Module 2 Chapter 9

All assignments due by midnight June 29h (WEDNESDAY).

  • Response Assignments:for your response assignments, please entitle them by assignment titles, that is, Chapter 9 Assignment A, etc. (Please post response assignments through Assignments on the COURSE TOOLS menu)
  • Please include your name on all attachments.
  • Please look at the calendar and assignment deadlines,no late work is accepted.
  • Response Team Assignments: These assignments are posted on the Assignments Section under the Course Tools menu. Team assignments require a team leader to consolidate all work into one product for evaluation. The team leader will be the one to POST IT. Therefore, you must choose a team leader among yourselves. I expect you to select a different team leader with each TEAM ASSIGNMENT.
  • All members will have a turn at TEAM LEADER
  • You can communicate as a team in the discussion area by listed topic or though BLACKBOARD email.

REMINDER:YOU HAVE MULTIPLE TEAM ASSIGNMENTS FOR CHAPTER 9, SO YOU WILL NEED TO LOOK AT IT EARLY AND DIVIDE THE TASK. ALSO, CHAPTER 9 REQUIRES A POSTING AND TEAM RESPONSES.

  1. Chapter 9: Please read pp. 176-202.

DISCUSSION:

(THE EARLY PART of 21st Century BROUGHT MUCH CHANGE INTO SPED.)

The main objective for Chapter 9concerns data driven decision making. Unfortunately, this is not always a practice today in schools today, and this lack of professionalism generates public distrust of educators as professionals. Accountability and standards applied to special education is a relatively new concept in terms of state wide assessment. With the passage of NCLB and IDEA 2004; 2006, the concept of accountability in terms of standards for students with disabilities was significantly strengthened, that is, students with disabilities must be included in the accountability system and AYP reports. The information in Chapter 9 describes how special education reform is related to all school reform in terms of standards and accountability. It is a very important chapter for you as a Texas teacher, because one of your responsibilities is to make recommendations for your students' participation in the state-wide assessment system. Creating and implementing an effective IEP will assist you to make appropriate decisions.

  • Please see power point presentation on Chapter 9 (Chapter 9 EVAL OF STU PROG 2015 edition) from Blackboard Menu~Our Work and Guides and Complete embedded assigned tasks…

(Hint: The PowerPoint presentations often have assignments embedded in them so please do not skip this portion of the class.)

  1. Chapter 9: Criteria to Standards to Content=Alternative Assessment

DISCUSSION:

Referring to the text’s description of alternative assessments, it is important that we understand the criteria and criteria application to the education of students with significant disabilities.

Please notice that both the definition and criteria link academic standards, expectations and accountability for ALL students. In Texas, we have another group of "standards" called the Learner Centered Proficiencies (LCPs) which you may or may not be familiar with. This "vision" of the public school teacher and classroom has been the foundation of the certification exams and the "learner centered" philosophy purported by Texas public schools for several years.

Using state standards as a framework for special education instruction is fairly new idea especially for students with severe disabilities.

Response Team Assignment A:(Teacher Standards & Assessment)

Please review pages 177-187. Assessment and alternative assessment are big issues with the population we are studying. You will discuss your learning with your team in the discussion area (SEE BELOW FOR DETAILS). A team leader will sum up your discussion points. See the details below…

  • Choose a Team Leader for this assignment.
  • Please look at Standards V & VI : Special Education Standards for Texas with the frame work in the text.
  • LINK: TEXAS STANDARDS (SPED TEACHER)
  • Team members respond to each other's postings in the MY GROUPS/Discussion area under the Topic=Teacher Standards Team 1 etc…. Make sure you thank each team mate for his/her response to your posting.
  • The Team Leader will post a summary of your discussion from the Discussion area in the Assignments area (ONE DOCUMENT ONLY); Topic=Teacher Standards & Assessment Team 1 etc...

Response Team Assignment B: (Assessment & Outcomes)

Questions for reflection: 1-4 on page202are good sources for reflection and discussion about our state's requirements for alternative assessment and how we write objectives to measure student performance.

Review Resources:

TEA (NEW ASSESSMENT CRITERIA)

STAAR-M; STAAR-ALT; STAAR-L

  • Choose a Team Leader for this assignment.
  • Each team member chooses a question to research and reflect.
  • Each team member completes and responds to onequestion (1-4 on PAGE 202).
  • Also, all team mates will discuss the differences between STAAR-M; STAAR-ALT; STAAR-L ALTERNATIVE STATE TESTING TYPES (OPEN DISCUSSION)
  • Post your thoughts on the MY Groups/Discussion board area: TOPIC: Chapter 9Assessment & OutcomesTeam 1 etc…
  • Respond with substantive responses to each of your teammates a minimum of two times
  • Please title your initial thoughts as Question #Start etc…, For example, if you respond to question 1, entitle your response, Question 1
  • Team Leader's job is to summarize responses to questions and applications and monitor team members’ participation.
  • Team's final complete responses will be submitted to me through the Assignments area (TOPIC: Chapter 9 Assessment & OutcomesTeam 1 etc…) by leader to instructor by due date.

III. Chapter 9: Terms & Task Analysis

Ecological assessment techniques are often used to determine students' skills in real world settings. The ecological assessment practice aligns with the creation of a series of task analysis which help teachers, parents and students determine correct instructional strategies for acquiring, maintaining and generalizing target skills. Task analysis procedures are most often used with functional skills such as vocational, domestic, and/or academics. Read about it in the text and the following link:

WATCH VIDEO:

Response Assignment C: (DEFINE TERMS & TASK ANALYSIS)

a.) Please define and give an example of the important terms used in this chapter:

  1. alternative assessment (WHAT IS IT?…What is the difference between AA-AAS, AA-MAS, and AA-GLAS… Define all the terms please… USE LINK FOR HELP )
  2. AA-AAS
  3. AA-MAS
  4. AA-GLAS
  5. portfolio assessment (THERE IS MUCH TO THIS….BE COMPREHENSIVE)
  6. event recording
  7. rate measures
  8. partial-interval recording
  9. momentary time sampling
  10. latency measurement
  11. whole interval recording
  12. task analytic (AKA: Task Analysis or Chaining)

b.)review task analysis on pages194 & 195 (FIGURE 9-8 and FIGURE 9-9).Choose a skill from the list below (1-4) and create a multiple-component inventory instrument. Please use the format on page195 FIGURE 9-9.You can create a form you will actually use in (Ver 2007WORD or ) using the insert table feature.

  1. making popcorn in the microwave
  2. bussing a table at a restaurant
  3. counting money to make change
  4. tying shoes

Resources:
For other examples of task analysis, please go to: Taskanalysis
For a real life description of how a teacher uses a task analysis, please go to: TAinuse (HOMEMADE TEACHER WMV or TRY