Cecilia

= = = = =chapters 9 and 10 handed in= = = = March 20, 2010 (Cecilia, Katie, Angie) || **3. Aptitude and achievement tests:** || || James was administered the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV) on 1/14/09. He obtained a Verbal Comprehension Index score of 99(47th percentile), a Perceptual Reasoning Index score of 112(79th percentile), a Working Memory Index score of 77(6th percentile), a Processing Speed Index score of 94(34th percentile), a Full Scale IQ score of 97(42nd percentile), and a General Ability Index score of 106(66th percentile). James overall abilities were measured to be in the Average range. James exhibited significant weakness in his short-term auditory and short-term visual memory. He is a conceptual thinker and can abstract thought as well. His fund of basic information is fairly weak and he has difficulty articulating many of his thoughts and ideas. His comprehension of feelings, both his own and others is poor. His comprehension of social situations is average. || Verbal Comprehension requires students to listen to questions and answer orally. To preserve confidentiality of the test items, the examples cited are similar but not identical to WISG-IV tasks. Students must describe 2 things and how they are alike (Pony-Cow, Car-Airplane) for similarities. For vocabulary students are asked to name a picture or to say a word and explain what it means. For comprehension students are asked questions on general knowledge (why do we need firefighters?) Perceptual Reasoning- are visual motor taks. The student listens to oral direction looks at stimulus materials and responds motorically. Block design- is a timed subtest the studfent is given several colored cubes or blocks and a picture of a design. The cubes must be arranged into an identical design. Picture concepts- must be able to select one that is in 2 different rows top and bottom. Matrix reasoning- is shown a picture with a missing part, they have to choose which whould fit in. Picture Completion- The student within 20 seconds must indentify what is missing from the picture. Working Memory- There are three parts to working memory. 1. visulization apect, 2. hearing aspect, 3. thinking aspect. Motivation and understanding in learning are also a key part of working memory, It takes your longterm memory and short term memory to relate for a person to understand. For example If you have basic knowledge of math skills and learn a new concept you can udnerstand from your longterm memory of the math skills. Processing Speed Index- assess how well students are able to complete precise taks under timed conditions. It also consists of three parts; 1. Coding, task is timed and the student must fill in the correct correspondence. 2. Symbol Search, tasks is timed and students must write yes or know if they can see the match. For older students there is more to choose from. And 3. Cancellation, the student is shown different pictures and must cancel/select what doesn't belong.= = = =Chapter= =1. Define learning aptitude. Learning aptitude is the student’s ability to modify behavior when presented with new information/experiences. Learning aptitude is assessed to better understand a student’s ability to deal with the demands of his/her environment and instructional behaviors. 2. List at least 3 ways the field of assessment has attempted to make the assessment of students from linguistically and culturally diverse backgrounds fair. 1.) Assessing the student in their native language 2.) The Leiter International Performance Scale Revised This is a revision of the original test to measure intellectual performance in a nonverbal measure that is for ages 2-0 and 20-11. The results include overall IQ score plus percentile ranks and age equivalents. 3. Define adaptive behavior. The ability to cope with the demands of the environment; includes self-help, communication, and social skills. 4. Describe the two primary areas of assessment included on most individual test of intellectual performance. Working Memory, which is how well a student processes information from his/ her short term memory into their long term memory. This affects how well a child follows directions and completes tasks at home. Comprehension- which is the ability of the student to understand what he/she is learning, for example in reading, how well a student understands what they have read 5. Provide examples of information parents or other family members can contribute to the assessment of intellectual performance. To deal with stress and comping with the students dsiability there needs to be support from family and agency personnel. The family strength profile is an example of recorfingh the family's current resources and strengths. This profile asks the family what are some words that describe your child, what are your childs likes and dislikes. Also knowning the childs upbringing/cultural background can help the profesionals understand the student more. Having a supportive family that supports the student's needs is the best way for family/student, =

Cecilia Shields Sat. class/ SPEN 303 Ch. 4 1. In standardized testing, test tasks are presented under standard conditions so that the student’s performance can be compared to the performance of the. 2. Which of the following statements describe(s) an adequate testing environment? 3. Which of the following is not good practice in introducing the students to the testing situation? 4. Preparing a student psychologically for testing is called 5. Suppose a professional began test administration with item number 10 in an attempt to establish a basal of four consecutively numbered correct responses. If the student failed item 10, what test item should be administrated next?  6. Give two reasons why it is important to observe the student’s behavior during test administration.
 * Nom group. This helps instructors plan curriculum and also helps to recognize the student’s level of functioning. **
 * d. The temperature and ventilation in the room are comfortable for the student. **
 * a. Tests should be scheduled at the same time as the student’s favorite classroom activities. **
 * b. Establishing rapport. **
 * When a basal test is established and the student answers some correct and the others incorrect a ceiling is put to use. A student will not receive credit for more difficult test items. **
 * If a student is suffering from any physical pain or may have a cold, this could interfere with his/her normal functioning. When a student is upset by an illness or death from someone close to them the test should be delayed. If the tester finds out about the situation after the test, then the test results should be considered invalid or thought of a test warning.**

10. Choose the statement that best explains the meaning of the score. **c. If test standard scores are distributed with a mean of 100 and a standard deviation of 15, a standard score of 85 indicates performance one standard deviation below the mean.**

11. A student received a standard score of 100 on a test in which the mean standard score is 100, the standard deviation is 15, and the scores are normally distributed. This score


 * //b. is within the average range//**//.//

Cecilia Shields Chapter 3 Sat. class/ 303 1. If the assessment procedure is appropriate for the age, grade, and ability level of the student, then its technical quality is not a consideration.
 * false**

2. Trained professionals must be available to administer, score, and interpret the assessment.
 * true**

3. Assessment devices must be selected and administered so they are not racially or culturally discriminatory.
 * true**

4. The regulations for IDEA 2004 provide a recommended list of tests and other procedures for use in special education assessment.
 * true**

5. Results of informal measures such as inventories are often expressed as frequency counts (for example, the number of items the student answers correctly).
 * true**

6. Age and grade equivalents are useful scores because they are easy to understand and are rarely misinterpreted.
 * false**

7. Percentile ranks are comparative scores that allow the student's performance to be contrasted with the performance of same-age or grade peers in the norm group.
 * true**

8. When standard scores are based on a normal distribution, they are easily converted into percentile ranks, stanines, and other types of standard scores.
 * true**

9. The technical adequacy of an assessment tool refers to the skills of the assessor.
 * true**

10. Criterion-referenced tests compare a student's performance to the performance of other students of the same age or grade. **false**

Cecilia Shields SPEN 303 Chapter 3/ essays

1. In the early days assessment practices of special education students and IQ tests with culturally/ linguistically diverse students was inappropriate. With much help from many leaders and researchers, they changed the standards for these groups through the court system. Some of the past assessment abuses to now the legal safeguards are: ** Abuse- ** Students evaluated for special education without noticed to parents or parental consent. **Safeguard-** Parents must be given notice prior to evaluation; parents must give consent before evaluation. If a parent seize no to testing then it cannot happen. It is up to the educators to encourage testing if needed by giving valid information about the student through observations. **Abuse-** Non-English-speaking students assessed in English. **Safeguard-** Measures must be provided and administered in the language and form most likely to yield accurate information, unless clearly not feasible. In the past ELL/ESL were put into special ed. classes because they were judged on not understanding by their test scores. Now an ELL/ESL student can have the test translated into their native language. **Abuse-** Placement decisions made without a complete evaluation of the student. **Safeguard-** Individual must be assessed in all areas of the suspected disability. A variety of measures be used to gather information about functional, developmental, and academic performance. The Team works together to see all areas of the student, it is not one person’s diction to evaluate. They all discuss and come to a conclusion for the best way for the student to progress.

2. Informal assessments are to be easy to understand and have simple detail of the assessment. Informal assessment is based on the individual student rather than the group of age/grade. Inventories screen the student on selected areas of the grade curriculum. The purpose is to assess the pre-teaching of a subject; also used for plan instruction. While classroom quizzes assess the student after teaching the subject; the teacher can inquire if the student understands through cerise of quizzes/tests. Criterion-referenced test determines if a student has mastered certain skills through the student’s learning goals rather than the performances of other students. By using these measures, plus observations a student has a more accurate score of their level. Norm-referenced tests derive their score from the ability of the norm group. It’s not the best way to see the performance of a student. 3. Technically poor measure is not a good assessment tool when there is not reliable data and it must show validity. Preparation by the tester may take longer and show greater chance in error. There are four types of measurement scales: nominal, ordinal, interval, and ratio scale. Technically adequate measure is inappropriate because it rates on aptitude, attitude, and then achievement. **Nominal** scale categorizes by what the students look like and this can only be statistically analyzed. **Ordinal** scale may rank students on their ability, but not tell how much difference in between the students. **Interval** scales shows if a student knows more then another student, but not showing if the student knows anything about the subject. A **ratio** scale shows physical properties, like height/ weight and some student information. It has few interests in educational assessment. 4. Grade equivalents tell the test performance score of the age or grade level in the school. I agree with the International Reading Association’s views of using other types of scores for age and grade. They should not rate the students’ performance on one type of testing. A student should be rated on how they take the test, when they take the test and did they complete the test. Then compare to others of that level. The advantage of the testing is that educators know what is to be expected from that age level. The disadvantage of the testing is the misinterpretation of understanding a school’s level. 5. There can be some bias during the assessment process. During referral or assessment of data collection a student’s characteristics and placement of that student could be bias. In the past there was inappropriate use of standardized tests of students that were of cultural, ethnic and linguistic groups. Tests were unfair to these groups because they were geared towards white, middle-class values. 1) Bias: Tests are written in English. A student whose main language is not English, may have the test translated into the student’s language or may have a translator. 2) Bias: High vocabulary. Besides some intercity students or students from rural areas, some vocabulary was not used. New measures are taken in minimizing language/reading. 3) Bias: subjects were unfamiliar to the students. Now the students have to learn about the subject before being tested on it. 4) Bias: Timed tasks. Now procedures can be altered to help improve students’ performance. 5) Bias: Non trained professionals. Professionals have to be trained on giving the right tools to students to succeed in completing a test.

=VERY GOOD JOB! 10/10 POINTS EARNED=

J anuary 30, 2010

Angelina and Cecilia = = = 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 Ms. Trapp try while waiting for the special education assessment to occur? (Done further down.) on referral

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. Steps in Educational Assessment 1.Identification and Referral a. screening and teacher indentification of students with school problems b. preferral intervention strategies c. referral and notification of parents 2. Determination of Eligibility a. design of the indiidualized assessment plan (IAP) b. parental permission for assessment c. administration, socring, and interpretation of assessment procedures d. reporting results e. decisions about eligibility 3. Program Planning a. Design of the individualized education program (IEP) b. parental agreement to the IEP 4. Program Implementation and Evaluation a. Implementation of the IEP b. Ongoing monitoring of student progress c. annual review of the IEP d. periodic reevaluation of eligibilty

3. As you prepare to work with the assessment team, reflect on the assessment questions you have about William at this point. 1.Areas of Concerns- Behavior, Academic, possibility of hearing and speech, Emotional 2. Strategies-A. record review and conference, parent conferences and review of educational records B. Environmental Modifications-class seating arrangment, class midification C. Instructional- Modifications in learning aids used with group or class, Individual methods and materials different from group or class D. Managment- use of individual behavior management techniques 3. Class pace was already slowed down 4.His age level compared to peers, is William at his developmental age level 5.It is particular time of day and subject more than others. 6. He does good in reading 7. What are the childs interests outside of school.

= 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 does William like to do outside of school? Is there anything he can put extreme focus on? Building models, etc. What is the family structure? Who else is involved in his life? How is at different times at home? Bedtime, dinner, weekends, etc. What seems to be the biggest challenge for you and or William?

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? During the 30 minute observation of Language Arts, he was more involved and very focused. It seemed almost as he enjoyed it. During the 30 minute observation of Math, he became disruptive. This could be because of time of day, being frustrated..

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? As long as it is determined that he needs it. If at our IEP meetings we feel he needs further assitance, we will take it from there. We can see how he does with the formal and informal assessments.

PreReferral Intervention Checklist

Name: William Age 7years old Date 1/30/2010 Teacher Ms Trapp Grade 2nd Grade

1. AREAS OF CONCERN: His behavior in school and his achievement. Experiences difficulty with math, trouble remembering number facts from on day to the next and often becomes confused and trying to solve a computational problem. Classroom behavior is also a concern, doesn't attend to directions and is often disruptive when is is suppossed to be working independtly and rarely completes home or in class assignments.

2. WHAT KINDS OF STRATEGIES HAVE BEEN EMPLOYED TO RESOLVE THIS PROBLEM? Examines the classroom and decides to slow the pace down. She adds more visual props and cues. She rewards him with computer time, when he is less disruptive in class.

A. RECOREDS REVIEW AND CONFERENCE Ms Trapp observes William to see if changes occur but sees only minimal improvements in his behavior. Ms. Trapp talks to William's mother and both agree on further assessment.

B. ENVIRNMENTAL MODIFICATIONS Slows pace down, and adds visuals/cues

C. INSTRUCTIONAL Observations of academic demands

D. MANGEMENT Seeks help from the student study team at her school and has a conference with the mother. Positive renforcement

3. WHAT METHODS ARE CURRENTLY EMPLOYED TO ADDRESS THE CONCERN? Student study team is used for assistance, the class pace is slowed down and visuals are added. Observations are also used to see where William stands.

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? William is very disruptive in class. He has scored average range in reading but has experienced difficulty in math. Has trouble remembering number facts from one day to the next and if often confused by computational problems. He has trouble following classroom directions. His homework and classwork are rarely completed.

5. IS THE CONCERN GENERALLY ASSOCIATED WITH A PARTILUAR TIEM, A SUBJECT, OR PERSON? He can not handle being in a large group. Tends to be very disruptive, when suppossed to be doing classwork. The subject problem would be math.

6. IN WHAT AREAS, UNDER WHAT CONDITION, DOES THIS STUENT DO BEST? He has scored average range in reading.

7. ASSISTANCE REQUESTED (OBSERVATION, MATERIAL, IDEAS, ETC) Mother wonders if something is wrong Ms. Trapp has seen the signs with being an experienced teacher Ms. Trapp seeks help from student study team.

ASSISTANCE PROVIDED: (MAY BE FOUR – MORE – OR LESS)

DATES week 2/1/10 NATURE OF ASSISTANCE: help from student study team INDIVIDUALS RESPONSIBEL Ms. Trapp, William, William's Mother and the student study team OUTCOMES (Goal) to work better independtly, to work better in a class environment, to finish assignments

DATES NATURE OF ASSISTANCE: INDIVIDUALS RESPONSIBEL OUTCOMES

DATES NATURE OF ASSISTANCE: INDIVIDUALS RESPONSIBEL OUTCOMES

DATES NATURE OF ASSISTANCE: INDIVIDUALS RESPONSIBEL OUTCOMES


 * GREAT JOB! 9/10 POINTS EARNED.

Chapter 1 Definitions**
 * Assessment:** It is an on going process of gathering information to see the studen's learning and behavior; then taking the information for a concluseion. **Measurment:** The process of measuring students' ability and then categorizing them into groups. **Test:** A sample of a student's behavior and ability to see what is processed on their level. **Bias in Assessment:** The process a student might need to ensure that his/her achievement is fairly evaluated. The teacher is the one that changes how it is presented to the student. **Computer Adaptive Testing:** A formal test that uses technology to selects certain questions based on the student's performances.

Cecilia ShieldsSPEN 303ZSat. class True/False questions 1. Assessment is an ongoing process, not a one-time event.True 2. The term //assessment// means the same as //testing//.Fales 3. Assessment practices in special education are identical to assessment practices in the medicalmodel.Fales  4. IDEA 2004 is the current federal law that regulates special education services. Fales

SHOULD BE TRUE
5. Prereferral strategies attempt to solve school performance problems of individual students.True <span style="color: #353534; font-family: Verdana; font-size: 10pt; font-weight: normal; letter-spacing: 0pt;"> 6. Screening assessments are much more thorough than eligibility assessments. Fales <span style="color: #353534; font-family: Verdana; font-size: 10pt; font-weight: normal; letter-spacing: 0pt;"> 7. Students with disabilities tend to show better performance on group tests than on individual tests.Fales <span style="color: #353534; font-family: Verdana; font-size: 10pt; font-weight: normal; letter-spacing: 0pt;"> 8. The team approach is recommended in federal special education laws but not required.Fales <span style="color: #353534; font-family: Verdana; font-size: 10pt; font-weight: normal; letter-spacing: 0pt;"> 9. Students who have a school performance problem related to a disability are eligible for special   education services.True 10. At minimum, the student's eligibility for special education services must be evaluated every five years. Fales

Cecilia ShieldsSPEN 303ZSat. class Chapter 1 1. All of the following are abuses of assessment procedures with the exception of B) Assessment by a team of professionals 2. Assessments were created in the early 1900s for the purpose of a) Screening students in schools

SHOULD BE D
3. Which of the following is not a part of the definition of educational assessment? c) Used to establish the cause of a disability 4. Which one of the following statements describes the goals of No Child Left Behind? d) Accountability for student performance, focuses on what works, reduce bureaucracy, empower parents 5. Which one of the following statements is not accurate? c) The student’s abilities or disabilities are the sole focus of the assessment 6. Screening is b) A large-scale data collection activity to quickly identify students who may need further study 7. A student is eligible for special education services when c) He or she has a school performance problem that is related to a disability 8. All of the following are informal assessment strategies except d) Norm-referenced tests 9. Parents are important members of the assessment team because d) All of the above 10. Parents must receive progress reports on IEP goals d) At least annually at an IEP meeting

SHOULD BE C
Cecilia Shields SPEN303Z Chapter 1, essay

1. There is an importance in different types of assessment because it is an ongoing process to see all areas of a student ’ s ability. Formal assessment is a structured assessment that shows students progress in meeting the standards of the state. There are guidelines in administrating and scoring the test. By this there is also a way of interpreting the results. Standardized test are the most commonly used in schools. It takes a student`s ability and compares it to a group of similar ability. Informal assessment measures a student`s instructional conditions. It gets information from teachers` and parents` observations. It gives the student less pressure to perform the task at hand without being timed or in a group setting. Students with disabilities were not considered when state assessments were first developed. Teachers would choose lessons from text books, then base middle range of the grade level. This was no help to a student with a disability. If there was only one type of assessment a student may have been judged on certain areas of learning; and not have been given the chance to express any other abilities.

2. A student with a disability has a team to work on the educational decisions of the individual. This brings together different views of expertise to form a plan for success of the student. The team can consist of the student`s parents, and educational professionals like special education, speech / language, psychologist, physical and occupational therapist. Each team member gathers data about the student and shares it with others on the team. The professionals and the parents work together to make educational decisions. The Disabilities Education Act requires a team rather than individuals to make decisions: 1. Evaluation of the eligibility of students for special education and related services 2. Formulation of individualized IEP`s 3. Evaluation and modification of IEP`s 4. Periodic review of the need for special education and related services.

Certain team members can share more information with others to work on progress. Besides meeting at the IEP meeting teachers and others on the team can collaborate about the classroom setting or how the student is handling a certain situation in a informal communication.

3. By IDEA 2004, a development of a plan for the student ’ s educational needs and goals, the student first has to show a current level. Next the team determines the problem. The team sets annual goals for the student. The goals shape the direction of the program and show the result. The team has to consider 1. Needs of students behavioral problems. 2. Language needs 3. Need for instruction 4. Need for technology devices / services.

With No Child Left Behind Act, teachers must follow federal and state standards and become certified, general education teachers spend the most time with the students and should be involved in the team efforts to see through the progress of the student. Teachers are becoming more involved in planning programs for students with disabilities. With a high number of disability students joining the class, teachers have to be prepared and informed of conditions that will be affecting their class. Teachers gather information through workshops and educational classes.

4. Bias was happening during testing with certain cultures, ethnic and linguistic groups. Standardized tests were unfair to these groups because they were based on questions that of “ white ”, middle – class values. It is discrimination to assess students from diverse cultures with a test like this. By having these tests, the area that the students were being evaluated on was showing low test scores.

To improve the current practices the changes would start with ESL students; having the test translated in to their native language. Interpreters would be another way to help with language. Culture fair test would minimize high verbal demands, timed tasks and emphasis on school learning. To improve students performances students could be allowed unlimited time. Students could also be trained in test taking.

5. It is important to base the individual needs then to give the same diagnoses to all that have the same condition. When dealing with students with mental retardation there is usually other symptoms that coincide with that disorder. In early IEP`s there is usually a speech language therapist as the student gets older there may not be any use for speech / language, but there may be some other issues the student needs on the team. When dealing with Autism there is a spectrum of different types of this disorder. One maybe able to handle a classroom setting, while others can`t handle it and have to have more one to one learning process. Assessment comes into play now when planning individual needs. Formal and informal assessment is used to assess. There is also consideration of physical, social and behavioral characteristics, when designing the IEP team they should follow: 1. Focus assessment on the student; 2. Plan the assessment by asking important assessment questions; 3. Choose assessment procedures of the highest quality 4.coordinate the efforts of team members 5. Begin assessment in each area of interest by surveying general performance 6. Consider not only the student but also the learning tasks and the instructional environment 7. Compare feelings from different procedures to confirm the accuracy of assessment results.