xi Introduction - Personal reflections about early experiences on the Navajo Nation became fertile ground for writing the following
manuscript.
Chapter 1: Hosteen Tsosie: A Man with a Place and a Past
Raymond Tsosie. Hosteen Tsosie’s report on his early
memories as a child from a traditional Navajo family background
that attend a western school. This account sets the stage for the
material to come.
Chapter 2: Identifying Barriers
This chapter covers the intense dilemmas surrounding the need
for standardized assessments for special programs and the lack
of standard practices in assessing Navajo children throughout
the Navajo Nation.
Chapter 3: A Taste of Education
Focus on concerns about the relevance of curriculum and lack of
sensitivity to the indigenous native philosophy and language
barriers.
Chapter 4: A Closer Look at the Problem
A case study of a child who collides with a system that lacks
coordination and resources to provide a continuum of services.
Chapter 5: Comprehensive Authentic Assessment of
Student Progress (CAASP) A description of the CAASP
elements that incorporate (a) Circle of Support including student,
family members, professionals and all involved stakeholders, (b)
limited standardized testing and authentic assessment, and (b)
ecological observations across settings.
Chapter 6: Authentic Assessment in Cultural Context
A more in-depth look at Authentic Assessment including recommendations for
portfolios linked to state and national standards. Recommends a mandate for
English Language Learners (ELLS) to have the opportunity to demonstrate
proficiencies in first language.
Chapter 7: Ecological Evaluation of Behavior Functions
How we might look at the unmet needs of the child in various contexts and
better understand the meaning of behavior with and without important
variables. Discussion of Dynamic Cycle of Interactive Behavior, a proactive
view of a specific interactive cycle that is a high priority impediment for the
student in his academic and family environment.
Chapter 8: Meeting Local and State Standards with
Intentional Teaching and Strong Linkages Martha Gomez and Elaine Jordan
Discussion of how to work with students in schools that are not meeting AYP
and how to work from global to specific educational strategies to assist student
with special needs and few resources for making progress.
Chapter 9: Application of Comprehensive Authentic
Assessment of Student Progress Revisiting Case Study of Jonathan This
chapter looks at the application of all the CAASP elements in diagnostic
assessment of Jonathan. From the CAASP evaluation flows the
recommendations for more effective educational programming that has evolved
from his Circle of Support.
Chapter 10: Pulling it All Together
251 References