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This assessment should be given to a student at the beginning of their first year in the Functional Skills Classroom. The data produced from the initial assessment will be used as a baseline. This baseline information will be communicated in the student’s ARD with respect to the IEP. The information will also assist the student’s Special Education teacher to create the goals and objectives on the student’s IEP in regards to Functional Living skills.
In addition to the initial assessment, each student will perform the Functional Living skills Assessment at the end of each semester. If the student has not shown progress, have they regressed? If a student has shown a mastery of this assessment then their level of assessment should be raised to strive for more complexity/difficulty.
Our Hypothesis:
This assessment is appropriate for any student participating in the Functional Living Skills content course grades 9-12.
The baseline data will play a role in creating the student’s IEP goals and objectives.
The information gathered from the student can be used to collaborate with other team members.
The assessment will help identify if the adoptions and or modifications for the student is appropriate. (This will be shown by the performance of the student.)
Environmental Print
Environmental Print portion of the test has 8 picture concepts that the student will need to match. The teacher will explain the instructions to the student. The teacher will hand the velcroed icon to the student one at a time without any verbal prompts. Student will need to place the name of the business to the appropriate picture. This content of this portion of the test can be changed at each semester to reflect the new concepts which have been learned.) This portion of the assessment is a focus on adaptive skills within the student’s community.
Department Store Activity
A layout of a “Typical department store.” The student will be shown a picture of an object. The student will need to move their game piece to the proper place or department on the game board. The game consists of 30 picture cards. The instructor will only mark which item the student did not get correctly. This portion of the assessment will provide information on the student’s ability to understand the organizational layout of the grocery store.
A variety of objects will be placed on a table (as if they were just brought home from the grocery store.) Without direction from the instructor, the student will be asked to put the items in the proper place. Areas will include Kitchen, Bathroom, Laundry Room, Pantry and Refrigerator. The instructor will only note which item the student put away incorrectly and where they placed that specific item. The items for this assessment will include the following 20 items:
20 Assessment Items:
NOTE: Note: To calculate the percentage of each section of this assessment, the number of incorrectly answered questions will be divided by the number of total questions for that section. However, for instructional purposes, the incorrect item needs to be documented.
We like this test. However, we understand that it needs some more work. We image that this test could have several levels offered to the student. If there was more than one test, ranked in difficulty, then the students could continue to show their growth and be challenged. Pearson will probably not buy this type of assessment. However, we believe many teachers in the Functional Living Skills environment would really like this form of assessment, as it takes the student away from having to do worksheets. The difficulties that could be encountered with this assessment is that students may easily master the format if it is given regularly.
ANY Questions???
Adaptations and Modifications
Like or Dislike:
Around The House
This assessment will confirm if adequate progress has occurred during each semester for the student in the Functional Living Skills class.
(cc) image by nuonsolarteam on Flickr