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Assessing Student Needs and Adjusting Instruction - Coggle Diagram
Assessing Student Needs and Adjusting Instruction
Assessing Student Needs
Assessments
Screening
assessing to see if a student, based on their performance, requires change in their instruction and may eventually need special education. (Friend & Bursuck, 2019).
Standardized tests
Standardized Achievement Tests (Friend & Bursuck, 2019).
Measures student retainment from general education curriculum
Norm referenced: performance is compared to the average performance of other students in the country.
High Stakes Achievement Tests (Friend & Bursuck, 2019).
Students with special needs are required not only to have access to general education by being placed in general education classrooms but also by demonstrating that they have made meaningful progress toward meeting general curriculum standards.
Designed to assess and measure whether students have attained learning standards.
Criterion referenced
compares performance to specific benchmark
Curriculum based assessment (Friend & Bursuck, 2019).
Method of measuring levels of achievement based on what students are taught in the classroom.
These tests are used repeatedly over time and are used to guide classroom instruction.
Probes of Basic academic skills (Friend & Bursuck, 2019).
Measures basic skills
Writing
Math
Reading
Probes for content-area knowledge (Friend & Bursuck, 2019).
Higher demands than basic skills
Compared to peer performance
Can be used to diagnose specific difficulties and skill deficits based on their performance in different types of activities
Adjusting Instruction
Instructional Methods
Universal Design
: Teaching strategy that limits the need for adjustment due to built in supports and accessibility for multiple learning types. (Friend & Bursuck, 2019).
Differentiated Instruction
: Using a variety of different teaching strategies and material are needed to meet the needs of all students (Friend & Bursuck, 2019).
Basic Differentiation: (Causton &
Tracy-Bronson, 2015)
Break Tasks into smaller steps
Extended time
Change materials to meet the needs of different types of learners. This can include Lexile levels for reading for example.
Consider
Multiple Intelligences
using
Think-Tac-Toe
. Use a tic tac toe board with multiple intelligences on it. Under each intelligence have options for different projects that could be completed using the intelligence in question. Through out the class have students select different intelligences to create different types of products that reflect their talents. (Causton &
Tracy-Bronson, 2015)
Direct Instruction
: Instruction following an "I do, we do, you do" format. The teacher teaches the topic, guides the students through practices and then allows students to work alone. (Friend & Bursuck, 2019).
Inquiry Learning
: Student centered instruction where the instructor is a facilitator and assists student answer questions and solve problems (Friend & Bursuck, 2019).
Scaffolding
: Using heterogenous grouping students can benefit from the skills and learning styles of others by working together on a product. (Friend & Bursuck, 2019).
Adjusting according to student needs.
Accommodations
: Changes in how students obtain access to information and demonstrate learning. (Friend & Bursuck, 2019).
Larger print in text books
Use computer instead of pencil and paper
Peer support for completing tasks such as note taking
Tape recordings for lectures
Take tests orally
Modifications:
Changes in what a student is expected to learn. (Friend & Bursuck, 2019).
Using a calculator on math tests
Computerized spell-check program
Word bank of choices for answers on a test
Picture communication symbol choices
Outlines instead of essays.
Examples of
Low Instance Disabilities
(Friend & Bursuck, 2019).
Autism (Friend & Bursuck, 2019).
Difficulty with social relationships and communication
Narrow interests
Difficulty handling stress
Intellectual Disabilities (Friend & Bursuck, 2019).
Slower rate of learning
May only be able to learn a limited amount of information.
Require learning practical skills in the context that those skills are necessary. Priority must be placed on the application of skills in day to day life.
Visual Impairments (Friend & Bursuck, 2019).
Be mindful of visually impaired students when you teach.
Allow this student to move closer to displays.
Assign a peer buddy.
Call students by name so that the student with visual impairments can identify different student voices.
May need materials in braille.
Arrange the classroom carefully and allow the student to familiarize themselves with the room compared to the location of their own desk.
Planning Instruction
INCLUDE:
The include strategy borrows a lot from universal design and differentiated instruction. It requires an instructor to look at the needs of their students and make changes to instruction pre-emptively and evaluate student progress. (Friend & Bursuck, 2019).
Evaluate Student Progress (Friend & Bursuck, 2019).
Grades
Observations
Analysis
portfolios
Assessments
Decide which adjustments to make (Friend & Bursuck, 2019).
Age appropriate strategies
Select easy approaches
Select adjustments that are comfortable to implement. If you are not comfortable with a reward system do not use one.
Is the student having difficulty with the assignment and "can't" complete it or is it an issue of a student lacking motivation or having behavioral issues.
Use information to brainstorm was to adjust instruction (Friend & Bursuck, 2019).
Student accommodations and Modifications must be implemented during the lesson.
Change Instructional methods, materials, grouping, layout of the classroom and even classroom management
Look for possible problem areas (Friend & Bursuck, 2019).
Problem areas can be identified in student learning needs.
Possible problem areas: Reading, writing. spelling or oral comprehension
Check for potential paths to students success (Friend & Bursuck, 2019).
It is imporant to analyze the talents and skills of the students in the classroom and create activities that allow them to use these talents to learn content.
"Current Level of Performance" section in a students IEP can assist in identifying student strengths
Note student learning strengths and needs
Basic skils
Reading
Writing
Math
Survival Skills
Attending School
Organization
Cognitive and Learning Strategies
Test book reading
Note Taking
General Problem Solving
Identify Classroom Demands (Friend & Bursuck, 2019).
Routine, organization and materials
Grouping
Whole class
One on one
Heterogenous or homogenous groups
Citations
Causton, J., & Tracy-Bronson, C.P. (2015).
The Educator's Handbook for Inclusive School Practices.
Paul H. Brookes Publishing Co.
Friend, M., & Bursuck, W.D. (2019).
Including Students with Special Needs: A Practical Guide for Classroom Teachers.
Pearson, Inc.