Planning and Assessment

We have set up this website so you can view/print any or all of the skills inventories for any or all of the domains.
However, being human, as we all are, you will not be able to teach every single skill to each student, each year. 
Our current IEP format allows for 3-4 expectations per subject area. 
There are also different ways of mastering skills. In some situations, students may be able to do the skill ie. look both ways before crossing the street, but they do not have an understanding of why this is important.
The above assessment Planning and Assessment Chart allows for you to make an evaluation of the student's mastery related to a skill based on:
  • Knowledge and Understanding
  • Thinking Skills
  • Communication About the Skill
  • Application of the Skill
These are the assessment categories laid out in the Ontario Curriculum Documents and are therefore very familiar to teachers in our province. Using this similar language will facilitate communication with regular classroom teachers who work with School to Community Students.

Here is an Achievement Chart, modified slightly from the Curriculum Documents that should relate to the type of skills you will be assessing. 
Under each subheading on the Planning and Assessment Chart there is a spot to indicate 1,2,3 or4. Please feel free to use this Achievement Chart or the simple rubric below to make a comment about the mastery of the skill.

At it's simplest form we can consider the levels on a rubric to be as follows:

At the right side of the Planning and Assessment Chart is a space to make an overall comment about the mastery of the skill related to the Instructional Hierarchy.  
The overall idea in developing this chart is that it would be a visual to show parents as the teacher explained progress and next steps and a planning tool for teachers in deciding how to alter IEP expectations from term to term. If a student has mastered and generalized all the parts of a skill they could move on to a new skill. However a student profile that indicates a student has mastered an understanding of a skill but can not yet apply it might indicate to the teacher that their IEP expectation just needs to be altered in terms of setting, support or independence.

Our suggestion is that you use the Skills Inventories on this website to come up with goals for the IEP.
Next write the same goals on this sheet of the Planning and Assessment Chart. Use this as a working document to keep track of progress and next steps. Comments in the notes area will be especially helpful. 
If you choose to (we recommend it!) use this form to follow student progress from year to year, there is a spot at the bottom of the Planning and Assessment Chart to indicate dates, different people who assessed, and perhaps a different colour that was used for different years.

A few of our Eastern Region boards have taken the A4 skills inventories and created a 2 page checklist that could be administered at different points throughout the year. This takes so much less time than flipping through a binder or duotang! Staff are then encouraged to center in on the 3-4 areas requiring the most development for their program planning. It just makes sense!


Click here for some of the 2 page skills inventories that different boards have created. Some are specific to types of programs i.e. autism.


          Stages of Program Development        Areas of Assessment and Evaluation                                 Rubrics

                                                                   Task Analysis                                              SMART Goals

Jessi Lalonde,
Jul 5, 2010, 5:04 PM
Jessi Lalonde,
Jul 5, 2010, 5:05 PM
Jessi Lalonde,
Apr 8, 2010, 9:21 AM
Jessi Lalonde,
Feb 22, 2011, 6:24 AM
Jessi Lalonde,
Nov 2, 2010, 2:24 PM