SPD 556 T4 DQs

Review "Family Input for and Transitioning." Identify a functional goal that could be implemented for one of the students in your field experience classroom. Use pseudo names when speaking of students to protect their identity. Discuss existing student supports and barriers that would need to be addressed. One goal that can be used for a student in my field experience classroom that can be implemented at school and at home would be: Student A will be able to build independence by getting himself out of his wheelchair and into another seat achieving a criteria of trials as documented and supported by the special education teacher, staff, and physical therapist. In the video, " Family Input for Functional Goals and Transitioning " it discusses how families are wanting to incorporate goals that are more functional; they want to see their child be more independent and use daily living skills they can take with them beyond their school days (GCU Academics- Education, 2020). The goal I proposed for Student A is one that I feel should be a goal. If he wants to take a break from his wheelchair, he can work to build his skills, and eventually do it on his own. Barriers that affect this student are: current physical strength, he is easily distracted, and is currently limited in how much he assists with transitions from his wheelchair. Supports that he has in place are: adult assistance with most tasks, Convaid stroller, activity chair, and has related services with OT, PT, and Speech. How do curriculum-based measurements and informal assessments support team decision-making when developing IEP goals and objectives? Provide an example and 2-3 benefits for each one. "Curriculum-Based Measurement (CBM) is a method teachers use to find out how students are progressing in basic academic areas such as math, reading, writing, and spelling" ( McLane, n.d.). It can be beneficial for parents and IEP Team members because of how data is tracked. If a student is not meeting performance expectations, then the teacher is able to adjust according to deficit areas. Informal assessments are quick and easy. They can be based on observations, a skills checklist, or an exit ticket. CBM benefits: 1. CBM graphs can help create a common understanding among parents, teachers, administrators, and other professionals (such as school psychologists). 2. If your child receives special education services, CBM graphs can increase productive communication at IEP meetings about the child's current performance level. They can also be useful in developing better goals and objectives for the IEP (McLane, Fact sheet: Benefits of Curriculum-based measurement n.d.). Informal assessment benefits: 1. How to plan daily instruction so that student needs are met 2. "How students should be grouped for instruction so that each student receives instruction at
the right level of difficulty" ( Basics: Informal classroom-based assessment n.d.). 3. If instruction is being delivered at the right pace 4. Which students need individual support ( Basics: Informal classroom-based assessment n.d.) Reference: Basics: Informal classroom-based assessment . Reading Rockets. (n.d.). https://www.readingrockets.org/reading-101/reading-and-writing-basics/informal-classroom- based-assessment McLane, K. (n.d.). What is Curriculum-Based Measurement and What Does it Mean to my Child? . Reading Rockets. https://www.readingrockets.org/topics/assessment-and- evaluation/articles/what-curriculum-based-measurement-and-what-does-it-mean McLane, K. (n.d.). Fact sheet: Benefits of Curriculum-based measurement . Reading Rockets. https://www.readingrockets.org/topics/assessment-and-evaluation/articles/fact-sheet- benefits-curriculum-based-measurement
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