A2+-+Assessment

=Artifact 2 - Assessment=

====This artifact demonstrates my use of appropriate and research based assessments. Targeted assessments were used here following NASP best practices to answer specific questions regarding the student in order to best impact student intervention (Hosp, 2008). Specific diagnostic subtests from the DAS-2nd Ed. were administered to provide more information about how the student learns to the Special education team. In addition, informal assessments were used as a way to compare information about the student’s various reading skills and to help pin point his areas of need. In this case we had specific questions in regards to the student’s working memory and processing speed. The team wanted to know if these factors might have been impacting the student’s learning. I chose to administer only the diagnostic subtests which best answered the referral questions. In addition, specific academic assessments were used to assist in determining what academic interventions might be most impactful to student achievement as recommended in the Handbook of response to intervention: The science and practice of assessment and intervention (2007).==== ====Throughout this report strength based approach is evident in the way information is presented in an attempt to draw the reader to student’s abilities and strengths. It is important to inform parents and teachers of the strengths they can draw upon when working to impact the student’s areas of concern (Fagan & Wise, 2000). As a practitioner, I attempt to highlight the student’s individual assets which are likely to help the student be resilient, provide motivation, and aid in academic assessment.==== ====In reflecting on my evaluation skills I feel that I have grown throughout the year and continue to do so by finding the most effective ways to get the evaluation information needed to meet student needs. As I gain more experience with a wider range of assessments my ability to pin point which assessment to use has increased. In addition my tool box of informal assessments has grown which allows me to be more productive in deciding the focus of my evaluations as well as to help choose appropriate interventions during the RTI team meeting. I feel the gains I have made in evaluating students provides both students and teachers with the best data to help improve student learning. It is a professional goal to continue improving my evaluation skills as I move forward in my career as a School Psychologist.====

References:
media type="custom" key="5768423" media type="custom" key="5780049"

Support Documents

 * Item 1 DAS-2nd Ed. Protocol || Item 2 GORT-4 Protocol || Item 3 Share-it Protocol ||
 * [[image:Assessment-CodyDAS.jpg width="255" height="350" link="http://childfocusedpsych.wikispaces.com/file/view/Assessment-CodyDAS.jpg/130986815/Assessment-CodyDAS.jpg"]] || [[image:Assessment-CodyGORT.jpg width="255" height="350" link="http://childfocusedpsych.wikispaces.com/file/view/Assessment-CodyGORT.jpg/130986817/Assessment-CodyGORT.jpg"]] || [[image:Assessment-CodyPhono.jpg width="255" height="350" link="http://childfocusedpsych.wikispaces.com/file/view/Assessment-CodyPhono.jpg/130986819/Assessment-CodyPhono.jpg"]] ||
 * Item 4 Piers-Harris 2 Protocol || Item 5 San Diego Quick || Item 6 Permission to Test ||
 * [[image:Assessment-CodyPiers.jpg width="255" height="349" link="http://childfocusedpsych.wikispaces.com/file/view/Assessment-CodyPiers.jpg/130986821/Assessment-CodyPiers.jpg"]] || [[image:Assessment-CodySanDiego.jpg width="277" height="401" link="http://childfocusedpsych.wikispaces.com/file/view/Assessment-CodySanDiego.jpg/130986823/Assessment-CodySanDiego.jpg"]] || [[image:Assessment-ParentConsent.jpg width="240" height="324" link="http://childfocusedpsych.wikispaces.com/file/view/Assessment-ParentConsent.jpg"]] ||