Student Teaching Checklist for Special Education

Multidisciplinary Evaluation Team

Child Study Team Meeting
Student Assessment Process
-Curriculum Based Assessment (CBA)
-Functional Behavioral Assessment (FBA)
-Informal Reading Inventory (IRI) > Woodcock Reading Mastery
IEP Development Process
-Specially Designed Instruction
Annual IEP Re-Evaluation-Goal Setting
Parent/Teacher Informational Conferences
Accommodations Checklist
Instructional Adaptations
Response to Intervention
-Universal Assessment
-Tier 1 Accommodations
-Tier 2 accommodations
-Tier 3 accommodations
Progress Monitoring
Extent of Special Education Student Participation in State Assessment
Special Education Student Participation in Alternative Assessments
School/District Due Process
Additional Experience/Materials

Autism
Visual Supports
-visual schedules
-classroom transitions and routines
-instructions
-choice
-safety
-physical boundaries
Sensory supports
-modulating supports - weighted vest or blanket, bean bag chair
-calming interventions - what does the teacher/child use to help calm the students - favorite toy, picture of
family, familiar item from home
-sensory alerting strategies - anything used to stimulate under-responsivity to sensory input
Communication
-assisted communication devices
-picture exchange communication system
-social skills training
Executive Functioning
-organization
-defining space - labeling areas and supplies
- home-school checklists
-curriculum supports
Seen
Instructional Adaptations: modifications that can be made to help the student learn best. An example
that I have seen is a slant board for writing, larger keyboard keys,
Additional Experiences/ Materials: This school uses a universal approach in its teaching curriculum.
This is shown in math when the students are given grid paper to compete tests. Not every student
needs it but it is there for the taking.
Autism Support: The school gives each student a warning before they have to get off their chrome
books to prepare for the next class. The instructions are also given in whole group and then reiterated
if asked. The students are given choices to do their work or take a water break this usually consists
of a 2 minute cooling down period before they go back to work. To help with sensory needs there are
cushions that the students can roll around on if they are struggling to stay seated and focused. Social
skills are taught each day during team time where the students are asked to facilitate conversation and
practice talking to each other. In order to check with students organization the teachers check
homework books after an assignment is given to make sure it is written down in the correct spot.

Not Seen
Multidisciplinary Evaluation Team: is part of the evaluation and re-evaluation process to determine
eligibility for special education services. This includes a minimum of 2 persons who are responsible
for evaluating a student suspected of having a disability.
Child Study Team Meeting: The team is comprised of the School Psychologist, the School Social
Worker, the Learning Disabilities Teacher Consultant (LDT/C), and the Supervisor of the Department.
Through the use of evaluations the Child Study Team determines whether or not a child is in need or
eligible for special education services. The Speech therapist and other related services providers also
work in conjunction with the CST, when such services are needed.
Student Assessment Process
Curriculum Based Assessment (CBA): A curriculum-based assessment assesses students through
direct observation and tracking of the students progress in the curriculum adopted by the district.
These assessments are used to help guide teachers in the correct direction for decisions regarding a
childs academic placement and academic needs. They also help the teacher to gauge if his or hers
instruction and assessments suit a students need in successfully mastering the curriculum goals.
Functional Behavioral Assessment (FBA)
Informal Reading Inventory (IRI) > Woodcock Reading Mastery An IRI is an assessment that
assesses a students oral reading skills. It typically a timed assessment where a student is asked to
read a specific passage. While reading the passage, the teacher marks where errors are made in the
childs oral reading fluency. When the time allotted is over, the teacher then counts the words
correct per minute. These assessments help a teacher to identify where the student is in need of
more support in oral reading fluency. I learned about this type of assessment in Reading Methods I
and II.
IEP Development Process
Specially Designed Instruction sometimes called: individual education plan is a process
that is intended to be centered on the student. Whatever the IEP includes, its purpose is always
the same: to tailor an educational plan for the child so that he or she can reach his or her full
potential.
Annual IEP Re-Evaluation-Goal Setting: The IEP is reevaluated every year or more if requested. The
team decides on reachable goals and sets up objectives in order for the student to reach the desired
goal.
 Parent/Teacher Informational Conferences: an laid-back meeting where the teacher and parents talk
about their student/child regarding progress in school and other issues that are relevant
Accommodations Checklist: a list of all the different accommodations that can be provided for
students.
Response to Intervention: is a process used by educators to help students who are struggling with a
skill or lesson; every teacher will use interventions (a set of teaching procedures) with any student to
help them succeed in the classroomit's not just for children with special needs or a learning
disability. RTI is an educational framework that used research based instruction to regularly monitor
students progress, and is used as a tool to help teachers and support staff to make critical academic
decisions for students. In RTI, all students are given a universal assessment to determine which tier of
support they need to receive. Since it is universal, all students receive the exact same assessment so
that school-wide date can be collected through the screening. Students in Tier 1 receive instruction
from the core curriculum aligned by the district. This consists of approximately 85% of the students in
the class. Students in Tier 1 receive little to no accommodations. Students that receive Tier 2
instruction typically receive additional small group instruction to supplement the instruction from Tier
1. The core curriculum is still used in Tier 2 wit the additional supports. Students in Tier 3 receive
explicit, intensive support frequently. Tier 3 accommodations are typically taught with a separate
curriculum than the core. Students in this tier may receive one-on-one supports.
Universal Assessment: Screening is conducted to identify or predict students who may be at risk
for poor learning outcomes. Universal screening assessments are typically brief, conducted with all
students at a grade level, and followed by additional testing or short-term progress monitoring to
corroborate students' risk status.
Progress Monitoring: is used to assess students' academic performance, to quantify a student rate of
improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction. Progress
monitoring can be implemented with individual students or an entire class.
Extent of Special Education Student Participation in State Assessment: The decision about how an
eligible student participates in the statewide assessment is an IEP team decision, and not an
administrative decision. This is based on these criteria.
1. The student must be eligible for special education and must have an individualized education
program (IEP) in effect at the time of the decision.
2. IEP team decisions regarding a students participation in the statewide assessment must be based
on both current and historical evaluation and instructional data relevant to the student.
3. IEP team decisions should be based on the students present levels of educational performance,
need for specially designed instruction, annual goals, learner characteristics and access to the general
education curriculum.
4. IEP Team decisions regarding a students participation in statewide assessments must be made at a
scheduled IEP team meeting that precedes administration of the statewide assessment.
Special Education Student Participation in Alternative Assessments: This is when students who are
unable to take State Assessments are given an alternative assessment. The alternate assessment is a
statewide testing option in lieu of the regular assessment. It is an option only for students with
significant cognitive challenges. The term significantly cognitively challenged does not represent a
new or separate category of disability. It is a designation applied to a small number of students
(generally 10% or less) eligible for special education and related services participating in the statewide
testing program.
School/District Due Process: IEP due process is protected under the Individuals with Disabilities
Education Act, (IDEA), and provides parents with the right to resolve disputes with your school
district. There are two ways to resolve disputes, mediation and through a due process hearing.