various informal assessment types commonly used H u m a n i t i e s

various informal assessment types commonly used H u m a n i t i e s

Topic 1 DQ 1

Which of IDEA’s eligibility categories do you feel is most difficult to assess via mandated eligibility assessment procedures? Why?


Topic 1 DQ 2

Have mandated changes in special education eligibility assessment practices had a positive affect for individuals with disabilities and other stakeholders? Why or why not? Cite specific examples.

T2 DQ1

Consider the various informal assessment types commonly used in classroom instruction and identify three you might use regularly in your professional practice. What would those assessments tell you as an educator? Rationalize your choices.

T2 DQ2

Why is understanding basic principles of statistics important as an educator? If you struggle with understanding statistics, what are some problems you might encounter in your professional practice? Describe one strategy to improve your knowledge.

T3 DQ1 

Alexander is a second grade student. His teacher, having administered a universal screening measure, has identified Alexander as a struggling reader. Explain the first step in the RTI approach to consider when trying to help Alexander. What data collection, intervention, and progress monitoring steps would you recommend be taken and why?

T3 DQ2 

Compare and contrast Response to Intervention (RTI) to Multi-Tier Systems of Supports (MTSS). Does one model benefit struggling students in a schoolwide programming more than the other? Why?

T4 DQ1 

Research a school district in your area. How does the district conduct IDEA-required evaluations and referrals for infants, toddlers, and preschoolers? Who is involved in the referral process? Do you think these processes are effective? Why or why not?

T4 DQ2 

Identify factors that could lead to over-referrals to the Child Study Team. As a special educator, how could you prevent over-referrals? Describe two recommended strategies and rationalize your choices.

T5 DQ1 

How do the purposes of academic, psychological, and speech-language evaluations differ? Cite specific examples of such assessments. What are some student concerns teachers may have that could warrant implementing such assessments?

T5 DQ2 

What are main areas of concern that should be addressed in an initial family meeting? Identify and describe helpful guidelines when conducting an initial family meeting to cover these main areas. How will you gather information in a respectful and compassionate manner while addressing all the needed concerns including both school and family perspectives?

T6 DQ1 

What assessments can be used to assess problematic social behaviors of children? For at least one assessment, describe the age groups it is used with and what the results are intended to demonstrate. Should academic achievement and intelligence be formally assessed at the same time social behaviors are assessed? Why or why not?

T6 DQ2

Writing behavioral goals for students must be meaningful and teach the desired replacement behavior to help the student reduce misbehavior or disruptive behaviors.

Consider the following scenario:

Jimmy is a five-year-old student in a kindergarten class who has been diagnosed with ADHD. He is often impulsive and shouts out during instruction. When you, the special education teacher, is in the classroom he pulls on your shirt for attention, changes learning stations before time and without permission, and is often off task due to easily being distracted, forgetting that there are classroom rules in place. You have decided to write one measurable behavioral goal for Jimmy to help with classroom behavior. Justify how your goal will help him by including a desired replacement behavior in the goal.

T7 DQ1 

Social and emotional well-being is important for students to be confident in the school environment. If a student is struggling socially and/or emotionally, often little to no learning occurs. Writing specific and measurable social/emotional goals can assist students with replacement behaviors that provide them with strategies to enhance their social interactions and improve emotional health.

Consider the following scenario:

Marissa is a six-year-old student in a first grade classroom. She is a very withdrawn student and does not initiate interaction with her peers. When her peers try to interact with Marissa, she does not reciprocate conversation or engage in play. Marissa appears to be socially awkward and has a fear of larger groups. Write one specific and measurable goal that includes the target behavior with a replacement behavior to improve Marissa’s social interactions. Justify your goal.

T7 DQ2

How are a special educator’s interactions with families who have children with disabilities affected by a Christian worldview? Provide examples, citing the “Statement on the Integration of Faith and Work” where applicable.

T8 DQ1 

Describe three requirements that reevaluation shares with the initial evaluation. Provide examples and support your response with references to specific provisions of the IDEA. Why are these provisions essential to understanding the similarities between these two evaluation processes?

T8 DQ2 

What are some of the intended purposes of limiting reevaluations? Provide specific examples.

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