Reviewing, “considering,” and answering, these questions is the value in this appraisal. Once you complete this, you will move on to Lesson 3 of this course.
C9L2Q1: Pre-Self-Assessment on Evaluation of Effectiveness of AT (non-graded)
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Regardless of your score – you will now move on to Lesson 3 of the Evaluation of Effectiveness of AT Course
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Question 1 of 7
1. Question
Quality Indicator 1:
Team members share clearly defined responsibilities to ensure that data are collected, evaluated, and interpreted by capable and credible team members.-
- 1 = Responsibilities for data collection¸ evaluation¸ or interpretation are not defined.
- 2 = Responsibilities for data collection¸ evaluation¸ or interpretation of data are assigned to one team member.
- 3 = Responsibilities for collection¸ evaluation and interpretation of data are shared by some team members.
- 4 = Responsibilities for collection¸ evaluation and interpretation of data are shared by most team members.
- 5 = Responsibilities for collection¸ evaluation and interpretation of data are consistently shared by team members.
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Question 2 of 7
2. Question
Quality Indicator 2:
Data are collected on specific student achievement that has been identified by the team and is related to one or more goals.-
- 1 = Team neither identifies specific changes in student behaviors expected from AT use nor collects data.
- 2 = Team identifies student behaviors and collects data, but the behaviors are either not specific or not related to IEP goal(s).
- 3 = Team identifies specific student behaviors related to IEP goals, but inconsistently collects data.
- 4 = Team identifies specific student behaviors related to IEP goals, and generally collects data.
- 5 = Team identifies specific student behaviors related to IEP goals. and consistently collects data on changes in those behaviors.
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Question 3 of 7
3. Question
Quality Indicator 3:
Evaluation of effectiveness includes the quantitative and qualitative measurement of changes in the student’s performance and achievement.
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- 1 = Effectiveness is not evaluated.
- 2 = Evaluation of effectiveness is not based on student performance, but rather on subjective opinion.
- 3 = Evaluation of effectiveness is not consistent or is based on limited data about student performance.
- 4 = Evaluation of effectiveness is generally based on quantitative and qualitative data about student performance from a few sources.
- 5 = Effectiveness is consistently evaluated using both quantitative and qualitative data about student’s performance obtained from a variety of sources.
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Question 4 of 7
4. Question
Quality Indicator 4:
Effectiveness is evaluated across environments including during naturally occurring opportunities as well as structured activities.
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- 1 = Effectiveness is not evaluated in any environment.
- 2 = Effectiveness is evaluated only during structured opportunities in controlled environments (e.g. massed trials data).
- 3 = Effectiveness is evaluated during structured activities across environments and a few naturally occurring opportunities.
- 4 = Effectiveness is generally evaluated during naturally occurring opportunities and structured activities in multiple environments.
- 5 = Effectiveness is consistently evaluated during naturally occurring opportunities and structured activities in multiple environments.
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Question 5 of 7
5. Question
Quality Indicator 5:
Data are collected to provide teams with a means for analyzing student achievement and identifying supports and barriers that influence AT use to determine what changes, if any, are needed.
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- 1 = No data are collected or analyzed.
- 2 = Data are collected but are not analyzed.
- 3 = Data are superficially analyzed.
- 4 = Data are sufficiently analyzed most of the time.
- 5 = Data are sufficiently analyzed all of the time.
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Question 6 of 7
6. Question
Quality Indicator 6:
Changes are made in the student’s AT services and educational program when evaluation data indicate that such changes are needed to improve student achievement.-
- 1 = Program changes are never made.
- 2 = Program changes are made in the absence of data.
- 3 = Program changes are loosely linked to student performance data.
- 4 = Program changes are generally linked to student performance data.
- 5 = Program changes are consistently linked to student performance data.
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Question 7 of 7
7. Question
Quality Indicator 7:
Evaluation of effectiveness is a dynamic, responsive, ongoing process that is reviewed periodically.-
- 1 = No process is used to evaluate effectiveness.
- 2 = Evaluation of effectiveness only takes place annually, but the team does not make program changes based on data.
- 3 = Evaluation of effectiveness only takes place annually and the team uses the data to make annual program changes.
- 4 = Evaluation of effectiveness takes place on an on-going basis and team generally uses the data to make program changes.
- 5 = Evaluation of effectiveness takes place on an on-going basis and the team consistently uses the data to make program changes
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