How often do you notice what has your attention? In particular, what has your attention when you are assessing children? For example, when you are completing a statewide assessment, or collecting day to day data, what has your attention? Is it whether or not children know their colors? Can count? Can rhyme? How about if […]
In part two of Measuring Up, Dr. Kristi Pretti-Frontczak discusses how adults give feedback to children and the impact it has on student assessment. Be sure to check back next week for part three which discusses effective tools for child led assessment. Dr. Pretti-Frontczak helps inspire educators re-invent early care and education from the inside out.
Dr. Pretti-Frontczak helps inspire educators re-invent early care and education from the inside out.
This module addresses evaluation and assessment with regard to their definitions, purposes, legal requirements, best practices, and family partnerships through the lens of Maryland’s Birth to Kindergarten seamless, comprehensive continuum of services for children with disabilities and their families. Maryland’s Birth to Kindergarten evaluation and assessment system provides a reliable, valid, and coordinated approach to supporting families and […]
Let’s say you have a child that you need to assess before Friday. Oh, and by the way, today is Monday, and the child didn’t come to school, tomorrow you have districtwide professional development day, Wednesday you have “specials,” leaving you with Thursday. One day to determine everything a child knows and can do. The […]
This road map is designed to help you understand your rights and responsibilities as a member of your child’s Individualized Education Program (IEP) team.
This course examines developing programs to address the needs of students with Significant Cognitive Disabilities (SCD) and/or Autism Spectrum Disorders (ASD), as well as, diverse individual education programs, assistive technology, and computer assisted instruction.
This course included an examination and exploration of formal assessment instruments and procedures diagnosing elementary through secondary students who are experiencing mild to moderate learning problems. Communicating assessment results to parents and teachers is also emphasized.
Further examination and administration of informal assessment instruments for diagnosing specific problems for elementary through secondary students will be explored.
Principles of curriculum development, implementation, and evaluation and their role in addressing students with mild to moderate disabilities are explored.