Assessment – Assignment Example

Assessment The paper illustrates an assessment report and also illustrates a tentative Individual Education Plan (IEP) for twoelementary students. The students are anonymous, thus they are identified only through initials. The first student is referred to as C.J., and the second student is identified as S.B. The parents of the two children were adequately contacted and informed on the assessment of their children. They gave written consent. This is after realization that information derived from the assessment will be used only for academic purposes. The assessment will only analyze selected aspects of the test, and hence does not provide competent overall score of the elementary learner (Male, 2007).
The two students have diverse profiles. C.J. is a female elementary student in the 3rd grade and aged 11 years. She was tested on Saturday March 21, 2015. S.B. on the other hand was male. He is aged 10 years, and he is a learner in the 3rd grade elementary education level. The two students have challenges, which negatively affect their education performance. C.J. experiences hearing challenges, and thus experience difficulties in understanding class discussions and also instructions. S.B. on the other hand has reading challenges, and thus has problems understanding education materials. The assessment is categorized into several tests areas. The areas are; education history, present functioning levels, reading, writing and also spelling competencies.
The IEP for C.J. aims at addressing the hearing problem and hence improve academic performance (Male, 2007). In the first and second grade, her performance was below average. This made both her parents and teachers concerned. Despite putting extra efforts in studies, her performance was still below par. The present academic performance is on average 30%. She is, however, an average reader with adequate spelling and also writing abilities. Her problem majorly lies in understanding the oral instructions provided by her teachers and also fellow students. The assessment plan attempt to provide recommendations and goals that will continuously improve her understanding abilities. Effective learning greatly depends on the explanations and discussions provided by the teacher, and also during team discussions.
The hearing challenge can be addressed by all education stakeholders. The teachers should give C.J. privileged access to the front row seat in the class. Close proximity to the teachers will improve the understanding of oral explanations, instructions and discussions. The school administrators must make adequate arrangements for equipments required by the learners with hearing challenges. Thus, C.J. should be provided with hearing aids. The aids are easily accessible, and they are also affordable. The teachers should also continuously provide oral quizzes; this will enable proper tracking of academic performance of learners with hearing challenges. The parents must continuously monitor progress of C.J. The parents can also ask several general questions orally to monitor level of instructions understanding. The parents must continuously visit the school to discuss the progress of the student with the teacher.
The IEP for S.B. tries to solve the reading problem, and thus improve education performance. The student has never posted an average performance in his entire academic history. This is due to his weak reading inabilities (Male, 2007). A student who cannot adequate read has difficulties in answering class examinations and quizzes. The present reading level is poor. The student cannot confidently read and understand grade one sentences. The teachers and parents of the student have understood the challenges experienced by S.B. They agreed that the most effective approach of improving the academic performance of the learner entails the application of IEP focused on reading effectiveness. The assessment illustrates the issues that improve the reading competencies.
Reading is improved the participation of all education stakeholders. The teachers have the responsibility of organizing special lessons that concentrates on improving reading. The lessons will apply reading tests and also explanations that are given in text form. During the special lessons, the teachers must continuously provide simple reading instructions, which will progressively build the confidence of the learner. The families must also provide environment for proper practice of reading abilities. The assessment was conducted on Sunday March 22, 2015. The assessment was based on reading progress. The parents also played with S.B. games that improve reading abilities and also spelling. One of these games is Scrabble that is available in both physical and electronic platforms.
The achievement of the performance will be determined during the end of this year, 2015. The performance determinant involves progress from the present below average education performance, to achievement of average performance after the need of year examinations. The assessment and IEP will be effective if the two students achieve the goal, average education performance.
Male, Dawn. (2007). SAGE handbook of special education. Thousand Oaks, California: SAGE Publications.