The Assessment

A criterion referenced test is designed to examine a student’s knowledge in a specific area. These assessments test based on a scale of the student knowing nothing of the subject, a zero, and the students mastering the topic, a one hundred percent. Although most students may not get perfect scores or a completely failing score, the ideal is for most students to fall around a final score of eighty-percent. A criterion referenced test is different from a norm-referenced in that students are not competing against each other and the final scores are not based on student’s peers score on the assessment, rather these assessments are knowledge based on mastery alone. This makes the tests more reliable as they are designed to not include prejudices of race, culture, or social economic status.

Validity of a Criterion Referenced Test

A criterion referenced test is valid only to that which they are testing. An example, found on Wikipedia, stated that because one achieves a perfect score on a driving exam (a standardized criterion referenced assessment) that it in no way indicates that the person is able to drive safely. This is why along with the written exam there is a driving portion. With this example in mind, the criterion-referenced test is simply a mastery of knowledge and does not necessarily mean that the individual can apply the knowledge in the same matter.

Content

A criterion referenced test can include content from a wide array of areas, such as a driving exam or a chapter exam. They are normally designed with at least four items assessing the knowledge of each specific skill. They can be used to measure readiness to move on or can be used both before and after training to assess how much was really learned. The tests are usually graded in a percentage, which can be interpreted as the percent of mastery for the designated purpose of the assessment.

This is a how-to guide that covers steps for achieving specific objectives, principles governing behavior, descriptions of effective teaching strategies, interventions, and accommodations that a special educator can use in his or her classroom. The following are curriculum guides for Academic Interventions in English, including Reading, Writing, and Spelling. It was originally generated as a curriculum guide for students with intellectual disabilities but could be used for a broader audience.

Effective Teaching Strategies

• Community-based Instruction: This technique is appropriate whenever possible to allow students to practice their self-help, social, and other skills in the actual environment they will be using them and not just inside the classroom.
• Authentic Instruction: This technique requires the teacher to use their knowledge of the student to make curriculum interesting, applicable, and understandable to them and their lives.
• Unit Approach: This technique is used when a teacher picks a theme or core concept that they teach throughout curricular areas.
• Level-to-level Planning: This technique requires that teacher assess the students and meet them directly at where his/her skill level is
• Story Enhancement: This strategy is used when a teacher picks or makes a story because of how it links to the subject being taught.

Reading Methods

When teaching reading, it is essential to consider age appropriateness of curriculum, the students understanding of all alphabets (cursive and non, capital, and lower-case), the students process to read, and how to make it simple.

• ITA: Initial Teaching alphabet is an alphabet consisting of 44 letters all-lowercase. Each letter represents each sound in the English language.
• Basal Reading: This program is widely used, but has both pros and cons. It is based on a small group approach of relatively equally skilled students.
• Edmark Program: This program is for those learning to read and is applicable to those with disabilities. It teaches sight recognition of words and emphasizes word meaning.
• GIA: Goal Instruction Analysis is a highly specific strategy to find the students skill level, as well as, their needed supports and next steps.

Other Strategies

• Spelling: Use process and repetition, i.e. Study the word; Say the word; Cover the word; See the word; Spell the word; Check the word; Write the word correctly
• Specific Strategy (in order):

1. Language Concept Development is the first step toward being able to read and encompasses the student’s core speech concepts
2. Beginning Sight Wordis teaching a few key words that the student is confident with in order to make reading easier and efficient
3. Word Attack Skills includes sounding out common constants through use of flashcards and work sheets
4. Functional Reading Skills helps students add sight vocabulary and work toward efficient reading of material

• Reading/Listening Center: Provides accessible resources for children to engage and interact with stories and books in order to increase their practice and interest
• Diagnosis/prescription: It is important to understand where students are using applicable, appropriate tests. From here, the teacher can make a plan on how to teach the student.

Example Interventions

• Behavior Modification- Inappropriate Disruptions: Model acceptance of the student and help him/her to find an alternative appropriate behavior to replace disturbance. Practice the new behavior through role-play with the student.
• Social Interactions- Physical Interaction w/ Others: Redirect the behavior to appropriate contact, like giving a high five, and then repeatedly practice this interaction throughout various activities in various situations.
• Educational Performance- Class Participation: Maintain high expectations, but modify curriculum toward interest using a different focus of the same topic.
• Classroom Attitude- Demonstrates Learned helplessness: Provide numerous opportunities for the student to demonstrate the abilities that they can do successfully and structure activities that foster the student’s leadership abilities.

Another great Resource is Intervention Central

The following include lesson plan examples for teaching money concepts, but it could be slightly modified for other math lessons. When teaching any child, it is important to consider what their needs are, strengths are, and the ways in which they learn. Does the child need hands on materials? Can they universalize subjects? Many students with mental retardation cannot. This means they need to learn with real money and in real life situations. That way once the concept is mastered the student can apply it to their life and not just fill out worksheets on it. Consider taking them on a field trip to practice or encourage parents to let the child help out when buying stuff from a grocery store or clothing store. It might also help to peek the child’s interest by using items they are interested in to purchase. For example, if they are into animals, talk about all the various expenses and help them to figure out shopping and care expenses. When looking at this example of a math lesson plan, think of how to make slight alterations to work with your specific kid on their specific need.

Curriculum Guides for Mathematics

Goal:

Students will be able to pay bills, including grocery and clothing, to increase independence in preparation for graduation.

Objectives:

1. Student will be able to identify and label money, and then identify value of each piece.
2. Student will be able to add their money in order to know amount possess.
3. Student will be able to understand concept of spending less than they possess.
4. Student will be able to add together items to prepare for check out.
5. Student will pay for shopping without assistance.

Day One:

Objective: Student will be able to identify and label money.

Activity: Students will work with the money through flashcards and actual play to work toward identifying money.

Assessment:Student will identify the names and then the value of money pieces.

Day Two:

Objective: Student will be able to add their money in order to know amount possess.

Activity: Student will add money, including coins and dollars on work sheets, computer, and with actual money.

Assessment: Student will be able to add together money

 Day Three:

Objective: Student will be able to understand concept of spending less than they possess.

Activity: Students will participate in mock purchasing to better understand value of money.

Assessment: Student will pick out items costing less than what he/she possess.

Day Four:

Objective: Student will be able to add together items to prepare for check out.

Activity: Students will work on adding costs together with calculator or other tools available.

Assessment: Student will pick out two plus items at a time costing less than what he/she possess.

Day Five:

Objective: Student will pay for shopping without assistance.

Activity: Students will be able to pick out items they can afford and then pay for them independently at mock shopping center.

Assessment: Students will be able to pick out items they can afford and then pay for them independently.

Additional Activities

1. Students take a field trip to a bank or store.
2. Students have a mock money system of earning and spending.
3. Student’s can do coloring pages, computer games, and other projects focused on money.

Additional Strategies/Suggestions

1. Start with simple ideas, and then add on when student is ready. For example, students will probably learn the names of specific money and then add value to the coins and dollars.
2. Students can work on matching/grouping money in order to work on identifying pieces.
3. Students may find it easiest to begin with coins and then introduce the paper values of the dollar.
4. Encourage involvement of all members that the students engages with in order to better benefit their success.

Resources

Gubler, Warren. (2001). Teaching the Value of a Dollar. Retrieved from http://www.cbsnews.com/stories/2001/01/18/hartman/main265268.shtml

Money Investor. (2004). Basic Money Skills. Retrieves February 20,2006, from http://www.moneyinvestor.com

Thomas, G. E. (1996). Teaching students with mental retardation: A life goal curriculum planning approach. Upper Saddle River, NJ: Merrill/Prentice.

The following is a series of lists that outline the requirements of teaching standards for different agencies. As a teacher, there are many requirements to meet and exceed. Here’s a shortly compiled list of some of the things required of a classroom teacher.

National Board of Professional Teaching Standards, NBPTS

• Demonstrate that teaching practice meets the exceptional Needs Standards*
• Have access to at least 3+ student with exceptional needs prior to submission/ Field experience
• Summit instructional material/videotape showing interactions w/ students
• Demonstrate ability to engage/support students in communication/literacy lessons
• Demonstrate ability to engage/support students in Social Development lessons
• Use of assessments
• Collaboration

AZ Department of Education Teaching Standards

• Have access to at least 3+ student with exceptional needs prior to submission/ Field experience
• A valid fingerprint card
• Ed. Courses from accredited institution/ Appropriate Training with demonstrated knowledge
• Pass Eligibility tests/extra training levels

Council for Exceptional Children, CEC, Teaching Standards

• Have access to at least 3+ student with exceptional needs prior to submission/ Field experience
• Demonstrate ability to engage/support students in communication/literacy lessons
• Demonstrate ability to engage/support students in Social Development lessons
• Use of assessments
• Collaboration
• Ed. Courses from accredited institution/ Appropriate Training with demonstrated knowledge
• Articulate personal philosophy of Sp. Ed.
• Relate levels of support to needed individual
• Use research-supported methods for academic and non-academic instruction of individuals with disabilities
• Learn necessary skills for teaching children with special needs, including but not limited to, adoption of technology, material, and pace
• Uses/ supports Learning environments and social interactions
• Use effective communication
• Demonstrate instructional planning
• Demonstrate Professional and Ethical practice
• Teacher uses variety in instructional strategy

Interstate New Teacher Assessment and Support Consortium, INTASC, Teaching Standards

• Demonstrate ability to engage/support students in communication/literacy lessons
• Demonstrate ability to engage/support students in Social Development lessons
• Use of assessments
• Collaboration
• Teacher uses variety in instructional strategy
• Demonstrate ability to engage/support students in communication/literacy lessons
• Demonstrate ability to engage/support students in Social Development lessons
• Use of assessments
• Collaboration
• Relate levels of support to needed individual
• Teacher continually evaluates self. Teacher understands how students differ and adapt curriculum
• Teacher uses variety in instructional strategy. Instruction based on teacher’s knowledge, students, community, curriculum
• Learn necessary skills for teaching children with special needs, including but not limited to, adoption of technology, material, and pace
• Uses/ supports Learning environments and social interactions. Use effective communication

No Child Left Behind, NLCB, Teaching Standards

• Use of assessments
• Collaboration
• Ed. Courses from accredited institution/ Approp. Training with demonstrated knowledge
• Uses/ supports Learning environments and social interactions
• Use effective communication
• Demonstrate Professional and Ethical practice
• Passing eligibility test/ Extra training levels

When children are diagnosed with special needs at a young age, often their parents are the first to suspect problems. They can ask their doctors for referrals to a local early intervention service. In Arizona, this program is known as AZEIP, Arizona Early Intervention Program. From assessments done by those contracted through the state, the child is evaluated to determine eligibility. AZEIP’s eligibility is a 50% delay in one area, while the Division of Developmental Disabilities, DDD, is 25% delay in two areas. Children are reevaluated for special needs to enter federally funded long-term care and to enter into the school district.

If a child is not referred at a young age to AZEIP, they can be referred later by a peer, parents, teachers, principal, psychologist, self, and/or other. School district eligibility is individualized, but is often a collaboration of report, test performance, and independent evaluations. Once eligibility occurs, Individualized Education Plan, IEP, is made to clarify the child’s goals and those whom will be working with the child to reach these goals.

It is a slow process going from suspecting an issue to receiving services, so start on it as soon as possible. This process can include data collection or simply keeping track of a child over time. Waiting lists to get in to see doctors, find someone to service you, get an individual to look at your child. The process include multiple professionals and sometimes multiple company. This can simply mean more time and frustration by the parent/caregiver/individual in order to cut through all the red tape and get the services/help that is needed for the specific special needs.

It is important to find someone that will listen to you if you suspect a problem. Developmental Pediatricians specialize in children with special needs and can help give you insight to your child.

For More Information on Developmental Milestones, check out this related article:

Is My Child Different