Data Based Decision Making & Accountability
Demonstrate Knowledge and Skills in Data-Based Decision Making and Accountability
Introduction
“Data based decision making and accountability is having knowledge of varied methods of assessment and data collection methods for identifying strengths and need, developing effective services and programs, and measuring progress and outcomes. It uses skills in psychological and educational assessment, data collection strategies, and technology resources and applying results to design, implement, and evaluate response to services and programs as part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery.” (NASP Domains Blueprint, 2000)
Reflection
The domain of data-based decision making and accountability expresses competency in tools used for assessment as well as gathering data in a systematic fashion. This data is used to make decisions about what resources would be best to utilize for that student. Participating and becoming comfortable presenting results of evaluations at IEP meetings is a goal I have been working to accomplish throughout my years in graduate school. Presenting results at IEP meetings has made me nervous in the past. However, it is a skill I have been actively working on and I now feel much more confident and comfortable presenting results at meetings.
When working with testing cases it is important to determine which assessments to use in the battery based on the referral question. Through my time at my internship, I have taken time to go through both the General Education and Special Education Files and determine what is an appropriate battery for the student. I have included two unique reports for cases I have had in order to display growth and competency in report writing as well as the interpretation of testing results.
At practicum my second year, it was a goal of mine to gain experience administering, scoring, and interpreting a variety of different assessment measures. I learned and gained competency in a variety of new measures of assessment such as: WRAML, D-KEFS, NESPY, ROCF, BASC-2, MASC-2, CDI-1, TAT, and the Conners-3. Also, I have learned how to determine the appropriate instruments to use when a student is referred for testing based on concerns or the referral question. I have had the opportunity to administer a variety of tools utilized at my site as well as score and interpret such measures. Under supervision of my supervisor I have learned how to write cohesive reports and improve upon my report writing skills, which has allowed me to be successful at my internship site.
Introduction
“Data based decision making and accountability is having knowledge of varied methods of assessment and data collection methods for identifying strengths and need, developing effective services and programs, and measuring progress and outcomes. It uses skills in psychological and educational assessment, data collection strategies, and technology resources and applying results to design, implement, and evaluate response to services and programs as part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery.” (NASP Domains Blueprint, 2000)
Reflection
The domain of data-based decision making and accountability expresses competency in tools used for assessment as well as gathering data in a systematic fashion. This data is used to make decisions about what resources would be best to utilize for that student. Participating and becoming comfortable presenting results of evaluations at IEP meetings is a goal I have been working to accomplish throughout my years in graduate school. Presenting results at IEP meetings has made me nervous in the past. However, it is a skill I have been actively working on and I now feel much more confident and comfortable presenting results at meetings.
When working with testing cases it is important to determine which assessments to use in the battery based on the referral question. Through my time at my internship, I have taken time to go through both the General Education and Special Education Files and determine what is an appropriate battery for the student. I have included two unique reports for cases I have had in order to display growth and competency in report writing as well as the interpretation of testing results.
At practicum my second year, it was a goal of mine to gain experience administering, scoring, and interpreting a variety of different assessment measures. I learned and gained competency in a variety of new measures of assessment such as: WRAML, D-KEFS, NESPY, ROCF, BASC-2, MASC-2, CDI-1, TAT, and the Conners-3. Also, I have learned how to determine the appropriate instruments to use when a student is referred for testing based on concerns or the referral question. I have had the opportunity to administer a variety of tools utilized at my site as well as score and interpret such measures. Under supervision of my supervisor I have learned how to write cohesive reports and improve upon my report writing skills, which has allowed me to be successful at my internship site.
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