Shawna
Foley
May
7, 2012
Mr.
Breegle
EDU645:
Learning & Assessment for the 21st Century
Assessment
Plan Final Paper
In
planning an assessment for learning outcomes on an academic level in the
learning outcomes Abby a preschool
student is diagnosed with autism, her main
struggle is with transitions some of
her major struggles are
reading stories, gross- fine motor skills, and art time in small group
setting. Abby is having difficulty sitting
down and listening to a story
at circle time(group time, she is
unable to even sit for 3 minutes
without getting up and walking all over the classroom. She is having
trouble adapting to being in a different environment
and transitions, learning how to
ride a bike is
one of her most
challenging struggles some
examples are pedaling, climbing and
sliding down the slide. Another struggle
with transitioning is in a
small group such as
art time just the picking
out art material can
become very annoying,
participating in projects and
taking turns for examples
the use of flashcards
with letters, numbers, shapes
and picture books and alphabet is a tragic struggle.
When
it's time to transition from one activity to another, Abby may not always
understand that the first activity will be available again later. She often
feels anxious during transitions because she lives so much in the present at
this stage. Consistency in daily routines can help Abby feel more comfortable
with transitions. Announce transitions before they occur, and give Abby
tangible stopping points. The teachers may
have two more paintbrush dips before she start to clean up. Abby may finish the
book you are reading now, and then we'll move to group time. Prepare Abby in
advance for changes in routine. For example, talk about a field trip on the
days immediately leading up to the event. In general, follow a daily schedule
that has a variety of experiences (such as small group, choice time, and large
group) so that Abby becomes accustomed to regular transitions. Posting a
picture schedule in the group time area and refer to it regularly as an
indicator of what will be happening next. A countdown calendar can be created
for Abby so she can mark the days preceding a special event. On the day before
the event, discuss with Abby in detail how the event will unfold. Another struggle
with transitioning is in a
small group such as
art time just the picking
out art material can
become very annoying, participating in projects
and taking turns for
examples the use of
flashcards with letters, numbers, shapes and picture books and alphabet is a tragic struggle.
Abby
pick out her favorite book
for circle time that
interested her and
letting her look at the pictures and
turning the pages. Letting Abby point to the pictures in the
story, maybe even letting Abby listens
to the story with headphones while she looks at the book. While completed
circle time giving Abby one on one time
with her favorite book or activity. Finding her story on the computer and
listening to story and finding pictures
and letting Abby created her own story by coloring the pictures.
Encouraging Abby to
climbing on the obstacle course while, playing outside and getting on
the bike with help in pushing Abby on
the bike and encourage her to move her
feet on the pedal! Singing songs during
transitions and letting her know when
we will be going to a different place.
Encouraging her to climbed up on the stairs and
sit down and slide down the slide
going with her and helped
her overcome the fear of
slide down.
Explaining to Abby
that it is now
time for art
and she will be
able to pick out type of paper
whether it is thick or
thin and the
color of paper the color of markers. Abby can choose from and the color of paint of her preference. Finding other
activities that Abby can
choose from while she waits on her
turn to complete the art
project such as finding
games with different
color bean bags and color
balls to
playing catch, kickball, and computer preschool games.
Recruiting the
Therapy Team and Support
Teams will help Abby
with her academic development in learning on the accurate
preschool level and to
gain knowledge about
Abby’s disability in
struggling with autism the
reasons for these services to the help
Abby with the different stages of
development: The
suggestions above as a guide
will give preschool early childhood
education and cost - effective results.
The significant amount resources that are available for autism will increase the learning development significantly with many students that struggle with the disability
of autism and its long term assisting resources.
Improving
students learning, faculty and administrators of the early childhood education Program can
evaluate assessments that are given to
the student with autism in the results.
It is important to identify ways to improve the educational environment
in early childhood education and
enhance student success. The best way to measure achievement is
to ask the student simply questions to demonstrate the mastery of a skill under
the conditions you specify in your instructional objectives and recommendations.
(Kubiszyn, 117).
The scope of the plan
the student outcomes assessment plan includes; Reading a story to Abby and
letting her choice her
favorite or even
bring a book from along with the
words in the story there
could be pictures and
symbols to go along with the text
so Abby could have a visual
picture of what the story is
about she might
even pick out the pictures in the
book and use one word phrases to describe
what the story is
about that would
give a little communication
skills to explain the
story where this type of books keep her interest. As
far as misbarriers this
a great recommendation that
would help with
her expanding her attention this a
great example of a
attention grabber. Abby is struggling
with transitions from one
environment to another environment helping her find
ways with fine motor and
gross motor skills
encouraging her to just take
one step at a time
by first sitting on the bike and
letting her get
comfortable in just sitting in
the bike and then encouraging her to
put her hands
on the bars and after
she is comfortable and familiar
with that step talk to Abby about
putting her feet on the pedals and
encouraging her push the with
her feet and starting out
standing behind her and pushing her
until she gets the courage
of becoming safe on the bike and
able to push the pedal all by
herself.
Explaining
to Abby that it is now time for
art and she will
be able to pick out type of paper whether it is
thick or thin and
the color of paper the
color of markers at she can
choose from and the color of paint that
she wants, letting her choose
bright colorful paint and markers, finding
other activities that she
can choose while she waits on her
turn to complete the art
project such as finding
games with different
color bean bags and color
balls to
playing catch, kickball, and computer preschool games, encouraging Abby to take the flash cards
and look at the pictures and
learn the correct shapes by repeatedly
saying the colors and bring in books
with shapes, numbers and
letters that has a
glow pen when you touch the object it with the pen, encouraging her when she is
goes done playing
with the flash cards to put them
back in the correct area and
do not throw them all over the
floor. Abby is having trouble adapting being different environment and
transitions, to learning how to riding bikes outside as well as in the gym, examples,
such as pedaling and climbing and sliding down the slide, encouraging Abby
to developed some self-calming skills taking it one stage at a
time to also help with self-awareness and safety.
In
the assessment context programs will identify direct and indirect measures of
learning outcomes. Outcomes could be illustrated as the knowledge cognitive outcomes; attitudes
and physical skills kinesthetic outcomes
expected students upon
successful completing the goals
in the transitioning outcomes
include core abilities for early
childhood education and other
programs for
success in dealing with students with
autism
There are six
categories can could be applied
to the holistic rubric knowledge understanding, application, analysis, synthesis
and evaluation Recalling information from an
early foundation programs or
early childhood program how a young
student can adapt from small groups of transitions to a
large group transitions? Obstacles that
a student can struggle with autism
apply in a small group setting to a larger classroom setting? How can a
student that suffers with autism apply
to become a more effective student beyond the
early foundation program? Indenify the
different academic programs
that could be describe
in becoming successful student
in being diagnose
with austim at an early age and
the learning performance that
students could gain
more knowledge? To analysis if a
student with austim can understand the resources as a student that are avaiable with therapy
source and the learning opportunities
provided?
In
the evaluation process understanding the materials such as getting education
information and assistance in the student’s
thriving success as a
special needs student and
information with all of the different
programs that are available
to promote learning with
austim to choose from whether it be from
headstart, private school, or public
schools after processing the information and resources for the students evaluated then the cognitive
learning process in completed.
The reason that
I thought this was the
best way to promote learning with the assessment plan that I
chose student struggling with austim as learning
outcome students and the
learning outcomes of an academic level it is
important for the faculty and the administers
to come
together and find a plan to
make learning an excellent experience to
be a success especially
for the future educators. In best way to measure assessment
plans is to try to enhanced students on
an academic level with information from different school environments such as headstart, private and public school.
.In
conclusion, in assessment planning for early
childhood students on academic levels in
improving learning outcomes students
can finding ways to become
more effective and successful
students individuals to achieve
long term and short term goals to be encouraged
by faculty and other
staff members to have a
well-rounded education as a student that
suffers with austim.
Reference
.
Bloom’s Taxonomy
Kubiszyn, Tom.
Educational Testing and Measurement: Classroom Application and Practice, 9th
Edition. John Wiley & Sons
