Daniel Bell's Professional Portfolio

Interstate New Teacher Assessment and Support Consortium
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

CEC Content Standards for All Beginning Special Education Teachers
Assessment is integral to the decision-making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions. Special educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. Special educators understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with ELN, including those from culturally and linguistically diverse backgrounds. Special educators understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. In addition, special educators understand the appropriate use and limitations of various types of assessments. Special educators collaborate with families and other colleagues to assure non-biased, meaningful assessments and decision-making. Special educators conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with ELN. Special educators use assessment information to identify supports and adaptations required for individuals with ELN to access the general curriculum and to participate in school, system, and statewide assessment programs. Special educators regularly monitor the progress of individuals with ELN in general and special curricula. Special educators use appropriate technologies to support their assessments.

Artifact

Test Construction Project

Rationale

This artifact was done for my EDCC 605: Educational Measurement and Evaluation course. It was a group project where we worked as a team of professional educators to develop a valid and reliable test for a middle school inclusion English class using the novel The Giver. The test is a summative assessment of a unit of study dealing with the reading and analyzing of The Giver. First, we created the instructional objectives that this test assesses. Then we created the test, which utilizes several different types of assessment including multiple choice, true and false, sequencing and ordering, short answer questions, an essay portion, and a performance assessment portion. We developed an answer key to accompany the test, rubrics for grading the essay and the performance assessment, and examples of a well-written essay. I have also included my reflection notes on this project and what I gained from doing it. This artifact coincides with this standard because it is a clear depiction of the multiple types of assessment that I have in my educational repertoire and how I can construct various types assessments that cater to different learning styles and levels of ELN.

Tutoring Project

This Tutoring Project was done in accordance with best practice action research and was conducted for my EDCC 605: Educational Measurement and Evaluation course. For this particular project, I pinpointed a student who required tutoring in a specific area, namely organizational skills, and developed a course of action to help him better develop these skills. Every time I met with my student, I had to make sure that I based my theory and implementation off of our previous session to ensure that I was properly meeting the needs of the student. I had to research theory and practice, log each session, reflect, and ultimately chart and track my progress teaching my student the organizational skills. Assessment was key to accomplishing this and I used a variety of methods to assess his needs and his progress including rubrics and informal observations. I had to consider my student as a unique human being and gear my teachings to how my student learned as an individual. I included this artifact with this standard because I had to develop and implement individualized instructional programs, as well as having to adjust instruction in response to the ongoing learning progress. Also, I conducted formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that supported the growth and development of this individual with ELN. This action research project taught me a great deal about assessment and how to further construct and utilize various types of assessments as I continue to grow as an educator.

IEP Screening & Referral

This screening, referral, and assessment presentation was created for my EDTE 637: Preparation of Individualized Prescriptions course. The purpose for the assignment was to research and document the screening, referral, and assessment processes that a chosen student went through to become a student receiving special education. Ultimately, I used this information to construct an IEP for the student. This artifact consists of the policies of Chelsea School regarding the previously mentioned areas, the legislation that relates to the student and his placement, and the assessment and screening information that the student went through to become a student receiving special education and will have to continue to go through to keep his placement. This presentation also includes a timeline of all of these processes and the conclusions I drew from the discovered information. I included this artifact with this standard because it shows my understanding of the use of results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs. Also, it shows my understanding of the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with ELN. This artifact helped me truly understand the processes and means of screening and assessing ELN students and how I can continue to assess and support them as a special educator.



Interstate New Teacher Assessment and Support Consortium The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. CEC Content Standards for All Beginning Special Education Teachers Assessment is integral to the decision-making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions. Special educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. Special educators understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with ELN, including those from culturally and linguistically diverse backgrounds. Special educators understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. In addition, special educators understand the appropriate use and limitations of various types of assessments. Special educators collaborate with families and other colleagues to assure non-biased, meaningful assessments and decision-making. Special educators conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with ELN. Special educators use assessment information to identify supports and adaptations required for individuals with ELN to access the general curriculum and to participate in school, system, and statewide assessment programs. Special educators regularly monitor the progress of individuals with ELN in general and special curricula. Special educators use appropriate technologies to support their assessments.
Artifact Test Construction Project	Rationale This artifact was done for my EDCC 605: Educational Measurement and Evaluation course. It was a group project where we worked as a team of professional educators to develop a valid and reliable test for a middle school inclusion English class using the novel The Giver. The test is a summative assessment of a unit of study dealing with the reading and analyzing of The Giver. First, we created the instructional objectives that this test assesses. Then we created the test, which utilizes several different types of assessment including multiple choice, true and false, sequencing and ordering, short answer questions, an essay portion, and a performance assessment portion. We developed an answer key to accompany the test, rubrics for grading the essay and the performance assessment, and examples of a well-written essay. I have also included my reflection notes on this project and what I gained from doing it. This artifact coincides with this standard because it is a clear depiction of the multiple types of assessment that I have in my educational repertoire and how I can construct various types assessments that cater to different learning styles and levels of ELN.

Tutoring Project	This Tutoring Project was done in accordance with best practice action research and was conducted for my EDCC 605: Educational Measurement and Evaluation course. For this particular project, I pinpointed a student who required tutoring in a specific area, namely organizational skills, and developed a course of action to help him better develop these skills. Every time I met with my student, I had to make sure that I based my theory and implementation off of our previous session to ensure that I was properly meeting the needs of the student. I had to research theory and practice, log each session, reflect, and ultimately chart and track my progress teaching my student the organizational skills. Assessment was key to accomplishing this and I used a variety of methods to assess his needs and his progress including rubrics and informal observations. I had to consider my student as a unique human being and gear my teachings to how my student learned as an individual. I included this artifact with this standard because I had to develop and implement individualized instructional programs, as well as having to adjust instruction in response to the ongoing learning progress. Also, I conducted formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that supported the growth and development of this individual with ELN. This action research project taught me a great deal about assessment and how to further construct and utilize various types of assessments as I continue to grow as an educator.

IEP Screening & Referral	This screening, referral, and assessment presentation was created for my EDTE 637: Preparation of Individualized Prescriptions course. The purpose for the assignment was to research and document the screening, referral, and assessment processes that a chosen student went through to become a student receiving special education. Ultimately, I used this information to construct an IEP for the student. This artifact consists of the policies of Chelsea School regarding the previously mentioned areas, the legislation that relates to the student and his placement, and the assessment and screening information that the student went through to become a student receiving special education and will have to continue to go through to keep his placement. This presentation also includes a timeline of all of these processes and the conclusions I drew from the discovered information. I included this artifact with this standard because it shows my understanding of the use of results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs. Also, it shows my understanding of the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with ELN. This artifact helped me truly understand the processes and means of screening and assessing ELN students and how I can continue to assess and support them as a special educator.