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"Assessing Student Learning"
There is a wide range of assessment types for which there purpose can plan and guide instruction, monitor student's progress toward goals and also determine a student's special education eligibilities and related services. As an educator it is important to understand that there are established protocols for formal assessments which the educator must understand how to appropriately administer while also applying appropriate accommodations for student who are allowed to have them to ensure that authentic results are obtained. Additionally, education specialist, must know when and how to issue alternative assessments when appropriate. They also must utilize various assessments to collect data to support student's placement in least restrictive environments, additional or continued services for the student, and for use in IEPs to ensure the student is progressing toward their goals.
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This is a sample of a follow up email I provided to students and their parents reminding them of missed assignments or assignments they can improve on if they would like. These emails were from when I was a long-term substitute teacher; not pictured (I was no longer able to access this Google Classroom) is the corrective feedback on each assignment so that students know what areas to improve if they choose to make those revisions.
U5.3 Involve all students in self-assessment and reflection on their learning goals and progress and provide students with opportunities to revise or reframe their work based on assessment feedback.
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As a part of some coursework I used different types of assessments to collect data to help modify instruction. For example, I use Kahoot to collect and analyze data about how students are understanding a topic. It is a great source of assessment because students are comfortable and find more as a game, and at the conclusion the website allows me to download the scores so I may analyze it later. In addition to this, I use these assessments and others such as the Brigance by following the established protocols to collect data about students in areas such as word recognition and writing.
47241351_karina_romero_-_sped_406_-_case_study_.pdfDeRa Brigance.pdfU5.2 Collect and analyze assessment data from multiple measures and sources to plan and modify instruction and document students' learning over time.
U5.1 Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (e.g., diagnostic, informal, formal, progress-monitoring, formative, summative, and performance) to design and administer classroom assessments, including use of scoring rubrics.
U5.4 Use technology as appropriate to support assessment administration, conduct data analysis, and communicate learning outcomes to students and families.
MM5.6 Know how to appropriately administer assessments according to the established protocols for each assessment. Candidates also understand how to implement appropriate accommodations on assessments for students with disabilities that do not fundamentally alter the nature and/or content of what is being tested, and how to use AAC appropriately for facilitating the participation in the assessment of students with complex communications needs.
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This sample progress report from a student shows reports from myself and colleagues for a student's goals. I complete my report using class assessments, work samples or other teacher charted records. After completion these are sent to parents electronically and/or they are provided a physical copy for their records.
U5.5 Use assessment information in a timely manner to assist students and families in understanding student progress in meeting learning goals.
OlLe Progress Report 10.26.21.pdfRationale
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Pictured are a student's Woodcook Johnson IV's score report. These reports along with classwork and discussions within the IEP team are used to determine which accommodations, modifications, and services a student needs to be successful and determine their placement in the least restrictive environment. Which is then all presented to parent and/or student in the IEP meeting where they can agree or disagree per special education law.
ScoreReport.pdfWyMa 11.3 Amended Services.pdfU5.8 Use assessment data, including information from students' IEP, IFSP, ITP, and 504 plans, to establish learning goals and to plan, differentiate, make accommodations and/or modify instruction.
MM5.1 Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments used to determine special education eligibility, progress monitoring, placement in LRE, and services. Candidates also apply knowledge of when and how to use assessment sources that integrate alternative statewide assessments, formative assessments, and formal/informal assessment results as appropriate, based on students’ needs.
MM5.2 Each candidate utilizes assessment data to: 1) identify effective intervention and support techniques, 2) develop needed augmentative and alternative systems, 3) implement instruction of communication and social skills, 4) create and facilitate opportunities for interaction; 5) develop communication methods to demonstrate student academic knowledge; and 6) address the unique learning, sensory and access needs of students with physical/orthopedic disabilities, other health impairments, and multiple disabilities.
MM5.3 Demonstrate knowledge of special education law, including the administration and documentation of assessments and how to hold IEP meetings according to the guidelines established by law.
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An article we were required to read in our courses about overrepresentation of special education resulting in inappropriate identification or misplacement of students of color very much demonstrates why using appropriate assessments are necessary. Appropriate assessments include considering the student holistically to determine which assessments would be appropriate. These points are all covered in my provided documents and presentations.
MM5.4 Demonstrate knowledge of requirements for appropriate assessment and identification of students whose cultural, ethnic, gender, or linguistic differences may be misunderstood or misidentified as manifestations of a disability.
Area of Growth
Area of Growth
U5.6 Work with specialists to interpret assessment results from formative and summative assessments to distinguish between students whose first language is English, English learners, Standard English learners, and students with language or other disabilities.
U5.7 Interpret English learners' assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction.
MM5.5 Demonstrate knowledge of second language development and the distinction between language disorders, disabilities, and language differences.
As mentioned previously, the demographics of my school serve students of color. Therefore, we often have students who are English learners. I am currently attempting to work with the program specialist and the rest of the IEP team regarding a few students that are English language learners (ELLs) and may need to undergo the reclassification process or otherwise those students will have to take the alternative English language proficiency assessment for California. This is an area that I am definitely trying to go in as there is no doubt I will continue to work with ELLs for the remainder of my career.
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