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This resource was designed for secondary education transition teachers, but can be used by all special educators as a way to determine different assessment to give to students throughout their schooling in the categories of employment, independent living and education/training. This easy to use resource allows for a teacher to quickly select a domain, grade level and disability area. After these have been selected there are assessments, questionnaires, and checklists provided that teachers can give to their students to assess different areas of everyday life. These assessment are geared towards preparing students for understanding their abilities and services provided for transitioning into life after graduating school. These assessments are available in English, Spanish and Burmese. This is a diverse and great resource for teachers and parents to use who are working with students with disabilities entering the transition stage from school to independent living, postsecondary schooling, or pursuing a career.

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Indiana Secondary Transition Resource Center

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Transition Assessment Matrix: Transition Resources: Indiana Secondary Transition Resource Center: Indiana University Bloomington

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This transition assessment toolkit breaks down in great detail every aspect of a transition assessment. Throughout the five different sections of this toolkit teachers are able to better understand age appropriate transition assessments, sample instruments, surveys of transition assessment planning practices, transition assessment implementation timelines, and informative links and other sources of information regarding transition assessments.

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This PowerPoint is a great guide for developing measurable IEP goals. This is a great resource for professional development that can be shared with other special education teachers. This resource focuses on understanding the relationship between present levels of performance and measurable annual goals. This PP breaks down how to make every aspect of the IEP goal measurable by differing if a skill is observable or not, does the goal have accurate criteria, and a method fro evaluation. This presentation provides great examples and great visuals to keep people engaged and able to understand the material fully.

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This assessment accommodation checklist is a great resource for teachers struggling to determine what kinds of accommodations they can make to an assessment. This checklist provides eight categories of ways a teacher can make accommodations to an assessment. This resource is straight forward, easy to read and a quick guide to creating a variety of assessment accommodations.

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This webpage breaks down the importance of understanding students and how they interact with their environment and why this is important to be aware of, but especially for students with disabilities. This webpage suggests that students behaviors are directly effected by the space they are in, therefore an ecological assessment is essential for successfully including students from special education into other settings. There are six steps to consider when completing an ecological assessment; 1) delineation of the assessment, 2) formation of the conceptual framework within which to assess the learner and the environment, 3) implementation of the assessment plan, 4) evaluation of assessment results, 5) development of a set of hypotheses and 6) development of a learning plan. This could be a great resource for a teacher struggling to understand why inclusion is or is not working for the student.

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School learning communities are dynamic and complex, and meeting the challenge requires a detailed understanding of how such communities work, a task that is ideally suited to Ecological Assessment. Ecological Assessment for successful school inclusion settings can be a vital part of the structure of maintaining scientifically-grounded, evidence-based practices in schools. Like functional assessment, Ecological Assessment uses the tools of Applied Behavior Analysis - behavioral definitions, direct observation and data collection, task analysis, simple statistical analysis, structured interviews - and applies them to the ecosystem of the classroom and other settings in schools.

In 2007, Cooper, Heron, & Heward wrote: "An ecological approach to assessment recognizes the complex interrelationships between environment and behavior. In an ecological assessment a great deal of information is gathered about the person and the various environments in which that person lives and works. Among the many factors that can affect a person's behavior are physiological conditions, physical aspects of the environment (e.g., lighting, seating arrangements, noise level), interactions with others, home environment, and past reinforcement history. Each of these factors represents a potential area for assessment." (p. 55)

Ecological Assessment has been discussed in behavior analysis for at least the past 45 years. Wallace and Larson (1978) described Ecological Assessment as referring to the analysis of an individual's learning environment and his/her interactions within and across these settings. In stressing the importance of ecological assessment, Hardin (1978) said that "appropriate and effective intervention cannot occur without an adequate understanding of the child and his or her environment." Heron and Heward (1988) pointed out that sometimes students' situations warrant comprehensive study, saying, "...some students' learning/behavior difficulties are subtle and complex and, thus, necessitate a more global assessment to ensure the most appropriate instructional approach." They suggested that Ecological Assessment should be based on various sources of information such as student records, interviews, formal and informal tests, and direct observation, and include an examination of specific influences within a setting such as:

Spatial Density

Seating Arrangement

Noise

Student-Student Interaction

Classroom Lighting

Teacher-Student Interaction

Home Environment

Reinforcement History

According to Carroll (1974) a model of Ecological Assessment consists of six steps:

1. "Delineation of the assessment goals (i.e., identify the data to be collected and how they will be used)

2. Formation of a conceptual framework within which to assess the learner and the environment (i.e., identify the relative importance of learner and environmental factors)

3. Implementation of the assessment plan (i.e., conduct direct observations, inspect work samples or products)

4. Evaluation of assessment results

5. Development of a set of hypotheses (i.e., relationships between student behavior and identified learner characteristics and environmental factors)

6. Development of a learning plan (i.e., an intervention strategy designed to match learner characteristics with appropriate environmental settings)."

Like functional assessment, Ecological Assessment is part of an analysis involving students and the environment. While functional assessment identifies specific behaviors (usually problem behaviors) exhibited by a student as the target of the assessment, Ecological Assessments have both a setting focus and a student focus. Ecological Assessments study the nature of all behaviors required to be reinforced in a particular setting and the specific circumstances under which those behaviors must occur. It then compares these requirements to the abilities and experiences of the student. The central question in an Ecological Assessment is, "What does the student need to do to succeed?"

Why Conduct an Ecological Assessment?
There are many reasons to conduct an Ecological Assessment:

With students making transitions between programs, Ecological Assessments can supplement the typical discussions between sending and receiving teams, providing formal observations, data-taking, setting inventories, and structured interviews that allow for a smoother transition

For students who are less-than-engaged in class and exhibit off-task behavior, Ecological Assessments help teachers identify and eliminate the barriers to on-task behavior and, as efforts are made to resolve issues, provide both a baseline and a convenient on-going monitoring vehicle for both the student's behavior and any continued existence of the barriers

When evaluating student readiness, Ecological Assessments identify the key skills actually reinforced in target environments, so that specific, concrete, realistic preparations can be implemented

The Future of Ecological Assessment
Educational teams in schools tackle problems encountered in inclusion settings every day, both from the assessment side and the student preparation side. While Ecological Assessment has been frequently discussed as a valuable tool and would seem to be ideal for gaining a detailed understanding of environmental barriers and challenges in classrooms and other inclusion settings, there is little established structure to guide clinical implementation.

At this point, one Ecological Assessment is very likely to look completely different from another. Like functional assessment, Ecological Assessment in the future must take on recognized and validated structure that is data-based, reliable, and highly descriptive of setting characteristics and related student abilities. Insights into how to provide meaningful student inclusion experiences depend on well-developed tools that synthesize and easily communicate information about complex challenges.

Well-structured Ecological Assessments will provide a vital means of approaching inclusion that, in addition to providing a detailed analysis, will create a structure that can extend well beyond the initial decision-making phase of programming, and, without a doubt, promises to contribute enormously to student program development.

For more on Ecological Assessment, check out our newest product by Fovel, the SEAT!

This innovative new protocol and manual provides essential structure to facilitate ecological assessment of inclusion settings that is systematic with ABA principles and straightforward to implement. This assessment tool is a must for practitioners and educational teams at all levels and grades, who need to design, and evaluate student inclusion experiences using evidence-based methodologies.

This week only, get the SEAT for 15% off with promo code .

WRITTEN BY J. TYLER FOVEL, M.A., BCBA

Tyler Fovel has worked in the field of Applied Behavior Analysis for over 40 years, with all ages of students and with dozens of educational teams. He has published manuals on educating students with autism and related developmental disabilities: The ABA Program Companion and The New ABA Program Companion (DRL Books). He lives in Massachusetts with his wife, Jan, and their golden retriever, Lucy.

Written by: Different Roads to Learning on November 3, 2016. on October 12, 2018.

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Ecological Assessment For Successful School Inclusion Settings - Different Roads to Learning Blog

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School learning communities are dynamic and complex, and meeting the challenge requires a detailed understanding of how such communities work, a task that is ideally suited to Ecological Assessment. Ecological Assessment for successful school inclusion settings can be a vital part of the structure of maintaining scientifically-grounded, evidence-based practices in schools.

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Behavior Assessment System for Children Third Edition (BASC-3) 

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Behavior Assessment System for Children Third Edition (BASC-3) 

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This brochure breaks down the purpose and logistics of the BASC-3. The BASC-3 is a comprehensive assessment that analyzes children's behavior from three different perspectives. The child, teach and parents all play a role in understanding the behaviors and emotions of children and adolescents by using a series of rating scales and questionnaires. The outcome of this assessment allows for parents, teachers and the child to understand why they behave in a certain way and also how to manage the child's behavior strengths and weaknesses.

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This resource is a great way for teachers to explain the different aspects of social skills to parents, other teachers and administrators. This document provides a progressive way of understanding social skills through an interactive assessment and the use of case studies. Some of the topics covered in this document include common difficulties, nonverbal communication, social initiation, social reciprocity, social cognition, skill acquisition deficits, performance deficits, and ways to evaluate these different aspects of social skills. This could be a great resource to give parents who struggle with not understanding social skills and for teachers to use a reminder when working with students who have difficulties with social skills.

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The amended NC SLD policy is apart of the policies governing services for children with disability. However, a new amendment was passed and became effective July 1st, 2020. Beginning on page 144 and ending on page 154, there is new and updated information regarding the referral and evaluation process for those with a SLD. There is a breakdown of the referral and evaluation process on pages 149-154.

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North Carolina Department of Public Instruction Exceptional Children Division website contains resources for parents, teachers, and administrators.

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The MTSS Live Binder is a website that explicitly outlines the processes, practices, and resources necessary to establish a successful Multi-Tiered System of Support in North Carolina. This NC framework is used as a way for schools to improve all students learning through engaging, research-based academic and behavioral practices. This MTSS Live Binder breaks down every aspect of MTSS and how to effectively implement in an easy to use table of contents format.

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If someone emailed you this link, please let them know that (for security reasons) they need to enter an access key in LiveBinders to share a private binder or shelf.

If this is your binder, please log in (top right on this page.)

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If someone emailed you this link, please let them know that (for security reasons) they need to enter an access key in LiveBinders to share a private binder or shelf. If this is your binder, please log in (top right on this page.)

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This resource helps teachers and administrators determine if a student should be referred for testing for a learning disability. This data mapping tool allows for teachers and administrators to determine if a student is responding to RTI. If the student is not responding then steps will be taken to have the student tested for having a learning disability. This extensive document requires a student to meet 5 different criteria before being evaluated for having a learning disability. Teachers will use this as a way to accurately determine a students need based on the extensive and specific criteria of this document. The reason for using such an extensive resource is to make sure that only students who need alternative services are getting those services.

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NC Policies Governing Services for Children with Disabilities 

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NC Policies Governing Services for Children with Disabilities 

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This document is a great resource to go find specific information on the rules and policies of special education in North Carolina. This document will be very helpful for teachers who need clarification on the different processes within special education services and to identify the  specific stipulations of referrals, eligibility, local and state policies,  evaluations, grants etc. This document is a must have for all teachers because it addresses every aspect of special education that a teacher may need to know.

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This resource is given to most parents during IEP meetings. This document breaks down the procedural safeguards (legal rights) that parents and their child with a disability have. Parents play a significant role in the IEP process and determining the services required for their child, therefore they have a lot of responsibilities. These responsibilities are laid out in this document. This document is available in English or Spanish on the NCDPIs website. There is a section that breaks down the acronyms used in special education and additional resources for parents in the documents appendices.

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It is important that you understand the Procedural Safeguards (legal rights) provided for you and your child with a disability. In this document, you will find a new section in more user-friendly language that summarizes the rights and responsibilities of parents in the special education process. Acronyms and terms often used in special education and resources for parents are found in the appendices.

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Parent Rights & Responsibilities in Special Education: NC Notice of Procedural Safeguards

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It is important that you understand the Procedural Safeguards (legal rights) provided for you and your child with a disability. In this document, you will find a new section in more user-friendly language that summarizes the rights and responsibilities of parents in the special education process.

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This website created by Duke's Law is a great resource for parents to use in order to understand the special education process. This website breaks down the process by step in a table of contents that parents can easily navigate. This resource also provides a beak down of special education terms and the IDEA law.

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The Duke Children's Law Clinic has produced a comprehensive Guide for parents of children with special education needs. The Guide explains the special education law in clear terms so that parents can learn the vocabulary, navigate the special education system, and become an effective advocate for their children. The Guide is especially geared to assist North Carolina parents.

The Guide contains 11 chapters, beginning with the broad concepts of the special education law and the important terms, then moving to specific topics. Readers can access the Guide by clicking the desired chapter on the list below, or by downloading the entire Guide to their own computer. The Frequently Asked Questions are answered orally as well as in the text. See the videos below to hear answers to common questions.
Download the guide Descarga la Guía en Español
Frequently Asked Questions

Chapter 9 of the Guide provides answers to frequently asked questions about special education in North Carolina. The questions, which are divided into six groups, are also answered in the videos below. Click the play buttons to watch each grouping in its entirety, or use the links to jump to individual answers.

Eligibility for Special Education

Special Education Services and IEPs

Least Restrictive Environment and Placement Issues

Accommodations, Modifications, Supplementary Aids and Services, and Related Services

IEP Meetings

School Discipline

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A Parents' Guide to Special Education in North Carolina | Duke University School of Law

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The Duke Children's Law Clinic has produced a comprehensive Guide for parents of children with special education needs. The Guide explains the special education law in clear terms so that parents can learn the vocabulary, navigate the special education system, and become an effective advocate for their children.

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NC Department of Public Instruction Exceptional Children State Forms 

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NC Department of Public Instruction Exceptional Children State Forms 

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This link takes you directly to the NCDPI page where teachers can access the legal forms needed to fill out in a special education classroom. This is where teachers can find the eligibility worksheets, IEP form, referral forms, consent forms and other supplemental forms.

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The state forms are used by exceptional children personnel within local education agencies and state operated programs to assist with the documentation of data collection and programming for children with disabilities.

The current state forms have been amended and will be used statewide with the implementation of Every Child Accountability Tracking System (ECATS). During the statewide transition to ECATS, the use of current state, new state or local forms is allowable until the full state-wide implementation of ECATS is completed. Full state-wide implementation of ECATS is expected on or before October 1, 2018.

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The state forms are used by exceptional children personnel within local education agencies and state operated programs to assist with the documentation of data collection and programming for children with disabilities. The current state forms have been amended and will be used statewide with the implementation of Every Child Accountability Tracking System (ECATS).

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NC Exceptional Children's Assistance Center 

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NC Exceptional Children's Assistance Center 

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This diverse website is a great resource for teachers, parents and persons with disabilities. This website helps parents navigate the special education system so they know their rights and can use their voices. This website also provides information, support, training and resources to assist families caring for children with special needs from birth to age 26. This website also supports young adults with disabilities learn to become advocates and leaders. This is also a great resource for teachers to learn how to better support and advocate for the students in their classrooms and communities.

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Exceptional Children's Assistance Center (ECAC)

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We help parents navigate the special education system, know their rights, and use their voice. We provide information, support, training and resources to assist families caring for children with special needs from birth to age 26. We also support young adults with disabilities in becoming self-advocates and leaders and the educators and professionals who serve them.