Part+1+-+Group+2

=Group 2 - Part 1 - Chapter 2=

What should a team consider before developing a student profile for a student with ASD?

 * 1) What information needs to be gathered about the student (priorities in profile development- characteristics associated with ASD, cognitive development, adaptive skill development, academic achievement, and work done by other professionals).
 * 2) Who on the team will gather what information and assessments (roles and responsibilities).
 * 3) What factors (student-specific and environmental) may influence the student (and the information being gathered).

How is a student profile developed? (focus on the three steps)

 * 1) Gathering Information: The team gathers information regarding what they know, what they need to know, and what the gaps are in the child's learning. Assessments are done.
 * 2) Sharing Information: The team shares their results of assessments with other team members.
 * 3) Creating the student profile: The team summarizes the information gathered (from formal & informal assessments, prior knowledge) identifying the priority learning goals for the student that can be used to guide an IEP.

What are some approaches to assessment?
There are 2 main approaches of assessment - formal assessment and informal assessment.

Formal assessment uses norm-referenced, standardized tests, such as WISC IV, Vineland, and SIB-R. These formal assessments measure things like IQ and adaptive functioning in a qualitative manner.

Informal assessment can use: • preset criteria (e.g. performance objectives mentioned in IEP) • tests made by teachers • tests made by clinicians • interviews made with parents, teachers, the student, or others • observations made of the student using pre-made scales (e.g. CARS) or more casual observations.

-classroom teacher observations and student inventories -paraprofessionals' observations - assessments created by other professionals such as the resource teacher or clinicians -information from parents and the student (including self reflection if a child has the capacity or has built enough skills and knowledge to do so) (?) what does our group think? yep! Angie Definitely include information from parents and students. They are the primary source of information in identifying needs of a supportive program. The student should be included as much as possible taking into consideration ability and appropriateness. Andrea -what about peer assessment? such as writing something positive about a person and individual in your class, guided and observed by teacher to ensure that comments are positive (what do our group think of this?) this was not mentioned in our reading if I recall, should we add it __yep! Angie__ ﻿ This is a great idea. I have employed it in previous class settings for community building at different times during the year, as well as throughout group work. It works really well in creating positive climate as well as empowering students. Super suggestion! Andrea
 * Approaches to informal assessment can also include... **