Study Guide
Field 296: Learning Behavior Specialist 2: Technology 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, Principles of Assistive Technology, Assessment, 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, Principles of Assistive Technology, Assessment, and Developing Individualized Education Programs," which is the first subarea of the Learning Behavior Specialist 2: Technology 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 the assistive and instructional technology assessment process, write an essay in which you:
- identify two critical features that should be considered when conducting an augmentative and alternative communication (A A C) evaluation and describe how these features would support the communication needs of students;
- describe two strategies for collaborating with other professionals and/or the families when determining the appropriateness of an A A C system; and
- describe the trial assessment process for determining the appropriateness of an A A C system.
FOR YOUR REFERENCE ONLY—The constructed-response item for Assignment 1 is written to assess understanding in Subarea 1, "Understanding Students with Disabilities, Principles of Assistive Technology, Assessment, and Developing Individualized Education Programs," which consists of the objectives listed below.
Demonstrate knowledge of the continuum of low- and high-tech assistive technology (A T) and instructional technology tools that promote language and communication (e.g., speech-generating devices, communication boards, text-to-speech software).
Apply knowledge of procedures for effectively collaborating with families, general education teachers, service providers, and other professionals to gather background information on students' medical, developmental, linguistic, family, and academic history.
Apply knowledge of strategies for collaborating with other professionals and families in conducting individual assistive technology (A T) assessments and recognizing when to make referrals to specialists when additional information is needed to inform assistive and instructional technology decisions.
Apply knowledge of methods for examining alternative solutions and trial assessment periods with potential assistive or instructional technologies prior to making an implementation decision.
Sample Strong Response to the Constructed-Response Assignment
A critical issue that should be considered when conducting an augmentative and alternative communication (A A C) evaluation is the reason for the referral. All stakeholders including parents/guardians and all professionals who know and are working with the students should contribute to a description of students' communication strengths and needs as well as questions to be addressed by the evaluation. Another critical issues to be considered are the students' current modes of communication, physical abilities for example visual, hearing, and sensory-motor, auditory/language (receptive and expressive) skills and cognitive areas of strength and need. These issues support the communication needs of students by fine-tuning the evaluation areas to be addressed, including where students' augmentative and alternative communication needs fall in the continuum of low to high technology A A C devices/tools. The continuum of A A C supports includes low-tech (paper, pictures), mid-tech (battery operated, simple electronic device) and high-tech (complex computer devices and software).
One strategy for collaborating with the families when determining the appropriateness of an A A C system is to communicate with the families in the language in which they are most comfortable. If needed or requested by the families a translator should be provided. This ensures that the families can discuss information, ask questions and respond to the professional(s). When determining the appropriateness of an A A C system the Technology Specialist will collaborate by initially meeting weekly with the other professionals. In these meetings the Technology Specialist would provide training in the use and features of the A A C device. The professionals would also have the opportunity to bring forward any questions or concerns that they may have about the student's use of and the working of the A A C device.
The trial assessment process to determine the appropriateness of an A A C system is for the Technology Specialist to make periodic observations of the student using the A A C device and then to meet with the other professionals. These meetings are to discuss the student's willingness to use the A A C device. They will discuss the student's success in using the A A C device as measured by the student ability to successfully communicate with peers and teachers, and to meet the requirements of the academic curriculum.
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: Technology 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 integrating assistive and instructional technology with learning experiences, write an essay in which you:
- identify two strategies for adapting or modifying curricula using assistive and instructional technology for students with disabilities and describe why these strategies promote students' academic skills;
- describe two learning experiences and explain how assistive and instructional technology could be incorporated into each learning experience you identified; and
- describe a strategy for promoting students' strategic skills in managing assistive and instructional technology tools to facilitate independence across educational settings.
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 methods for adapting and modifying content, materials, and instructional strategies using assistive and instructional technology to promote students' academic skills.
Apply knowledge of methods for integrating instructional adaptations, accommodations, modifications, and A T into learning experiences and lessons to meet the academic needs of students.
Apply knowledge of strategies for promoting students' operational, functional, social, and strategic skills in managing A T devices and systems to facilitate competence, independence, and transition to postsecondary environments.
Apply knowledge of strategies for building students' operational competence and independence with troubleshooting and problem-solving common technology issues.
Sample Strong Response to the Constructed-Response Assignment
Two strategies for adapting or modifying curricula using assistive and instructional technology for students with disabilities are to provide students with low tech (modified, low vocabulary/ grade level reading material) or high tech (software programs) tools. For those students whose reading skills are below grade level, the modified, low vocabulary /grade level reading material promotes their academic skills by giving them the same content as their classmates but matched to their reading and comprehension abilities. For those students who have attentional issues the software is dynamic enough to keep them engaged and allows them opportunities to learn and practice skills.
One learning experience that could incorporate assistive and instructional technology is a math lesson adding single digit numbers. The teacher first taught this by having all the students use hands-on manipulatives such as counters, coins, or blocks. Most of the class has mastered this and has progressed to doing single digit addition without manipulatives. For those students who need more practice with single digit addition without manipulatives, the teacher would use math software that provides two-dimensional manipulatives, instruction and drill/practice on this skill. Another learning experience that could incorporate assistive and instructional technology would be a reading lesson. Using Universal Design for Learning principles, the teacher would provide text-to-speech software to the class. Text-to-speech software is appropriate in particular for students who have decoding difficulty. It is a way for them to listen to and have access to grade level content without interference from their decoding difficulties.
A strategy for promoting students' strategic skills in managing assistive and instructional technology tools is to initially have weekly meetings with the Technology Specialist. At these meetings the students and classroom teachers/paraprofessionals would communicate the students' progress and questions about using the tools. The Technology Specialist would teach them how to manage both hardware and software. Managing the hardware and software includes knowing how to use it and how to deal with issues as they occur. For example, a problem-solving technique could be demonstrating how to reboot a Chromebook. For software issues the Technology Specialist would teach them how to access the software's help button and search for the solution to a problem. As the students and classroom teachers/paraprofessionals become more independent and confident in using the hardware and software as well as solving issues, these meetings can occur on a monthly or as needed basis. Being able to manage the assistive and instructional technology tools and problem solve the issues would increase students' independence across educational settings.
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: Technology 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 federal and state statutes related to the provision of assistive and instructional technology and services, write an essay in which you:
- identify two key federal and/or state statutes related to the distribution of assistive and instructional technology tools, services, and supports to students with disabilities and describe the importance of the federal and/or state statutes you identified;
- explain the ethical issues related to each of the statues you identified; and
- for each statute you identified, describe the responsibilities of key stakeholders related to using assistive and instructional technology ethically.
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 key federal and state statutes (e.g., Individuals with Disabilities Education Act [I D E A], Americans with Disabilities Act [A D A], Illinois Administrative Code, Section 5 O 4 of the Rehabilitation Act, free appropriate public education [F A P E], least restrictive environment [L R E], Family Educational Rights and Privacy Act [F E R P A], Health Insurance Portability and Accountability Act [H I P A A], Children's Online Privacy Protection Act [C O P P A], Student Online Personal Protection Act [S O P P A]) related to the provision of technology tools and services for students with disabilities.
Demonstrate knowledge of current regulations, policies, and ethical issues related to the provision and implementation of assistive and instructional technology in the education of students with disabilities, including laws about duplication and distribution of software and other copyrighted technology materials.
Demonstrate knowledge of the rights and responsibilities of parents/guardians, students, teachers, other professionals, and schools in relation to students' need for assistive and instructional technologies and the integration of these in educational programs.
Demonstrate knowledge of the roles and responsibilities of the technology specialist and the ethical responsibility to advocate for students' access to assistive and instructional technology to promote equitable access to the general curriculum and postsecondary opportunities for students with disabilities.
Sample Strong Response to the Constructed-Response Assignment
One key federal statute related to the distribution of assistive and instructional technology tools, services, and supports to students with disabilities is the 21st century Assistive Technology Act. This provides funding for assistive technology (A T) devices such as wheelchairs, augmentative communication devices, enlarged keyboards, and voice amplification systems. It also provides for services such as an evaluation of A T needs of a student and the provision of the appropriate A T device either through leasing or purchase. Another key federal statue is Individuals with Disabilities Education Act (I D E A). I D E A states that school districts at a student's Individual Education Program (I E P) meeting must consider whether or not that student has A T needs. If the student does, the school district must determine what those needs are and then provide the A T devices/services. These provisions must be included in the student's I E P. The twenty-first century Assistive Technology Act and I D E A are important statutes because by providing A T devices/services they ensure that students have access to the same general education curriculum as their peers in the least restrictive environment.
The twenty-first century Assistive Technology Act provides funding for A T devices and services both in and out of the school setting. Ethically this act ensures that students' A T devices and services must be made available to them. Without their needed A T devices and services, students would not be able to access the general education curriculum or demonstrate their knowledge. I D E A states that students' have the right to a free and appropriate education in the least restrictive environment. Ethically without their needed A T devices and services, students would not be able to be in their least restrictive educational setting. A T devices and services gives students over their lifetime opportunities to access learning, socializing, working and living in the community.
Ethically under the twenty-first century Assistive Technology Act and I D E A, the Technology Specialist and related services providers (i.e., Occupational Therapist, Physical Therapist, Speech and Language Pathologist) collaborate to evaluate a student's A T needs. After this evaluation these stakeholders would be responsible for teaching the student, classroom teachers, and parents/guardians how to use the A T device. Ethically all stakeholders are responsible for the use and care of the A T device.
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, Principles of Assistive Technology, Assessment, 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 Camila, a 14-year-old ninth-grade student with a specific learning disability in reading. Camila receives reading support in the resource room three days a week and two days a week in the general education setting with the special education teacher. Camila wishes to pursue a career as a physical therapy technician/assistant at the career and technical school. As part of Camila's transition assessment, the Individualized Education Program (I E P) team recommended an assistive technology (A T) assessment to support Camila's transition goals.
Use the data and information from Camila's assistive technology assessment. Be sure to read all the assessment data and all three assignments before you begin your responses.
Exhibit 1
Special Education Evaluation
The assessment data below is an excerpt of Camila's special education evaluation.
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Background Information: Camila is a 14-year-old ninth-grade student who was referred for an assistive technology evaluation as part of her transition assessment. Camila receives special education services for reading and writing and has demonstrated good progress. She independently arrives to the resource room to participate in individual and small-group literacy intervention. Camila's father reports that she reached all developmental milestones within age-appropriate timeframes. She has no educationally relevant diagnoses. Camila's last pediatric wellness visit indicates that her hearing and vision are within normal limits. |
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Test of Academic Skills Mean = 100; Standard Deviation = 15 |
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| Subtest | Standard Score | Percentile Rank | Interpretation |
| Reading | 65 | 3 | Very Low |
| Reading Fluency | 63 | 1 | Very Low |
| Reading Rate | 70 | 2 | Low |
| Reading Comprehension | 62 | 1 | Very Low |
| Written Language | 70 | 2 | Low |
| Written Expression | 75 | 5 | Low |
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Impressions: Camila has made considerable personal growth this school year, as demonstrated by her positive attitude, willingness to take risks, and use of learning strategies. This significant change has positively impacted Camila's learning and educational progress. Camila's performance on standardized tests, formative assessments, and work samples indicates that she demonstrates difficulties in the following areas: reading with expression, recognizing words with automaticity, learning the meaning of grade-level vocabulary words, self-monitoring comprehension, connecting ideas within the text, and recalling what has been read. Camila's Developmental Reading Assessment (D R A) score significantly improved this school year, increasing from 28 to 50 or from a beginning-of-the-year third-grade level to an end-of-the year fifth-grade level. Camila is earning Aees in her elective courses, a B in mathematics, and Sees in English language arts and social science. Her eighth-grade scores on the Illinois Assessment of Readiness were as follows: Reading 6 80, Level 1—Did not yet meet expectations; Writing 7 20, Level 2—Partially met expectations; and Math 7 50, Level 4—Met Expectations. |
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Exhibit 2
Classroom Needs Assessment
The information below is an excerpt of a classroom needs questionnaire completed by Camila's social science teacher.
| Student |
What are the student's current skills and abilities? Camila is a great participant in our whole-group and small-group discussions. She isn't afraid of sharing her thoughts, and she also encourages others to do so as well. Camila is an enthusiastic learner, and she is certainly interested in world cultures, but she has difficulty managing the reading and writing requirements of this class. Even when the materials are read aloud, she has difficulty comprehending the content. |
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Does the student use technology? If so, what technology tools does the student use? Like most students her age, Camila uses a smartphone and from some of her discussion comments, I know she is familiar with social media. She uses a laptop computer in the classroom and at home to complete her homework, writing assignments, and to conduct research. There is a text-to-speech function on the laptop that Camila uses to edit her writing, but she hasn't found that tool as useful when trying to access reading materials. |
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| Environment |
What does the student find most challenging? Camila has the most difficulty comprehending grade-level texts. Even when the texts are read aloud, she has difficulty understanding the content. She is very conversant, but I'm not sure if Camila has the vocabulary skills to understand all that she is reading. |
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What supports are available to the student? Camila has a laptop computer with a word processor available to her for all her classes. Camila has the following accommodations: instructions are presented orally, class notes/outlines are provided in advance, extended time for tests/assignments, pre-teaching vocabulary concepts, and support with managing a weekly/monthly assignment planner. |
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| Tasks |
What do you want the student to do that other students are doing? Camila needs to cite textual evidence to support an argument; determine the central ideas of primary and secondary sources; analyze the text to make connections among individuals, ideas, and events; and determine the author's point of view or purpose. |
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What can the student not do that she needs to be able to do? Camila needs to access grade-level textbooks, Web pages, email, and books to support her education and career goals. In addition, access to these materials will allow her to keep pace with her peers so that she can continue to make progress toward grade-level learning standards. |
Exhibit 3
Present Level of Academic Performance
The information below summarizes Camila's present level of academic performance in English language arts.
| intentionally left blank | Progressing | Meets Expectations | Exceeds Expectations |
|---|---|---|---|
| Illinois Learning Standards—Informational Texts | |||
| Determine the meaning of words and phrases as they are used in the text. | intentionally left blank |  |
intentionally left blank |
| Demonstrate understanding of word relationships and nuances in word meanings. | |
intentionally left blank | intentionally left blank |
| Cite textual evidence to support analysis of what the text says explicitly. | |
intentionally left blank | intentionally left blank |
| Determine a theme or central idea of a text. | intentionally left blank | |
intentionally left blank |
| Analyze a particular point of view in a work of literature from outside the United States. | intentionally left blank | |
intentionally left blank |
| Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | |
intentionally left blank | intentionally left blank |
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Summary: Camila continues to make progress toward grade-level learning standards given accommodations and modifications. The accommodations and modifications that best support Camila's learning and ability to access the curriculum are: highlighting salient information in the text, reducing the length of reading assignments, completing graphic organizers while reading passages, previewing new vocabulary concepts, and providing a laptop computer with word processing for written assignments. Locating leveled texts for Camila is challenging, especially since many of the textbooks, Web sites, and articles that are used do not have leveled versions. Text-to-speech does not appear to improve Camila's comprehension as much as the accommodations stated above; however, she frequently uses text-to-speech as a strategy for editing her writing. It is the hope of the educational team that assistive and instructional technology tools will promote Camila's reading comprehension, vocabulary learning, sustained attention while reading, and ability to use thinking strategies to make inferences and text connections. |
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Exhibit 4
Student Questionnaire
The following questionnaire was completed by Camila with support from the special education teacher.
| Vision: | ||||
|---|---|---|---|---|
| Do you wear glasses or contact lenses? | Yes | intentionally left blank | No | |
| Do you have any vision issues that affect access to learning materials? | Yes | intentionally left blank | No | |
| Mobility: | ||||
| Do you navigate your environment independently (I) or with assistance (A)? | I | |
A | intentionally left blank |
| Writing Mechanics: | ||||
| Is your writing legible? | Yes | |
No | intentionally left blank |
| Is forming letters and words difficult for you? | Yes | intentionally left blank | No | |
| Do you experience fatigue with writing? | Yes | intentionally left blank | No | |
| Computer/Typing Skills: | ||||
| Do you use a standard keyboard? | Yes | |
No | intentionally left blank |
| Do you use a standard computer mouse? | Yes | |
No | intentionally left blank |
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Describe how you type? I type using both hands and I'm fast! I can type between 30 and 40 words per minute. |
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In what ways do you think assistive technology could support your learning? |
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I could use help with my reading! When I'm reading, I don't know all the words or sometimes I forget what I have read. Sometimes it just doesn't make sense! A lot of the speeches, essays, and Web sites that we read in social science are difficult to understand. I have to look up the words and then I forgot what I have read. It's really hard for me to take notes while I'm reading, and I have a hard time focusing on what I'm reading. |
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Sample Constructed-Response Assignment 4
Case Study Assignment 1 is intended to assess your understanding of "Understanding Students with Disabilities, Principles of Assistive Technology, Assessment, and Developing Individualized Education Programs," which is the first subarea of the Learning Behavior Specialist 2: Technology 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 data from the student's current Individualized Education Program and assistive technology evaluation. In your essay:
- identify the student's academic strengths and needs and describe a potential educational implication of the student's disability on access to the curriculum and engagement in learning;
- identify two assistive and/or instructional technology tools that would promote the student's learning and academic achievement and describe two features of each assistive and/or instructional technology tool that would meet the curriculum access needs of the student; and
- describe a strategy for collecting performance monitoring data to evaluate the effectiveness of each assistive and/or instructional technology tool that you identified.
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, Principles of Assistive Technology, Assessment, and Developing Individualized Education Programs," which consists of the objectives listed below.
Demonstrate knowledge of the implications of disabilities on academic and cognitive development.
Demonstrate knowledge of the potential educational implications of various disabilities and medical conditions (e.g., specific learning disability, speech or language impairment, other health impairment).
Demonstrate knowledge of the potential implications of disabilities on students' transition to adult life roles (e.g., employment, postsecondary education, vocational training, supported living).
Demonstrate knowledge of the continuum of low- and high-tech A T and instructional technology tools that promote cognitive development, learning, and access to the curriculum (e.g., e-book readers, linguistic prediction, graphic organizers).
Demonstrate knowledge of how to collect and interpret assessment data and use information from multiple reporting sources to successfully customize and implement assistive and instructional technology.
Demonstrate knowledge of strategies for monitoring outcomes of technology-based interventions and for reevaluating and adjusting the technology tool or system as needed based on performance monitoring data and information from stakeholders (e.g., students, parents/guardians, teachers, clinicians, outside agencies).
Demonstrate knowledge of ways that features of technological devices and tools can be used to collect, analyze, summarize, and report student performance data to aid instructional decision making.
Apply knowledge of methods for designing ongoing assessment measures to monitor progress and collect data to assist in identifying students' assistive and instructional technology needs.
Apply knowledge of criteria for selecting software and high- and low-tech A T products that meet educational objectives and learning needs of students with disabilities in a variety of educational settings.
Sample Strong Response to the Constructed-Response Assignment
Camila is a 9th grader with a specific learning disability in reading. She is in the general education setting for all classes but receives reading support from the special education teacher in the resource room Camila is an enthusiastic learner and participates willingly in group discussions. Camila shows academic strengths such as A's in electives and a B in math. Camila is struggling with reading. Her Developmental Reading Assessment (DRA) places her at the end of 5th grade, four years below grade level. Results from the Test of Academic Skills indicate significant needs in reading and writing. The reading skills of basic reading, fluency and rate are at the very low range and indicate a need in foundational reading skills, affecting vocabulary and comprehension. This is supported by statements from the special education evaluation, the social science teacher, and the English/Language arts teacher all note Camila's difficulty with comprehension, vocabulary, and reading words with automaticity. Camila's accommodations include text-to-speech software and having a reader. These have not been successful. An educational implication of Camila's reading and writing disabilities, are as she is required to read more difficult subject matter texts, she will fall further behind. This could affect her positive outlook and participation in class.
One assistive technology tool is Read&Write for Google to promote Camila's reading comprehension. One feature it has is pop up text and picture dictionaries that explain the meaning of words in the selection. Camila states that she loses her place and gets confused when looking up words in a dictionary. This feature would help Camila to keep her place in the selection and increase her understanding of new words. Another feature is it allows Camila to highlight important details and make connections to the main ideas. This would allow her to answer questions and summarize what she has read. Given that Camila's DRA score is end of the year 5th grade level, this places her four grade levels below her peers. One instructional technology tool is Read Naturally which would be used to improve Camila's reading skills in the areas of phonics, high frequency vocabulary, resulting in improved fluency leading to improved comprehension. One feature is the Signs for Sounds section which enables Camila to receive explicit phonics instruction for reading and spelling. It includes teaching reading and spelling irregular high-frequency words. This would lead to Camila learning the association of sounds and letters for reading and spelling. Another feature is the Take Aim at Vocabulary section. It provides direct teaching of vocabulary by using high interest text and gives Camila the opportunity to connect and use this vocabulary in different reading selections.
A strategy for evaluating the effectiveness of each technology tool would be to administer individual reading assessments to get a baseline of Camila's skills. After Camila has used the tools for three weeks, she would be re-tested to determine any improvement in her reading skills. If improvements are noted the tools should be continued. If progress is not made consideration would be given to making adjusting or changing the tools.
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: Technology 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.
Write an essay in which you discuss specific aspects of the student's assistive and instructional technology plan. In your essay:
- describe a way you would adapt or modify the curricula using the assistive and/or instructional technology tools that you identified in Assignment 1 and explain how this adaptation or modification would promote the student's access to the curriculum;
- describe how the assistive and/or instructional technology tools that you identified in Assignment 1 can be integrated with universal design for learning (U D L) to accommodate the strengths and needs of the student; and
- describe a plan for instructing the student in the operational and/or troubleshooting techniques for one of the assistive and/or instructional technology tools you recommended in Assignment 1.
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.
Apply knowledge of strategies for integrating assistive and instructional technology with differentiated instruction, universal design for learning (U D L), and accessible instructional materials to accommodate the strengths and needs of students.
Demonstrate knowledge of the Illinois Learning Standards and methods for adapting and modifying content, materials, and instructional strategies using assistive and instructional technology to promote students' academic skills.
Apply knowledge of strategies for planning, organizing, and implementing assistive and instructional technology plans in the least restrictive environment (L R E), appropriate to the learning needs of students.
Apply knowledge of methods for integrating instructional adaptations, accommodations, modifications, and assistive technology (A T) into learning experiences and lessons to meet the academic needs of students.
Apply knowledge of strategies for promoting students' operational, functional, social, and strategic skills in managing A T devices and systems to facilitate competence, independence, and transition to postsecondary environments.
Apply knowledge of strategies for building students' operational competence and independence with troubleshooting and problem-solving common technology issues.
Sample Strong Response to the Constructed-Response Assignment
Read&Write for Google modifies the curriculum for Camila by highlighting the important parts of a reading selection. This allows Camila to connect the main ideas in order to answer questions about the selection as well to be able to summarize what she has read. Read Naturally modifies the curriculum for Camila by providing her with direct, explicit instruction in the areas of phonics, vocabulary, fluency and comprehension. This gives her access to the curriculum by using reading materials that are matched to her instructional level.
Read&Write for Google follows universal design for learning (U D L) principles to accommodate Camila's strengths and needs — "… is a great participant in our whole-group and small-group discussions. She isn't afraid of sharing her thoughts, … but she has difficulty managing the reading and writing requirements of this class. Even when the materials are read aloud, she has difficulty comprehending the content." The whole class and Camila can use Read&Write for Google when reading or writing in class. Because it helps Camila to make connections to the main ideas of the text, it enhances what she contributes to whole and small group discussions. Read Naturally follows U D L principles to accommodate Camila's reading disabilities because it is a reading intervention program to develop and improve, as previously stated her phonics, vocabulary, fluency and comprehension skills. Camila's reading disability is a barrier for her to access the general education curriculum. Looking at and removing a barrier to the general education curriculum is a core principle of U D L. Providing Camila with Read Naturally could improve her reading skills and academic access and progress.
The Technology Specialist would instruct both Camila and the resource room teacher during the two to three sessions when Camila goes to the resource room. Completing the instruction in the resource room provides Camila and the resource room teacher time to learn how to use/operate Read Naturally, ask questions and practice using the technology. It also give the Technology Specialist opportunities to observe Camila using this technology tool. The Technology Specialist would increase or decrease these sessions as needed as demonstrated by Camila's and the resource room teacher's ability to use Read Naturally with confidence.
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: Technology 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 assistive and instructional technology plan. In your essay:
- identify two key stakeholders who should take part in the student's individualized assistive and instructional technology plan and describe the roles and responsibilities of each of these individuals with respect to the implementation of the student's assistive and instructional technology plan;
- describe two strategies for collaborating with each stakeholder you identified to effectively implement principles of universal design for learning (U D L) to support the academic needs of the student; and
- describe two resources, networks, and/or organizations that would support the student's assistive and instructional technology needs and explain how the resources, networks, or organizations that you identified would support the student and the student's parents/guardians.
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 other service providers about assistive and instructional technology, accommodations, and modifications 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) as related to assistive and instructional technology to support the academic needs of students.
Apply knowledge of strategies for collaborating with students, parents/guardians, teachers, and other school and community personnel to develop assistive and instructional technology plans and services appropriate to the ability and needs of the student.
Demonstrate awareness of resources, strategies, networks, organizations, and services, including state agencies and funding sources that work with students with disabilities and their families to provide assistive and instructional technology tools, services, and supports.
Sample Strong Response to the Constructed-Response Assignment
Two key stakeholders who should take part in Camila's individualized assistive and instructional technology plan are the Technology Specialist and the classroom teacher. The Technology Specialist is responsible for administering a technology evaluation to Camila. They would then share the results of the evaluation with all stakeholders and make recommendations about appropriate devices and services for Camila. The Technology Specialist would write the technology plan including goals and an evaluation schedule. The Technology Specialist would also provide training to Camila and classroom staff. The classroom teacher would report on Camila's classroom performance regarding technology needs. They would ensure that Camila uses the A T tools correctly and consistently.
One strategy for collaboration between the Technology Specialist and the classroom teacher is to meet at the beginning of each academic unit to discuss pre-teaching vocabulary to the class. Prior to the teacher's vocabulary lesson, the Technology Specialist would load a graphic organizer such as a word map onto Chromebooks for the whole class to use. The whole class, and in particular Camila, would then be able to refer back to this document to review the new vocabulary as needed. Another strategy for collaboration would be for the Technology Specialist and the classroom teacher to meet and discuss the uses of Read&Write for Google and how it would support Camila's needs. Both collaborations between the Technology Specialist and the classroom teacher would demonstrate U D L principles by accommodating Camila's strengths and needs within the classroom. Providing her with a Chromebook and Read&Write for Google give her alternate ways to access and learn the general education curriculum.
The Illinois Assistive Technology Program (I A T P) is a resource students and parents/guardians can access to get information about disabilities and free assistive technology. It provides Assistive Technology (A T) and Augmentative and Alternative Communication (A A C) evaluations. It offers a wide variety of A T devices that can be borrowed and trialed at home. I A T P also offers financial loans to purchase A T devices. I A T P would support Camila and her parents/guardians by giving them the chance to try other A T devices and purchase devices for her use at home. The website at4kids.com is a second resource that Camila and her parents/guardians could access to get information about A T devices. It provides a list of A T tools and programs Camila could use as well as specific information and videos regarding Chromebook accessibility features. This site also gives parents/guardians background information and videos including the laws related to A T and resources for students.
Performance Characteristics
The performance characteristics for each score point for the LBS II: Technology 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: Technology 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: Technology 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. |