EDU 613

Dawn Lindauer

Cross Categorical Special Education e-Portfolio Course Reflection

Viterbo University

EDU 613: Introduction to Individual Educational Assessment Reflection

Artifact Description: The artifact that I have chosen for this course are my three Running Records and my Running Records Analysis, which reflected the outcomes of the running records I did. For my Running Records I chose three different high school students, that all read at different levels. To determine the correct level of each student, I looked up their most recent Star Reading test score and chose a reading passage that was at that level and then completed the running record. Upon my completion of the Running Records, I was able to complete a Miscue Analysis for each of the three students I worked with and was able to determine where each student was with their reading comprehension and fluency. I was also able to determine which strategies they were using to figure out words they did not know while reading and answering questions. By analyzing the running record I was able to determine areas of instruction based on assessments that allowed me to help each student increase their reading comprehension and fluency.

This aligns with Standard 4: "Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions. " Assessing our students to determine their growth and in planning instruction is essential for success. All students are different rather they are students with special needs or not. Teachers need to plan and teach to meet the needs of all students. By assessing our students and collecting measurable data we are able to design instruction that meets their individual needs and learning styles.

Professional Growth:

This course help me learn several new ways to assess my students. I currently have my Reading 316 & 317; therefore, I have had classes that have emphasized assessing students and learning strategies to help guide my reading instruction. I was unaware of the assessments used to determine placement in special education. I have had prior experience using running records but this course gave me the opportunity to utilize them on students on my caseload that are in high school. Being that many of my students are reading way below grade level running records provided me with the data I needed to place my students in courses that are at their level, as well as, write appropriate goals for their Individualized Education Plan.

For example, with the three Running Records I completed as my artifact, I was able to determine each of the three students’ current reading level, comprehension, and I was able to witness how fluently they could read each passage. I gained the knowledge and understanding of different strategies to implement to help each of them. These findings helped me understand the importance of providing instruction at each student’s current level not grade! I have found that many of my students need to revisit basic phonics skills and decoding strategies. I have recently started a unit incorporating root words. I have already seen progress from all three of these students in a few shorts weeks of completing the running records.

Now that I have completed this course, I feel that I have the knowledge and understanding of formal and informal assessments to use every day within my own classroom. There are so many different types of assessments, I feel empowered having those tools to guide my own instructional practices. Assessment is a vital part of creating an instructional environment where students can thrive. I believe that these assessment tools will guide me in providing the best instruction and support for my students, giving them every opportunity to be successful in my classroom.

CEC Initial Preparation Standard 4: Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.

This course introduced me to a variety of both formal and informal assessments. It opened my eyes to the procedures that are in place when evaluating students for special education. It also introduced me to the barriers, including language and behavior that some children may be facing and are therefore misidentified. I used running records to determine my students reading level and to help them when choosing books that are both high interest and at their current reading level. Observations are another valuable tool when assessing students. The classroom teacher or the special education teacher can do observations informally. Observations help educators discover a child’s interests. By observing children, I can assess their developmental levels as well as determine what strategies children use to attain their goals. When I observe children at play, I learn a lot about their personalities.

CEC Initial Preparation Standard 5: Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.

Throughout this course, I have had the opportunity to use a variety of assessment tools and strategies that I could use to provide my learners with individualized instruction that is tailored to meet their individual needs, abilities, and interests. One of the key elements in Standard 5.1 is for the special education educators to consider an individual’s abilities, interests, and learning environment. My running records provided me with the data I needed to determine my instructional goals for these three students. One of my students needed explicit instruction in phonics and word chunking because he was reading at a low level and had trouble decoding words at that level. My goal for this student is to continue to practice this strategy until he masters the chosen words and can read at the next level fluently. This student is feeling more confident and enjoying reading more now than he ever has because he is successful in our current educational setting.

Impact of Student Learners:

The impact of this course on my students has been amazing, because I am now able to use a variety of assessments to determine my students educational level and plan my instructional goals accordingly. My students are benefiting because they are becoming confident in their abilities and able to track their own progress with our running records. In education, there is not a one-size fits all approach. Especially in the special education department. Each student is coming in with his own unique skills and abilities and it is vital that we provide them with learning experiences that are engaging and at their individual instructional level.