EDUC 614: Advanced Individual Education Assessment
The process of creating an individual education plan (IEP) for a student is the foundation for compliance with IDEA. A well-written IEP utilizes a team of individuals to address the student’s needs and address each of the goals through clearly state objectives. A study of the various academic diagnostic instruments and their interpretation will be used to diagnose learning disabilities, emotional disturbances and cognitive disabilities. Students will apply the information learned in the alignment of assessment, curriculum and instructional strategies through a case study and IEP approach. Students will learn about the balance between the need for a student’s success in an inclusive environment with his/her need for specialized curriculum. Considerations for diverse cultural and linguistic backgrounds will be considered.
2 Credits
Instructor: Nielson
Summer 2013
2 Credits
Instructor: Nielson
Summer 2013
assessment_assignment.docx | |
File Size: | 25 kb |
File Type: | docx |
Artifact Description
The artifact I chose for EDUC 614 Advanced Individual Education Assessment is my summary of assessment. It includes the standard score reporting and interpretation of the KTEA subtests, BRIEF scores and subtests, CITE Learning Styles Inventory, and recommendations and areas of strength and need of the student. This assignment allowed me to practice and refine my skills of reporting results of assessments in a way that is accurate, succinct, and easily interpreted by the reader.
Professional Growth
Before this course, I had limited knowledge and experience giving assessments. I was unfamiliar with the tests that are commonly administered in schools. I didn't know how to interpret and summarize the results of assessments in a way that was easy for parents to understand.
During this course I practiced administering, scoring, and summarizing various assessments. I learned how to summarize the results of a test in easy to read language and practiced creating visuals to make the results easier to understand. I also learned to find the student's areas of strengths and weaknesses and how to make recommendations for the student based on the assessment.
After this course I was able to make recommendations to my administration for new assessments for my school to use. When I write an IEP, I now use more visual representation and simple language in the assessment summary so all members of the IEP can understand the information. Finally, I now use the results of my assessments to guide my IEP goals, teaching, and instruction for each individual student.
Understanding and Application of Standards
CEC Standard 1 Learner Development and Individual Learning Differences : Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
Standard 1, Learner Development and Individual Learning Differences, was addressed in this course through using the results of various assessments to learn and understand the differences and exceptionalities in students. I learned to analyze and summarize test results to determine a student's strengths and weaknesses as well as learning styles. Using these assessments help me understand how different each of my students are. I use many of the assessments from this course in my classroom now to help determine students' strengths, areas of need, learning styles, and instructional modifications. I understand how important it is to know how a student is unique and how those exceptionalities may affect his learning.
CEC Standard 4 Assessment: Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.
Standard 4, Assessment, was addressed in this course through learning about formal and informal assessments used in special education. I applied the skills from this standard to practice giving assessments, scoring assessments, summarizing the results, and writing informal assessments. In this course I also learned how to use the results of assessments to write IEP goals and make decisions regarding curriculum and educational materials for my students.
Impact on Student Learning
Because of this course, my students have well-written IEP goals that are appropriate for their developmental and academic levels. Their progress is steady now because the goals are written based on assessments. My students are able to be in the classroom longer and work for longer periods of time because of learning style assessments. Now that the students' assessments, curriculum, and instructional strategies are aligned, they are meeting more of their IEP goals, making faster progress through the curriculum, and retaining the skills that they have learned.
The artifact I chose for EDUC 614 Advanced Individual Education Assessment is my summary of assessment. It includes the standard score reporting and interpretation of the KTEA subtests, BRIEF scores and subtests, CITE Learning Styles Inventory, and recommendations and areas of strength and need of the student. This assignment allowed me to practice and refine my skills of reporting results of assessments in a way that is accurate, succinct, and easily interpreted by the reader.
Professional Growth
Before this course, I had limited knowledge and experience giving assessments. I was unfamiliar with the tests that are commonly administered in schools. I didn't know how to interpret and summarize the results of assessments in a way that was easy for parents to understand.
During this course I practiced administering, scoring, and summarizing various assessments. I learned how to summarize the results of a test in easy to read language and practiced creating visuals to make the results easier to understand. I also learned to find the student's areas of strengths and weaknesses and how to make recommendations for the student based on the assessment.
After this course I was able to make recommendations to my administration for new assessments for my school to use. When I write an IEP, I now use more visual representation and simple language in the assessment summary so all members of the IEP can understand the information. Finally, I now use the results of my assessments to guide my IEP goals, teaching, and instruction for each individual student.
Understanding and Application of Standards
CEC Standard 1 Learner Development and Individual Learning Differences : Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
Standard 1, Learner Development and Individual Learning Differences, was addressed in this course through using the results of various assessments to learn and understand the differences and exceptionalities in students. I learned to analyze and summarize test results to determine a student's strengths and weaknesses as well as learning styles. Using these assessments help me understand how different each of my students are. I use many of the assessments from this course in my classroom now to help determine students' strengths, areas of need, learning styles, and instructional modifications. I understand how important it is to know how a student is unique and how those exceptionalities may affect his learning.
CEC Standard 4 Assessment: Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.
Standard 4, Assessment, was addressed in this course through learning about formal and informal assessments used in special education. I applied the skills from this standard to practice giving assessments, scoring assessments, summarizing the results, and writing informal assessments. In this course I also learned how to use the results of assessments to write IEP goals and make decisions regarding curriculum and educational materials for my students.
Impact on Student Learning
Because of this course, my students have well-written IEP goals that are appropriate for their developmental and academic levels. Their progress is steady now because the goals are written based on assessments. My students are able to be in the classroom longer and work for longer periods of time because of learning style assessments. Now that the students' assessments, curriculum, and instructional strategies are aligned, they are meeting more of their IEP goals, making faster progress through the curriculum, and retaining the skills that they have learned.