Candidates develop and implement individualized academic and behavioral plans based upon the accumulated assessment data. Classroom environments, teacher task demands, and other educational settings are evaluated through various observational and mapping strategies. Communication and interpretation of assessment results to parents is evaluated through examination of written correspondence or scripting of a telephone or personal contact. A personal desk reference is developed by each candidate as an organizational strategy to keep current information relative to contact persons, compliance issues and terminology up to date. Collection and utilization of assessment data relevant to the development of Individualized Education Plans, Individualized Transition Plans and Individualized Behavioral Intervention Plans receive particular emphasis in this course.
Candidates are also able to conduct formalized assessment to determine current level of functioning.
Candidates learn to evaluate both informal and formal assessment tools and strategies for possible cultural biases, gender, ethnic, linguistic, or disability has so they can make humane and fair assessment decisions. They use tools that will contribute to determining appropriate curricula. Candidates are able to conduct informal assessments such as checklists and interviews to gather information from significant others. Candidates are taught how utilize literature to determine the validity of assessments. They learn to explore the issues of assessment and identification of students with disabilities, particularly those of color or who are learning English and potential bias involved in assessment of these students.