PART+B

From Christina 6/26: Thanks to you both. We got 50 out of 50 on our project. I finshed my last quiz yesterday. whew! glad this class is done-onward and up ward!

From Christina: Thank you both!

From Leeona 6/18/2009 I like the change made for the modifications, that sounds good. I hopefully will be back on before 5 pm today.

From Melinda - 6/17/2009

My thoughts are in discussion on this page. :o) I've implemented and updated the file. Will upload the revised version of the file shortly.

From Christina: Hi Melinda and Leeona, working with what you all have done, I suggest:

Both students who are registered with Student Disability Services at the university and are entitled to special testing accommodations. They will sit for the exam at the SDS center. The course instructor will give SDS prior notice and provide the actual exam to the center according to SDS criteria. SDS has provided a notetaker to take lecture notes during class sessions and for the exam they will provide a scribe who will listen as the student answers test questions orally and will record the answers word-for-word. The student will be allotted double time for the exam and will leave the completed test at the testing center. The SDS will provide the instructor with the finished exam the next school day.

your thoughts?


 * //__From Leeona 6/17/2009__//**

She is probably looking for a specific amount of time. So lets be specific. 1hr 15 mins normally would you say an extra 45 minutes. and for the non english speaker give unlimited time. Other than that I think the mods are good, they just need to be added to the final project.

If we are thinking of changing the ESE student to someone who is partially paralyzed, how does the following sound?
 * //__From Melinda 6/16/2009__//**

1 ESE student, partial paralysis (right-side) Student Disability Services at the university has provided a notetaker to take lecture notes during class time and a scribe to write answers during exams. The scribe listens as the student answers test questions orally and writes out those answers word-for-word. The student will be allotted extra time for the exam. Since the student will be taking the exam orally, it will be given at the testing center, in a sound-proof room. The student will leave the completed test at the testing center for the instructor to pick up.

This is just a rough draft of thoughts. Please feel free to revise.

From Christina-I am unclear why the professor had issues with the student with a hearing disability. We can easily change the disability (I did something similar in the last class...we can say that the student suffered an injury and was partially paralyzed so there is a NOTE TAKRER provided...then all the other problems of hearing won't have to be addressed.

Leeona, thanks-it is good to have a set of fresh eyes!

THanks everyone

From Melinda - Starting a page for Part B - We can collaborate and discuss here

From Christina: . I have been working on the performanced based instrument. I am using the **Guidelines and Standards we used to make the problem for students to solve that we used on our objective test..(Here it is for easy review)** 1. Stay on a reasonably regular schedule of reviewing, eating, sleeping, and relaxing. 2. Do not study 24 hours day as efficiency and capacity to retain material will rapidly decrease. 3. Do not study beyond normal limits of concentration. Short and regular study periods are more productive than lengthy single sessions. 4. Eat a well-balanced diet and drink lots of fluids. Excessive amounts of coffee may produce confusion and even disorganization of the thought processes. 5. Do not use drugs or alcohol, they decrease the ability to think clearly. Take medication only under supervision of a physician. 6. Be conservative and reasonable about the demands you place on yourself.
 * 7. ** If you have a problem you believe will interfere with taking your exams, be sure to notify your counselor/physician before you take your exam.


 * (Keeping in mind that we want students to be able to identify conflicts with the ** seven guidelines (CRITERIA) and be able to offer correct behaviors (BEHAVIOR) from memory, for coping with stress before taking exams (CONTENT) I suggest this performance instrument that we will need a grading rubric and checklist for:

“Please carefully read and consider the following situation and related issues. Then in the space provided below completely answer all the questions. (Points: 20)

Your UCF roommate, is not doing well in her studies, she is very stressed out and worried she is going to drop out because she says she is “can’t handle school” and is barely passing exams. You have observed many unproductive habits and patterns, that are negatively contributing to her situation and you have made notes of them. Now you have decided to share your impressions of her current habits and show her how she can use the stress management guidelines and standards to manage her obligations, eliminate barriers to effective studying and be able to continue college. This is a summary of your observations / notes about her habits:

My Roommates Unproductive Habits include: A rigorous diet of caffeine (diet sodas, coffee, Red Bull energy drink) to stay up late to cram for exams and get other work accomplished and drinking beer on weekends and sometimes to calm down/get to sleep after an all nighter. Making voice recordings of study notes that she plays back through her Ipod and listens to while she sleeps. A diet of chips and burgers from local fast food places. Even though others have remarked she should cut back on beer drinking she ignores the advice.

Questions:

1) Which of your roommates habits conflict with the seven guidelines? 2) How do each of the habits you listed contribute to stress? 3) What five recommendations can you make to her that agree with the seven guidelines? Give practical examples of substitutions for any unproductive habits. For example, Instead of (list bad habit) she should (list good practical substitution).

Checklist : (points 5) 1- Listed caffeine, alcohol, excessive study through earphones at night, ineffective schedule/late night study, unbalanced diet separately as conflicts 1pt each 5 points total.

2- (points 5) Explained that caffeine and alcohol cause confusion and disorganization of the thought processes. Explained that irregular schedule of reviewing, eating, sleeping, and relaxing did not provide ample time for each important element. Explained that ignoring counseling with alcohol or other problems was denial/avoiding help. Explained that eating an unbalanced diet was not providing necessary nutrition to function optimally - 1pt each 5 points total

3-possible point 10, 2 points each Listed 1 practical substitution for any 5 bad behaviors / habits.

Later we need to address "3 **//Review & Revision://** The group members should review the entire test and //make// //appropriate modifications// and discuss your ideas on the blackboard. After learning the last module, Module 9, you may need to make necessary revision on your final version to modify the test items appropriate for the students with special needs. **Provide a brief** **description for the modification to meet the needs of students with special needs.** " That part will not be difficult.

Modifications I am unfamilar with modifications for a student with a hearing disablitlity. Being that it is a written test is there much of a need for modifications. I know that during a regular classroom setting there are many modifications you can make in your classroom but what about a written assesment.

Modifications for 1, ESE student (hearing disability), 1 LEP student (exchange student from Serbia)

Modifications for a LEP student · Allow unlimited time to take test · Allow a translation dictionary or similar tool · Allow student to write in point form instead of sentences when answering essay questions

The validity of test will not change, even though the students will receive unlimited time. The use of a translation dictionary should not affect the validity either because the content of the test does not ask for dictionary definitions it is content learned in class or from text. Writing the essay response in point form still captures the content since the test is not evaluating sentence structure.

Modifications for a ESE student with a hearing disability · Allow extra time to take test · An interpreter for directions · Separate room for test administration

I think the validity of test will not change, even though the students will receive extra time. An interpreter for the directions will not change the validity because they will not help with content just with how to answer each test item.