SPED 230 - Informal and Formal Assessment

1. Describe the purposes for using formative and summative assessment.
2. Determine how to use results of assessment to determine appropriate learning objectives and adaption of instruction for the exceptional learner.
3. Explain the role of curriculum-based assessment in the evaluation process.
4. Demonstrate how to choose appropriate types of assessment to administer to individual students.
5. Recognize the names and functions of major standardized assessments used in the evaluation of learners to determine eligibility for special education services.
6. Determine how to use formal and informal assessment results to design adaptations and Universal Design for Learning (UDL).
7. Explain how to interpret assessment results to provide appropriate instructional plans, materials and support.
8. Describe the various classifications recognized under Article 7 eligibility criteria.
9. Present interpretation of evaluation results to develop academic or behavioral goals and objectives for an Individualized Education Program (IEP).
10. Develop and institute a collaboration plan to use with families and other education professionals.
11. Explain the steps to be followed when Response to Intervention (RTI) has not been successful.

• Basic educational assessment terminology
• Assessment terminology related to special education
• Universal Design for Learning
• Assessment accommodations for special education students
• Referral and classification procedures
• Strategies for collaborating with families
• Applications of standardized assessment
• Purpose of curriculum-based assessment
• Procedures to avoid bias in assessment
• Interpreting informal and formal assessments
• Evaluating, monitoring, and adapting instruction to student learning needs
• Interpreting, reporting, and communicating assessment results to stakeholders
• Serving as a member of evaluation and data teams

A TABLE HAS BEEN DEVELOPED BELOW TO SUMMARIZE WHICH STANDARDS HAVE BEEN ADDRESSED IN EITHER A PRIMARY OR SECONDARY FASHION IN THIS CEC COURSE.

• Web Site http://www.doe.in.gov/
• Course number: SPED 230
• Course Name: Formal and Informal Assessments

Council for Exceptional Children (CEC): Initial Special Education Preparation Standards

Initial Preparation Standard 1: Learner Development and Individual Learning Differences

1.0 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.

Key Elements

1.1 Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities.

1.2 Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities.

Initial Preparation Standard 2: Learning Environments

2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well being, positive social interactions, and self-determination.

Key Elements

2.1 Beginning special education professionals, through collaboration with general educators and other colleagues, create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.

2.2 Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.

2.3 Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis.

Initial Preparation Standard 3: Curricular Content Knowledge

3.0 Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.

Key Elements

3.1 Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities.

3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities.

3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.

Initial Preparation Standard 4: Assessment

4.0 Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions.

Key Elements

4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias.

 4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.

4.3 Beginning special education professionals, in collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with exceptionalities.

4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them.

Initial Preparation Standard 5: Instructional Planning and Strategies

5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.

Key Elements

5.1 Beginning special education professionals consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities.

5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities.

5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.

5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities.

5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.

5.6 Beginning special education professionals teach to mastery and promote generalization of learning.

5.7 Beginning special education professionals teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.

Initial Preparation Standard 6: Professional Learning and Ethical Practice

6.0 Beginning special education professionals use foundational knowledge of the field and their professional ethical principles and practice standards to inform special education practice, to engage in lifelong learning, and to advance the profession.

Key Elements

6.1 Beginning special education professionals use professional ethical principles and professional practice standards to guide their practice.

6.2 Beginning special education professionals understand how foundational knowledge and current issues influence professional practice.

6.3 Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services.

6.4 Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities.

6.5 Beginning special education professionals advance the profession by engaging in activities such as advocacy and mentoring.

6.6 Beginning special education professionals provide guidance and direction to paraeducators, tutors, and volunteers.

Initial Preparation Standard 7: Collaboration

7.0 Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.

Key Elements

7.1 Beginning special education professionals use the theory and elements of effective collaboration.

7.2 Beginning special education professionals serve as a collaborative resource to colleagues.

7.3 Beginning special education professionals use collaboration to promote the well being of individuals with exceptionalities across a wide range of settings and collaborators.

Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC.

INDIANA CONTENT STANDARDS FOR EDUCATORS EXCEPTIONAL NEEDS - MILD

Standard 1: Foundations of Special Education

Teachers of students with mild exceptional needs have a broad and comprehensive understanding of the historical, philosophical, ethical, and legal foundations of the ï¬eld of special education and demonstrate the ability to apply this knowledge to effectively meet the needs of students with mild exceptional needs.

1. 1. Historical and philosophical foundations of special education, including important ï¬ndings from the research literature and major contributors to the ï¬eld of special education
2. 2. Knowledge of current issues, trends, and research related to knowledge and practice in the ï¬elds of general education and special education.

1. 3. The ability to apply ethical guidelines related to the education of students with mild exceptional needs.

Standard 2: Development and Characteristics of Students with Mild Exceptional Needs

Teachers of students with mild exceptional needs have a broad and comprehensive understanding of the characteristics and needs of students with disabilities as well as factors affecting the learning and development of students with mild exceptional needs and demonstrate the ability to apply this knowledge to effectively meet the needs of students with mild exceptional needs.

1. 1. The ability to recognize typical and atypical human growth and development, including the cognitive, physical, sensory, linguistic, and social-emotional domains.
   2. Knowledge of the influence of cultural, linguistic, and socioeconomic factors on the development, learning, and identiï¬cation of students with disabilities; and knowledge of how these factors can influence the disproportionate representation of individuals from diverse groups in disability categories.

Standard 3: Assessment

Teachers of students with mild exceptional needs have a broad and comprehensive understanding of various types of formal and informal assessments and assessment procedures used in the ï¬eld of special education and demonstrate the ability to select, adapt, modify, administer, and interpret the results of assessments used with students with mild exceptional needs.

1. Basic terminology used in assessment and specialized terminology used in the assessment of students with mild exceptional needs.
2. The ability to apply strategies and procedures for administering assessments, including strategies for using technology, strategies for collaborating with families and other stakeholders in the assessment process, and procedures to avoid bias during the assessment process.
3. The ability to interpret information from various formal and informal assessments, including curriculum-based assessments.
4. The ability to serve as an effective member of evaluation and/or data teams

Standard 4: Individualized Program Planning and Implementation

Teachers of students with mild exceptional needs have a broad and comprehensive understanding of procedures for developing, implementing, monitoring, and amending individualized programs and demonstrate the ability to follow these procedures in planning and implementing individualized programs for students with mild exceptional needs.

1. 1. The ability to use assessment information to make eligibility, program, and placement decisions for students with mild exceptional needs, including students from culturally and/or linguistically diverse backgrounds and students referred for interventions through the Response to Instruction (RtI) process
2. 2. The ability to apply knowledge of the continuum of services for students with mild exceptional needs and types of supports needed to facilitate students’ inclusion in various settings.

Standard 5: Learning Environments

Teachers of students with mild exceptional needs have a broad and comprehensive understanding of a variety of learning environments for students with mild exceptional needs and demonstrate the ability to plan, manage, and modify learning environments for students with mild exceptional needs.

1. 1. Recognition of how teacher attitudes and behaviors can affect students with and without disabilities and the ability to apply strategies for developing and maintaining rapport with all students
2. 2. The ability to apply strategies for creating a safe, positive, equitable, and supportive classroom climate that fosters respect for diversity and positive interactions among all students.
   3. The ability to apply strategies for planning, managing, and modifying the teaching and learning environment, including strategies for designing and managing effective classroom routines and instruction.
   4. Recognition of barriers to accessibility and to the acceptance of students with mild exceptional needs and the ability to apply strategies for adapting the physical environment to meet individual needs
   5. The ability to use performance data and information from all stakeholders to make or suggest modiï¬cations to learning environments.
   6. The ability to use and maintain educational and assistive technologies for facilitating student learning

Standard 6: Instructional Planning and Delivery

Teachers of students with mild exceptional needs have a broad and comprehensive understanding of effective, research- based instructional practices for students with mild exceptional needs and demonstrate the ability to apply such practices to promote students’ success in the general curriculum.

1. The ability to apply strategies for developing and selecting instructional content, resources, technologies, and strategies that respond to students’ cultural, linguistic, and gender differences; learning strengths; and academic and social abilities, attitudes, interests, and values

Standard 7: Communication and Social Skills

Teachers of students with mild exceptional needs have a broad and comprehensive understanding of strategies for fostering students’ communication and social skills and demonstrate the ability to apply such strategies to help students with mild exceptional needs achieve their individual goals related to communication and social skills.

1. The ability to apply strategies for teaching social skills that students need in order to succeed in educational and other environments and the ability to apply knowledge of realistic expectations for students’ personal and social behavior in educational and community settings.
2. The ability to design, implement, and evaluate instructional programs that enhance the social participation of students with mild exceptional needs across environments.
3. The ability to apply strategies for increasing students’ self-awareness, self-management, self-control, self-reliance, self- esteem, self-efï¬cacy, and self-advocacy skills.
4. Familiarity with interpersonal problem-solving and conflict-resolution skills.

Standard 8: Positive Behavioral Interventions and Supports

Teachers of students with mild exceptional needs have a broad and comprehensive understanding of the principles of positive behavioral interventions and support and demonstrate the ability to apply these principles by providing effective positive behavioral interventions and support for students with mild exceptional needs.

1. 1. Various theoretical approaches and research-based models regarding behavior and motivation, and theories of various reinforcement techniques used with students with mild exceptional needs
2. 2. The ability to apply the principles of positive behavioral interventions and supports for students with mild exceptional needs.
3. 3. Components of functional behavioral assessments and behavioral support plans and the ability to use the results of functional behavioral assessments to develop behavioral support plans.
4. 4. The ability to apply knowledge of the types, characteristics, strengths, and limitations of various behavioral interventions and reinforcement techniques for students with mild exceptional needs.
5. 5. The ability to coordinate the implementation of positive behavioral interventions and supports among stakeholders.
6. 6. The ability to apply strategies and procedures for crisis prevention and intervention.
7. 7. The ability to implement various data charting and collection procedures that are used to track and monitor the effectiveness of positive behavioral interventions and the ability to adapt and modify interventions based on the review and analysis of data

Standard 10: Professional Roles and Responsibilities

Teachers of students with mild exceptional needs have a broad and comprehensive understanding of the professional roles and responsibilities of the special education teacher and demonstrate the ability to apply this knowledge by acting professionally and responsibly with regard to the education of students with mild exceptional needs.

1. The ability to apply knowledge of how to practice within the Council for Exceptional Children (CEC) Code of Ethics, federal and state laws, and other standards of the profession, including legal and ethical guidelines for using digital information and technologies.

Ivy Tech Professional Dispositions and Practices for Pre-service Teachers

Teacher dispositions encompass the attitudes, values, and professional ethics that shape educators’ interactions, decision-making, and effectiveness in fostering student growth. At Ivy Tech Community College, our pre-service teachers are encouraged to demonstrate the following dispositions. The pre-service teacher:

Uses active listening skills and is able to empathize, clarify & support the speaker. Demonstrates appropriate nonverbal communication skills.

Communicates thoughts and ideas clearly. Gives constructive positive feedback.

Gives constructive negative feedback.

Receives both positive and negative feedback appropriately & with an open mind. Manages conflict maturely & with appropriate skill.

Respects diversity & is culturally aware.

Is dependable and follows through with commitments. Takes initiative.

Values the privacy and confidentiality of others.

Demonstrates appropriate coping skills when experiencing stress and anger. Manages others’ stress and anger appropriately.

Is reflective about their own teaching practice. Demonstrates an awareness of personal impact on others.

Consistently seeks self-improvement through feedback and/or research & training. Builds productive relationships with others in order to achieve personal & group goals. Is respectful of all other learners, instructors, and stakeholders.

Entertains new ideas and works to align new ideas with existing thoughts.

Responds appropriately and in a timely manner to email, messages, and other communication from the instructor, colleagues, or other stakeholders.

Exhibits professional-level dress, when required.

Is respectful of their role during observational field experiences and is respectful of the classroom teacher and classroom practice.

Follows mandatory reporting guidelines.

In addition, teachers of reading demonstrate the following dispositions and practices. The pre-service teacher:

Strives to do no harm and to act in the best interests of all learners (especially those who struggle with reading and other academic skills). (KPS 5.1)

Maintains the public trust by providing accurate information about currently accepted and scientifically supported best practices in the field. (KPS 5.2)

Avoids misrepresentation of the efficacy of educational or other treatments or the proof for or against those treatments. (KPS 5.3)

Respects objectivity by reporting assessment and treatment results accurately, and truthfully. (KPS 5.4)

Avoids making unfounded claims of any kind regarding the training, experience, credentials, affiliations, and degrees of those providing services. (KPS 5.5)

Respects the training requirements of established credentialing and accreditation organizations supported by CERI and IDA. (KPS 5.6)

Avoids conflicts of interest when possible and acknowledges conflicts of interest when they occur. (KPS 5.7) Supports just treatment of individuals with dyslexia and related learning difficulties. (KPS 5.8)

Respects the confidentiality of students or clients. (KPS 5.9) Respects the intellectual property of others. (KPS 5.10)

PORTFOLIO STATEMENT

All degree-seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the student’s demonstrated understanding of education principles as outlined by CEC standards. The cumulative portfolio should document dispositions and competencies reflected in assignments throughout their coursework. Students may begin collecting artifacts when they begin their coursework. Creating a portfolio has value to the graduating student, the Ivy Tech Community College Education Program, the transferring four-year institution, and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material. See additional handouts on this cumulative assignment.

CERTIFICATION STATEMENT

Ivy Tech cannot guarantee that any student will pass a certification or licensing exam. Our requisite coursework is designed to assist you in understanding the material sufficiently to provide a firm foundation for your studies as you prepare for the exam. Department of Education web site http://www.doe.in.gov/

TRANSFER STATEMENT

Students planning to apply to a teacher education program at a four-year institution should meet with an advisor to develop a course of study. Before applying to a four-year institution, teacher education program, students must complete prerequisite courses, have the GPA required by the institution, and pass appropriate tests as determined by each four-year institution.

 
GRADING POLICY

GRADING POLICY

The Education Program will use the following grading scale:

A = 93.0 100

B = 85.00 - 92.99

C = 75.00 - 84.99

D = 70.00 - 74.99

F = 0.00 - 69.99