Study Guide
Field 293: Learning Behavior Specialist 2: Curriculum Adaptation Specialist
Sample Constructed-Response Assignments
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Overview for the Constructed-Response Assignments
There will be two sections of the test.
Section One will consist of three stand-alone constructed-response assignments.
Section Two will consist of a case study followed by three constructed-response assignments. The case study provides a hypothetical scenario relevant to an educator in your field. You will be asked to respond to the scenario in three assignments.
You will be providing a total of six responses to the constructed-response assignments on the test.
Directions for the Stand-Alone Constructed-Response Assignments
This section of the test will consist of three stand-alone constructed-response assignments. Each of the stand-alone assignments addresses a different subarea of the test as follows:
Assignment Subarea 1 I. Understanding Students with Disabilities, Assessing Students, and Developing Individualized Education Programs 2 II. Managing the Learning Environment and Promoting Learning in Students with Disabilities 3 III. Collaboration, Communication, and Ethics Each stand-alone constructed-response assignment will have two or more charges that may require you to do one or more of the following tasks:
- describe typical characteristics of a disability;
- identify and describe appropriate assessment tools;
- identify state and/or federal legislation, policies, or laws related to special education services;
- describe instructional theories, techniques, and/or strategies relevant to a specific LBS II content area;
- describe roles and functions of professionals involved in the education of students with disabilities; or
- identify and describe the collaboration process with family members, other professionals, and/or outside agencies.
An excellent response to each constructed-response assignment would demonstrate thorough knowledge and understanding of the subject matter for the specific test subarea. The examinee would fully achieve the purpose of the assignment by responding appropriately to all aspects of the assignment. The examinee would apply subject-matter knowledge to the specific assignment in a substantial, accurate, and appropriate manner. The examinee would also provide sound supporting evidence and high-quality examples that are relevant to the particular assignment, and demonstrate an ably reasoned, comprehensive understanding of the topic.
The constructed-response assignments are designed to assess content-area knowledge and skills, not writing ability. However, your responses must be communicated clearly enough to permit valid judgment of the scoring criteria.
Sample Constructed-Response Assignment 1
Assignment 1 is intended to assess your understanding of "Understanding Students with Disabilities, Assessing Students, and Developing Individualized Education Programs," which is the first subarea of the Learning Behavior Specialist 2: Curriculum Adaptation Specialist test framework. The test objectives for that subarea are listed below Assignment 1. Your response to Assignment 1 should relate to those test objectives.
Using your knowledge of formal and informal educational assessments, write an essay in which you:
- describe one important guideline, regulation, or legal mandate related to the identification of students who may be at risk for disabilities;
- identify two methods and/or procedures used for providing school-based systems of intervention and explain why each method and/or procedure would be effective for identifying students who may be at risk for disabilities; and
- identify two strategies for collaborating with stakeholders to gather background information on students' medical, developmental, and/or academic history and explain the rationale for each strategy that you identified.
FOR YOUR REFERENCE ONLY—The constructed-response item for Assignment 1 is written to assess understanding in Subarea 1, "Understanding Students with Disabilities, Assessing Students, and Developing Individualized Education Programs," which consists of the objectives listed below.
Demonstrate knowledge of the definitions, causes, and eligibility criteria associated with disabilities.
Demonstrate knowledge of methods, procedures, and tools used for student screening, pre-referral, school-based systems of intervention (e.g., tiered system of supports), and special education referral.
Demonstrate knowledge of Child Find procedures to locate and identify children and students who may be at risk for disabilities.
Apply knowledge of procedures for effectively collaborating with families, general education teachers, service providers, and other professionals or agencies to gather background information on students' medical, developmental, family, and academic history.
Sample Strong Response to the Constructed-Response Assignment
One important legal mandate related to the identification of students who may be at risk for disabilities is Child Find. This is both a federal and state mandate that is part of Individuals with Disability Education Act (I D E A). It states that each Local Education Agency (L E A) must screen all children birth to 21 who may need early intervention or special education services. In order to do this the L E A must advertise when and where they hold screenings. These screenings are usually done on a monthly basis for children birth to 5 years old.
One procedure used for providing school-based systems of intervention is Right to Intervention (R T I). R T I is a 3-tiered system to support students in the core academic areas of reading and math. Tier 1 is core curriculum instruction for all students in the general education classroom. Tier 2 is additional instruction of the core curriculum provided in small groups based on the students' skill needs in or out of the classroom. Tier 3 is more intensive, specialized instruction of the core curriculum provided in small groups or 1 to 1 out of the classroom. A student is referred for R T I by looking at their work samples and results of curriculum-based assessments. This would determine if the student were making progress toward the learning standards. If not, Tier 2 and then if needed, Tier 3 instruction is provided. This is effective because it identifies students at academic risk and matches their needs to appropriate remediation.
Another procedure used for providing school-based systems of intervention is Multi-Tiered System of Supports (M T S S) is a 3-tiered system like R T I to support students to be successful not only in academics but also the social-emotional and behavior areas. Positive Behavioral Intervention and Supports (P B I S) is an example of M T S S. P B I S is a framework used school-wide that actively teaches positive behaviors using best practices and evidence-based interventions. Similar to R T I positive behaviors are taught within in general education classroom with Tier 1 instruction. Students who need further intervention to learn or practice positive behaviors can then move to Tier 2 and then Tier 3 settings, as needed. This would be effective in identifying students at risk for continued social-emotional/ behavioral issues after having participated in all the interventions provided.
One strategy for collaborating with stakeholders to gather background information on students' medical, developmental, and/or academic history is to interview the parents/guardians with an interpreter if needed. The interview could include the topics of the child's developmental/medical history and family background and culture. Having this information will help inform decision making regarding the child's educational placement and goals. Another strategy for collaborating with stakeholders is to get parent/guardian permission to contact the child's doctors and/or other non-school service providers. These providers may include counselors, speech therapists, and physical or occupational therapists. Again, the information that they provide will help inform decision making regarding the child's educational placement and goals.
Sample Constructed-Response Assignment 2
Assignment 2 is intended to assess your understanding of "Managing the Learning Environment and Promoting Learning in Students with Disabilities," which is the second subarea of the Learning Behavior Specialist 2: Curriculum Adaptation Specialist test framework. The test objectives for that subarea are listed below Assignment 2. Your response to Assignment 2 should relate to those test objectives.
Using your knowledge of instructional strategies and interventions to support the development and learning of students with disabilities, write an essay in which you:
- identify the content addressed by two general education curricular standards and describe a developmentally appropriate learning experience for each standard you identified to promote students' engagement in the learning;
- describe two procedures for selecting and/or adapting curricular materials based on the individual strengths and needs of students and explain why each strategy would be effective for this purpose; and
- describe a method for integrating instructional accommodations and modifications into each learning experience you described, including assistive technology in at least one of the experiences.
FOR YOUR REFERENCE ONLY—The constructed-response item for Assignment 2 is written to assess understanding in Subarea 2, "Managing the Learning Environment and Promoting Learning in Students with Disabilities," which consists of the objectives listed below.
Demonstrate knowledge of the Illinois Learning Standards and components of effective, evidence-based instruction for teaching the scope and sequence of the learning standards.
Analyze a general education curricular standard to differentiate instructional practices, select developmentally appropriate materials and activities, and develop an effective assessment approach to promote students' engagement and progress in the learning standard.
Apply knowledge of methods for integrating instructional adaptations, accommodations, modifications, and assistive technology (A T) into learning experiences and lessons to meet the academic, behavioral, and functional needs of students.
Sample Strong Response to the Constructed-Response Assignment
One developmentally appropriate learning experience to promote students' with disabilities engagement in learning is an early learning and development language arts experience. The goal is to sequence three or more events after having listened to a story. After having listened to a story, the students will place picture cards in the correct order to retell the story from beginning to end. The students can then retell the story to the teacher or a classmate by using the picture cards as cues. The number of pictures provided for the sequence can be dependent on the number of experiences the students have had with this activity and/or the length of the story. Another developmentally appropriate learning experience to promote students' engagement in learning is a fourth grade math lesson about number and operations, specifically fractions. The goal of this lesson is to explain why one fraction is equivalent to another fraction. The students will use a rectangular fraction kit that includes pieces equivalent to halves, fourths, eighths, thirds, sixths, and twelfths. The students will manipulate the pieces to find fractional pieces that are equivalent to each other. For examples, the students will find all the pieces that equal 1 half. The students will then independently draw equivalent fractional pieces and record the fractions (e.g., 1 half = 2 fourths) on paper. The students will describe the pattern they notice in each pair of equivalent fractions (e.g., multiply numerator/denominator by 2).
One procedure for selecting and/or adapting curricular materials based on the individual strengths and needs of student is to consider the learning preferences of the student. Materials should be chosen that take into account the visual, auditory, or tactile strengths of the learner. For example, a tactile learner would benefit from using manipulatives to learn concepts in science rather than just reading a textbook. This would be effective because it will allow the students to access the material to be learned using their strongest modality. Another procedure for selecting/and or adapting curricular materials is to consider a students' attention. It may be difficult for students to sustain attention to just paper and pencil assignments. By incorporating manipulatives, students may be more engaged in the activity and maintain focus. Students' attention should also be considered when determining the length of an assignment. Breaking an assignment down into smaller chucks will help a student focus on their work and give the teacher a better understanding of what the student actually knows.
One method for integrating instructional accommodations and modifications into the early learning and development language arts learning experience is to have the students use real objects to sequence the events of the story. For example, felt objects rather than picture cards can be used to retell the story. This allows the student to move through the developmental levels of using objects, then pictures to just verbalizing. Another method for integrating instructional accommodations and modifications into the fourth grade math lesson about number and operations, specifically fractions, is to have the students use a computer software program that teaches equivalent fractions. Splashlearn.com offers a variety of equivalent fraction games. Some games use the same rectangular fraction pieces as were used in the learning experiences. Other games on the website use different shaped fractions pieces which gives the students a chance to generalize the skill. The students can use the games multiple times for practice and offers a multisensory approach to learning.
Sample Constructed-Response Assignment 3
Assignment 3 is intended to assess your understanding of "Collaboration, Communication, and Ethics," which is the third subarea of the Learning Behavior Specialist 2: Curriculum Adaptation Specialist test framework. The test objectives for that subarea are listed below Assignment 3. Your response to Assignment 3 should relate to those test objectives.
Using your knowledge of effective collaboration among teachers and related service providers responsible for the education of students with disabilities, write an essay in which you:
- identify two educational professionals involved in the education of students with disabilities and explain the roles and/or responsibilities of each educational professional with respect to their implementation of special education services;
- describe a strategy for collaborating with each educational professional you identified to implement principles of universal design for learning (U D L) and explain why each strategy would be effective for this purpose; and
- describe a strategy for collaborating with general education teachers to differentiate learning experiences and explain why the strategies that you identified promote students' access to the curriculum.
FOR YOUR REFERENCE ONLY—The constructed-response item for Assignment 3 is written to assess understanding in Subarea 3, "Collaboration, Communication, and Ethics," which consists of the objectives listed below.
Demonstrate knowledge of effective strategies for communicating, consulting, and collaborating with teachers and related service providers about instructional methods, assistive technology (A T), accommodations, modifications, and classroom management approaches to support student learning in the least restrictive environment (L R E) as deemed appropriate by the Individualized Education Program (I E P) team.
Demonstrate knowledge of strategies for collaborating with general education teachers, special education teachers, related service providers, and other professionals to implement principles of universal design for learning (U D L) to support the academic and behavior needs of students.
Apply knowledge of strategies for collaborating with general education teachers (e.g., co-teaching, teaming, co-planning) to differentiate learning experiences to promote access to the curriculum and effectively address individualized learning and behavior needs for students with disabilities.
Sample Strong Response to the Constructed-Response Assignment
Two educational professionals involved in the education of students with disabilities could be a Curriculum Adaptation Specialist (C A S) and a Speech and Language Pathologist (S L P). The C A S is a special education teacher who specializes in adapting and modifying the general education curriculum. They also implement curriculum and instructional strategies by collaborating with and teaching/modeling these strategies to the general education teacher. The S L P assesses the speech and language skills of students, develops goals and objectives for students, provides direct service to the students and provides consultation to the teacher(s) and family. The S L P may work directly with students either in or out of the classroom.
A strategy for the C A S, and S L P to collaborate with each other to implement principles of universal design for learning (U D L) would be to meet monthly. U D L principles include setting up the learning environment so that it easily and flexibly meets the needs of all learners. It also ensures that resources are accessible to all learners whether or not they need them. For example, providing a classroom schedule that has visuals and words. Those students who cannot read yet can access the schedule through the visuals while the students who read can access the schedule through just the words and/or with the visuals if they choose to. These collaboration meetings should include the general education teacher as they can discuss what issues they see as affecting students with disabilities in their class. A suggestion the C A S might make is finding/providing leveled texts for specifically identified students. The leveled texts would have the same content as the whole class but at an appropriate reading level for those students. Leveled texts could be used in different curriculum areas such as science or social studies. This ensures that all the students have access to the same curriculum content. A suggestion the S L P might make is to pre-teach vocabulary to the whole class. The S L P could also pre-teach the vocabulary in a 1 to 1 setting to identified students based on their needs. This strategy of collaborating is effective as the suggestions being made can be used by all students in the class while being especially beneficial to those students with disabilities.
A strategy for collaborating with general education teachers to differentiate learning experiences is to meet with them at the beginning of each unit to discuss the content that will be taught, and the materials and assessments that will be used. By having this information, the C A S can suggest adaptations/modifications that will match students' learning preferences and needs with the appropriate materials or assessments so the students can access the curriculum. For example, a student who has attentional issues and becomes overwhelmed by a lot of print on the page may need a worksheet with half the problems that other students are working on.
Directions for the Case Study Constructed-Response Assignments
This section of the test will consist of one case study followed by three constructed-response assignments. The case study provides a hypothetical scenario, typically about a particular student, and provides background information in the form of test results, teacher reports, home surveys, notes from parents/guardians, and excerpts from professional evaluations or other information
The three constructed-response assignments will address a different subarea of the test as follows:
Assignment Subarea 1 I. Understanding Students with Disabilities, Assessing Students, and Developing Individualized Education Programs 2 II. Managing the Learning Environment and Promoting Learning in Students with Disabilities 3 III. Collaboration, Communication, and Ethics Each case study constructed-response assignment will have two or more charges that may require you to do one or more of the following tasks:
- identify the strengths and needs of the hypothetical student according to assessment results and other background information provided;
- identify and describe a successful learning environment and instructional models, strategies, or modifications relevant to the hypothetical scenario;
- identify individuals and issues needing to be addressed in the hypothetical student's Individualized Education Program (IEP) meeting; or
- describe individual or team collaboration strategies and explain why you think the strategies would be effective.
An excellent response to each constructed-response assignment would demonstrate thorough knowledge and understanding of the subject matter for the specific test subarea. The examinee would fully achieve the purpose of the assignment by responding appropriately to all aspects of the assignment. The examinee would apply subject-matter knowledge to the specific assignment in a substantial, accurate, and appropriate manner. The examinee would also provide sound supporting evidence and high-quality examples that are relevant to the particular assignment, and demonstrate an ably reasoned, comprehensive understanding of the topic.
The constructed-response assignments are designed to assess content-area knowledge and skills, not writing ability. However, your responses must be communicated clearly enough to permit valid judgment of the scoring criteria.
Case Study
This case study focuses on Rosie, a ten-year-old fourth-grade student. Rosie participated in Tier 1 and Tier 2 interventions but given her incremental progress and significantly below-grade-level academic abilities, she was referred for a Full and Individual Evaluation for a suspected learning disability in mathematics. The Individualized Education Program (I E P) team plans to review Rosie's comprehensive assessment data to determine her eligibility for special education and to identify her learning strengths and needs.
Use the information from Rosie's Full and Individual Evaluation to answer the three assignments. Be sure to read the entire case file and all three assignments before you begin your responses.
Exhibit 1
Psychoeducational Evaluation
The assessment data below is an excerpt of Rosie's psychoeducational evaluation.
|
Intelligence Scale for Children Mean = 100; Standard Deviation = 15 |
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|---|---|---|---|
| Composite | Standard Score | Percentile Rank | Qualitative Description |
| Verbal Comprehension | 90 | 25 | Average |
| Perceptual Reasoning | 98 | 45 | Average |
| Working Memory | 83 | 13 | Low Average |
| Processing Speed | 86 | 18 | Low Average |
| Full Intellectual Scale | 90 | 23 | Average |
| Individual Academic Achievement Test | |||
| Oral Language | 95 | 37 | Average |
| Broad Reading Skills | 89 | 23 | Average |
| Math Calculation | 62 | 1 | Extremely Low |
| Math Problem Solving | 60 | 0 point 4 | Extremely Low |
| Broad Mathematics Skills | 61 | 0 point 5 | Extremely Low |
|
Background Information: Rosie was born full-term without any complications. Her sensorimotor, cognitive, and speech and language milestones were achieved within typical developmental timeframes. Rosie demonstrates below-grade-level classroom performance in mathematics. She demonstrates difficulties memorizing basic math facts, applying operations to solve problems, understanding place value, recalling mathematics procedures, and sequencing steps in more complex operations. In addition, Rosie demonstrates anxiety during mathematics group activities and individual assignments and, at times, refuses to participate and becomes upset. She has recently developed a negative self-image about her mathematics abilities. |
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Exhibit 2
Tiered Intervention Progress
The following information is an excerpt of Rosie's tiered-intervention progress.
| Documentation of Tiered Interventions | ||
|---|---|---|
| Tier 1 Mathematics Intervention Progress | Pre-Intervention Accuracy | Post-Intervention Accuracy |
| Add and subtract two-digit numbers. | 30 percent | 40 percent |
| Fluently add and subtract within 100. | 20 percent | 30 percent |
| Use addition and subtraction to solve one-step word problems. | 20 percent | 30 percent |
|
Tier 1 Summary of Progress Rosie participated in a Tier 1 intervention for 8 weeks. Rosie made some progress, but her progress was much slower in comparison to her peers in the same intervention group. Manipulatives and modeling supported Rosie's ability to add and subtract within 100, but she has yet to reach automaticity with math facts. It is recommended that Rosie participate in a Tier 2 intervention given that she requires more focused mathematics instruction. |
||
| Tier 2 Mathematics Intervention Progress | Pre-Intervention Accuracy | Post-Intervention Accuracy |
| Add and subtract two-digit numbers. | 40 percent | 50 percent |
| Fluently add and subtract within 100. | 30 percent | 40 percent |
| Use addition and subtraction to solve one-step word problems. | 30 percent | 30 percent |
|
Tier 2 Summary of Progress Rosie participated in a Tier 2 intervention for 8 weeks after participating in a Tier 1 intervention. Although Rosie made more progress in the Tier 2 intervention in comparison to the Tier 1 intervention, her rate of progress is slower than expected. In addition, her mathematics skills are well below grade-level expectations. Intervention has targeted foundational mathematics skills so that Rosie can develop an understanding of multiplication and division, which are concepts currently being targeted in the general education class. Rosie needs to strengthen her understanding of place value, skip counting, and mathematical procedures so that she can develop efficient addition and subtraction strategies. |
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Exhibit 3
Mathematics Skills Inventory
The classroom data below is a teacher-created inventory used to monitor Rosie's progress toward foundational mathematical concepts.
| Fourth-Grade Mathematics Inventory | ||
|---|---|---|
|
Key: 1 = Does not demonstrate, 2 = Demonstrates partially, 3 = Demonstrates consistently |
||
| intentionally left blank | Fall Score | Winter Score |
| Knows place value up to 1000 | 2 | 3 |
| Can break down a three-digit number into groups of hundreds, tens, and ones | 1 | 2 |
| Adds/subtracts two-digit numbers | 1 | 2 |
| Add/subtracts three-digit numbers | 1 | 1 |
| Fluently adds/subtracts within 100 | 1 | 1 |
| Solves one-step word problems | 1 | 2 |
|
Teacher Comments Rosie is an energetic student who is making academic progress in all areas, but in comparison to reading and writing skill development, she is demonstrating considerable difficulty in her development of mathematics skills. The classroom teacher and special education teacher administered an inventory each week to monitor Rosie's acquisition of targeted mathematic skills. Given that Rosie has yet to develop many of the skills required to effectively make progress toward grade-level learning standards, the inventory was created based on her current abilities. Learning accommodations and instructional strategies that are effective include the following: access to manipulatives, small-group instruction, place value chart, and frequent check-ins to encourage participation. Rosie's performance on the Illinois Assessment of Readiness for Mathematics was consistent with a Level 1—Did Not Meet Expectations. |
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Exhibit 4
Anecdotal Classroom Data
Rosie's work sample below is an excerpt from her mathematics quick write journal.
Rosie's journal entry is labeled "Mathematics Quick Write Journal" and in the entry, she responds to three prompts. Directly below the label is Prompt 1: "What are two different ways that you could decompose three hundred and forty-eight. Write three hundred and forty-eight in expanded form." Rosie used place value blocks and writing to respond to the first prompt. Rosie decomposed three hundred and forty-eight with three, hundred blocks, four, ten blocks, and nine, one blocks. To the left of the place value blocks, Rosie wrote, "There is only one way to show three hundred and forty-eight. These tens blocks show three hundred and forty-eight. Expanded form 300 + 34." Directly below Rosie's response to Prompt 1, is Prompt 2: "Jen brings sixty-four marbles to school. She gives eighteen marbles to Alex. How many marbles dos Jen have left? Show how you solved the problem." Rosie used place value blocks and writing to respond to the second prompt. Rosie displayed six, ten blocks and four, one blocks with one, ten block and eight ones of a ten block shaded. Rosie wrote, "I made 64 and then I took 18 away by crossing off 18 on the blocks. Then I counted to see how many blocks I have left. I have 46 blocks left so the answer is 46 marbles left." Directly below Rosie's response to Prompt 2, is Prompt 3: "Copy the problems written on the board and solve them in your journals. We will review these as a group. Describe the strategy you used to solve these problems. " Rosie solved equations and responded in writing to this prompt. Rosie responded to two equations out of the four equations. Rosie's responses to the two equations are as follows: thirty-four plus twenty-nine is sixty-three and fifty-nine minus forty-five is fourteen. Rosie did not respond to the following equations: one-hundred and thirty-four plus one-hundred and twenty-nine and one-hundred and fifty-nine and one-hundred and forty-five. Rosie wrote, "I used ten blocks to solve these. I made 34 and then I made 29. Then I counted to see home many tens blocks I had. Then I made 59 and took away 45. Then I counted how many were left. I didn't have enough blocks to solve the ones with three numbers."
Sample Constructed-Response Assignment 4
Case Study Assignment 1 is intended to assess your understanding of "Understanding Students with Disabilities, Assessing Students, and Developing Individualized Education Programs," which is the first subarea of the Learning Behavior Specialist 2: Curriculum Adaptation Specialist test framework. The test objectives for that subarea are listed below Assignment 1. Your response to Assignment 1 should relate to those test objectives.
Write an essay in which you analyze specific information from the student's assessment data. In your essay:
- identify the student's cognitive, linguistic, and/or academic strengths and needs and describe the potential educational implications of the student's disability on learning and academic performance;
- identify two individualized education goal areas that would support the student's learning and describe how each goal area would address the academic needs of the student; and
- describe two strategies for assessing the student's progress toward each goal area that you identified and explain why each strategy would be effective for this purpose.
FOR YOUR REFERENCE ONLY—The constructed-response item for Case Study Assignment 1 is written to assess understanding in Subarea 1, "Understanding Students with Disabilities, Assessing Students, and Developing Individualized Education Programs," which consists of the objectives listed below.
Demonstrate knowledge of the implications of disabilities on physical, sensory, motor, cognitive, language, functional, and social-emotional development.
Demonstrate knowledge of the potential educational implications of various disabilities.
Apply knowledge of strategies to analyze results of assessments, evidence-based practices, interventions, and previous recommendations to assist with making decisions about individualized instruction and supports for students.
Apply knowledge of how to create, monitor the progress of, and collect data from appropriate and culturally responsive interventions to assist in the ongoing assessment of students' academic, behavioral, and functional growth.
Apply knowledge of methods for integrating students' learning strengths and needs, Illinois Learning Standards, and adaption strategies to develop short- and long-term plans that incorporate general education curriculum and differentiated instructional practices with individualized education goals and benchmarks.
Sample Strong Response to the Constructed-Response Assignment
Rosie's psychoeducational evaluation indicates that they reached all developmental milestones within a typical time frame. Their scores for reading and language are in the average range. Rosie's working memory and processing speed are low average. Rosie's needs are in the area of math. Their math scores are significantly low. Difficulties include memorizing basic math facts, applying operations to solve math problems, understanding place value, recalling math procedures, and being able to sequence steps for complex procedures. Rosie is developing anxiety during math, at times refusing to participate and has developed a negative self-image about their math skills. Rosie has participated in and made some progress in both Tier 1 and Tier 2 interventions; however, her rate of progress has been slower than expected. The educational implications of the results of the psychoeducational and informal assessments are that Rosie has a math learning disability. Rosie has had a number of Tier 1 and 2 interventions in the classroom. Despite these, Rosie's rate of math progress has been slower than expected. Rosie's math anxiety/refusing to participate seems to be increasing. Therefore, the I E P Team should consider recommending direct math skill development in a resource room.
One educational goal that would support Rosie's math learning is Rosie will demonstrate understanding of place value of three-digit numbers by decomposing a three-digit number using actual tens blocks with 80 percent accuracy in 3 out of 5 times. This gives Rosie the ability to work with concrete materials before moving on to decomposing three or more digits without hands-on manipulatives. Another educational goal that would support Rosie's math learning is Rosie will demonstrate being able to add three-digit numbers using actual ten blocks with 75 percent accuracy in 3 out of 5 times. This gives Rosie the ability to work with concrete materials before moving on to adding three or more digits without hands-on manipulatives.
One strategy for assessing Rosie's progress towards both goals (i.e., demonstrate understanding of place value and adding three-digit numbers) is for the Curriculum Adaptation Specialist (C A S) and classroom teacher to review on a weekly basis Rosie's math journal in which Rosie explains their math work. This shows her understanding of the concept of place value and the process of addition. Another strategy for assessing Rosie's progress towards both goals is for the classroom teacher to administer informal and formal assessments to determine Rosie's understanding and application of these two skills independently.
Sample Constructed-Response Assignment 5
Case Study Assignment 2 is intended to assess your understanding of "Managing the Learning Environment and Promoting Learning in Students with Disabilities," which is the second subarea of the Learning Behavior Specialist 2: Curriculum Adaptation Specialist test framework. The test objectives for that subarea are listed below Assignment 2. Your response to Assignment 2 should relate to those test objectives.
Using your knowledge of instructional strategies to support the student's mathematics skill development, write an essay in which you:
- describe two differentiated instructional strategies that would promote the mathematics skills of the student and explain why each differentiated instructional strategy that you identified would be effective for this purpose;
- describe two assessment approaches that would assess the effectiveness of each differentiated instructional strategy that you identified; and
- identify the content addressed by a general education mathematics learning standard and describe two ways to adapt the content to promote the student's progress toward the learning standard.
FOR YOUR REFERENCE ONLY—The constructed-response item for Case Study Assignment 2 is written to assess understanding in Subarea 2, "Managing the Learning Environment and Promoting Learning in Students with Disabilities," which consists of the objectives listed below.
Demonstrate knowledge of the Illinois Learning Standards and components of effective, evidence-based instruction for teaching the scope and sequence of the learning standards.
Identify considerations and procedures for selecting, developing, evaluating, and adapting evidence-based instructional strategies, curricular materials, modifications, accommodations, and technologies based on individual students' strengths and needs.
Analyze a general education curricular standard to differentiate instructional practices, select developmentally appropriate materials and activities, and develop an effective assessment approach to promote students' engagement and progress in the learning standard.
Apply knowledge of methods for integrating instructional adaptations, accommodations, modifications, and assistive technology (A T) into learning experiences and lessons to meet the academic, behavioral, and functional needs of students.
Demonstrate knowledge of the Illinois Learning Standards in Math K–12 and methods for adapting and modifying content, materials, and instructional strategies to promote mathematical thinking and reasoning for students with disabilities.
Sample Strong Response to the Constructed-Response Assignment
One differentiated instructional strategy that would promote Rosie's mathematics skills would be to have her use graph paper with large grids to do her work in place value and addition. The graph paper will be effective to help Rosie to line up numbers in their appropriate ones, tens, hundreds, and eventually the thousands columns. The graph paper will be effective to help Rosie organize/line-up the three-digit numbers when adding. Another differentiated instructional strategy that would promote Rosie's mathematics skills is to use a math software program such as SplashLearn. SplashLearn helps students learn a variety of math concepts and processes such as place value and adding using a game-like format. This is an effective strategy because the teacher is able to choose the appropriate game to match Rosie's needs as Rosie progresses in their math skill acquisition.
One assessment approach that would assess the effectiveness of each differentiated instructional strategy is to take a baseline of Rosie's ability to decompose three-digit numbers and to complete three-digit addition problems before using the graph paper and SplashLearn. After Rosie uses the graph paper and SplashLearn for two weeks Rosie would be given a post test to see what progress was being made on these benchmarks. Another assessment approach would be to conduct an informal assessment through an observation every three weeks. The observable behaviors would be a reduction in Rosie's anxiety about math as measured by an increase in her willingness to participate in classroom math activities
A general education mathematics learning standard is Number and Operations in Base Ten. The content addressed includes understanding place value and addition of multi-digit whole numbers. To create the benchmarks for place value the C A S would look at where fourth graders are expected to be at that time of the year in their place value skill development. Then the C A S will look at where Rosie is on the continuum of the skills of place value and addition of multi-digit whole numbers. This will inform which benchmarks are appropriate for Rosie to develop their place value and multi-digit addition skills. Benchmarks will be written that start Rosie at their current level and move toward where fourth graders are expected to be. One way to adapt the content to promote Rosie's progress toward the math learning standard is to provide Rosie with graph paper with large grids which will help Rosie organize place value columns and line up multi-digit numbers for addition. Another way to adapt the content is to provide Rosie the hands-on manipulative of real ten blocks for both skills.
Sample Constructed-Response Assignment 6
Case Study Assignment 3 is intended to assess your understanding of "Collaboration, Communication, and Ethics," which is the third subarea of the Learning Behavior Specialist 2: Curriculum Adaptation Specialist test framework. The test objectives for that subarea are listed below Assignment 3. Your response to Assignment 3 should relate to those test objectives.
Write an essay in which you discuss specific issues related to the development and implementation of the student's Individualized Education Program (I E P). In your essay:
- identify two stakeholders who should take part in developing the student's I E P and describe the roles and responsibilities of each of the individuals you identified with respect to the development of the student's I E P;
- describe a strategy for collaborating with each stakeholder you identified to implement principles of universal design for learning (U D L) and explain why the strategy you identified would support the academic needs of the student; and
- describe a plan for implementing a series of professional development learning activities for general education teachers to promote the student's access to the general education curriculum.
FOR YOUR REFERENCE ONLY—The constructed-response item for Case Study Assignment 3 is written to assess understanding in Subarea 3, "Collaboration, Communication, and Ethics," which consists of the objectives listed below.
Demonstrate knowledge of effective strategies for communicating, consulting, and collaborating with teachers and related service providers about instructional methods, assistive technology (A T), accommodations, modifications, and classroom management approaches to support student learning in the least restrictive environment (L R E) as deemed appropriate by the Individualized Education Program (I E P) team.
Demonstrate knowledge of strategies for collaborating with general education teachers, special education teachers, related service providers, and other professionals to implement principles of universal design for learning (U D L) to support the academic and behavior needs of students.
Apply knowledge of strategies for collaborating with students, parents/guardians, teachers, and other school and community personnel to develop and implement individualized plans appropriate to the individual strengths, needs, and interests of students.
Demonstrate knowledge of strategies for supervising, coaching, and working with paraprofessionals, general education teachers, and related service providers in the implementation of I E Pees.
Apply knowledge of strategies for designing and implementing professional learning activities.
Sample Strong Response to the Constructed-Response Assignment
Two stakeholders who should take part in developing Rosie's IEP are the general education teacher and the Curriculum Adaptation Specialist (C A S). The general education teacher's role and responsibility is to present Rosie's strengths and needs within the 4th grade mathematics learning standards. The C A Esses role and responsibility is to adapt the fourth grade mathematics content for Rosie based on Rosie's math strengths and needs. Both would be involved in deciding appropriate mathematics accommodations, modifications, and methodologies for Rosie. For example, Rosie would benefit from the use of graph paper with large grids, the use of hands-on manipulatives, and the use of mathematics software. Both stakeholders would be involved in discussing the recommendation of Rosie receiving individualized and explicit mathematics skills instruction in a special education resource room setting.
The C A S and general education teacher would meet bi-weekly to discuss each upcoming fourth grade mathematics unit. They will discuss materials that would be available to all the students, and would be especially beneficial accommodations for Rosie. An example would be posting an anchor chart providing a visual of the steps demonstrating how to add three-digit numbers. Another anchor chart might be a visual of place value columns depicting ones, tens, and hundreds. These charts are available for all the students to access but, in particular, would provide Rosie with visual supports for her mathematics skill needs. By seeing the steps to be followed, Rosie would be better able to successfully complete a mathematics' assignment of adding three-digit numbers.
The C A S would meet at the beginning of each math unit with all the fourth grade teachers to review the math standards and scope and sequence to be covered to ensure that all the teachers have the same understanding. Then the C A S would provide information regarding pre- and post- assessment options, learning accommodations, modifications, teaching strategies, and materials to teach the math standards and skills. These would be available to all students, and in particular, promote Rosie's access to the general education math curriculum.
Performance Characteristics
The performance characteristics for each score point for the LBS II: Curriculum Adaptation Specialist constructed-response items are organized according to four major writing performance features: (1) purpose, (2) subject-matter knowledge, (3) support, and (4) rationale. Each of these performance characteristics is described in more detail below. Detailed characterizations of the score point features are described in the scoring scale.
| Purpose | The extent to which the response achieves the purpose of the assignment. Each assignment defines a number of specific tasks and asks the examinee to write an essay addressing those tasks. Purpose involves the extent to which the examinee's response fulfills the tasks enumerated in the assignment. |
|---|---|
| Subject-Matter Knowledge | Accuracy and appropriateness in the application of the subject-matter knowledge specified in the LBS II: Curriculum Adaptation Specialist test framework. Application of subject-matter knowledge involves the extent to which the content of the examinee's response to the assignment demonstrates a practical command of the professional knowledge and skills detailed in the relevant sections of the LBS II: Curriculum Adaptation Specialist test framework. |
| Support | Quality and relevance of supporting details. Quality of support depends on the specificity, relevance, quantity, and accuracy of evidence cited in support of the examinee's response to the assignment. Support may involve giving detailed descriptions, explanations, and examples. |
| Rationale | Soundness of argument and degree of understanding of the subject matter. The soundness of an argument depends on the correctness of the basic premises from which the argument proceeds and the validity of the logic by which conclusions are derived from those basic premises. Examinees demonstrate how well they understand the subject matter of their responses by presenting sound arguments for the statements they make. |
Scoring Scale
Scores will be assigned to each response to the constructed-response assignments according to the following scoring scale.
| Score Point | Score Point Description |
|---|---|
| 4 |
The "4" response reflects a thorough knowledge and understanding of the subject matter.
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| 3 |
The "3" response demonstrates a general knowledge and understanding of the subject matter.
|
| 2 |
The "2" response demonstrates a limited knowledge and understanding of the subject matter.
|
| 1 |
The "1" response demonstrates a weak knowledge and understanding of the subject matter.
|
| U | The response is unscorable because it is unrelated to the assigned topic, illegible, primarily in a language other than English, or lacking a sufficient amount of original work to score. |
| B | There is no response to the assignment. |