Rational for Benchmark Assessment

I want to present the understandings that I gained from this practicum since I value the instruction in professional partnerships, and interactions, along with learning to integrate various aspects of the special education process like evaluation and deliverance of education as helpful tools that I can utilized in my career as a professional child educator.

What is the experience?

The assignment was to gain familiarity with standardized testing through two case studies, observing educational team meetings, planning, and inclusion methods.

Case Study 1: Student in Early Childhood Special Education & in Transition

In order to complete this assignment I spent 10 hours at Salineville Head Start in a practicum placement so that through observation and interviews I could work on the early childhood case study. I observed the student in a preschool classroom for children ages 3-5 with high-risk factors.  I also observed the Psycho Educational three year reevaluation, participated in the ETR, the IEP meeting, developing the transition plan and collaborating with colleagues to do so.

Case Study 2:  Student in High School Special Education

In order to complete this assignment I spent 10 hours at Southern Local High School in a practicum placement so that through observation and interviews I could work on the high school case study.  I observed the student in a special needs resource room for students who were repeating World History.  I also observed the Psycho Educational reevaluation.

In addition to the practicum placement, I interviewed teachers and psychologists to gain a better understanding of issues relating to assessment and dealing with special education students in a variety of settings.

What is the artifact?

The piece is a 3,951 word essay that describes these individual case studies.   The first part of both Case Studies relate the appraisals used, the reason for the evaluations, the dependability and soundness of the measures, the outcome of the review on teaching performance, and a number of the testing procedures witnessed.  Within the first case study the scores are explained, along with extenuating conditions information, adjustments, change of placement and recommendations planned are outlined.  This portion of the essay also addresses meeting attendees, the point of the meeting, and results the assessment had on transition.

The second case study outlines the same areas but for an older student in a different setting with a different standardized assessment. 

Where and why?

This artifact is filed under the Arizona's Professional Teacher Standards Standard 4: because I demonstrated my knowledge by measuring the gain knowledge of and conveying the outcomes to students, parents and other professionals with deference to learner's aptitudes. I established my skills by actively participating in the reevaluation process and communicating and interpreting the information I learned through the process.  I identified and explained various formal assessments, describe how student performance guides instruction, and maintained confidentiality.

This example is filed under the CEC Standard 1 :  Foundations because the assignment addresses the issues of classification and recognition of students with special educational requirements, comprising those from varied conditions.  This case is filed under standard 4: Instructional Strategies because it explains my understanding and employment of assessment measures.  This sample is filed under Standard 8:  Assessment because it proves my comprehension of Essential terms utilized in the assessment process, National and state laws, and local applications, adaptations and changes of those laws.  This point of reference also illustrates my ability to collect pertinent circumstantial data, and translate statistics from official evaluation results.

This instance is filed under OHPTS Standard 1 because it shows that I understand how to use my knowledge to meet the needs of all types of students, their varied levels of skills and growth, while showing that I value the unique variety of the students.  This paper presents my acquaintance with how students are assessed and taught in addition to some of the characteristic stages of the two different age groups.  This is also an illustration of my recognition of the individuality of students with disabilities and at-risk students and acceptable means of supporting suitable teaching and intercessions to meet their needs.  This occurrence is filed under Standard 3 because it explains my thoughtful use of diverse evaluations to enlighten instructional practice, to assess and make certain that students are gaining knowledge.  This includes my knowledge of different assessment types, their functions and the statistics they produce.  It proves that I am able to examine facts to determine development and regression to develop instructional plans provide individualization and adaptations.  It also proves that I have worked together with students, parents and colleagues.  

Now what?

I have used the skills I learned in this course and through the completion of this assignment by working with my Child Study Team to create an transitional plan for a preschool student, to continue and modify her IEP, to build upon her previous goals based upon current assessments and growth, and worked with the team to provide instruction that meets her unique learning needs. I plan on further utilizing my knowledge in future Multi Factor Evaluations and referrals to better meet the needs of the students I teach. From this experience I will be able to build upon my new knowledge of the as I continue my professional growth in achieving my Masters in Special Education.  The understanding I have gained in transitions and assessments will help me to assure that the team I work with is doing everything that it can to screen, assess and meet the unique needs of students early in their educational career.  In the very near future this means that I will be referring a student for concerns in delayed cognition and impeded processing and working with my team to assess him and determine the best course of action to meet his learning needs in the regular education preschool setting. In my future teaching experiences I plan to use my understanding of assessment to use best practices, provide resources and services for students and families and do my best to assure that all of my students succeed regardless of the challenges they face.

Rational for Benchmark Assessment

I desire to impart the in increase knowledge that came from this practicum experience.  I place great importance on the teaching, in expert collaboration, and connections.  Through this practice I studied how to efficiently personalize teaching for learners with intellectual disabilities through an assortment of proven approaches and lesson preparation that entailed revision of core curriculum to incorporate features of special education procedures like assessment and delivery of instruction as supportive devices that I will be able to use in my vocation as an expert child educator of students with exceptional needs.

What is the experience?

The task was to increase knowledge of planning, implementation, and the evaluation of instruction for students with MR as well as growing acquaintance with the process of meeting the needs of these students through collaboration in the development of the IEP.

In order to complete this assignment I spent 20 hours at Southern Local Jr. /Sr. High School’s Multiple Handicapped Unit in a practicum placement so that through observation and interviews I could work on the related interview and IEP meeting. 

Interview

I interviewed and collaborated with Mrs. Nola, the Intervention Specialist that runs the Multi-Handicapped Unit for students in grades 7-12.  The focal point the meeting was on the influence a student with intellectual disability has the family unit structure. The dialogue also spotlighted the abilities needed for teachers to work together with families who have a child with intellectual disabilities.

IEP meeting

In order to complete this assignment I had made arrangements with Mrs. Nola and the parent of one of her students to attend a student’s annual review meeting for her IEP so that through observation and interviews I could complete the benchmark assignment.  I the parent had to reschedule the meeting due to recently gaining employment and the meeting was scheduled after my course was over.  In lieu of this my professor suggested that I write up an additional interview concentrating on the communications that occur, expertise at making the meeting as easy as possible, and the way wherein information is dispersed to those attending.

What is the artifact?

The piece is a 2,260 word essay that describes these interviews.   The relations, and proficiency utilized by the teacher are evaluated for suitability relating to the effectual nature of communications with parents of children with intellectual disabilities based upon learning from the education of this class.   The paper explains comments and feedback, using the course book, and includes advice for development of improved teamwork considering what was observed in the classroom.

Where and why?

This artifact is filed under the Arizona's Professional Teacher Standards Standard (APTS) 1.1 because I distinguish among student aptitudes and relate them to planning instruction.

It is filed under APTS 10 since I make use of diverse best-practice training in the development of individual educational plans.   This piece establishes my recognition of the uniqueness linked with an assortment of intellectual disabilities satisfying APTS 9.1.

This example is filed under the CEC Standard 2.4:  Development and Characteristics of Learners because the assignment shows my application of awareness of potential growth to suitably interrelate and teach students with intellectual disabilities.  This case is filed under standard 4.1:  Instructional Strategies as it shows my ability to choose and employ evidence-based teaching strategies to serve students with intellectual disabilities.

This instance is filed under Ohio Standards for the Teacher Profession Standard 1 because it shows that I understand how to use my knowledge to meet the needs of all types of students, their varied levels of skills and growth, while showing that I value the unique variety of the students.  This paper presents my use of student first language showing element 1.4 in which I model respect for student diversity.   This is also an illustration of my recognition of the individuality of students with disabilities and at-risk students and through the assistance of instructional intervention with an individual educational plan.  This occurrence is filed under Standard 2 because it explains understanding of the relation to content to other areas of the student’s lives.  This appears under Standard 3, element 4 for the reason that it shows my collaborations with a colleague to assess and make sure students are gaining knowledge.  This is under Standard 6, element 3 on the basis that it shows collaboration and communication with other educators and administrators to support student learning.    This happens under Standard 7 elements 1-3 as the continuation of my education in pursuit of my Masters degree demonstrates professional growth and participation in the practicum experience illustrates participation as both an individual learning and a member sharing my knowledge with others.  The recommendations in this piece exemplify my work as a change agent and are examples of my constructive influence on education excellence, school upgrading, and student attainment.  

.  This includes my knowledge of different assessment types, their functions and the statistics they produce.  It proves that I am able to examine facts to determine development and regression to develop instructional plans provide individualization and adaptations.  It also proves that I have worked together with students, parents and colleagues.  

Now what?

I have used the skills I learned in this course and through the completion of this assignment by working with Intervention Specialist, Mrs. Nola to inform the Building Improvement Team, District Improvement Team, to develop a cross curricular unit for teaching in the classroom,  and to improve teacher-parent collaboration. 

I have also been integrating my learning into articles that I am publishing on Examiner.com as the Lisbon Special Education Examiner.  Through this venue I hope to educate parents and families as well as provide links to information that will assist them in advocating for the educational rights of their children.  I also hope to reach general educators who are seeking information on how to better serve students with special needs within their classrooms.

I plan on further utilizing my knowledge in the future to improve the educational outcomes of diverse students and to continue to support the progress towards having Southern Local Jr. /Sr. High School receive an Effective School Rating from the State of Ohio Department of Education. 

From this experience I will be able to build upon my new knowledge of the as I continue my professional growth in achieving my Masters in Special Education. 

The understanding I have gained in transitions and assessments will help me to assure that the team I work with is doing everything that it can to screen, assess and meet the unique needs of students and their families through out their educational career. 

In the very near future this means that I will hope to be planning, implementing, and evaluating instruction for students with intellectual disabilities as I have recently applied for tutoring and teaching positions in special education.  I also am planning to register to take my state licensing test as soon as this course is over so that I can begin my career as an Intervention Specialist.