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SPD 320 Topic 7 Benchmark Comprehensive Report Summary and
Recommendations GCU
After formal assessments for determining eligibility
under IDEA’s 13 disability categories are completed, school-based specialists
are charged with summarizing the results to aid team decision making. In turn,
specific recommendations are made to ensure school staff and family members
fully understand how programming and supports should be implemented to address
documented student needs. It is vital that teachers understand how to review
assessment results and be an active team member in collaborating with families
around the specific recommendations to be implemented. Teachers must be able to
advocate for necessary programming and supports while still addressing the
questions/needs of family members.
Review the “Report of Psychological Assessment: Scott
Smith” to inform the assignment.
As the special education teacher, you have been tasked
with summarizing Scott’s psychological report and creating a plan to help him
improve his social skills and make better behavior choices in the general
education setting.
Using the “Scott Smith Assessment and Recommendations
Template” create a plan for Scott.
Include the following:
- Summary: In 100-200 words, summarize the psychological report.
Include specific data and observation information that will help guide Scott’s
educational goals.
- Goals: Write one behavioral goal related to classroom behavior and
one social/emotional goal related to peer interaction. Goals must be
measurable and include how to address the target behaviors with a
replacement behavior.
- Assessments: In 150-250 words, identify one informal or formal
assessment method for measuring Scott’s progress with his behavioral and
social/emotional goals. Briefly explain why the assessment is appropriate
for progress monitoring, including how bias is minimized.
- Recommendations: Based on information and assessment results in the
study, in 100-250 words, include 3-4 total, specific recommendations to
manage Scott’s behavior for the school, teachers, and parent, keeping
information about Scott and his best interest in mind and in guiding
educational decisions.
- Rationale: In 150-250 words, justify your choices as an advocate
for Scott. Make sure to explain how your summary, goals, assessment
methods, and recommendations minimize bias and advocate for Scott’s needs.
Support your choices with 2-3 scholarly resources.
- Parents Collaboration and Conference Plan: Compose a 250-500 word
plan explaining the Summary, Goals, Assessments, and Recommendations
sections to Scott’s parents in easy-to-understand language. Support your
explanations with data analyses, sharing how assessment information led to
educational decisions with colleagues, and collaborating with his parents
to promote student success. In addition, anticipate possible concerns his
parents may have, addressing each with applicable strategies. Conclude
your plan with recommendations to meet again with his parents to assess
and discuss Scott’s progress.
- Take Home Activity: In addition, create a 125-250
word take home activity for Scott’s parents, consistent with your
recommendations. Using encouraging, supportive language, outline a minimum
of two engaging at-home strategies for student behavior and
social/emotional improvement, considering historical and family
backgrounds.
APA format is not required, but solid academic writing is
expected.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.
You are
required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
This
benchmark assignment assesses the following programmatic competencies [and
professional standards]:
- COE 4.2: Select and
use technically sound formal and informal assessments that minimize bias.
[CEC 4.1, ICSI.4.K1, ICSI.4.K2, ICSI.4.K4. ICSI.4.S1, ICSI.4.S5,
ICSI.4.S2, ICSI.4.S8, IGC.4.K1, IGC.4.K3, IGC.4.S1, IGC.4.S2, IGC.4.S3,
IGC.4.S4; InTASC 6(a), 6(b), 6(h), 6(j), 6(k); GCU Mission Critical 2, 3,
5]
- COE 4.3: Use knowledge
of measurement principles and practices to interpret assessment results
and guide educational decisions for individuals with exceptionalities.
[CEC 4.2, ICSI.4.K1, ICSI.4.K2, ICSI.4.K3, ICSI.4.K4, ICSI.4.S1,
ICSI.4.S5, ICSI.4.S6, ICSI.4.S8, IGC.4.K1; InTASC 6(c), 6(k), 7(l), 7(q);
GCU Mission Critical 2 and 5]
- COE 4.4: In
collaboration with colleagues and families, use multiple types of
assessment information in making decisions about individuals with
exceptionalities. [CEC 4.3, ICSI.4.K1, ICSI.4.K2, ICSI.4.S4, ICSI.4.S1,
ICSI.4.S6, ICSI.6.K4, ICSI.7.K2, ICSI.7.K3, ICSI.7.K4, ICSI.7.S2,
ICSI.7.S3, ICSI.7.S4, ICSI.7.S5, ICSI.7.S3, ICSI.7.S10, IGC.4.K1,
IGC.4.K2, IGC.4.K3, IGC.7.K2, IGC.7.S2; InTASC 6(g), 6(i), 6(o), 6(t),
6(v), 9(c), 9(l) 10(a); GCU Mission Critical 1, 2, 3, 4, 5]
- COE 5.6: Advance the profession by engaging in activities such as advocacy
and mentoring. [CEC 6.5, ICSI.6.K2, IGC.6.K4, ICSI.6.K6, ICSI.6.S1,
ICSI.6.S2, ICSI.6.S4, ICSI.6.S5, ICSI.6.S6, IGC.6.K5, IGC.6.S2; InTASC
10(j); GCU Mission Critical 1, 3, 4]
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