11/18/12 1 Assessing Non-Academic Skills - Regis

11/18/12
Learning Topic 7
Assessing Non-Academic
Skills
Behavior, Adaptive, and Vocational Skills
Tonight’s Agenda
— 
— 
Announcements/ Logistics
Review homework (Final observation summary, WJ-III
Practice)
— 
Oral Presentations –
— 
Assessing Non-Academic Areas
◦  Jason (DIBELS Next) & Andrea (CELA Pro)
◦  Behavior
Regis EDSP 651
◦  Adaptive/ Life Skills
◦  Vocational/ Career Skills
BREAK
—  Seminar: Data Analysis and Report Writing
Homework Review
—  Final
Oral Presentation
Observation
—  WJ-III Administration
◦  2 Reading
◦  2 Math
◦  2 Writing
—  Jason
Main
—  Andrea
Trainer
“Must Assess in All Areas Related to the
Suspected Disability”
—  Cognitive
—  Communicative
—  Educational
IEP
AREAS FOR EVALUATION
—  Life
Skills/ Transition
Health
—  Physical Motor
—  Social/ Emotional
—  Physical
1
11/18/12
“Must Assess in All Areas Related to
the Suspected Disability”
Legal Name of Student
State Student ID (SASID)
Date of Birth
Date
E VALUATION R EPORT 300.306
Assessment Strategy or Tool:
Administered by:
Date Completed:
—  Cognitive
—  Communicative
Date evaluation report was completed: _______________
Document information from a variety of sources including data in all areas related to the student’s suspected disability.
300.304(c)(4), 300.306(c)(i)-(ii)
—  Educational
—  Life
Skills/ Transition
Health
—  Physical Motor
—  Social/ Emotional
—  Physical
8/11/08
Legal Name of Student
State Student ID (SASID)
Date of Birth
Date
Legal Name of Student
SECTION 6: PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE INCLUDING INPUT FROM PARENT & STUDENT
Student Strengths, Preferences, Interests
State Student ID (SASID)
Date of Birth
Date
SECTION 8: POST-SCHOOL CONSIDERATIONS
What are the student’s educational/developmental strengths, interest areas, significant personal attributes and personal accomplishments? Be sure to include specific feedback from the student.
300.324(a)(i) strengths of the child
300.321(b)(2) preferences and interests 300.43(a)(2)
This section to be completed for the IEP to be in effect when the child is 15, but not later than the end of 9th grade 300.320(b)
Projected date of graduation/program completion: ______________________________________________________ 300.102(a)(3)(i)-(iii) limitation to FAPE
Projected type of completion document _______________________________________________________________
Post-School Education/Training Goal (from Section 6: Measurable Post-School Goals): 300.320(b)(1)
Present Levels of Educational Performance Summary
Planned Course of Study: 300.320(b)(2)
Include results of initial or most recent evaluation
300.324(a)(iii) Results of initial or most recent evaluation
Transition Services and Activities: 300.320(b)(2)
Agency/community supports that may provide transition services in the coming school year: 300.321(b)(3) participants in meeting
Describe the age appropriate transition assessment process used to develop the post-school goals 300.320(b)(1)
This section to be completed for the first IEP to be in effect when the student is transition age, or earlier if deemed appropriate by the IEP team
Career Employment Goal (from Section 6: Measurable Post-School Goals)300.320(b)(1)
Planned Course of Study: 300.320(b)(2)
Student Needs and Impact of Disability
Transition Services and Activities: 300.320(b)(2)
How does the student’s disability affect his/her involvement and progress in the general curriculum and participation in appropriate activities?
300.324(a)(ii) concerns of parent
300.324(a)(iv) academic, developmental, and functional needs (access skills)
300.320(a)(1) How the child’s disability affects the child’s involvement and progress—in the general curriculum and participation in appropriate activities
Agency that may provide transition services in the coming school year: 300.321(b)(3) participants in meeting
Independent Living Skills Goal (when appropriate) (from Section 6: Measurable Post-School Goals): 300.320(b)(1)
Planned Course of Study: 300.320(b)(2)
Measurable Post-School Goals
This section to be completed for the first IEP to be in effect when the student is transition age, or earlier if deemed appropriate by the IEP team
What are the student’s preferences, interests and desired outcomes in future post-secondary education, employment and independent living? Be sure to include feedback from the student
300.321(b) 300.43(a)(2)(i)-(v) extrapolated
Transition Services and Activities: 300.320(b)(2)
Post-School Education/Training Goal:
300.320(b)(1)
Agency that may provide transition services in the coming school year: 300.321(b)(3) participants in meeting
Employment Goal:
If the student will turn 20 during the course of this IEP period, student and parent(s) have been informed of the transfer of rights at the age of majority (21).
300.320(b)(1)
Yes
No
N/A 300.320(c) Transfer of rights at age of majority.
NOTE: Graduation will permanently end entitlement to a free and appropriate public education (FAPE) under the federal Individuals with Disabilities Education Act 2004 and the
Colorado Rules for the Administration of the Exceptional Children’s Educational Act. Therefore, after graduation this student will no longer be entitled to receive special education
and related services from a school district or other local education agency.
Independent Living Skills Goal (when appropriate):
300.320(b)(1)
7/7/08
3
7/7/08
5
FORMAL ASSESSMENTS
—  Obtain
IOR
V
A
BEH
Assessing
standardized scores
◦  BASC
◦  Conner’s
◦  Achenbach
◦  Depression and Anxiety questionnaires
◦  MMPI
◦  Clinical interview (if you follow a standardized format)
◦  Etc…..
2
11/18/12
BEHAVIOR ASSESSMENT SCALE
FOR CHILDREN (BASC)
BASC-2 Scoring
Teacher and Parent Version; preschool-17
Clinical Scales
—  Adaptive Scales
Hyperactivity
◦  Adaptability
Aggression
◦  Social Skills
Conduct Problems
◦  Leadership
Anxiety
◦  Study Skills (teacher only)
Depression
—  Composite Scores
Somatization
◦  Externalizing Problems
Attention Problems
◦  Internalizing Problems
Learning Problems (teacher
◦  School Problems
only)
◦  Behavioral Symptoms
◦  Atypicality
Index
◦  Withdrawal
◦  Adaptive Skills
— 
◦ 
◦ 
◦ 
◦ 
◦ 
◦ 
◦ 
◦ 
CONNERS’
Parent & Teacher – Long Form
“INFORMAL” ASSESSMENTS
—  Classroom
— 
— 
— 
— 
— 
— 
— 
Oppositional
Cognitive Problems/
Inattention
Hyperactivity
Anxious-Shy
Perfectionism
Social Problems
ADHD Index
—  Global
Indices
◦  Restless-Impulsive
◦  Emotional Liability
◦  Total
—  DSM-IV, ADHD
◦  Inattentive
◦  HyperactiveImpulsive
◦  Total
◦  Symptoms subscale
observations
—  Checklists
—  Consultation
—  Clinical
Interview
—  Rubrics
—  Surveys
—  Functional
Behavioral Assessment (FBA)
Data Collection Tools for Behavior
Intervention central
www.jimwrightonline.com/php/tbrc/tbrc.php
— 
— 
— 
— 
— 
— 
— 
Hallway Behaviors
Homework Behaviors
Inattentive/Hyperactive Behaviors
Physical Aggressive Behaviors
Schoolwork Behaviors
Socially Withdrawn Behaviors
Verbal Behaviors
3
11/18/12
Data Collection Tools for Behavior
Assessing Adaptive/Life Skills
ADAPTIVE BEHAVIOR
—  Assesses
a student’s ability to perform daily
life skills
◦  Communication
◦  Motor skills
◦  Personal caretaking
–  Dressing, bathroom, cooking, safety, etc…
—  Typically used for students with cognitive
disabilities
SCALES OF INDEPENDENT
BEHAVIOR- REVISED
(Preschool – adult)
— 
Communication
◦  Social Interaction
◦  Language
Comprehension
◦  Language Expression
— 
Daily Living
◦  Eating and Meal
Preparation
◦  Toileting
◦  Dressing
◦  Personal Self-care
◦  Domestic Skills
— 
Motor
◦  Gross
◦  Fine
— 
Community
◦  Time and Punctuality
◦  Money and Value
◦  Work Skills
◦  Home/Community
Orientation
Formal Adaptive Tools
—  Scales
Of Independent Behavior-revised
(SIB-R)
—  Vineland Adaptive Behavior Scales-second
Edition (VABS-II)
—  Adaptive Behavior Assessment Systemsecond Edition (ABAS-II)
SCALES OF INDEPENDENT
BEHAVIOR- REVISED
—  Maladaptive
Scales
◦  Hurtful to self
◦  Hurtful to others
◦  Destructive to property
◦  Disruptive behavior
◦  Unusual or repetitive habits
◦  Socially offensive behavior
◦  Withdrawal or inattentive
behavior
◦  Uncooperative behavior
—  Ratings:
◦  Normal
◦  Marginally serious
◦  Moderately serious
◦  Serious
◦  Very serious
4
11/18/12
VINELAND ADAPTIVE BEHAVIOR
SCALES
Classroom Edition; Preschool-adult
Montgomery County Schools, MD
—  http://www.mciu.org/Divisions/SpecialEducation/
EarlyInterventionOverview/ProgressMonitoringTools/tabid/296/
Default.aspx
—  Socialization
—  Communication
◦  Interpersonal
Relationships
◦  Play and Leisure
Time
◦  Coping Skills
◦  Receptive
◦  Expressive
◦  Written
—  Daily
Data Collection Tools for
Adaptive Skills
Living Skills
◦  Personal
◦  Domestic
◦  Community
—  Motor
— 
— 
— 
— 
Skills
— 
◦  Gross
◦  Fine
— 
— 
— 
Assessing Vocational/ Career
Skills
Daily Eating Record
Toileting Routine
Daily Toileting AM
Daily Toileting PM
Drinking
Eating
Feeding 1
Feeding 2
Hand Washing
Pouring
Putting On Coat
Removing Coat
Snack
Utensil Use
Weekly Potty Training record
Transition assessments provide information
about a student's strengths and needs in
preparing for…
—  postsecondary
education
education
—  Integrated/ supported employment
—  continuing and adult education
—  adult services
—  living independently
—  community participation
—  self determination
—  parenting
—  vocational
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CAREER - Career Cluster Interest Inventory
Assessing Interests
Exercise 1: CAREER INTERESTS
This activity helps you match your interests with types of careers. For each of the 86 items below, circle the letter of the
activity you would rather do. It doesn’t matter if you like both of them a lot or dislike both of them a lot; just pick the one you
would rather do, and circle that letter.
1.
A. Operate a printing press
B. Study the causes of
earthquakes
2.
C. Plant and harvest crops
R. Replace car window and fender
3.
E. Measure and grade logs
F. Run a machine
4.
G. Work in an office
H. Answer customer questions
5.
D
J.
6.
L. Design a freeway
M. Plan educational lessons
7.
N. Balance a checkbook
O. Take an x-ray
8.
9.
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Write reports
Help someone just out of
prison find a job
A. Choreograph a dance
K. Lobby for a cause
B. Figure out why someone
is sick
R. Fly an airplane
30.
C. Learn how things grow and stay alive
H. Sell cars
17. I. Work at an amusement park
N. Broker Insurance
31.
I. Work as a restaurant host or hostess
D. Fight fires
I. Learn about ethnic groups
P. Manage an information
system
32.
G. Keep payroll records for
a company
J. Work in a nursing home
19. N. Appraise the value of a house
M. File books at the library
18.
33.
G. Hire new staff
O. Operate ventilators - help people breathe
E. Make three-dimentional items
D. Analyze handwriting
34.
R. Drive a taxi
A. Be a news broadcaster
21.
B. Design sprinkler systems for new
building
F. Run a factory sewing machine
35.
K. Work for the IRS
B. Sort and date dinosaur
bones
P. Write a computer program
Q. Train animals
22.
G. Develop personnel policies
Q Train racehorses
36.
O. Give shots
C. Design landscaping
C. Be in charge of replanting
forests
A. Act in television and movies
23.
D. Work as a security guard
H. Work in a department store
37.
P. Provide technical support for
computer users
D. Work in a courtroom
E. Build an airport
G. Keep business records for
a company
24. A. Write for a newspaper
G. Use a calculator
25.
O. Help people at a mental
health clinic
L. Remodel old houses
26.
M. Care for young children
D. Locate a missing person
27.
N. Plan estate disbursement
P. Enter data
12. F. Put small tools together
P. Design a website
13. M. Tutor students
Q. Work at a zoo
28.
14.
29.
16. H. Sell clothes
E. Work with hands
20.
10. D. Solve a burglary
F. Check products to make sure
they were made right
11.
15.
J. Take care of children
O. Plan special diets
A. Design a book cover
E. Assemble toys following
written instructions
38.
Q. Care for injured animals
I. Serve meals to customers
39.
L. Build kitchen cabinets
N. Refinance a mortgage
40.
A. Sing in a concert
R. Direct the take off /landing of planes
41.
G. Operate a cash register
B. Collect rocks
42.
G. Start own business
L. Draft a blueprint
5
11/18/12
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Seminar
Preparing for the Final
Reading Test Data
—  A
quick review
—  Reading
Test Data
—  Wading through school records
—  Requirements of the state IEP
—  Writing a professional report
◦  Third person
◦  Objective
◦  Educationally relevant
◦  Backed up by data
Reading Test Scores"
— 
— 
Activity
Case Study: Jordan"
Jordan is a 13-year-old student in grade 8.
His father is a physician, his mother a nurse
who works as a receptionist in his father's
office. Jordan has two brothers, one 2 years
younger, one 2 years older. Both brothers
are strong, high achieving students. Their
parents are caring and supportive of their
children and the school. The family has
traveled extensively and Jordan has taken
piano lessons and plays a number of extra
curricular sports.
6
11/18/12
Activity
Preparing for the Final
Displaying Scores Graphically"
Student ____________________
Age _______
—  Digging
in
Grade ________
Student Achievement Score Profile
Standard
Score
Basic Reading
Reading
Comprehension
Reading
Fluency
Basic Math
Skills
Math
Application
Math Fluency
Basic Writing
Skills
Written
Expression
Writing
Fluency
150!
145!
140!
135!
130!
125!
120!
115!
110!
100!
95!
90!
85!
80!
75!
70!
65!
60!
55!
50!
Comments:
___ WJ-III Tests of Achievment
___ WIAT-2
___ YCAT
___ Other: _________________
Examiner:_________________________________
Test Administered:
Date:___________
Dove, 2004
Activity
An Eligibility
Case Study
Preparing for your report
— 
Packet #1: Resources:
— 
Packet #2: Forms
◦  Review the state’s SLD criteria & reporting requirements
◦  Look over the IEP template
◦  Feel free to adjust to fit your style
Kristie H.
2nd Grade
Suspected Area of Disability: SLD Concerns are in
Reading
— 
Packet #3: Case Study
◦ 
◦ 
◦ 
◦ 
Group overview
Read the case study (approx. 10 minutes)
Discuss qualification with the team (approx. 10 minutes)
Re-read for educational relevant information
–  Tips for organizing
◦  Begin your report
7