#16 - GETTING FROM ASSESSMENT TO MEASUREMENT OF STUDENT PROGRESS

Nancy Toelle – QPVI

(Using Assessment Information to Inform Eligibility Decisions, Planning, and Instruction

to Positively Impact Outcomes for Students)

ASSESSMENT / IEP / LESSON PLANNING & INSTRUCTION / PROGRESS / MASTERY MONITORING / COMMENTS
Name of assessment and information used / ECC Goal area/ skills & strategies / Content of lesson plan, structure of lesson, frequency and duration of instruction. / How to measure progress or mastery?
Eye Exam: Dr. Rain (11/06)
Retinopathy of Prematurity
Near acuity 20/200
Distance 20/200
Need high contrast
Good lighting
C. L. V. Eval: Dr Jon (12/06)
4x Magnifier for near
6x monocular for far / Visual Efficiency – Distance Vision: Use of Monocular: Within 6 weeks will Independently copy 20 word spelling list from white board written in black marker (using 6x monocular, seat self at appropriate distance for board– 90% accuracy, w/in 10 minutes, 4/5 trials) / - Instruction: 3 times per week – 30 mins ea.
-Review steps to using monocular-locating focusing on print in distance, copying from board. Write 20 words on a white board. Student place self at appropriate distance, and use monoc. to copy words at desk Steps to Follow:
-have all materials ready (paper, pencil, monocular)
-when student is ready to move from practice to application – follow the next steps
- bring monocular to class
- take from case and hang around neck
- locate print on board to copy
-assess distance from board and relocate to appropriate distance from board if necessary
- while looking at print, bring monocular to right eye
- focus
- read first two words, copy to paper, self-check
- continue until done / Use chart to reflect baseline on each step, then track performance during instruction (followed by data collection in gen. ed. class once two words at a time can be copies and all 20 words) data collected over 6 weeks until mastery is achieved.. Student should have opportunity to practice skills daily. Data should be collected at least 1 time per week.
Functional Vision Assessment: (TSBV 12/06I)
-can read print on white board from 6-8 ft with 6x monocular
-avoid glare – use black ink
Learning Media Assessment: (Koenig 12/06)
-reads 12 pt type on grade level w/ 4x mag. @ 123 wpm-oral
-needs practice w/ monoc. to increase skill w/ overheads, video, all distance reading
ECC: (Ia ECC Guide 1/07)
-Needs Assess. identified visual efficiency as priority to access gen. ed. Used Student Performance Indicators(1/07) to assess visual efficiency.
ASSESSMENT / IEP / LESSON PLANNING & INSTRUCTION / PROGRESS / MASTERY MONITORING / COMMENTS
Name of assessment and information used / ECC Goal area/ skills and strategies / Content of lesson plan, structure of lesson, frequency and duration of instruction. / How will progress or mastery be measured?
Eye Exam:
Clinical Low Vision Eval:
Functional Vision Assessment:
Learning Media Assessment:
ECC:


QP VI Preservice Class: SAMPLE

GETTING FROM ASSESSMENT TO MEASUREMENT OF STUDENT PROGRESS

(Using Assessment Information to Inform Eligibility Decisions, Planning, and Instruction

to Positively Impact Outcomes for Students)

Note:

This activity guides the participant through the steps of using student assessment information to develop IEP and instructional goals. This sample assumes that there is timely eye report information, a clinical low vision evaluation, functional vision assessment (FVA), learning media assessment (LMA), expanded core curriculum (ECC) needs assessment, and further assessment in an identified need area: visual efficiency/use of optical devices.

For the purposes of this example, please also assume that, as part of the FVA/LMA and ECC, the teacher of students with visual impairments (TVI)observed the student in classroom settings and confirmed that access to print at near and distance were problematic for the student. When the ECC was completed, many needs were noted, but the student’s team identified the problem with

Directions for Completion:

1.  Assessment:

a.  Enter the name of assessment instrument – this is important for future assessments and comparison of data

b.  Include dates of assessments to indicate timeliness of the data used and name of the person completing the assessment

c.  Include all pertinent assessments

2.  IEP Goal Area Skills and Strategies:

a.  This reflects the area of the expanded core curriculum that was identified as a need,

b.  Include the skills to be taught, the strategies used to teach

3.  Content of lesson plan, structure of lesson, frequency and duration of instruction: (use formal lesson plan format)

a.  What will the lesson be about – what skill(s) taught?

b.  How will the lesson be structured?

c.  How frequently will instruction be delivered, how long will each lesson be, and of what duration in days/weeks or months will the instruction continued?

4.  Progress or Mastery Monitoring

a.  How will progress or mastery monitoring be tracked and demonstrated?

b.  Identify a formal system and schedule for collecting data.

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