How do you assess your students with disabilities in the classroom?

Question

I am a special education coordinator and I am wondering how other special education teachers and general ed teachers assess their students with disabilities? Do you use running records, student portfolios, etc? Do you use any particular websites or programs that assess your kids? Any answer will be greatly appreciated!

Answer 1

You need data, data, data!!! I've worked in various districts where anectodal records have been ripped apart by lawyers in due process cases. I keep a portfolio of my students work with data collected weekly or biweekly on their IEP goals.

A co-worker just filled me in on Chart Dog. You can make graphs that represent your student's progress as well as an estimate for progress at the end of the year (IEP year).

I know some teachers that choose one student each week to collect data on. The key is to not stress yourself out. Data is overwhelming to keep so focusing on one student per day is a nice balance. If your goals are measurable anyone should be able to collect data on them....classroom assistants can be a great help in giving specific data.

Try chart dog...I think you'll like it! It's easier than learning excel!!

Answer 2

I'm a regular ed. teacher with full inclusion language arts students. I use a combination of standards-based checklists, anecdotal records, running records, and comprehension tests adapted from our state public release tasks. We also do the DRA (Developmental Reading Assessment) with all of our students, including the special education students.
I'm really liking the standards-based checklists right now, although they are a lot of work. First I build a pretest based on our state assessment anchors. Then, I mark on a checklist how students did on the pretest. As I observe students during guided reading, I mark how they are doing on the checklist, so that I can see progress over time. It works well...and the special education students can shine in some areas, like finding similes, and this gives me an opportunity to use flexible groups so they are not always in the "low" group.
I hope this helps!

Answer 3

Assess what the students are doing in relation to their IEP goals. Keep checklists, work samples and anecdotals specific to their IEP goals. For example, the IEP goal is 'student will recite the 2X tables', I would use this comment as the heading for a checklist. I would then list the date, score and a comment for his 2X table tests every week. Keep his tests to display in his portfolio, or as work samples for filing. When he is practising the tables I would also note any specific achievements or problems in anecdotal notes. At the end of term when you do reports you will have all the evidence you need to back up your judgements.

As far as assessment resources go, I pick through all the mainstream tests and trial them in my ed support class. Generally they are okay to use, but always at a lower level. I use middle primary assessments for my year 8 class.

Remember to record everything they do in relation to their outcomes...Pre-made checklists make this easier and less time consuming, you just have to add the date and a tick or cross.....Good luck...

Answer 4

A HUGE question.... here, (Nova Scotia) if a disabled student has 'normal' mental ability, they are expected to meet academic standards with allowances for their needs. For example, a CP student may have a 'secretary' write or keyboard their answers for them.. or be allowed longer time to test... or be given an oral test instead of a written one.

If the disability is mental, then goals are set in advance for the student that will challenge their capabilities and they are then 'judged' on how well they have attained those goals. Needless to say, notation is made on their records of what the goals were and that they were on a special program.

I had one student 'mainstreamed' who was very low functioning. One of his goals was simply to be able to locate and get to my classroom on time. Actually, he did finally manage that pretty well (he was also in a wheelchair). As a result, it was noted that that goal had been successfully achieved.

Answer 5

we use portfolios and annecdotal records along with the IEP...

Answer 6

Fail them if they drool and pass them if they don't!