Lisa

The CBA project that I am presenting is something that I currently use in my classroom. It is a daily data collection sheet that is used at least two times a week. Each child in my room has individual IEP goals and when the child comes into the class I place each of the goals into the data collection sheet. I work on these goals consistently throughout class but only record data two times. I place all of the child's IEP goals on the sheet even if they are for therapists's for example, speech, physical therapy or occupational therapy. If I observe or see something that reflects these goals I will document it. An example may be a goal such as the child will label fifty objects or pictures over three consecutive data collection points. This goal is for a speech therapist and myself as a classroom teacher. I will present pictures and objects and see how many of these the child will verbally label and keep track of this on the back of the data sheet with the date and record by + or - and total up my number. I will then go to the front of the data sheet and place a dot on the correct spot.Placing the "dots" on the data collection form will depend on how the child is doing. If the child needs prompting it will be placed in the physical prompt, verbal prompt, or if the child is independent it will be in that category. Each one of these categories corresponds to a number for each. For example a number four is independent. If the child names fifty pictures or objects three consecutive times in a row he would get three fours. The goal would then be mastered. Each one of these dots can be connected to form a graph to show progress.The problem with this tool is that it did not allow for progress that can not be graphed. I record progress such as anecdotal notes and progress that can not be graphed also on the back of the form. These daily data collection sheets help me see the progress the child is making when I need to do a progress report or an IEP because I have all of the data recorded from doing many CBA's that are informal to get the progress such as having them name the objects or pictures and directly record this. Each goal is different and the children have many different individual goals so I need to find many ways to test with CBA's and record the progress on the daily data collection sheet. The therapist also have their own data so I use their data along with my classroom data to see total progress. I will bring a copy of the data sheet to class for you to see.

Lisa Welhaf
 * __Chapter 4 Activities__** **__1. Norm Group__****__2. d__****__3. a__****__4. b__****__5. Test item 9__****__6. It is important to observe the children's behavior: for fatigue-giving short breaks every half hour for elementary school age children, every forty five minutes for secondary age children and adults and preschool children need frequent breaks. Also observe for loss of concentration. The test can be given again if needed.__****__10. c__****__11. d__**
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8/10 points for chapter 3__** Lisa Welhaf Chapter 3 ActivitiesTrue and False 1. False2. True3. True4. False5. True6. False7. True8. True9. False10.False Essay Questions 1. The problem with the use of standard tests was that they were used inappropriately with students from different ethnic, cultural, and linguistic groups. The problem was a validity problem. The test being written in English was an invalid measure of academic performance. Culturally the test was based on the dominant American culture. Some legal safeguards to help with these problems were the use of translating the test into the students home language, the use of Interpreters, culture-free and culture fair measures. Also, modification of test procedures/administration. These are all helpful solutions but even the solutions can create a bias. 2. The standard of comparison for informal assessment tools is by comparing the difference between the number or percentage correct on each occassion. It is the number of correct answers out of the number of questions given. The results are straight forward, easy to understand and descriptive in nature. 3. A technically good test will produce reliable data and will show validity. If the test is of good technical quality it will be adequate as an assessment tool and as a measurement device. If a test does not have reliability, validity, measurement error or a reference group (to measure students performance on norm-referenced and criterion-referenced test) it is poor. If the test does not measure what you need it is poor and inappropriate. 4. The advantages of using grade scores are that of all norm-reference scores age and grade equivalents appear to be the easiest to understand and interpret but they are quite complicated and subject to misintrepretation. The range of grade equivalents in test norms may exceed the range of grades of individuals within the the norm group. It can go above or below the age group. Also, intervals of measurment are not always equal. These reasons are why it is suggested that professionals should select other norm-referenced measures either in addition to instead of grade scores. I agree with this because I don't think it gives the child as much accuracy or measurment that is needed to assess the student fully. 5. Assessment bias can be introduced by the selection, administration, and interpretation of assessment devices. It can happen at anytime. For example, in referral, screening, selection of assessment tools, data colllection strategies, placement, program planning and reevaluation. Reduce bias by:a. assessment tools are carefully evaluated and selected.b. check and see of norm-referenced tests are representative of the race, culture and gender of the student.c. Evaluate the test for cultural bias.d. consider the disability of the student in choosing the assessment test.

Lisa Welhaf Chapter 4 Activities 1. Norm Group2. d3. a4. b5. Test item 96. It is important to observe the children's behavior: for fatigue-giving short breaks every half hour for elementary school age children, every forty five minutes for secondary age children and adults and preschool children need frequent breaks. Also observe for loss of concentration. The test can be given again if needed.10. c11. d

Lisa Welhaf Chapter 3 ActivitiesTrue and False 1. False2. True3. True4. False5. True6. False7. True8. True9. False10.False Essay Questions 1. The problem with the use of standard tests was that they were used inappropriately with students from different ethnic, cultural, and linguistic groups. The problem was a validity problem. The test being written in English was an invalid measure of academic performance. Culturally the test was based on the dominant American culture. Some legal safeguards to help with these problems were the use of translating the test into the students home language, the use of Interpreters, culture-free and culture fair measures. Also, modification of test procedures/administration. These are all helpful solutions but even the solutions can create a bias. 2. The standard of comparison for informal assessment tools is by comparing the difference between the number or percentage correct on each occassion. It is the number of correct answers out of the number of questions given. The results are straight forward, easy to understand and descriptive in nature. 3. A technically good test will produce reliable data and will show validity. If the test is of good technical quality it will be adequate as an assessment tool and as a measurement device. If a test does not have reliability, validity, measurement error or a reference group (to measure students performance on norm-referenced and criterion-referenced test) it is poor. If the test does not measure what you need it is poor and inappropriate. 4. The advantages of using grade scores are that of all norm-reference scores age and grade equivalents appear to be the easiest to understand and interpret but they are quite complicated and subject to misintrepretation. The range of grade equivalents in test norms may exceed the range of grades of individuals within the the norm group. It can go above or below the age group. Also, intervals of measurment are not always equal. These reasons are why it is suggested that professionals should select other norm-referenced measures either in addition to instead of grade scores. I agree with this because I don't think it gives the child as much accuracy or measurment that is needed to assess the student fully. 5. Assessment bias can be introduced by the selection, administration, and interpretation of assessment devices. It can happen at anytime. For example, in referral, screening, selection of assessment tools, data colllection strategies, placement, program planning and reevaluation. Reduce bias by:a. assessment tools are carefully evaluated and selected.b. check and see of norm-referenced tests are representative of the race, culture and gender of the student.c. Evaluate the test for cultural bias.d. consider the disability of the student in choosing the assessment test.

1/30/10

Hi Dr. Williams, I was unable to come to class today as my son has strep throat. I am sorry that it took so long to let you know. I thought I had a sitter but no such luck. I will check the wikki. I also have my homework to email to you which I will do on monday. Thanks, Lisa Welhaf

Lisa Welhaf Chapter 2 The Assessment Process Prereferral Intervention Checklist Name- William Age ? Date 2/1/10Teacher - Mrs. Trapp Grade-2 1. Areas of concern academic behavior 2. What kinds of strategies have been employed to resolve this problem? A. Records review and Conference parent conference review of educational records medical B. Environmental Modifications schedule modification other visual charts and prompts C. Instructional use of individual behavior management techniques 3. What methods are currently employed to address the concern? Positive behavior interventions.4. Where does this student stand in relationship to others in class, group, or grade regarding systemwide tests, class average behavior, completion of work, etc? student behavior- very disruptive, does not complete homework or classwork, does not work independently group, class or grade behavior- disruptive, age appropriate for reading, struggles with math 5. Is the concern generally associated with a particular time, subject or person? Seems to be pretty general across all areas at school and home with difficulty also being in math6. In what areas, under what conditions, does this student do best? With reading7. Assistance Requested (observation, materials, ideas ect.) observation, ideas Assistance Provided 2. The assessment process is as follows: Educational Assessment 1. Identification and Referral -screening and teacher identification of students with school problems -prereferral intervention strategies -referral and notification of parents 2. Determination of Eligibility -Design of the Individualized Assessment Plan -Parental permission for assessment -Administration, scoring, and interpretation of assessment procedures -reporting results -Decisions about eligibility3. Program Planning -Design of the Individualized Education Program -Parental agreement to the IEP4. Program implementation and Evaluation -Implementation of the IEP -Ongoing monitoring of student progress -Annual review of the IEP -Periodic reevaluation of eligibility Behavior EvaluationIf behavior impedes the child's learning or that of others consider use of positive behavioral interventions and supports, and other strategies to address that behavior. Team members include: parents, general education teacher, special education teacher, representative of educational agency, individual to interpret assessment results, others with special knowledge of the studentif appropriate the student alsoEach would bring their expertise to the meeting 3. The teacher has tried strategies but needs more strategies and help to be discussed and implemented. William Activity 21. Questions that I would ask mom. What are William's strengths at home? What are William's challenges at home? What does mom find to be of interest to William? What behavior strategies does she use with William? What strategies does she try at homework time? 2. William does well with reading and language arts. But, with mathematics he has trouble remembering number facts and becomes confused when trying to solve computational problems. Math is more difficult and he is not attending to directions and is disruptive when working independently. 3. Once the parents give consent the IEP is implemented. The student's progress in the program is monitored and the IEP is reviewed and revised on a regular basis, typically annually. Also, every 3 years the students eligibility is reconsidered.

Lisa WelhafChapter 1

Special Education AssessmentKey TermsAssessment- It is the purpose of gathering information to make a decision. It is a way to evaluate and see if children are making educational progress in the classroom. Measurement- A way to evaluate progress.Test- Is a sample of a students behavior collected under standard conditions. A way to check to see if a student is making progress with the curriculum.Bias in assessment- something in the assessment affects the outcome or results and it is biased of the assessment. Examples (male, female, cultural, ethical types of issues Multiple Choice Answers1. b 6. a2. d 7. d3. c 8. d4. d 9. d5. c 10.a True/False Answers1. t 6. f2. t 7. f3. f 8. f4. t 9. t5. f 10.f Essay Questions1. There are two types of assessments formal and informal. Formal assessment strategies are often used to gather information for eligibility decisions and informal assessments are more useful for classroom instructional decisions. Problems would arise with using only one or the other because the formal or standardized test is limited to students who are very similar to the group used in development of the test. Informal tests leave an element of subjectivity. 2. The team approach brings together individuals with different perspectives that contribute their expertise to the decision making process. Each team member gathers data and interprets it from his or her perspective and shares it with the team. The team analyzes it to make the best decision for the child.3. General education teachers need to have tools to assess students with disabilities in multiple environments including the general education classroom. General education teachers are held accountable for the ongoing learning of students with disabilities. They are more involved with program planning and monitoring progress frequently.4. There are some reasons for assessment bias in the classroom. Examples of this are cultural, linguistic, money, time, ethical, and the personal that are needed to administer the assessment. The use of informal measures-criterion-referenced tests have been suggested as one possible solution to bias in assessment. Performance to the goals of the curriculum rather than to a norm group seems to be fair.5. Educational programs should be based on individual student profiles rather than a diagnosis because children can have the same diagnosis and be different. Autism is a spectrum and children can be at different places on the spectrum leaving them with different abilities and the same can happen with mental retardation.