) There are three ways that Curriculum- Based Measurement can be used to help at-risk students including; tracking students progrss in reading, math, or spelling by graphing students score and comparing their scores to the end of the year goal, determining whether students are learning from the current instruction by examining their graphs and comparing their scores to their expected performance, plus changing and documenting instructioal strategies for those students who are not showing academic growth.

4.) There are six steps in the Curriculum-Based Measuement process. The first step is create and/or select appropriate tests, then the second step is to administer and score. The third step is to graph scores which leads into the fourth step and it's when there are set goals. The fifth step is making instructional decisions and lastly where the student stands in terms of their goals.

5.) If I were teaching multiplication fact familes, I would use the Curriculum-Based Measurement process by first making an age-appropriate lesson or test. Administer the test, score the test, and then graph the scores. Finally, observe where the student stands and if the student needs extra help or accomodations towards multiplication fact families.

Jessica Westfield SPEN 303 Ms. Williams

//"Chapter 10- Reading"//

1.) When gathering information to plan Special Education programs, Informal Reading Inventories is important because the IRI's assess a student's decoding and comprehension skills. IRI's have students say words from a word list and grade them, read passages aloud and/or silently. Also the student answer's questions about the reading passages as well. After the IRI is administerd then graded, the teacher is able to conclude what reading level the student is on. Norm-Reference are important as well because they ompare a students performance to that of the students in the norm-group.

2.) IRI's have three reading levels which are Indpendent, instructional, and frustration level. Indepdent level is the level of graded reading materials that can be easily read with a high degree of comprehension and few errors in decoding. Instructional level are somewhat more difficult and this is the level appropriate for reading. Frustration level are to difficult for the student; decoding errors are to freqent and comprehension to poor for instruction to occur.

3.) The five Informal Reading Assessment strategies that I picked are teacher checklist, error and miscue analysis, cloze procedure, diagnostic teaching and portfolios. Checklist are a quick and efficient way to gather information about their observations and preceptions of student's reading skills. Error and miscue analysis provide information about how the student is processing the text and suggest directions for instructional interventions. Cloze procedure is an informal technique for determing whether a particular textbook or other reading materials is within a student's instructional reading level. Diagnostic teaching procedures are often based on results of a clinical reading interview. Lastly, portfolios are different types of information that track a students progress in reading.

4.) Three approachs to Reading Instruction are Bottom up, Top down, and Interactive. Bottom up model emphasizes phonetic and liguistic approaches. Top down model emphasizes high level proceses of comprehension. Ineractive model emphasizes both text and meaning.

5.) Phonemic Awareness and Phonological Processing- Awareness of the sounds that make up spoken words and their abilty to reconize similarities and differences among sounds. Phonological Processing are approriate for young children and older students whom are in elementay, middle, and high school grades. Phonological Awareness contain two levels which is one for Kindergarten sudents inluding ages 0-5 through 6-11. The other level is for Early Elementary grade students.

Jessica Westfield SPEN 303 Ms. Williams March 20, 2010

//"Re-Evaluation Report (RR)"//

If I was the Teacher and I was explaing to James parents what the terms Verbal Comprehension Index, Perceptual Reasoning Index, Working Menory Index, and Processing Speed index all mean I would say: Verbal Comprehension, Perceptual Reasoning, Working Memory, Processing Speed are all subtest that are used to assess your son James in thoses areas. Verbal Comprehension Index subtest consist of the test administer asking your son James a question and in return your son listens to the questions and answers the questions orally. This subtest is assesing your son to see if he is able to explain how two things are alike, tell meanings of words, and assess his comprehension skills by answering general knowledge questions. Perceptual Reasoning Index subtest consist of visual- motor tasks. This subtest assess your son by giving him a picture of a design and he uses colored cubes to arrange them just like the picure and your son was shown a color drawing of a scene that is missing an important object and your son would have to say what is missing within 20 seconds. Working Memory Index Subtest consist of the test administer stating numbers, then your son has to repeat the numbers in the same order as the test administer stated the numbers. Another subtest contained number and letters being repeated by your son in the same order as the test administer stated and repeating the letters in alphabetical order. Lastly, Processing Speed Index subtest assess your son by timing him while he is completing tasks. For instance, your son was shown a symbol and he has to determine if it's match appears in a row of 3 symbols and he is timed during this task.

Jessica Westfield SPEN 303 Ms. Williams March 20, 2010

"//Chapter 7- Intellectual Performance and Adaptive Behavior"// 1.) Learning Aptitude is the ability to change behavior when presented with new information or experiences.

2.) There are numerous test or asessments that the field of assessment administer to make the assessment of students from linguistically and culturally diverse backgrounds fair. One approach is called the Culture Fair Intelligence Tests which consist of a group test and it measures stress figural reasoning, de-stress verbal skills, and school learning. Another one is the nonstandard use of traditional measures such as IQ Tests. Examples of IQ test are System of Multicultural Pluralistic Assessment and the Learning Potential Assessment Device. The last approach that I will mention is called, Nonverbal Measures of Intellectual Performance, which is used for students with hearing, speech, or language disorders, or for those whose language is not English. An example of a Nonverbal Measures of Intellectual Performance test include Raven Progressive Matrices, the Leiter International Performance Scale-Revised, and the Test of Nonverbal Intelligence- Third Edition.

3.) Adaptive behavior is when an individual meets the standards of personal independence and social responsibility expected for that age and cultural group.

4. The two primary areas of assessment included on most individual test of intellectual performance are working memory and visual- spatial.

5. Parents and family members are able to contribute information for the assessment of intellectual performance because they are with the child or children all of the time and experiencing a wide range of activities with them. Also they can inform the teachers and staff about the childs developmental history from the past to the present. Lastly, the parents or family member can tell the teachers and staff about the child's current behavior at home, such as social skills, hygiene, responsibility for household chores, and so forth.

Jessica Westfield SPEN 303 Ms. Williams Norm- Referenced Individual Achievement Test

//"Wechsler Individual Achievement Test- Second Edition"//

The Wechsler Individual Achievement Test- Second Edition's first issue is in 1992 and changed in 2002. WIAT- II is designed to go with the Wechsler Test of Intellectual display of one's skill or talent. The WIAT- II consists of nine subtest, which are all in the content areas of Reading, Math, Written Language, and Oral Language. The nine subtest are broken down in each of the content areas, for instance three assess Reading which are Word Reading, Pseudoword Decoding, and Reading Comprehension. Word Reading concsist of the student picking sounds out in words, and reading aloud. Pseudoword Decoding has the student read meanless words aloud. Reading Comprehension has the student connect words to pictures, reading aloud, silent reading which is assessed, and answering questions orally pertaining to passages read by the student. Two assess Math in Numerical Operations and Math Reasoning. Numerical Operations assess the student in identifying, writing, and counting numbers, plus solving computation problems. Math Reasoning has the student identify shapes, and solve word problems. Two assess Written Language in Spelling and Written Expression. Spelling consist of the student dictating the letters of a word that the teacher reads aloud. Written Expression is for the student to write letters and words as fast as they can plus writing sentences and essays. Lastly, Oral Language assess the students performance in Listening Comprehension and Oral Expression. Listening Comprehension assess the student in matching pictures with words or sentences read aloud by the tester. Oral Expression assess fluency by having the student repeat sentences, state a list of something specific, and tell a story. According to it's manual, the WIAT-II is unusual because it assess all of the achievement areas included in the Federal definition of learning disabilities: Oral Expression, Listening Comprehension, Basic Reading Skills, Reading Comprehension, Mathematics Calculation, Mathematics Reasonng, and Written Expressions. (Pg 174- Assessing Students with Specisl Needs) Students who are going to complete the WIAT-II must speak English. Pencil and paer may be used for the Math part of the subtests and areas of the Written Expression subtes are timed.

The WIAT-II was standard with a sample of 5,586 individuals and 4,379 were students in Pre- K to 12th grade. Public and Private Schools were included in the sample. The sample was based on 1998 U.S. census data, and the final sample appears to resemble the nations population in terms of race/ethnicity, geographic region, and parents educational levels. (Pg 175- Assessing Studets with Special Needs) Students who didn't understand or speak English were not included in the sample only if they recieve services at school. Three types of consistency were studied for WIAT-II such as internal consistency, test- retest, and interrator. Internal consistency is good enough for all grades or ages for composite scores. Test- retest is adequate for WIAT-II subtests and composite scores. Interrater is fullfilling the requirements for Reading Comprehension, Written Expression, and Oral Expression subtests. The measure of WIAT-II was compared to other individual tests, which of achievement, group test of achievement and school grades concluded WIAT-II subtest more reliable because of their scores beating the others in academic performance.

For anyone to administer the WIAT-II to a student they have to be trained in administering and in scoring. Testing materials consist of a manual, two stimulus books, two laminated card books, record form, and a seperate response booklet for all of the nine subtests. The tester and student sit across from each other while the test is being administered. Subtest must be given as they appear in the manuel, but grades Pre-K and Kinndergarten do not take Numerical Opertations, Spelling, and Reading Comprehension subtests. During each subtest the tester reads the directions aloud and starts at the students current grade. The WIAT-II uses terms such as "reverse rule" which means basal and "discontinue rule" which means ceiling, but usually on most subtest the basal is 3 and the ceiling is 6 or 7. There are special rules for starting points, basals, and ceilings on subtest such a Reading Comprehension, and Written Expression. Every student starts on Sample Item 1 for Decoding subtests. To score items it's either incorrect (o) or correct (1), however the student can gain extra points on Reading Comprehension, Written Expression, and Oral Expression. The WIAT- II.

The WIAT-II offers age and grade norms, but the manual warns that age- based scores are required if the tester wants to add up the aptitude achievement discrepancies. Standard deviation and mean are available for WIAT-II composites. Subtest raw scores can be converted to a variety of derived scores including standard scores, percentile ranks, age and grade equivalents, and others. (Pg 177- Assessing Students with Special Needs) Standard scores are distributed with a mean of 100 and a standard deviation of 15. (Pg 177- Assessing Students with Special Needs) Confidence intervals can be constructed around standard scores; the tester can select either a 90% or a 95% confidence leveel. (Pg 177- Assessing Students with Special Needs) Reading composite raw score is computed by adding the number of correct responses plus the number of items assumed correct of three reading subtests. It's the same for Mathematics based on the two math subtests, Written Language composites on the two Writing subtest, and so on. The set mean and standard deviation for WIAT-II composites are distributed with a mean of 100 and a standard deviation of 15. The WIAT-II record form is for the test to write the students scores, write down the errors the students make, and write down any techniques students used during each subtest composites.

In conclusion, the WIAT-II is adequate enough for assessing school performance in many academic subjects besides Science and Social Studies. However, the WIAT-II is one of the few that test their student in Oral Language. WIAT-II can also pinpoint the students weakness to help them succeed in that area and build their confidence as well. Lastly, it shows where a student stands with their peers in their grade. If I ever get a chance to pick a Individual Achievement Test to give to a student I would mostly likely pick the Wechsler Individual Achievement Test- Second Edition (WIAT-II).

//"Works Cited Page"//

James A. Mc Loughlin., Rena B. Lewis (2008). //Assessing Students with Special Needs Seventh Edition.// Upper Saddle River, New Jersey Columbus, Ohio: Merrill Prentice Hall Press.

//The Psychological Corporation.// (2003). Wechsler Individual Achievement Test- Second Edition. Available: http://alpha.fdu.edu/psychology/WIAII_descrp.htm

Jessica Westfield SPEN 303 Ms. Williams

//Chapter 6- "Academic Achievement"// 1.) When assessing for school performance problems, recommendations are given for the use of norm- referenced standardized tests, criterion- referenced tests, and curriculum- based measurement. Recommendations for norm-referenced standardized tests are that the tests help determine the existence and severity of a school performance problems. Also, recommendations for criterion- referenced tests evaluate student performances in reference to instructional objectives, checks comprehensive inventory of basic skills revised, and it includes inventories based on instructional objectives in readiness, oral language, reading and mathematics. Lastly, recommendations for curriculum- based measurement strategies evaluate student performance in relation to local school curriculum, it is most useful for gathering data, for instructional decisions plus documenting student progress, and it is suggested for use in eligibility decisions establishing classroom norms.

2.) Six common testing accommodations are timing, such as extra time on a test, small groups when taking a test (setting changes), large print on tests, answer questions in a alternative manner, the teacher read the questions out loud instead of the student reading the questions himself/herself, and students dictating their answers instead of writing it.

3.) The Peabody Individual Achievement Test- Revised/ Normative Update, the Woodcock- Johnson III Tests of Achievement, and the Wechsler Individual Achievement Test Second Edition are all other ways to establish students' school performance strengths and challenges.

4.) As a teacher I need to determine school performance problems, for me to determine this for my student or students I would use the Woodcock- Johnson III (WJIII) Tests of Achievement/ Woodcock- Johnson III Normative Update. I would use this test because the tests typical use is to measure for the identification of strengths and weaknesses in academic achievement. Also, the tests major content areas are reading, oral language, mathematics, written language,and academic knowledge. By using this test for my students or student I'll be able to determine their school performance affectivly.

Name: Jessica Westfield

Chapter One

Define and give 2 examples of each:

Formal strategies of assessment: Are assessments that have specific outlines for administration, scoring, and interpretation of results. An example of a formal strategy of assessment is norm- referenced test which consist of administering a test to one individual to compare their results to other individuals that are either in the same grade or the same age.

Informal strategies of assessment: Are used to determine individuals level of performance, document their progress, and direct changes in the instructional program. An example of a informal strategies of assessment is either observing a student who may have behavioral problems, assigning social studies homework by giving the students a worksheet to complete, or give a class a test about a story they read last week.

Chapter Two

Discuss the eight basic components of the IEP and give examples/explanation of each. 1.) Where the student's level of educational achievment and functional performance is at. Example: How is the child's disability affecting their performance or involvement in school? 2.) Extent of annual goals. Example: Meet the child's needs so they can become involve with general education. 3) Special Education, services related to Special Education, aids, services, modifications from programs and support. Example: So the child can participate in extracurricular activities. 4.) To what extent will the student not be able to participate with students who don't have disabilities in general education. Example: A reason to why the child can not particiapate in general education classrooms or activities. 5.) What the procedures are when the student participates in state or district- wide assessments for student achievement. Example: An alternate assessment is appropriate for the student. 6.) Strategies for achieving annual goals and inform parents about it. Example: Positive reinforcement or have the team including the child and parents to make a game plan on achieving the annual goals. 7.) Transition services for older children. Example: Set goals for the child when they are going to attend college, set secondary goals when they graduate from college and move on their own, or help with job searching. 8.) Special factors such as behavioral needs, language needs, instruction in Braille, communication needs, and assistive technology devices, and services. Example: If a child is blind they would need the Braille instruction or a child who has limited English, you would consider the language needs of that child.

Chapter Three

Define and give 2 examples of the following two types of criterion-related validity:

predictive validity: Measure's ability to predict future performance. Is used to administer the measure to a group then a little later maybe a couple of weeks administer the same measure to the same group. For instance, when a kindergarten class starts school the teacher can test the students to see if they are ready for school academically, then correlate the class's result with the first grade teacher when the students are in the end of their first grade class.

concurrent validity: Is interested with the measure's relationship to some current criterion. It is administered by the measure in question and criterion measue to the same group both at the same time. For example, the concurrent validity of a new multiplication test could be established by comparing it's results with student grades in multiplication.

Chapter Four

. Discuss how observing students during testing situations can provide important information about how individual students learn. By observing students during testing it can provide important information about how individual students learn because the administrator will be able to tell if the student is getting tired or un-easy and needs a break or if the child has a death in the family which can affect their ability during the test or may have a disability. Test administrators need to observe to see if any of the situations are occuring like the ones I stated above because the test taker may need to re-schedule the test for another time, need a break, or may need to be assesses for a disability, if not if will affect the results or outcome of the test.

Chapter Five

Discuss the importance of using informal classroom measures and norm-referenced measures together to present a complete student profile. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Norm referenced assessments measure a student’s performance with peers of their age on specific subjects. These are useful to observe how a student compares to his/her peers. Some students may perform well on tests. Informal classroom measures are also important to factor in, such as how a student performs in a classroom environment and in a more relaxed setting combined with the standardized test scores will give a well rounded measurement to how the student performs.

What advantages do informal classroom measurement techniques have over formal measurement tools? The student is in their regular classroom environment, so test anxiety is not there. They are also with a teacher and peers they are familiar with, and with some informal assessments they might not even know they are being tested, so the teacher will be able to assess them in their “natural” state.

Jessica Westfield SPEN 303 Ms. Williams February 26, 2010 Essay Questions

"//Chapter 5- Classroom Assessment"// 1.) The three types of validity are criterion- related, concurrent and construct. Criterion -related validity is when the instrument is true of some outside criterion, it validates the content area. For instance, a student could be taking a new test for academic achievement and it possibly could be validated against a achievement test that they took before. Concurrent validity is concerned with a measure's relationship to some current criterion. For example, the concurrent validity of a new multiplication test could be establish by correlating it's results with student grades in multiplication. Construct validity is an instrument that measures the theoretical construct that it intends to measure and theoretical constructs by observed behaviors.

2.) The difference between convergent and discriminant is that convergent validity is when measures of constructs that theoretically should be related to each other, in fact observed to be related to each other. On the other hand, discriminant validity is the measure of constructs that theoretically should not be related to each other are in fact, observed to not be related to each other.

3.) Predictive and concurrent are the two types of criterion- related validity. Predictive validity refers to a certain extent of a students ability to predict future performance. Concurrent validity is interested with a measures relationship to some known criterion. The difference between predictive and concurrent is that predictive validity studies by managing the extent in a question to a group of individuals and then, in the future, administering the criterion measure to the same group. However, concurrent validity studies by giving the measure in question and criterion measure to the same group at the same time.

4.) The four factors that can affect the validity of an assessment measure are Content area, Universe of content, Content universe, and Tasks. Content Area- Measure must assess what content area it claims to assess plus make the boundaries clear of the content area. Universe of Content- The measure should be clear as to if it assesses the entire universe of content or a sampling of the universe. Portion of the Content- If the measure assesses a portion of the content universe it must be representative, complete and all important elements included. Tasks- The task used to assess content should be appropriate for the skill/knowledge being assessed.

5.) Test- retest- the measure is administered during the norm group and then to the same group again after a couple of weeks. Split- half- concerns a measure's internal consistency and is studied with one form of a measure and one group. After administration, the measure is divided in half and the scores from each half are correlated. Interrater- consistency among individuals who evaluate the performance of the person being assessed. To calculate the interrater observation records are liken to determine how many times observers agreed or disagreed on their ratings of behavior. Alternate forms- are used to determine if different forms of the same measure produce same results, all forms are given to the same group and results correlated.

6.) Even if a test was administered to the same student by the same examiner two times the score most likly would be different. Standard error of measurement can be determined if the standard deviation and reliability of the measure are known. The formula that is used for standard error of measurement is SE(lower case m) which means standard error of measurement, a little o which is the standard deviation and r for reliability. As variability increases, so does error and when reliability increases error decreases. Standard error of measurement is important because it assists with the results of the measurement. Student's performance can be reported as a range of scores where it is highly probable where the true score may be, instead of a single score which includes both true score and error.

7.) Four factors that can affect the reliability of an assessment measure:

1.) Consistency of a measure from one administration to the next. 2.) A measure’s internal consistency. 3.) Consistency of individuals evaluating the performances of students. 4.) Correlation coefficient needs to be of adequate magnitude

Jessica Westfield SPEN 303 Mrs. Williams

//"CBA Project"//

I'm a Lead Teacher at a Pre- School and my classroom is named the "Caterpillar Class", which consists of seven boys and eight girls who are all four years old. My classroom is part of a progam called Pre- K Counts and is associated with the School District of Philadelphia. Our curriculum varies each month which includes a certain theme, letters, numbers, a nursery rhyme, shapes, a color, and a piece of literature. For instance, the theme for February is "Splash and Dig", the numbers are 4 and 5, the letters are Ii, Jj, Kk, the nursery rhyme is "Itsy Bitsy Spider", the shape is a heart, the color is pink, and the literature is "The Lion and the Mouse". Also, when I plan my lessons I have to make sure that they are all balanced out by incorporating math, science, social studies, sensory, manipulatives, and art equally throughout the month.

As I stated above, my class is learning the numbers 4 and 5 for the month of February. In the previous months they were already introduced to numbers 1 through 5, but I still want to go over the numbers with them repeatedly so it will stick in their minds. Throughout the past months I've been doing lessons, activities, and reading counting books with the students since September, I wanted to assess my students in counting 1 through 5 by giving them a math worksheet to do (CBK). The worksheet had eight questions which consisted of counting, circling the correct number, and writing the number. I chose this worksheet for my students to complete because it would allow me to assess my students in being able to count, being able to know the number while it's written, and able to write the number by themselves after I show them how to write the number.The students will complete the worksheet one at a time while sitting at a table at the end of the classroom with me. I wanted the student to do the worksheet one-on-one with me so I can observe and take notes while they do the activity. Before each student does the worksheet I explained to them that they will be doing some counting, circling, and writing numbers. During the worksheet on the first part I pointed to each question and asked how many caterpillars on the leaf? When the student told me how many I would tell them to circle the number that they just counted. For the second part of the worksheet I would ask how many butterflies and when the student told me how many I would show them what the number looked like and asked them to write that number in the box. If a student gets an answer wrong I would tell them that was a good try and then re-count with them to show them the right answer.

I observed all 15 students while they did the worksheet, but I will talk about three students. The first student is Kaidence who is four years old. As soon as I explained what she would be doing she told me that she loves counting. While she counted she used her pointer finger to point to each caterpillar and butterfly plus she counted each number out loud. She was very focused on what she was doing and wasn't easily distracted. She counted all the caterpillars and butterflies correctly, circled the right number that matched the number of caterpillars and butterflies, plus she was able to write the numbers one and two.The only thing that Kaidence had difficulty with was writing the number three. The second student is Nathan who is four years old too. At first he didn't want to do the worksheet, so I waited for him to come over on his own when he was good and ready to complete the worksheet. When Nathan finally came over he wasn't reluctant anymore and listened while I explained to him what he was going to do. During counting he used his pointer and middle finger to count and he counted out loud. While counting the caterpillars and butterflies he counted all of them correctly and was able to draw the number one. However, Nathan had difficulty with circling the number that was the number of caterpillars and butterflies plus he couldn't write the number two or three. The third student is Lauren who is four as well. Lauren can not talk, loses interest quickly, and needs more one-on-one. I did something different with Lauren to accomodate her needs. I didn't give her the math worksheet to do, instead I gave her pretend food to count because during free play she always plays in the kitchen area so I thought if I used something she enjoyed it would interest her more. Also, when she counted I had her use her fingers to tell me how many. I slowly explained to her what to do and counted with her a couple of times befoore she did it on her own, but she was only able to get the number one correct.

After assessing all of the students by giving them the math worksheet to complete, I was able to observe their strengths and weakness's in counting, knowinng the number when it's written, and writing numbers. Also, I gained an understanding of who I need to work one-on-one with, make accomodations for, and who can advance to higher numbers. Thankfully for this CBK project I was able to observe my students and gain enough knowledge about their counting to meet all of their needs.

Jessica Westfield SPEN 303

"Chapter 4: Standardized Tests" 1.) Norm group which consist of students in the same grade or the same age group 2.) B, C, and D 3.) A 4.) B 5.) Test item 9 6.) If the student loses interest or gets distracted during the test it will affect their score and if a child is rubbing their eyes or has the paper up to their face to read could be because they have vision problems which would affect their score as well, so it's important test administrators observe the student who is taking the test to see if their score is going to be affected or have to take it again at another time. 10.) C 11.) D Jessica Westfield True- False Questions 1.) False 2.) True 3.) True 4.) True 5.) True 6.) False 7.) True 8.) True 9.) False 10.) False Jessica Westfield SPEN303 Essay Questions Chapter 3- “Selection of Assessment Tools”

1.) Table 3.2 in the text discus’s inappropriate assessment practices of the past, but now there are legal safeguards resulting appropriate assessment practices. For instance, students would get evaluated for special education without their parent’s knowledge, without their parents being present during the evaluation, and without their parents signing any paperwork for their child to be evaluated. Now in the present parents have to be informed and give consent before their child is evaluated. Now parents have to be informed and give consent before their child is evaluated. Another example is students who didn’t speak English would be given assessments in English. However, there are safeguards to protect these students by administering assessments in their language so they are able to take the assessments properly. Those two examples stated above proves that assessments were given inappropriately in the past, but now in the present every student has safeguards to protect them from assessments that are misused.

2.) There are standards of comparisons for informal assessment tools such as classroom quizzes, inventories, and criterion- referenced tests. Classroom quiz’s or test are administered to student’s to gain knowledge about their school performance and if achievement problems exist. Inventories assess academic performances from students. Inventories are great for teachers because when a new class or a new student starts, inventories help the teacher by assessing selected parts of the academic subjects. Lastly, criterion- referenced test is to evaluate their skills and if their skills are mastered. Also, the student’s performance is compared to the school’s standards.

3.) Technically poor measure is never an appropriate assessment tool because informal tools are not standard and if teachers implement this in their class, psychometric will not be available. An example of a situation in which a technically adequate measure is inappropriate is when a reliability assessment produces inconsistency when it’s suppose to produce consistency. For instance, if you give a student the same test several times, they would get the same score. However, if you change the questions around or add questions the student most likely would not get the same score like before, which results inconsistent assessment.

4.) Advantages of grade scores are that they express test forms in chronological age or grade and it’s easy to understand. The disadvantages are the age scores can misinterpretate information, they assume that all students in the same grade will all get the same score, and the distance does not represent equal units of measure. I agree with International Reading Associations recommendations because when a student takes a test their score is their academic performance no-one else’s. I believe that every student takes a test and scores on a test differently from their peers, no matter what, so we can't assume that one student's score is the same score for every other student in the same grade.

5.) Standardized test are geared more toward white middle class students, resulting in standardized tests being inappropriate for culturally diverse students. Students who don't speak English as their first language have difficulty taking test that are written in English. There is bias assessment, but there are techniques that we can do as teachers to prevent bias. For instance, students who use English as a second language need the directions from test to be translated into their language, not just English. Teachers, administrators, and translators could read directions from test to students in their language so they can take the test properly. Diverse students are not good at taking test that are timed, so they should allow extra time for them to take the test. Test questions and their answers are usually related to white middle- class students. For instance, there could be a question where it states; What day do we celebrate New Year's Day? A middle-class students is going to have a different answer than a Chinese student. We need to start taking this into consideration when we score test because students have different cultures that they celebrate. Lastly, instead of just giving diverse students the test and walking away with out helping them, we should make accomodations by teaching them skills for test taking, give them extra time, or have them take the test one-on-one (teacher and student) instead of taking the test in a group.

=THANK YOU JESSICA, NICE INSIGHTS FOR LAUREN. 10/10 POINTS EARNED.=

Jessica Westfield SPEN 303

I decided to write about a child that I know instead of William because I thought it would be great practice for me.

William and the Challenges of Second Grade

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 I try while waiting for the special education assessment to occur? I could just keep on continueing what I've been doing which is Sign Language and a picure chart. However, I could also send home Sign Language information to Laurens' mother too for her to do Sign Language with Lauren. Another accommodation that I can do is work on the sound of each letter then gradually move onto words.

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, I would discuss with Lauren's mother that before Lauren is eligible for services she has to meet the requirements of having a disability. For a child to have a disability that disability has to affect their school performance. When the Lauren meets the requirements to recieve services she will have a team that will be working with her to make up an IEP. The team consist of experts who have different expertise in all areas to meet Laurens needs and to plan goals for her to succeed in school.

3. As you prepare to work with the assessment team, reflect on the assessment questions you have about William at this point. Why is Lauren having difficulty talking? Is her hearing affecting her Language? What more can I do to help her? How about her motor skills? Why is she always off balance?

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? These are the questions I would ask Lauren's mom: What is Lauren's favorite activities do to at home? How is she at home with communicating? Have you been using the Sign Language I sent home? What other ways does she do to communicate with you? If you get Lauren to say words does she get frustrated with you? What challenges does Lauren face at home? What do you think is Lauren best strength? Have you talked to anyone out side of school about Lauren's speech/Language?

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? When I obsere Lauren during Language Arts she seems interested into the story, but when I ask questions about the story or what happen in the story she just stares at me. I don't think she understands what I'm asking her, but I could be that she can not talk. During Math I will count with her, but when I ask her to point to the number that matches the number of objects, she picks the wrong numbers. During this observation Lauren defintly needs help with counting, language, and critical thinking.

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? Next steps in Laurens IEP will be to write down her strenths and weaknesses then write down all of Lauren's goals so we can start accomplishing them. Lauren will be recieving services as long as Lauren meets the requirments to recieve services. Lauren will recieve service as soon as we determine she is elgible or if not in 30 days.

Jessica Westfield PreReferral Intervention Checklist

Name: Lauren Crouch Age: 4 Years Old Date: January 30, 2010 Teacher: Ms. Jessica Grade: Pre- K Counts Program with the School District of Philadelphia/ Pre School Age Group

1. AREAS OF CONCERN: Speech/Language, Gross motor skills, potty, and behavioral.

2. WHAT KINDS OF STRATEGIES HAVE BEEN EMPLOYED TO RESOLVE THIS PROBLEM? First, I printed out pictures for Lauren's basic needs such as milk, potty, food, tissues, etc for her to communicate, but after she points to the picture I say what the picture is slowly for her so she can hear each letter in the word then get her to repeat the word as well. After I did the picture chart I introduce Sign Language to her as well so she is able to communicate. She is off balance and trips or falls a lot so I work with her walking on the balance beam in the play ground or just play games such as relay races to build up her gross motor skills. I constantly point or do Sign Language for the potty and take her to the bathroom so it becomes consistant with her and she can get out of the pull-ups. I do a reward system with her so she becomes excited about going on the potty not being in a pull-up. Lastly, for behavioral issues, Lauren hits other children because she is frustrated that she can't communicate so I did a lesson about hitting which consisted of me reading a book to her about a child hitting and talked to her about not hitting our friends that it hurts when we hit. Also, I showed her soft touch and how nice it feels, but when you hit your friend it hurts and makes them cry.

A. RECOREDS REVIEW AND CONFERENCE Last year when Lauren was 3 years old, I set up a conference with her mother about Lauren. I discussed with Mrs. Crouch all the areas that I was concerned with and I reccomend that someone should come out and evaluate her child. She refused, but said if she isn't talking by the following year that we can get Lauren evaluated. We are in that following year now so I contacted Arlene from the School District to come out and evulate Lauren, which she did the very next week. Arlene talked with the mother about the concern that she had and I so Arlene suggested to the mom that someone should come evaluate her child, but Mrs. Crouch said that they were leaving the center in December. Lauren is still here and they are not taking their daughter out so I called Arlene to come out and talk to Lauren's parents again. Also, I'm going to call a Social Worker to discuss with her/him the situation and see if the can come out as well.

B. ENVIRNMENTAL MODIFICATIONS For Environmental modification I hung up a picture board for Lauren to pick out a picture and hang it up for communication. The picture board works well because for instance when we are at our morning meeting and I'm talking about fears Lauren can't tell me her fear because she can not talk. For Lauren to communicate and tell me her fear she can grab a picture and it hang up so all the students and I will know her fear.

C. INSTRUCTIONAL Even though Lauren's parents to go through the whole process of getting her evualted yet, but we do have a mini team to meet her needs. The team consist of Ms. Olga, Ms. Leslie, Arelene, Ms. Maddi, and I. Her parents should be on the team, but right now they don't want to get her help so that is why I'm going to call the social worker. We all think of modifications to help Lauren succeed in our program and when she transition into Kindergarten. Also, Lauren always have one-on-one help when we are doing activities. For example, last week we did a math lesson and we had to count objects. Lauren can't talk so I counted out loud with her and has numbers on cards for her. So after we counted the objects I would ask Lauren to pick out the card that matches that number of objects.

D. MANGEMENT I make sure that the mangament of the classroom meets Laurens needs as well. During transistion time all the children know the routines, but Lauren needs extra help so me make sure she knows what to do during transition time.

3. WHAT METHODS ARE CURRENTLY EMPLOYED TO ADDRESS THE CONCERN? Sign Language and picture boards.

4. WHERE DOES THIS STUDENT STAND IN RELATIONSIP TO OTHERS IN CLASS, GROUP OR GRADE REGARDING SYSTEMWIDE TESTS, CLASS AVERAGE BHEAVIOR, COMPLETION OF WORK, ETC? Lauren is below average when she comes to the other children in the classroom. The report cards that we do at my school are called Work Sampling, which is broken up to different domains such as; Social Studies, Science, Math, Language, Art, and Self- Direction. Most of the children are categorized under in process or mastered. Lauren is catagorized under not yet and only a few for in process. Most of the children know different social roles, comepare and contrast, self- direction, able to have discussion about a book I just read, measurement, explore, and many more. Lauren does not know any of this and I know not being able to talk also plays a big role in this.

STUDENT BEHAVIOR: Lauren is a good listener, she likes to smile. gives you hugs, but she does seem very frustrated that she can't talk. She is starting to hit the children because she can't communicate with her peers. Also when Lauren signs or points to a picture when she needs something or is trying to talk I make her try to say the word as well and she gets very upset and even starts to cry sometimes.

CLASS OR GROUP/GROUP/CLASS BEHAVIOR She does hit the children sometimes which I believe she hits because she can not express how she feels.

5. IS THE CONCERN GENERALLY ASSOCIATED WITH A PARTILUAR TIEM, A SUBJECT, OR PERSON? It seems like when I try to get her to say the word she get very anxious.

6. IN WHAT AREAS, UNDER WHAT CONDITION, DOES THIS STUENT DO BEST? She does great at doing art projects, but none academically.

7. ASSISTANCE REQUESTED (OBSERVATION, MATERIAL, IDEAS, ETC) I've been taking notes on Lauren for two years and 3 conferences with her parent out getting her help because she needs speech/language help immediatly.

ASSISTANCE PROVIDED: (MAY BE FOUR – MORE – OR LESS) Only the mini team which consits of the two teachers in the class, an aid, my boss, and the Special Need Specialist.

DATES NATURE OF ASSISTANCE:

__PERFECT! GREAT JOB, 10/10 POINTS AWARDED__
Jessica Westfield SPEN 303

// Chapter 1- Special Education Assessment //

Key Terms:

Assessment: Assessment is collecting data to make a conclusion about an individual.

Measurement: Measurement is when you compare performances of students.

Test: A test is given to individual to gather information or to have an understanding about their knowledge in school performance.

Bias in Assessment: Is when students from different cultural backgrounds get looked at with a disability because of the test that they are given. These test that are given are mainly geared towards whit, middle class students.

Computer Adaptive Testing: Are questions for students taken on a computer environment. The questions are asked so teachers can figure out their performance in school.

Multiple Choice:

1.) b.) Assessment by a team of professionals. 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 on the assessment. 6.) b.) A large-scale data collection activity to quickly identify students who may need further study. 7.) c.) He or 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.

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

Essay Questions:

1.) There is a need for different type of assessments because students learn in various ways. If there was only one type of assessment it would not accommodate every student. Therefore, as educators, specialist, and parents we have to make sure we do everything in our power for these students to have an assessment that works for their school performance.

If only informal assessments were available problems would arise. For instance, informal procedures consist of assigning a math worksheet for homework and a child who has a disability is going to have trouble with the assignment because their weakness could be reading, which makes it difficult for the child because to follow directions they need to read the directions first to start the worksheet. Also, if only formal test were administered a problem would arise as well. A problem would arise because formal testing has a set of guidelines which has to be administered to the child in a certain amount of time. This is not a positive outcome for student with a disability because they have to read or follow directions on their own when they need someone there with them to make sure they understand the information on the test to take the test properly.

2.) Educational decisions are made about students with disabilities by teams, rather than by a single individual because there is a better chance of the child succeeding with more experts on the team. Also, the team has many people such as parents, teachers, specialist, and others with different knowledge in different fields to accommodate the child. This is why it’s important for a team approach not an individual approach. Each team member takes part by retrieving data that has to do with the field that they are in. After each member does this, the rest of the team meets up to discuss all of their findings and their goals that they want to accomplish with the child. After that they start moving forward to start the goals they have for that child.

3.) The implications for students involvement with the general education curriculum is that teachers give group test or homework assignments. Those types of test or homework assignments implicate the requirement for general education because students with disabilities are not good at taking test in groups and lack reading or writing skills. Some of these children are not good at taking test in groups because there could be a distraction for them, which results in not doing well on the test. However, this will result in the teachers becoming more involved in planning programs for students with disabilities because teachers observe children on a day to day basis. When teachers observe children especially children who have a disability the teacher will be able to observe and take notes to know what accommodations will work for that child.

4.) The standardized tests are bias and are mainly for white students and don’t reflect on the other children from different cultures. The individual or individuals who made these standardized test can not say that these children have a disability because of this test, no one knows for sure if these students learned this or not. They are from a different culture which practices and has different beliefs than us. To improve these current practices would be to make up new test in consideration that these students are from different cultures and they may not understand or have enough knowledge to answer these questions correctly. Also, some students use English as a second language and may not understand the instructions. An improvement for children who speak English as a second language would be to have teachers read them the directions so they understand how to take the test or what to do on the test.

5.) It is important to plan educational programs based on individual student profiles because each program is designed to meet each child’s needs during school performance. If you base the student’s profiles on diagnosed conditions you are not going to meet each child’s needs. Each child has different strengths and weaknesses so that is why it’s extremely important to plan educational programs based on the individual. Imagine if we didn’t base educational programs for each individual student. Most likely not one student would have his/her needs meet, have any accommodations for them, goals set up, or an IEP. Those students’s would never make it through school or succeed in his/her life during their school performance.