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Following Class in Graves Rm 3

Chapter 12 quiz in lab

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A. I am in attendance, Jan. 30th for BER 450 Lecture

DiscussionIntroduction of Clinical Experience

Ethics RA

Chapter 1 Practice Quiz

National Dissemination Center for Children with Disabilitieshttp://nichcy.org/research/ee/assessment-accommodations

Chapter 12 Practice Quiz Question

1. According to PL 94-142, which of the following is an essential responsibility for a teachers of students in an inclusive setting?

A. Gathering information used to determine eligibility

B. Developing an IEP C. Implementing an IEPD. All of the above

Assessing Students with Special Needs in an Inclusive Setting

McMillan Chapter 12

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Assessment of ALL Students• “When students have the desired knowledge

and skills, but have difficulty showing what they have learned through a particular mode of assessment, teachers have an obligation to remove the barriers for these students” (Taylor & Nolen, 2008).

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Assessment of ALL Students• Fair and Accurate Accommodations

and/or Modifications for:• “Gray” area students• Culturally Diverse students• English Language Learners (ELL)• Limited English Proficiency (LEP)• Students w/ specific, defined disabilities

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Who Receives Special Services?• Individuals - birth through age 21• Students w/ comprehension, auditory,

visual, language (ELL/LEP), physical, behavioral, attention difficulties (ADD/ADHD), and mental illness• Gifted Students•Students may be identified and served at some point in their academic career, but not the entire time

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Response to Intervention (RTI)

• What is it?• Using the model to identify students with

learning disabilities• Using the model to provide effective,

evidence-based instruction to all students– Ongoing data collection of instructional

effectiveness

RTI Tiered Approach

Tertiary PreventionSecondary Prevention

PrimaryPrevention

80%

15%

5%

Assessment Specific Accommodations

• Traditional Assessment• Alternative Assessment– Performance Assessment– Portfolio Assessment

Assessment Specific Accommodations• Traditional Assessment– description of

• Pros/Benefits• teachers don’t typically need to make out a special test• students know what to expect• can be used in an alternative testing location• may work better for some students who don’t do well

with a more abstract form of academic measure– portfolio, reflection, projects, etc...

Assessment Specific Accommodations• Cons/Problems

• takes more time • may require an aide• textbook tests not tailor made to fit students needs• Students with visual impairments may find font on a TA

to be too small; • Vocabulary and sentence structure can be too

complicated for comprehension of items.

Assessment Specific Accommodations• Types of Typical

Accommodations/Modifications for TA– Accommodations- • ELL students needs a translation dictionary, • physical disabilities may need someone to write for

them

– Modifications- • similar content but with less-sophisticated level• make test out to be plain and simple

– (not visually distracting)

– Eliminate volume on a longer assessment – Provide breaks for longer assessments

Modification Examples

• Similar Content– Standard Item:

• Compare and contrast the livability of a rural and an urban community.

– Modified Item:• Compare and contrast the livability of a rural and an

urban community.• Compare by telling how the two communities are alike.

Give 2 examples. Contrast by telling how the two communities are

different. Give 2 examples.

Modifications

• Command Words and Definitions (Table 12.4)

Assessment Specific Accommodations– Modify test/item format• provide word banks• use a larger font• create a simple design on the page• line up items vertically down the page• aid students in checking for missed/skipped items.

– Change testing location and allow for retesting or “starting over”

– Similar formatting on 1st page for all students and monitor all students using a similar manner

– Oral administration and/or oral response

Assessment Specific Accommodations• Alternative Assessment– Performance Assessment• Description of...

– Pro/Benefit– All students are assessed – No stress or test anxiety– Special learning objectives stated in IEP can be met– Not traditional

» Helps with social skills » Can be individualized to show progress

– Learning occurs DURING the assessment– More engaging and encourages self-assessment

Assessment Specific Accommodations– Cons and Problems:

– must follow IEP accommodations, must use only necessary adaptations

– can entail a large amount of reading or writing– can ask students to move outside their “comfort zone” –

leading to frustration and embarrassment – mobility issues can prevent students from being able to

participate, some activities will exclude these students

Assessment Specific Accommodations• Alternative Assessment

• Types of Typical Accommodations/Modifications for PA– Longer time – Dictation of written parts to a voice recognizer or

note taker– Translation dictionary– Provide clear, short, simple directions– Teacher goes over students’ projects before final

assessment

Assessment Specific Accommodations• Alternative Assessment– Portfolio Assessment• Description of...• Pros– allows ongoing assessment across environments – promote critical thinking through the self-

evaluations– provides a way to examine a student’s performance

from a variety of perspectives– individualized documentation of growth

Assessment Specific Accommodations• Alternative Assessment– Cons

» become bulky and difficult to manage and store» time consuming» can take up to much time to compile » omit traditional standardize evaluation tools.» very subjective in nature» organization can be problematic

Assessment Specific Accommodations• Alternative Assessment– Portfolio Assessment• Types of Typical Accommodations/Modifications for PA

– using rubrics that match w/ IEP goals– focusing on specific goals– evaluate portfolio for individual goals rather than whole

class comparison– Based on work generated by the individual instead of

being compared to others. – Aid students with organization– Aid students with self evaluation