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Large Scale Assessment Paper

675 Words3 Pages

The purpose of this paper is to discuss large scale assessment, collaboration, and roles and responsibilities of stakeholders in the creation of and delivery of service plans for special education students in general education.
The main goal of large scale assessment is to measure group performance, individual performance, drive instruction, measure effectiveness of instruction, measure student growth over time, and measure if students are aquiring basic skills. In 2001 legislation implemented the No Child Left Behind Act (NCLB) which required states to develop assessment systems that reported on content standards and measured student achievement based on performance using these content standards. The STAAR test is the assessment system …show more content…

School psychologists offer a different perspective than that of educators while speech language specialist offers even a more diverse perspective than that of school psychologist and educators. With this in mind the call for a trans-disciplinary approach to address learning difficulties is necessary to meet the needs of all learners especially those requiring special education services. Research indicates that educators feel the need to develop a collaborative working practice (Paradice, Bailey-Wood, Davies, & Solomon, 2007). The trans-disiplinary approach would meet the needs of those professionals collaborating on improving student …show more content…

Collaboration defined by Vaughn and Bos is the working together to problem solve issues related to implementation and evaluation of the current service plan to determine the best practices that yield positive outcome for students. The special education teacher role is to reflect on current practices and make adjustments to current plan to improve student achievement (Vaughn & Bos, 2015). The special education teacher is expected to collaborate with school psychologist, speech, genreal education teachers, and administrators to make decisions involving research based practices, collection of data to drive instructional decisions, and methods to provide differentiated instruction (Vaughn & Bos, 2015). A method utilized often to improve special education student performance is inclusion. Inclusion is the
Special education teachers view themselves as equal partners with general education teachers and share the responsibility for addressing the needs of struggling students (Urbach, Moore, Klingner, Galman, Haager, Brownell, & Dingle 2015).
Challenges of implementing service plan
Role of General Education

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Knowing their needs is important to adapt the practices and to respect them as individuals. According to the author (Raymond, 2012), the perception of the students about the services they receive determine the outcome of the education efforts. For that, the teachers ' role is to guarantee that the student does not feel inferior, unequal, wich would be the negative conotation of the special education placement (Raymond, 2012). Instead of focusing on their difficulties, teachers should focus on reducing the gaps with more inclusive

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Summary Shakela Bryant is special education teacher for middle school grades sixth through eighth at Carrington Middle School in Durham, North Carolina. This is Ms. Bryant’s third year at Carrington and her fourth year teaching. Ms. Bryant is an inclusion (co-teacher) and resource 6th grade teacher. An inclusion teacher provides support to students’ with disability in the general education setting. As an inclusion teacher, Ms. Bryant takes turns teaching English/Language Arts (ELA) with the three general education teachers she has been assigned to and also carries out other duties.

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The problems and capacities of students with disabilities are also made more fully appreciated via this teamwork. I agree with this statement as it recognizes the interconnectedness of diversity in the classroom and highlights the value of an all-encompassing system of

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Collaboration among grade level PLC’s and critical partners, such as special education and Title reading, needs to be better utilized in my school to maximize the benefits of data by helping teachers share effective practices, gain a deeper understanding of students’ needs, and develop effective strategies to better serve students is needed at every grade level in my school. This past year, the first grade PLC met with special education and title teachers on a regular basis to organize small-group instruction around the subsets of goals students were not meeting. As a result, first grade learners achieved the highest percentage of growth in reading in our building and every student made

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Richer Milner IV, Author of Start Where You Are, But Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classroom, believes that there are students placed in this program for two reasons: Teachers don’t want to deal with them or don’t know how to be responsive to them. Therefore, special education should not be blame for the disproportion or to be seen as a program to discriminate students because of their

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Some of the things teachers should receive to better their inclusive classrooms are teacher assistants (Wilkins and Nietfeld, 115). It is not the job of the teacher alone to watch out and make sure that all the students are accepted. By having these assistants, the teacher will be able to provide the best atmosphere and have help to make sure every student feels as though they belong. By the end of the year, the students in these classrooms will have a greater level of confidence in themselves than those in non inclusive classrooms (Wilkins and Nietfeld, 115). Inclusion helps to make everyone feel better about themselves as they are bettering themselves in becoming more acceptance and removing hatred from their systems.

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These pressures leave the general education teacher “focused on teaching content and less on teaching individual students(Vaughn & Bos, 2015, p. 119)”, or as Mrs. Cynova states “general education teachers focus on the class and sometimes forget about the special needs of some of our students.” Mrs. Cynova believes designated mutual time to collaborate would help remind the general education teacher about the level of understanding of special education students and the accommodations and modifications necessary for their success. The interview brought to light other issues general education teachers take for granted like the lack of task analysis breakdown and how a last minute change of plans can have a negative impact on the special education student. Therefore, she is a huge advocate of special education teachers actively participating in subject area PLCs to ensure general education teachers are aware of and planning for the special needs student.

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The characteristics of a special education teacher in an inclusion class have been a joint collaborative effort along with the lead teacher. Previously, services were provided outside school grounds or in the general classrooms. Presently, services are provided in the general classrooms (push-in) utilizing a co-teaching approach. Despite the benefits of co-teaching as an instructional model, there is shockingly little literature on the adequacy of this approach (Tremblay, 2013, p. 251). A study was performed where Rea, McLaughlin and Walther-Thomas (2001) compared two models for students with disabilities.

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This paper will talk about two emerging issues in special education those issues are, response to intervention and the new Common Core State Standards and Assessment. Response to Intervention Response to intervention can be a very heated topic among educators and parents alike. In research it states that “the emergence and rapid expansion of Response to Intervention (RTI) raises several questions for students, parents, educators, and

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However, every student has the right to be included in an everyday classroom with non-special needs students. The following paper will present and explain inclusion’s purpose, its benefits for both special and non-special needs students, as well as its drawbacks. Literature Review This thesis paper will be carried out with the help of online research, and investigations as well as books. The Wisconsin Education Association Council (WEAC) defines inclusion as “a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend.” Develop more this point

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According to Ripley, S. (1998), traditionally, special education teachers worked with students in a self-contained environment as well as the general education teachers worked in a room alone. However, overtime, learning disabled students more and more are being included in regular education classes. Therefore, the need for collaboration between the regular education teacher and the special education teacher continues to grow. Today, many schools are setting up cooperative teaching programs that team a special education teacher with a team of regular education teachers in order to reach all students and have them all benefit from the same lesson plans. The special added exception is that the learning-disabled students have the extra benefit of having someone who specializes in

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Teachers may profit from having a varied population of students as teachers get a chance to improve their teaching skills and ability to distinguish lessons and activities when such different children are in their class. Regular teachers need to work closely with other teachers and specialists to meet the needs of diverse children, thus enhancing their collaboration skills. It also allows to develop an awareness and appreciation of students’ individual difference (National Center on Inclusive Education 2001). Besides, children with disabilities can motivate regular teachers to be more imaginative with their teaching methods, skills and come up with up-to-date methods of delivering lesson that fits all learners. Regular teachers may realize that all pupils have potencies, which can be useful and vital to their entire classroom, and these potencies can be fostered to produce a profound school experience (Kinza 2008).

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Their roles is to plan, coordinate, schedule, and evaluate curriculum and instructional outcomes within a secure, positive, and enriched inclusive classroom environment. Their main responsibility is to provide instructional schedule and long range plan information. On the other hand, special education teachers have to design their lessons plans to fit each of the individual’s needs. Their main role is to provide instruction and support which facilitate the participation of students with disabilities in special education classrooms, but also in regular education classrooms. Their principal responsibility is to serve as case managers and be responsible for the development, implementation, and evaluation of their students.

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