Discussion Of Domain B Focuses On Evaluating The Student Learning As A Whole Process

The administrator must be an individual who has had proper training in administering and interpreting norm-referenced educational and psychological tests; however, it is not required the individuals has a Doctoral degree (Pearson, 2009b). Materials needed to administer, score, and interpret the test include: the stimulus book, record form, response booklet, word card, pseudoword card, audio CD, Oral Reading Fluency, CD player with speakers, stopwatch, blank scratch paper, pencils without erasers, and an optional audio recorder (Pearson, 2009a). The administration instructions are conveniently written in the Record Form, which increase the ease of administration. The instructions were thoroughly analyzed to minimize misinterpretations and misunderstandings that could lead to a lower score (Pearson,

TDA 3.7-1.1 Compare and contrast the role of the teacher and the learning support practitioner in assessment of learner’ achievements.

The initial and diagnostic assessments are closely linked; all information gathered from these assessments are put together to help the learner and the teacher build a clear picture of the individual. This information will then be used to agree goals and actions, personalise learning, develop an ILP, tailor session plans to meet the individual learners needs and use teaching methods to cater for all learning styles.

The Special Education team for learning disabilities will test the student. These students have shown signs of continuous problems with interventions in place. Psychologist, psychiatrist, and any other testing will be conducted with parental consent have evaluated the student. Parents will be mandated to attend all assessment evaluations and the team shall review the findings for referral back to tier two or upgrade student to tier four for special educational services based on educational or problematic behaviors.

High Stakes Testing has been overly integrated in the education systems. High-stakes testing are used to determine grade retention, school curriculum, and whether or not students will receive a high school diploma (Myers, 2015). Since the No Child Left Behind Act (NCLB) of 2001, high stakes testing has become the norm and mandating that students must pass a standardized test before moving up in grade. As a special education director, the focus is to ensure the student’s accommodations are being followed. Accommodations help increase students’ academic performance. “Both the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and No Child Left Behind (NCLB) call for students with disabilities to participate in the general education curriculum and in testing programs to the maximum extent possible for each student (Luke and Schwartz, 2010).” Throughout the years, high stakes testing is becoming more common than ever before. The reality is high stakes testing is one indicator in evaluating children with specific needs. This paper will discuss, the violation of the statutory language regarding assessment based on IDEA, the strategies and goals of a remediation, staff training, common Core and PARCC assessment, and funding for the remediation plan under IDEA.

When I came to the school that day, I could not help but be reminded of my past experience of standardized assessment when I went to public school. I have never been a true support of high-stakes testing, which can to students to become frustrated. With the population I work with, students do have assessment accommodations, but the PARCC assessment still is challenging for students to take. Mrs. Corcoran did warn me how students may become overwhelmed and I will need support these students. On site visit fifteen, I assisted with administering the PARCC ELA by redirecting one student with autism. The assessment directions state to not read the students the ELA assessment, which the student kept asking me the following questions: “Miss B is this right” and “Is that how you say it?” I kept informing the students, “[Student’s name], I can’t tell you the answer.” Not only did I feel guilty by not helping the student, but I still feel the assessment does not truly authentically assess what he knows. When I have viewed at the student’s IEP summary, he is at the second-grade reading level, which the PARCC ELA assessment assessed students at the third-grade level. The emerging question asked, “By knowing the student receive accommodations and assistance with read alouds and the PARCC ELA restricts teachers to not read aloud the assessment, how will the student’s results be evaluated by the state, school,

The assessment process in a teaching environment is a necessary requirement to enable you to be able to measure a student’s knowledge and understanding. Assessments come in many different forms and use many different methods, each are important in obtaining an outcome to which the tutor can obtain positive outcomes.

Assessment and evaluation aid in determining whether or not learning objectives are being met. For example, assessment improves students learning by providing them with valid information to promote students’ achievements (Watson, 2015). Also, teachers’ assessment of student learning and performance is essential in a clinical setting (Oermann, 2013). Furthermore, assessment gathers, summarizes, interprets, and utilizes data determine the degree to make a successful action (Bastable, 2014). Therefore, teachers may write test items and analyze their results. Educators may also develop rating scales and other clinical evaluation or observe

Hall: I’ll be happy to explain them. The tests that Adam was administered all has an average or mean score of 100. These test have a wide average range of 85-119. Based on Adam’s sores Reading Comprehension he is in the low range because he had a Standard Scores range of 74-80. Adam’s written expression in also in the low range with a Standard Score range of 71-81. His math calculation is in the low range with a Standard Score of 30-43 and His math reasoning is in the very low range of 5-12. Don’t let these numbers scare you. This is just a form of measurement for us to understand Adam’s weakness and strengths. These numbers also help determine eligibility for special education. With your written consent we can proceed with the process. Adam will be assigned a team of experts that includes: Adam, the principle, his general education teacher, the special education resource teacher, myself and of course the pair of you. Mr. and Mrs. Gallery you will have a very active role in deciding how Adam will be taught. The professional can provide you with researched based data and evidence, and strategies. However, if you notice anything that isn’t working you are the only experts on Adam. We will develop an Individual Educational Plan or IEP and develop strategies, accommodations and modifications. We recommend that He is remains in the general education class but pulled out for resource room for the areas of weakness. We will also provide strategies that can be used at home.

At the beginning of the school year, students take an assessment also known as the BOY Beginning of the school year assessment. This assessment provides teacher insightful knowledge as to where the student is at and what background knowledge does the student have. Providing this baseline assessment especially for special education students it provides the teacher with useful knowledge on what he or she can implement on their unit plan. The baseline assessment will include responding short answers with citing evidence. Currently, they are several methods on how to obtain data from assessments such as using Achieve 3000, plickers and the regular method, which would be test and quizzes. Achieve 3000 provides the student with a modified article

155: Diagnostic assessment in support of student learning highlights the explicit exercise of power. Within this policy framework is the overt role of the teacher in student assessments. Upon careful consideration, the policy points out the parameters of student assessment as it states, “teachers will use their professional judgment…| to determine which assessment tools are utilized]…from the board’s list of pre-approved assessment tools as well as the frequency, and timing of use of the tool” (Ontario Ministry of Education , 2013, p. 1). The explicit exercise of power can be seen through the language of this document, noting that teachers should use their discretion, but at the same time limiting their power by the standards set by the ministry. Exceptions to this policy document are clearly stated, giving allowances for special education assessments such as the Education Quality and Accountability Office (EQAO), the Trends in International Mathematics and Science Study (TIMMS), the Programme for International Student Assessment (PISA), and other national assessment organizations. Moreover, the policy also sets specific guidelines on the selection and criteria of the diagnostic assessment tools used by the teachers. Although the policy speaks directly to teachers and their use of the assessment tools, principals and school board staff all “share a collective responsibility and accountability for student achievement” and learning

The TORP is a 28-item self-report measure that uses a 5-point Likert-type scale to assess teacher agreement with statements about reading instruction. Scores range from 28 to 140; scores of 28 – 65 indicate a phonics approach, 66 – 110 a skills approach, and 11 – 140 a whole language approach. The PTQ is a 42-item self-report measure that uses a 4-point Likert-type scale to assess teacher endorsement of statements about developmentally appropriate and traditional practices in early childhood classrooms. This is based directly on the NAEYC guidelines for appropriate practice and consists of two subscales, the Developmentally Appropriate Practice scale and the Traditional Practice scale.

To receive any type of health care service, children with special needs undergo a similar process (American Academy of Pediatrics, 2017). The individual’s needs should be identified by a healthcare professional, the core training or treatment must be identified, medical records must be maintained, a written health transition plan for the child and family must be kept up to date, and the family of the child must be ensured affordable health insurance. For ages five to twelve, the child will receive services with the Committee on Special Education (CSE). Also, an Individualized Education Plan (IEP) will be made, which provides free and proper education to all students with a disability (Owens, 2016). For WS specifically, Gordon (2006) also mentions that when planning remedial teaching it is essential to carry out detailed tests of development and intelligence to periodically assess the progress made by the child.

When working with students with disabilities it is important to assess the students to establish a baseline then to see growth. In addition, assessments assist teams in establishing goals for each student. Two areas that should be assessed each time are communication and academics. Communication and academics are highly connected for students with severe disabilities.

One of the most widely used standardized tests, norm-referenced instruments interpret a child’s performance in comparison to the performance of other children with similar characteristics such as age, grade level, etc. In the realm of special education, many issues arise with norm-referenced assessment of exceptional children. While these assessments can provide quantitative information, the information gained from this type of assessment may not provide the type of data needed to design meaningful educational goals or instructional content.