Assessment Overview Organizer

Assessment Overview Organizer

Get Started. It's Free
or sign up with your email address
Rocket clouds
Assessment Overview Organizer by Mind Map: Assessment Overview Organizer

1. For those of us who teach special education, scores from assessments like Comprehensive Assessments are often a source of frustration and anxiety. Though we may see gains in achievement, many of our students are still performing significantly below grade level standards and below their grade level peers. For instance, one of my students, has moved up two grade levels in reading over the past two years. Yet, she is still reading at a second-grade reading level and will not be able to produce achievement gains on the eighth-grade test. Her scores will still place her in the warning or needs-improvement category. It makes sense: a student who can read, comprehend, and analyze second grade texts, does not yet have the skills to read, comprehend, and analyze a set of eighth grade texts evaluated on the test. However, it is important that the gains she does make are captured by our assessments. As we head towards using new Common Core-aligned assessments, it is important that we in special education have the information we need to help improve student achievement. I am hopeful that the new assessments will be able to develop testing specifically for my students that will report the skills they have mastered. If we can understand the gap between where our students are and where they need to be, special education teachers will be able to create targeted instruction that will help us make gains.

2. The roles of assessment in the general and special education classroom:

3. Assessment Process

3.1. Materials

3.2. Personnel

3.3. Services

3.4. Duration

4. MICHAEL SORRENTINO

5. Key legal and ethical guidelines during assessment Manager

6. norm-referenced which is determined by comparing scores against the performance results of a selected group of test takers, typically of the same age or grade level, who have already taken the. Criterion-referenced tests and assessments are designed to measure student performance against a fixed set of criteria or learning standards

7. norm-referenced

8. Parents, teachers, and counselors depend on multiple assessments to identify a student’s strengths, weaknesses and progress.

9. Responsibilities of the General educator Teacher The primary responsibility of special education teachers is to provide instruction by adapting and developing materials to match the learning styles, strengths, and special needs of each of their students. In special education situations, individual learners' needs often dictate the curricula.

9.1. special educators teachers are guided by the CEC professional ethical principles, practice standards, and professional policies in ways that respect the diverse characteristics and needs of individuals with exceptionalities and their families. They are committed to upholding and advancing the laws.

9.2. The Individuals with Disabilities Education Act (IDEA) identifies the basic rights of students with disabilities. Its main goal is to ensure that no individual is discriminated against in the school environment due to their disability.

9.3. Responsibilities of the special educator teacher: The primary responsibility of special education teachers is to provide instruction by adapting and developing materials to match the learning styles, strengths, and special needs of each of their students. In special education situations, individual learners' needs often dictate the curricula.

9.4. The primary responsibility of general education teachers is to use their skills to instruct students in curricula dictated by the school system.

10. The roles of assessment in the general and special education classroom

11. The concepts of individualized instruction, multiple learning styles, team teaching, weekly evaluation, and detailed planning are all of direct benefit to students. The purpose of the collaboration is to combine expertise and meet the needs of all learners. It is important that teachers receive preparation and classroom support. It is also important that planning time continues to be available throughout the school year. Most important, all students win by being challenged by collaborating teachers who believe that they are responsible for all children in the classroom

11.1. Their collaborative goal is that all students in their class are

11.1.1. Project specifications

11.1.2. End User requirements

11.1.3. Action points sign-off

11.2. Assessment

11.2.1. General educators bring content specialization

11.2.2. special education teachers bring assessment and adaptation specializations.

11.2.3. Both bring training and experience in teaching techniques and learning processes

11.3. It is important that teachers receive preparation and classroom support

11.3.1. Top Priorities

11.3.2. Medium Priorities

11.3.3. Low Priorities

11.4. Most important, all students win by being challenged by collaborating teachers

11.4.1. Top Priorities

11.4.2. Medium Priorities

11.4.3. Low Priorities

12. All effective Teachers use ongoing assessments to determine their students’ ability levels in various academic areas and to guide their instruction.

12.1. legal and ethical guidelines

12.1.1. Reference Page

12.2. Ethical Principles and Professional Practice Standards for Special Educators Maintaining challenging expectations for individuals with exceptionalities to develop the highest possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background.

12.2.1. • Bateman, B.D. (1994). Who, how, and where: Special education’s issues in perpetuity. In J.M. Kauffman & D.P. Hallahan (Eds.), The illusion of full inclusion: A comprehensive critique of a current special education bandwagon (pp. 75-90). Austin, Texas: Pro-Ed Publishers. • Baker, J., & Zigmond, N. (1990). Are regular education classes equipped to accommodate students with learning disabilities? Exceptional Children, 56, 515-526. • Billingsley, B., & Cross, L. (1992). Testing a model of special educators intent to stay in teaching. Exceptional Children, 60(5), 411-422.

12.3. • Maintaining a high level of professional competence and integrity and exercising professional judgment to benefit individuals with exceptionalities and their families. • Promoting meaningful and inclusive participation of individuals with exceptionalities in their schools and communities. • Practicing collegially with others who are providing services to individuals with exceptionalities. • Developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making.

12.3.1. The roles of assessment in the general and special education classroom

13. Similarities and differences

13.1. criterion-referenced: Criterion-referenced means the assessment relates to some sort of established unit of measure. Unlike a criterion-reference assessment, a norm-referenced test indicates whether the test-taker did better or worse than other people who took the test.

14. The concepts of individualized instruction, multiple learning styles, team teaching, weekly evaluation, and detailed planning are all of direct benefit to students. The purpose of the collaboration is to combine expertise and meet the needs of all learners.