Complete the ECE-660 STEM Assessment?? template with the following: Identify a class profile and a content area STEM subject or theme for your a
Complete the “ECE-660 STEM Assessment” template with the following:
Identify a class profile and a content area STEM subject or theme for your assessments.
Select a math, science, and ISTE-Student (ISTE-S) standard and align an objective for each. These should be different from the Topic 1 standards and objectives used in your professional development presentation.
Identify a summative technology-based assessment or culminating project/activity.
Identify a formative assessment tool for each objective.
Using the data from the class profile, select two students with exceptionalities and explain how you can modify instruction and assessments to meet the needs of these students.
Write a 150-300 word reflection that addresses the following:
Describe how the assessments scaffold to one another or overlap.
Explain how the formative assessments would document student progress and promote positive outcomes.
Describe how your summative assessment will assess math, science, and technology within one tool.
Support your work with 3-5 scholarly resources.
© 2023-2024. Grand Canyon University. All Rights Reserved.
S
tu d
en t
N a m
e
E n
g li
sh L
a n
g u
a g e
L ea
rn er
S o ci
o ec
o n
o m
ic
S ta
tu s
H o m
e L
a n
g u
a g e
IE P
5 0 4 P
la n
R ea
d in
g
P ro
fi ci
en cy
L ev
el (
L ex
il e)
M a th
P ro
fi ci
en cy
L ev
el
O th
er
P a re
n ta
l In
v o lv
em en
t
In te
rn et
A v a il
a b
le
a t
H o m
e
Alessandra N/A
Low
English No No 0-120 Proficient
Stepfather and
biological
mother
No
Alia N/A
Low
English No No 150-190 Partially
proficient
Biological
mother No
Amelia 3
Mid
Spanish No No 115-200 Proficient Both adoptive
parents Yes
Antonio 5
Low
Spanish
No
No 230-395 Partially
proficient
Both biological
parents Yes
© 2023-2024. Grand Canyon University. All Rights Reserved.
S tu
d en
t N
a m
e
E n
g li
sh L
a n
g u
a g e
L ea
rn er
S o ci
o ec
o n
o m
ic
S ta
tu s
H o m
e L
a n
g u
a g e
IE P
5 0 4 P
la n
R ea
d in
g
P ro
fi ci
en cy
L ev
el (
L ex
il e)
M a th
P ro
fi ci
en cy
L ev
el
O th
er
P a re
n ta
l In
v o lv
em en
t
In te
rn et
A v a il
a b
le
a t
H o m
e
Arthur 4
Low
Spanish
No
Speech. Sees speech
pathologist twice a
week for 15 minutes
each for phonics and
phonation
(producing the
sounds).
150-190 Proficient Both biological
parents Yes
Emiliano 2
Med
Spanish No
Speech. Sees speech
pathologist daily for
15 minutes each for
letter and sound
relationship
recognition
(phonics).
55-115 Partially
proficient
Stepfather and
biological
mother
Yes
Evie N/A
Med
English No
ADHD:
difficulty with task
completion and
executive
functioning.
230-395 Proficient Biological
father Yes
Genie 2
Low
Spanish No No 25-100 Proficient Stepmother and
biological father Yes
© 2023-2024. Grand Canyon University. All Rights Reserved.
S tu
d en
t N
a m
e
E n
g li
sh L
a n
g u
a g e
L ea
rn er
S o ci
o ec
o n
o m
ic
S ta
tu s
H o m
e L
a n
g u
a g e
IE P
5 0 4 P
la n
R ea
d in
g
P ro
fi ci
en cy
L ev
el (
L ex
il e)
M a th
P ro
fi ci
en cy
L ev
el
O th
er
P a re
n ta
l In
v o lv
em en
t
In te
rn et
A v a il
a b
le
a t
H o m
e
Hannah 4
High
Spanish No No 115-200 Proficient Wears glasses Biological
father Yes
Iris 2
Med
Spanish No No 55-115 Proficient Biological
mother Yes
Jace N/A
Med
English No No 0-120 Proficient Both biological
parents Yes
Jaiden N/A
Low
English ED: ODD No 115-200 Minimally
proficient
Quiet and
withdrawn
and frustrates
easily
Neither
biological
parents
involved. In
foster care at
this time.
Yes
Jessica N/A
High
English SLD: APD No 55-115 Proficient Both biological
parents Yes
Kyle N/A
Low
English No No Unknown Unknown
Father in
military and
paternal
grandparent
support. No
information
about mother.
Yes
© 2023-2024. Grand Canyon University. All Rights Reserved.
S tu
d en
t N
a m
e
E n
g li
sh L
a n
g u
a g e
L ea
rn er
S o ci
o ec
o n
o m
ic
S ta
tu s
H o m
e L
a n
g u
a g e
IE P
5 0 4 P
la n
R ea
d in
g
P ro
fi ci
en cy
L ev
el (
L ex
il e)
M a th
P ro
fi ci
en cy
L ev
el
O th
er
P a re
n ta
l In
v o lv
em en
t
In te
rn et
A v a il
a b
le
a t
H o m
e
Liam N/A
High
English No ADHD 230-395 Proficient Both biological
parents Yes
Natalie 2
Low
Spanish No
Support for
social/emotional;
specifically for
behavioral outbursts
115-200 Minimally
proficient
Neither
biological
parent involved,
mother is
incarcerated.
Lives with
maternal
grandparents.
No
Nicolas N/A
Mid
English No No 150-190 Partially
proficient
Stepmother and
biological father Yes
Orion 4
Low
Spanish No No 150-190 Proficient None
Divorced, but
both mother and
father involved.
Yes
Sarah N/A
Low
English No No 0-120 Partially
proficient
Biological
mother and both
sets of
grandparents
support.
No
© 2023-2024. Grand Canyon University. All Rights Reserved.
S tu
d en
t N
a m
e
E n
g li
sh L
a n
g u
a g e
L ea
rn er
S o ci
o ec
o n
o m
ic
S ta
tu s
H o m
e L
a n
g u
a g e
IE P
5 0 4 P
la n
R ea
d in
g
P ro
fi ci
en cy
L ev
el (
L ex
il e)
M a th
P ro
fi ci
en cy
L ev
el
O th
er
P a re
n ta
l In
v o lv
em en
t
In te
rn et
A v a il
a b
le
a t
H o m
e
Sebastian N/A
Mid
English No No 110-190 Proficient
Neither parent
has custody. He
is a ward of the
state in foster
care. Foster
family is in
process of
adoption.
Yes
Shirah N/A
High
English No No 25-100 Proficient
Mother was
just awarded
full custody
from father.
Father is no
longer
involved.
Biological
mother Yes
Sofia 2
Low
Spanish No No 25-100 Partially
proficient
Biological
father. Mother
travels a lot for
work.
Yes
Tiffany N/A
Low
English No No 230-395 Minimally
proficient
Placing on list
for gifted
testing.
Biological
father and
stepmother
No
Valeria N/A
Low
English No No 0-120 Proficient
Biological
father and
stepmother
No
© 2023-2024. Grand Canyon University. All Rights Reserved.
ELL Levels Scored as:
1 Pre-emergent
2 Emergent
3 Basic
4 Intermediate
5 Proficient
Grade Reader Measures; Lexile
1 120L – 295L
2 170L – 545L
3 415L – 760L
4 635L – 950L
5 770L – 1080L
6 855L – 1165L
7 925L – 1235L
8 985L – 1295L
9 1040L – 1350L
10 1085L – 1400L
11/12 1130L – 1440L
Special Education Key Terms
Acronym/Identification Details Category
504 Plan Plan for students with mental or physical
impairments that presents limitations,
including learning, but not significant enough
to qualify for an IEP. Includes
accommodations.
ADHD Attention deficit hyperactivity disorder is when
an individual has difficulty with focus,
attention to detail, task completion, and/or
controlling impulsive behaviors.
OHI; IEP or 504 Plan based on the
severity of influence on academics
© 2023-2024. Grand Canyon University. All Rights Reserved.
APD Auditory processing disorder is when an
individual has difficulty with how the brain
processes what they hear.
SLD; IEP or 504 Plan based on the
severity of influence on academics
ASD Autism spectrum disorder is a
neurodevelopmental disorder that impairs the
ability to communicate and interact with
others. It also includes restricted repetitive
behaviors, interests, and activities.
IEP
Deaf-Blindness Deaf-Blindness is when an individual has a
hearing and visual impairment. It affects
communication and learning.
IEP
Deafness Deafness is a hearing impairment so severe
that a person is impaired in processing
linguistic information through hearing, with or
without amplification, that adversely affects
educational performance.
504 Plan or IEP based on the severity of
influence on academics
Dyscalculia Dyscalculia is when an individual has
difficulty understanding numbers and math
facts.
SLD; IEP
Dysgraphia Dysgraphia is when an individual has
difficulty with handwriting and fine motor
skills.
SLD; IEP
Dyslexia Dyslexia is when an individual has difficulty
with reading and language. Affects fluency,
comprehension, decoding, writing, and
spelling.
SLD; IEP
Dyspraxia Dyspraxia is when an individual has difficulty
with muscle control and coordination.
SLD; IEP or 504 Plan based on the
severity of influence on academics
ED Emotional disturbance includes various
conditions that adversely affect educational
performance (e.g., anxiety, depression, ODD,
bipolar, OCD, eating disorders, psychotic
disorders).
504 Plan or IEP based on the severity of
influence on academics
Executive Functioning Executive functioning is when an individual
has difficulty organizing and managing tasks,
time management, and remembering details.
504 Plan
© 2023-2024. Grand Canyon University. All Rights Reserved.
Hearing Impairment Hearing impairment is when an individual has
any fluctuating or permanent impairment in
hearing that adversely affects educational
performance. May require the use of assistive
technology or hearing devices.
504 Plan or IEP based on the severity of
influence on academics
IEP Individual Education Plan includes
modifications. Legal document that provides
support and services to students to make
academic progress.
Intellectual Disability Intellectual disability is when an individual has
subaverage general intellectual functioning
concurrent with deficits in adaptive behaviors
and manifested during the developmental
period which adversely affects educational
performance.
IEP
Language Processing
Disorder
Language processing disorder is when an
individual has difficulty associating a meaning
with sounds.
SLD; IEP
SLD Specific learning disability is a disorder in one
or more of the basic psychological processes
involved in understanding spoken or written
language and may present itself as an
imperfect ability to listen, think, speak, read,
write, spell, or do mathematical computations.
IEP
Multiple Disabilities Multiple disabilities are simultaneous
impairments (such as intellectual disability-
blindness, intellectual disability-orthopedic
impairment, etc.), the combination of which
causes such severe educational needs that they
cannot be accommodated in a special
education program solely for one of the
impairments.
IEP
OCD Obsessive compulsive disorder is when an
individual has repetitive behaviors, over-
thinking, and/or anxiety.
ED; IEP or 504 Plan based on the
severity of influence on academics
© 2023-2024. Grand Canyon University. All Rights Reserved.
ODD Oppositional defiant disorder is when an
individual has negative thinking, is defiant of
others’ requests, refuses to follow directions,
and is aggressive.
ED; IEP or 504 Plan based on the
severity of influence on academics
OHI Other health impairment means an individual
has limited strength, vitality, or alertness due
to a chronic or acute health problem that
adversely affects educational performance (e.g.
asthma, epilepsy, diabetes, Tourette Syndrome,
lead poisoning, leukemia, rheumatic fever,
sickle cell anemia, hemophilia, ADHD, heart
conditions).
IEP
Orthopedic Impairment Orthopedic impairment is a severe bone, joint,
or muscle-related disability so severe that it
negatively affects educational performance.
The term includes impairments caused by a
congenital anomaly, impairments caused by
disease (e.g., poliomyelitis, bone tuberculosis),
and impairments from other causes.
504 Plan or IEP based on the severity of
influence on academics
SLI Speech or language impairment is when an
individual has a communication disorder such
as stuttering, impaired articulation, or a
language or voice impairment that adversely
affects educational performance.
OHI or LD based on the severity of
influence on academics
TBI Traumatic brain injury is when an individual
has acquired an injury to the brain caused by
external physical force that significantly
affects functionality and impairs one or more
areas such as cognition, language, memory,
attention, reasoning, abstract thinking,
judgment, problem-solving, sensory,
perceptual, motor abilities, psychosocial
behavior, physical functions, information
processing, and/or speech.
IEP
© 2023-2024. Grand Canyon University. All Rights Reserved.
Visual Impairment
Including Blindness
Visual impairment including blindness means
that even with correction, vision adversely
affects educational performance. This includes
partially signed, low vision, legally blind, and
totally blind.
IEP
,
ECE-660 STEM Assessment
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Class Profile Grade Level: |
Content Theme: |
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Standards and Learning Objectives |
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Math Standard: |
Objective: |
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Science Standard: |
Objective: |
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ISTE-Student Standard: |
Objective: |
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Summative Assessment or Culminating Project/Activity |
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Formative Assessment |
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