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Standard Three: Assessment Plan
The teacher implements multiple assessment strategies in coordination with the student’s functional goals and objectives to assess student function throughout the learning day. Pre-functional assessments will provide the teacher with knowledge of the student’s prior level of functioning. Formative assessments will guide the teacher in determining antecedents to those functions that hinder the student’s academic and social achievement. Post-functional analysis will indicate student function and teacher effectiveness. Ongoing analysis of formative assessments will be compared on a daily, weekly, and monthly basis. A table depicting specific areas of functional analysis will be used in coordination with a behavior program aligned with the student’s learning goals and objectives. The behavior program will include a team problem-solving process that includes the parents, a functional behavior assessment, behavior intervention plan, and ongoing tracking of behaviors in coordination with the student’s learning goals and objectives.
Pre-Assessment
Students in this class have established functional goals and objectives as they relate to specific areas of behavior. Domains for each student have been completed and a pre-assessment team meeting will review the goals, objectives, and strategies that have already been put in place. The teacher and support staff will hold informal observations in week one to decide if deviations from the current program are necessary. The goals and objectives will be updated, along with the functional behavior assessment and behavior intervention plan, if deemed necessary.
Review of the previous year’s behavioral data tracking will provide insight into the current functional performance of the child. This information will be included in the pre-assessment process for deliberation as it pertains to identifying new areas of need and present level of functional performance. Following are a table and charts depicting the prior year behavior tracking of a student in the teacher’s class. The table (Figure 1) depicts student’s behaviors, times of the behavior, and aligns with areas within the school, based on schedule, where those behaviors took place. It also identifies the top three problem behaviors and the top three times when behaviors occur. The charts (Figure 2 & 3) provide a visual representation of the table information and the student’s progress over the prior year.
Figure 1
Student’s Prior Year Behaviors Data Tracking Table
The teacher implements multiple assessment strategies in coordination with the student’s functional goals and objectives to assess student function throughout the learning day. Pre-functional assessments will provide the teacher with knowledge of the student’s prior level of functioning. Formative assessments will guide the teacher in determining antecedents to those functions that hinder the student’s academic and social achievement. Post-functional analysis will indicate student function and teacher effectiveness. Ongoing analysis of formative assessments will be compared on a daily, weekly, and monthly basis. A table depicting specific areas of functional analysis will be used in coordination with a behavior program aligned with the student’s learning goals and objectives. The behavior program will include a team problem-solving process that includes the parents, a functional behavior assessment, behavior intervention plan, and ongoing tracking of behaviors in coordination with the student’s learning goals and objectives.
Pre-Assessment
Students in this class have established functional goals and objectives as they relate to specific areas of behavior. Domains for each student have been completed and a pre-assessment team meeting will review the goals, objectives, and strategies that have already been put in place. The teacher and support staff will hold informal observations in week one to decide if deviations from the current program are necessary. The goals and objectives will be updated, along with the functional behavior assessment and behavior intervention plan, if deemed necessary.
Review of the previous year’s behavioral data tracking will provide insight into the current functional performance of the child. This information will be included in the pre-assessment process for deliberation as it pertains to identifying new areas of need and present level of functional performance. Following are a table and charts depicting the prior year behavior tracking of a student in the teacher’s class. The table (Figure 1) depicts student’s behaviors, times of the behavior, and aligns with areas within the school, based on schedule, where those behaviors took place. It also identifies the top three problem behaviors and the top three times when behaviors occur. The charts (Figure 2 & 3) provide a visual representation of the table information and the student’s progress over the prior year.
Figure 1
Student’s Prior Year Behaviors Data Tracking Table
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Figure 2
Student’s Prior Year Behavior Chart
Student’s Prior Year Behavior Chart
_ Figure 3
Students Prior Year Progress Chart
Students Prior Year Progress Chart
_ Formative
Assessments
The students in this classroom are on a behavior system that is regulated by a behavior data tracking point sheet. The point sheet tracks behaviors in the following 10 categories: peer relations (PR), respect (RES), working quietly (WQ), language (LN), responsibility (RBY), following directions (FD), on task (OT), raising hand (RH), completing work (CW), in area (IA), and zero tolerance (ZT). Each of these behaviors is coordinated in support of the functional goals and objectives within the student’s IEP (Appendix A). Students having difficulty in specific areas of behavior will be identified and provided with ongoing interventions that assist in their achievement through positive behavior interventions. Students are provided with a point sheet (Appendix B) that they carry with them throughout the school day, which provides tracking of their behaviors. Students are required to take their point sheets home with them to have their parents review, sign, and return with their child the following day. Incentive points are accumulated throughout the week for students to purchase goods from a school store each Friday. On a metacognitive level, the point sheet also serves as a self-monitoring system to assist students in identifying their reaction to certain events.
Ongoing informal functional behavior assessments by the teacher, school psychologist, and social worker will take place throughout each month in various settings. These behavior assessments will provide further information in regard to the function of student behaviors through the identification of antecedents. Assessments from three individuals will provide useful information into behavioral functions and negate the possibility of inaccurate data as a result of too little information by one individual.
Post-Assessment
Post-Assessments will take place at the end of each trimester, where short-term benchmarks will be updated as required by the student’s IEP. A final post-assessment will take place at the annual review. The post-assessments will include review of the student’s behavioral data tracker. The student’s team will meet to discuss the progress of the student, close out old goals, and establish new goals in accordance with the achievement of the student. In the event that circumstances require a team meeting based on the current goals and objectives, a meeting will be held and decisions will be made based on those circumstances. An example of this may be a student who has achieved functional success, and the teacher wants to call a meeting to discuss a transition in placement. The overall goal for all students in this classroom is to attain the ability to self-regulate behaviors that negate their inclusion in a general education setting.
Accommodations
Students in special education require accommodations and adaptations to their environment to assist them in functioning in a general education setting. Functional goals are specialized to meet the needs of students with emotional and behavioral disorders. Ongoing assessments, both formal and informal, assist in identifying functional behaviors and providing interventions that include accommodations. Accommodations and modifications, as outlined in the student’s IEP must be taken into consideration when assessing and tracking progress. Accommodations may include the following: movement breaks, calm-down area, access to immediate feedback, and rewards for appropriate behavior.
Conclusion
An assessment plan plays a vital role in the success of students. For students with functional goals in an emotional and behavioral environment assessment planning is crucial. Pre-Assessments provide the teacher with an understanding of the student’s present level of academic achievement and functional performance. Gaining an understanding of the student’s current functioning establishes the groundwork for interventions and accommodations. Formative assessments aid the teacher in tracking the student’s progress over a specific period. In this teacher work sample, formative assessments will be taking place throughout the entire school year, and consist of daily point sheets and observations. Post-Assessments indicate the progress that the student is making at the end of every trimester. Post-Assessments are used by the teacher to analyze the effectiveness of the interventions put in place for the student, and to determine adjustments needed within the goals and objectives set forth in the IEP.
The students in this classroom are on a behavior system that is regulated by a behavior data tracking point sheet. The point sheet tracks behaviors in the following 10 categories: peer relations (PR), respect (RES), working quietly (WQ), language (LN), responsibility (RBY), following directions (FD), on task (OT), raising hand (RH), completing work (CW), in area (IA), and zero tolerance (ZT). Each of these behaviors is coordinated in support of the functional goals and objectives within the student’s IEP (Appendix A). Students having difficulty in specific areas of behavior will be identified and provided with ongoing interventions that assist in their achievement through positive behavior interventions. Students are provided with a point sheet (Appendix B) that they carry with them throughout the school day, which provides tracking of their behaviors. Students are required to take their point sheets home with them to have their parents review, sign, and return with their child the following day. Incentive points are accumulated throughout the week for students to purchase goods from a school store each Friday. On a metacognitive level, the point sheet also serves as a self-monitoring system to assist students in identifying their reaction to certain events.
Ongoing informal functional behavior assessments by the teacher, school psychologist, and social worker will take place throughout each month in various settings. These behavior assessments will provide further information in regard to the function of student behaviors through the identification of antecedents. Assessments from three individuals will provide useful information into behavioral functions and negate the possibility of inaccurate data as a result of too little information by one individual.
Post-Assessment
Post-Assessments will take place at the end of each trimester, where short-term benchmarks will be updated as required by the student’s IEP. A final post-assessment will take place at the annual review. The post-assessments will include review of the student’s behavioral data tracker. The student’s team will meet to discuss the progress of the student, close out old goals, and establish new goals in accordance with the achievement of the student. In the event that circumstances require a team meeting based on the current goals and objectives, a meeting will be held and decisions will be made based on those circumstances. An example of this may be a student who has achieved functional success, and the teacher wants to call a meeting to discuss a transition in placement. The overall goal for all students in this classroom is to attain the ability to self-regulate behaviors that negate their inclusion in a general education setting.
Accommodations
Students in special education require accommodations and adaptations to their environment to assist them in functioning in a general education setting. Functional goals are specialized to meet the needs of students with emotional and behavioral disorders. Ongoing assessments, both formal and informal, assist in identifying functional behaviors and providing interventions that include accommodations. Accommodations and modifications, as outlined in the student’s IEP must be taken into consideration when assessing and tracking progress. Accommodations may include the following: movement breaks, calm-down area, access to immediate feedback, and rewards for appropriate behavior.
Conclusion
An assessment plan plays a vital role in the success of students. For students with functional goals in an emotional and behavioral environment assessment planning is crucial. Pre-Assessments provide the teacher with an understanding of the student’s present level of academic achievement and functional performance. Gaining an understanding of the student’s current functioning establishes the groundwork for interventions and accommodations. Formative assessments aid the teacher in tracking the student’s progress over a specific period. In this teacher work sample, formative assessments will be taking place throughout the entire school year, and consist of daily point sheets and observations. Post-Assessments indicate the progress that the student is making at the end of every trimester. Post-Assessments are used by the teacher to analyze the effectiveness of the interventions put in place for the student, and to determine adjustments needed within the goals and objectives set forth in the IEP.