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Educational Test Records: What Is the Undiscovered Potential In Executing Meticulous Observations During Testing and Documenting Them?
Saturday, July 10, 2010: 2:30 PM-3:15 PM
Pegasus AB (Hyatt Regency Dallas)
Educational diagnostics cannot be viewed in isolation. As such, diagnostic instruments regularly employed by schools that utilize “report writing” software are inadequate as a means to measure achievement or lend clarity to the underlying causes of performance problems. Diagnostic specialists must be carefully trained in observation skills to detect the subtleties of behavioral differences inherent in each child’s performance. There are behaviors in communication, social interaction, environmental stimuli, and overall well-being that ultimately impact performance on any given testing day or even within a single testing session. It is imperative that diagnosticians be attentive to the child, the environment and their own personal interaction with that student; and be aware that when presented in isolation, the statistics generated by these tests are not adequate to describe any student. Observation and regular tracking of behavior along with academic performance should be the determinant of any student’s progress or regression. Fundamental changes in test scores and academic performance are seen when students are serviced through a team approach and measurable differences become statistically significant. A decrease or increase in performance behaviors are as important as a percentile number generated by a well-normed instrument because those observations lead to the creation of a program with the best possible outcomes based on observations of the whole student, not just the scores.
Content Area: Current Biomedical Research
Presenter:
Jeanine Qualliotine, M.A.
Ms. Qualliotine graduated in 1984 from C.W. Post of Long Island University with a Bachelor of Science in Education, Magna Cum Laude. She completed her Master of Arts in Diagnostics/Education at Columbia University New York in 1985. While at Columbia she completed an internship in Diagnosis and Remediation of Neurological Impairment at the Teacher’s College Child Study Lab. She has earned an additional 75 post graduate credits past her Masters in Psychology, statistics, brain biology, testing and English. She has been a teacher for 25 years. The last 21 years have been in service to the Syosset Central School District as a Special Educator and an Educational Diagnostician. Initially a teacher of the Emotionally Disturbed, Ms. Qualliotine has been the lead teacher for the development of Functional Behavioral Assessments and Behavior Intervention Plans. She helped to develop and continues to coordinate a comprehensive diagnostic program for the High School in conjunction with the school Psychologists. She is the key moderator for all educational testing and teaches Educational Diagnostics Testing to others in the school system. She works closely with OT, PT, Speech, Autism, Nursing, Physicians and other specialists to design and review plans for individualized education. She regularly speaks to parent groups and professional organizations and recently has run a workshop for parents to understand the importance and significance of diagnostics in their children’s educations.