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Understanding assessment in education
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SCS teachers, parents and community leaders worked diligently to develop a high-leverage priority to focus on efforts and resources for the next 10 years. Goals set before the collaborative team were clear, reviewed and updated. Although 2025 is in the future, the work is happening to produce engaged and prepared students (SCS, 2015). The productive systems are accountable, created and connected to the goals. Members of the collaborative group understands and talk about their goal-centered accountability.
I found it very interesting when reading the, “Components of the Tough Kid Generalization Model,” particularly component 2, which is common classroom stimuli assessment. I never thought about how Tough Kids would almost forget what general education is like because they most likely have been in Special Education for so long. Therefore, certain stimuli that are common to students in General Education are a big deal to Special Education students unfamiliar with the procedures. This means it is important for students to be assessed to determine what stimuli are overwhelming for them.
This demonstrates my understanding of effective learning though appropriate instructional strategies because is displays how I implemented a variety of materials and technological resources to support my instructional strategies and reinforce student learning. It also conveys my ability to assess student’s through both formal (activity sheet) and informal (thumbs up) assessment techniques. These techniques help me evaluate the student’s strengths/weaknesses and the effectiveness of my instructional strategies. This particular skill outcome is important to early childhood education because implementing instructional strategies that reach the diversity of our students is going to promote overall student success. We, as early childhood educators, have to use a variety of strategies to discover more about the student’s developmental process and adjust our instruction in a way that will promote students to become self-directed
The team is not only responsible for following a set process, tey are also responsible for identifying appropriate services for ELLs that are not demonstrating adequate academic progress. In such cases, the team must identify the problem or challenges the student is facing, collect a robust body of evidence that showcases the students current level of performance, and perform formal observations of the learning environment. Evidence-based interventions are then put in place to target the lagging skill(s). These intervention are then monitored through documented progress monitor assessments tools (i.e. work samples, formative assessments, observations). In the end, if the students fails to demonstrate growth after interventions have been in place for an extended period of time, and the MTSS process is followed with fidelity, the team can move forward with a special education referral (Colorado Department of Education,
The fourth key element: availability of general education problem solving support systems notes that when clinical teaching is not successful, teachers should have access to problem solving support systems (Garcia & Ortiz, 2006). The general education setting is where the teacher has to make observations and do the prereferral intervention. When the teacher is faced with issue that may seem difficult to work with, then he/she can seek additional help to meet student needs. For instance, teachers can exchange resources with their peer teachers or even meet with ESL or special education teachers to come up with functional strategies. Teacher Assistant Teams (TAT) are made up of four to six general education teachers and they meet to help
Recent legislation requires schools to implement a Response to Intervention (RTI) model that is based on multi-tiered systems of support (MTSS). The goal of RTI is to identify students early who are struggling academically or behaviorally and provide appropriate interventions to prevent these challenges from becoming more serious and detrimental to their success. Under the traditional system, students may not receive extra services until a problem becomes severe, and they meet criteria for a special education qualification. RTI helps schools identify children earlier using systematic and scientific universal screeners of all children. Therefore, RTI gives students who are at-risk the opportunity to receive less intensive intervention services,
There are several methods of delivery for school-based interventions depending on the population that they wish to affect, which can result in varying levels of effectiveness. They can be delivered universally or can be targeted towards students identified as at-risk for particular disorders or problem behaviors (Franklin et al. 2012). In universal interventions, all students participate in the intervention, regardless of their level of risk. For example, Bierman et al. (2010) performed a study on a universal SEL program called Fast Track PATHS (Promoting Alternative Thinking Strategies), which was delivered to all students in the first through the third grade.
To ensure a comprehensive school counseling program, counselors assess behavioral and achievement data which influence the best practices to employ in the school and classroom environment. A contributing factor in this program pertains to consultation, an indirect service, which helps determine the appropriate evidence-based practices that will promote student achievement for every student. The fundamental objective of consultation is to assist the consultee respond in productive and effective ways to circumstances and other individuals. The ASCA National Model (2012) highlights the supportive and responsive roles consultation can accomplish in the school environment. School counselors can employ consultation and collaboration to inspire teachers
After completing all of the necessary calculations and averages for every single item listed on the survey, I was able to determine the top three successes and the bottom four weaknesses from all of the factors listed on the survey. After this, I was to choose one of the identified weaknesses as the area I would focus further on and develop an intervention for. I chose the parental and community involvement factor because not only was it the very lowest scored factor, but it was also one I felt could have tremendous impact on improving student success, one that would not be impossible to accomplish, and one that I have personally been passionate about for a few years now. The second phase of this assignment required me to develop an intervention for improving parental and community involvement.
This article is targeted toward all educators as well as administrators that are involved in making important decisions regarding high stakes testing and students in special education. Gordon’s research shows there is a direct correlation of dropout rates to lack of success on high stakes testing for students in special education. She also looks at student IEP accommodations and their direct link to appropriateness for assessment and instruction. Gordon’s information throughout the article is data driven, and states that there needs to be additional research to conclude information related to lack of success on assessments of students in special education regarding accommodations and dropout rates.
Reflection has been strongly advocated by the English National Board for Nursing & Midwifery (1994), United Kingdom Central Council (UKCC) (1996), and a wealth of nursing literature over the past decade to improve nursing practice. Reflection is un doubted an important concept in nursing and since 1994, reflection has succeeded in stimulating debate and investigation, and influencing nursing education around the world. Reflection is an in-depth consideration of events or situations outside of one-self, solitary, or with critical support. Burnard (1995) argues that reflection has its roots in experiential learning, as it forms the second stage of the experiential learning cycle. Active reflection gives nurses the confidence in terms of clinical
Educators play a key role in what happens in their classrooms (Nagro et al., 2019). Brian Mendler, author of the book That One Kid (2022), uses vignettes from his own life as both a disruptive student and a special education teacher to show other teachers how their reactions can influence the outcome of encounters with difficult students. In his book, Mendler (2022) states I personally believe the first line on a referral form should ask what the adult did wrong. Second, what the adult can do differently next time. Third, what the kid did wrong, and fourth, what the kid can do differently next time”
When I first started my fieldwork at Creative Gifts I was unsure of what to do as an occupational therapy assistant student (OTAS). Though I have worked with this population, adults with developmental disabilities and am very comfortable in this setting, I am there in another capacity, as an occupational therapy (OT) practitioner. Once I started to see the clients from a perspective of an OT practitioner I was able to incorporate teachings that I learned from the classroom to help me provide services and create interventions for the clients on my caseload. I have had several situations at Creative Gifts, where I have encountered situations in which I felt that I was a true occupational therapy assistant (OTA) and felt confident in my skills.
Psychology is defined as “the scientific study of the mind and behavior” (Introduction to Psychology, 2015). Psychology provides an overview of biology and behavior, sensation and perception, learning, memory, intelligence, language, motivation, emotion, abnormal psychology, and therapy (PSY 102 Course Syllabus, 2018, pg 1). Because psychology allows for a better understanding of how the mind and body work, this knowledge can be beneficial for any field of study or career. The theoretical and practical understanding of the basics of psychology can help with decision-making, critical thinking, stress management, time management, better understanding of others, improving communication, and even achieving goals and objectives, all components that allow someone to be more successful throughout their life. Throughout this course I hope to gain a greater understanding of historical and theoretical perspectives of human behavior and development (PSY 102 Course Syllabus, 2018, pg 2).
