CEC+Standard+8


 * CEC Standard 8: Assessment **


 * Assessment is integral to the decision-making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions. Special educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. Special educators understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with ELN, including those from culturally and linguistically diverse backgrounds. Special educators understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. In addition, special educators understand the appropriate use and limitations of various types of assessments. Special educators collaborate with families and other colleagues to assure non-biased, meaningful assessments and decision-making. Special educators conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with ELN. Special educators use assessment information to identify supports and adaptations required for individuals with ELN to access the general curriculum and to participate in school, system, and statewide assessment programs. Special educators regularly monitor the progress of individuals with ELN in general and special curricula. Special educators use appropriate technologies to support their assessments. **


 * Reflection: **

Assessment is an important part of the educational process. It can be used for a variety of purposes such as student placement, present levels of performance, progress monitoring, identification of reinforcement, or to determine the consequences and antecedents of a problem behavior. A skilled teacher always uses a combination of these assessments when planning instruction for a student. No matter what purpose the assessment serves for, the baseline obtained from examining or observing the student is used to compare and predict the outcomes of the intervention. In other words I use the baseline to determine if the student made any progress and if I need to make changes in my instruction. Through the course of the master’s program I learned that all the assessment need to be cultural bias free as well as fitted to the individual needs of the student. For example if a child does not have verbal language, the results of a test that is using words are not going to be relevant to the child’s ability to communicate. Since he cannot make use of written language his performance is not going to show his real level. In situations like this I am adapting the assessment by introducing pictures or videos that the student can understand. An example about assessment modification from my practice is with a 5th grade student who attended science and social studies classes. In order for him to be able to participate with his peers taking the weekly quizzes, I adapted the tests by using “Writing with Symbols 2000” and words from the SRA reading program he used in his self contained class. The text was also adapted to his grade level of functioning.


 * Artifact: **

For this standard I chose a Functional behavior assessment I did for a 4th grade student. The main concerns were the verbal and the physical aggression such as screaming, use of inappropriate language, destruction of school property, etc.. Information about the student was gathered from the classroom instructional assistant, classroom teacher as well as the parent by using a functional behavior interview form. The data obtained was used to determine the antecedents and the consequences of the problem behaviors. Baseline was collected in the form of frequency data as well as ABC (antecedent, behavior, consequence) observations. The data indicated, contrary to the belief of the school staff, which thought that most of the problems occur during transition, that the great majority of the problem behaviors occur during math class and during writing assignments. The project also includes baseline data from the Woodcock-Johnson III test of achievements in the reading area (letter word identification, reading fluency and passage comprehension) as well as weekly assessment for progress monitoring. The reason I chose this project is because it illustrates how systematic observation and assessment help in identifying the real source of some very common problem behaviors in our schools.

[|Functional behavior assessment and Woodcock Johnson tests of achievement]