Essay On Informal Assessment

conduct to meet the expectations of the classroom. However, “ ...findings expound on the fact that there is an increase in the number of mainstreamed students who are diagnosed with emotional behavior disorders (EBD) and that teachers are not always trained to deal

Assessment is carried out to evaluate that learning has taken place. It measures the learner’s attainment of knowledge and skills in their particular learning area. Assessment encourages learners to ask questions on anything they have not fully understood, as learners know that they will have to prove their knowledge and understanding during assessment to the standards of the awarding body.

Contrasted with the previous placement, the composition of students was generally the same ability level, however they were considerably less inclined to have conduct concerns. In this classroom, there were tw0 children who received SPED instruction for reading, and two more for Math, and two more who received accommodations for both, totaling 6 students. One student was medicated for ADHD and was able to manage his behavior with support from myself and my cooperating teacher. At that point in time, I did not have students who qualified for any programs such as PASS (Positive Approach to Student Success), so my teacher an I elected to utilize the ACEs (Adverse Childhood Experiences) philosophy in order to address concerns about behavior or academic performance that could be linked to a traumatic or chronic life event(s). All of these processes come together to support Bailly’s commitment to developing responsible leaders and

Assessment is all about making judgements. A major argument for involving students in self and peer-assessment is that it helps them to develop the ability to make judgements, in particular about themselves and their work. This is an important life skill as well as an academic one.

Designed for students diagnosed with emotional and behavioral disabilities (EBD) there are a numerous amount of intervention strategies and methods that can be used to implement and help students build their self-management skills. These intervention strategies are used with the intention of students ultimately learning how to control their behaviors in and out of school. Consequently, self-sufficient intervention approaches are a supported and efficient method of delivering pertinent and significant supports to students with EBD. Advocates of cognitive behavioral intervention (CBI) substantiate the communal correlation amid views and behaviors as a central credence of their method. Students

Functional Behavior Assessment (FBA) is a systematic process for gathering information that helps determine the relationship between a student’s problem behavior and his or her environment. It is possible identify events in the environment that maintain problem behavior and, subsequently, to design a support plan for student or students. Functional Behavioral Assessment methods include reviewing student records, interviewing students and teachers, and conducting direct observations of student behaviors. Functional Behavior Assessment methods range from highly precise techniques to relatively informal one. Precise techniques can be conducted by support personnel; informal ones can be conducted by teachers.

    Sentinel City is a large community with a population of 634,265, which is comparable to Las Vegas, Nevada’s population of 632,912, (2016 Census).  There are many different ethnic groups within the community.  The white population makes up 80.6%, black makes up 10.4%, Indian makes up 2% and Asian makes up 3.7%, with two or more races making up 3.1%.  Within, Sentinel City , there are four different communities.  Nightingale Square that has a population of 103,974, Acer Tech Center has a population of 168,390, Casper Park District has a population of 352,643, and Industrial Heights has the lowest population of 38,855.

There is a great misconception regarding the term emotional behavioral disability. Many people think of this disorder as nightmare scenarios where students with learning or behavioral disabilities act upon their thoughts or ideas, causing violence and even injury to others and/or themselves. However, studies have shown that students with EBD are more prone to suffer from abuse and violence, rather than to inflict abuse or be violent themselves. Still, disciplining students, and more specifically, those who suffer from serious or chronic behavioral disorders, tends to be a challenge for both educators and parents. When a student has been diagnosed with emotional behavioral disability, it is necessary to find a balance between the needs of

Informal Assessment: Based on Robert’s IEP goals and objects, interviews and ecological assessment I choose to complete three informal assessments from Leach Chapter 3. I completed an informal social skills, communication skills and behavior skills assessments. I used the sample assessments that were provided by Leach to complete them. I choose these three informal assessments to focus on because the interviews and the ecological assessment pointed to concerns with social, communication and behavior skills (Appendix c). Robert also has IEP goals in social and communication areas.

Behavior rating scales scores were shared. Rating scores from parents and teachers were elevated for the area of depression. Trinity’s self-rating indicated that she recognizes the need to take responsibility, acknowledges that there are areas of her life that she needs helps with and she is open to continuing therapy

A Positive Behavioral Support System (PBSS) is critical for students that have challenging behaviors to increase academic success. The PBSS will look and be implemented differently in each school district. According to Bloom (2013) Students that display challenging behaviors often seem unmotivated and unengaged to the classroom teacher and disruptive. A Positive Behavioral Support System has evidence based data linking academic success with positive student behavior; furthermore, it must meet the needs of the students and the school district. Considering each student and school district is different the PBSS will be different in many aspects. Richards, Murakami, and Weiland (2014).

Challenging behaviors can hold a variety of forms, but yield the same end-result- that is, it disrupts typical learning environments, and can pose a threat to the emotional or physical well being of an individual (Chandler et al, 2010). Behavior analysts focus on implementing behavior intervention programs (BIPs), in an effort to shape a behavior to one that is: socially acceptable, and replaces a negative behavior (i.e. aggression)with a positive behavior (i.e. counting, raising a hand to speak, etc.; Cooper et al, 2007). In a school setting, it is the responsibility of that school to ensure the safety of every student. If a student is engaging in challenging behaviors, it is their responsibility to implement techniques through applied behavior analysis, in order effectively direct inappropriate behaviors to behaviors that are positive (Cooper et al, 2007). Positive and appropriate behavior is being referred to as any behavior that is typically socially acceptable in the given environment (Chandler et al, 2010).

Six years ago, my school, San Pasqual Academy, experience an increase of special education students with emotional disturbance and oppositional defiant disorder classifications. In response we begin to implement the Building Effective Schools Together (BEST) program under the guidance of Jeff Sprague of the University of Oregon’s Institute on Violence and Destructive Behavior. I served on this BEST committee and collaborated with my colleagues to create, implement, and monitor a schoolwide behavior plan for our site. We gathered qualitative and quantitative student behavior data to inform and guide our work. After two years of program implementation and data collection, we were finally prepared to begin to focus our work toward accurately targeting students in need of individualized/intensive interventions and followed the research question, “Which of our students are in the most need of behavior support?

Students with emotional and behavioral disorder (EBD) exhibit various characteristics relevant to their identified diagnosis. The primary characteristic of students with EBD is problem behaviors are displayed at school, home, community, and other social settings. These problem behaviors are described professionally as externalizing and internalizing behaviors that students with EBD often engage in regularly. Externalizing behaviors are described as acting-out behaviors that are aggressive and/or disruptive that is observable as behaviors directed towards others. Internalizing behaviors are behaviors that are construed as acting-in behaviors such as anxiety, fearfulness, withdrawal, and other indications of an individual's mood or internal

This paper serves as an overview and reflection of the community assessment assignment process for the Chinatown presentation team with the community issue of gentrification. There will be an analysis of the team’s performance in regards to strengths and opportunities for growth as well as an outlining how roles and responsibilities were formed including collaboration and communication. Further, since our group presented last, there is an inclusion of the positive aspects of our colleague’s presentations and some suggestions for revision if we were to present again. Additionally, there is personal analysis of my role within the team, areas of personal opportunity for growth, and my role within our group. The end of the reflection paper provides an opportunity for potential application of skills in future social work practice and how I will use the principles of community assessment in future practice. Overall, the process of collaborating with colleagues and the intricacies of assessing a community have prepared me for micro and macro level social work practice in communities of any size.