Applies technology in assessing student learning of subject matter using a variety of assessment techniques.

Portfolio assessment is not a new concept for those of us familiar with students with profound special needs. Electronic portfolios, however, probably would be met with mixed review. Some low functioning students may be incapable of keyboarding or rational thought; technological portfolios would have to maintained my staff and probably include video and scanned data. For other students such record keeping may seem redundant or unnecessary. For a few, electronic portfolios could offer comprehensive coverage of knowledge and skill growth over time.

Rubrics are great for (1) providing students a detailed laundry list for achieving a desired goal, and (2) involving students in the development of their own assessment. Released TAKS and SDAA testing are effective means of gauging student preparedness for impending standardized assessments; but they may be time consuming. Other measures of readiness, such as the Texas Math Diagnostic System (TMDS) tests are also good if a student's approximate ability level is known. TMDS also requires login identification and passwords and some prior setup by teacher. Online test software is available in all academic areas and often provides immediate diagnostic information which provides teachers information for proper instructional levels and formal assessment goals. Additionally, previous year TAKS/SDAA/LDAA results are available through a variety of media for teacher analysis and decision-making. As a Special Educator, I have used many of these over the years and continue to seek out new tests depending upon individual student need.

Artifacts: Electronic Portfolios | Universal Design for Learning

Uses technology resources to collect and analyze data. interpret results, and communicate findings to improve instructional practice and maximize student learning.

As a Special Education teacher, I am required to collect data on students at least annually in order to prepare individual education plans (IEP) and determine appropriate placement and end of year assessments. I routinely collect data from NISD Curriculum Management System (CMS) such as past TAKS or SDAA results and analytic breakdowns, particularly in a student's deficit area. I also check the student's full individualized evaluation (FIE) data, office referral information, attendance records, as well as past and current grades and progress checks. Teacher information provides other eyes' viewpoint of student progress or regression. NISD eCHILD and eSPED data is used to formulate detailed reports online. After the student's ARD meeting, I make an entry in the CMS and upload the new IEP information for teacher review and accessibility; then, I e-mail each stakeholder informing them of the new information.

These actions are performed routinely for every student on my case load. Additionally, the students with whom I work in various classrooms during the day are tracked in terms of on-going progress. Principal Viewer provides current schedule and grade data. Occasionally, I perform a quick screening to determine approximate grade- or ability-levels of students in math or reading to assist teachers in reaching proper instructional and assessment decisions.

Artifacts: Two-Step Test | Data Collection Plan | Collaborative Action Research Project | Internet Inquiry Plan | Web Site Interest Pages | Technology Integration

Applies multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.

In addition to formal assessments and teacher developed testing, there are numerous ways to determine student readiness and level of ability. These range from classroom observations, behavioral and discipline report data, informal tests and quizzes - both formative and summative, and student conferencing and student work samples. In terms of whether students utilize available technology resources for the purposes intended, one sure fire way to assess them is through assignment completion and quality of output.

Student (electronic) portfolios and detailed rubric assessments provide comprehensive data for determining past and current use of technology resources and help in developing future learning goals. Rubistar is an online tool that allows teachers to create quality rubrics which can be used to assess individual students as well as to provide whole class analysis for determining specific problem areas. Either of these methods provides teachers flexibility in determining individual student needs in respect to his or her intelligence preference(s) and learning style(s).

Artifacts: Student Electronic Portfolios | Rubric Evaluation | Learning Styles & Multiple Intelligences

Standard 6