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SPD 320 All Assignments GCU
SPD 320 Topic 1 Assessment Process to Establish Eligibility
Following the assessment process for establishing
eligibility under IDEA’s disability categories ensures adherence to proper
legal provisions and ethical considerations. Understanding the purpose of each
assessment utilized to establish eligibility assists in the ability to execute
those assessments properly.
In your brochure, identify and describe the following:
- The five primary purposes of the special education eligibility
assessment process for individuals who have or appear to have disabilities
(screening and identification, eligibility and diagnosis, IEP development
and placement, instructional planning, and evaluation) as explained in
“NASET Assessment in Special Education Series.”
- The stakeholders involved in the assessment process with
explanations of why and how each is involved.
- How students are identified for assessment based on IDEA’s
eligibility categories.
- Legal and ethical considerations related to the assessment process
and establishing eligibility.
- At least three components of the comprehensive
eligibility assessment process used to determine if there is a documented
disability.
The brochure should include graphics that are relevant to
the content, visually appealing, and use space appropriately.
Provide a minimum of three scholarly references.
While APA format is not required for the body of this
assignment, solid academic writing is expected, and in-text citations and
references should be presented using APA documentation guidelines, which can be
found in the APA Style Guide, located in the Student Success Center.
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.
SPD 320 Topic 2 Parent Newsletter Article
Assessments are used for many different purposes in the
K-12 educational setting. For example, assessments are used during classroom
instruction to measure students’ learning related to the academic content, and
different assessments are used to measure students’ overall cognitive,
physical, or social-emotional abilities. Regardless of the assessment type,
there are specific terms that are often used related to assessments. It is
often the responsibility of the special education teacher to explain assessment
terminology to families.
Understanding the terminology used in the formal
assessment of students who have or may have a disability is a vital first step
for collaboration with families. Having such knowledge will assist families in
understanding the uses and limitations of specified assessments. Teachers are
then able to collaborate and consult with families in a productive manner to
inform student-based decision making.
Student assessment results from formal, standardized
assessment tools are often statistically based and can be very difficult for
families to understand.
Write a 500-750 word article to post on the parent page
of the school’s website explaining assessment methods and the basics of
statistics used in formal adaptive behavior assessments. The article should be
creative and accurately explain how to read and understand assessment results
by including the following:
- Purpose, definition, and two examples of adaptive behavior
assessments
- Definition of six specialized assessment terms both of a content
and statistical nature including an explanatory example of each used in
formal adaptive behavior assessments
- Explanation of at least two limitations of standardized assessments,
such as bias in questionnaires, subjectivity, utility, psychometric
support, etc.
- Description of the consultative role of the special
educator in helping parents/guardians understand the process of
assessments and related terminology
Use easy-to-understand language and examples of
assessment results with graphs, diagrams, and pictures as needed.
Support your findings with 2-3 scholarly resources.
Prepare this assignment according to the guidelines found
in the APA Style Guide, located in the Student Success Center. An abstract is
not required.
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.
SPD 320 Topic 3 Clinical Field Experience A: Understanding
Pre-Referral Assessments – The Classroom Teacher and RTI
RTI student progress data for Clinical Field Experience B
is required to complete the assignment in Topic 6. Request this information
from your mentor teacher prior to Clinical Field Experience B.
Response to Intervention (RTI) is a systematic
pre-referral assessment process used by teachers and other school-based staff
to ensure universal, targeted, and intensive individualized interventions are
implemented prior to initiating the formal special education referral process.
Teachers should understand the main characteristics and benefits of each tier
in the RTI model. Teachers should also have knowledge and skills in recording
and interpreting RTI assessment data to make data-based decisions when planning
instruction and individual student interventions.
Allocate at least 5 hours in the field to support the
field experience.
Observe and collaborate with a certified K-5 classroom
teacher about pre-referral assessments and his or her role in the RTI process.
The interview should address the following:
- How each RTI tier is used in your classroom. What are the benefits
of each tier?
- How data is collected, and student progress monitored for RTI Tier
1, RTI Tier 2, and RTI Tier 3. Is technology used to assist in this
progress monitoring? If so, how?
- How data from RTI processes is analyzed to determine
evidenced-based interventions.
- How RTI data is used in making eligibility, program, and placement
decisions for students with disabilities in your classroom.
- Strategies you use to communicate RTI results to
various stakeholders.
Use any remaining field experience hours to assist the
teacher in providing instruction and support to the class. With approval from
your mentor teacher, observe RTI models used in other grade level classes in
the school.
In 250-500 words, summarize and reflect upon your
observations and collaboration, and explain how you will use your findings in
your future professional practice. Reflect upon using data to inform
instruction and strategy selection to support struggling students and how you
will use this information in your future professional practice.
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.
Document the locations and hours you spend in the field
on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to
the LMS in the last topic. Directions for submitting can be found on the
College of Education site in the Student Success Center.
SPD 320 Topic 3 Analyzing Student Data: The RTI Model
RTI requires
progress monitoring to occur on a consistent basis to gauge the relevance and
success of universal, targeted, and intensive individualized interventions
being implemented. Data analysis allows teachers to make relevant decisions
about individual students and advocate for new or continued placement on the
RTI continuum.
Review the “Analyzing Student Data: RTI Model Student
Progress Monitoring Scenario” to inform the assignment.
In a 500-750 word analysis, complete the following:
- Summary of overall student progress.
- Interpret the data to determine whether Janet is responding
adequately to Tier 2 instruction.
- Why you think the support team members disagree about what tier of
instruction would best meet Janet’s needs. Rationalize your answer.
- Tier of instruction you would recommend for Janet:
Tier 1 instruction only, another round of Tier 2 instruction, or intensive
Tier 3 instruction? Explain your answer.
Support your analysis with 2-3 scholarly resources.
Prepare this assignment according to the guidelines found
in the APA Style Guide, located in the Student Success Center. An abstract is
not required.
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.
SPD 320 Topic 4 Child Study Team Presentation and Handout
Child study teams provide school districts with an
established structure for following screening, pre-referral, referral, and
classification procedures. In turn, teachers should be knowledgeable of their
role and responsibilities within the child study team process. This ensures
pre-referral strategies are implemented with fidelity within the classroom
setting and data is collected concerning student’s strengths and weaknesses to
fully inform decision making.
Design a 10-15 slide digital presentation for general
education teachers detailing the following about child study teams:
- An engaging title section as well as appropriate text, graphics,
and layout.
- Why a child study team would be assembled and who would be a part
of the team. Explain each team member’s role.
- The differences between screening, pre-referral, and classification
procedures.
- Legal definitions and assessment requirements regarding next steps
for obtaining a formal special education disability classification.
Include when the team can determine that all pre-referral strategies have
been exhausted and the only thing left is to refer the student for a
comprehensive evaluation for formal classification under one of IDEA’s
disability categories.
- Select one of the IDEA disability categories.
Identify and describe 3-4 resources teachers can use to help determine
students’ strengths and weaknesses in consideration of a referral for this
chosen disability category.
In addition to the presentation, create a supplemental
handout that briefly explain three classroom pre-referral instructional
strategies that could be used to provide documentation of targeted supports for
a student not making adequate progress.
Support your findings with 2-3 scholarly resources.
While APA format is not required for the body of this
assignment, solid academic writing is expected, and in-text citations and
references should be presented using APA documentation guidelines, which can be
found in the APA Style Guide, located in the Student Success Center.
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.
SPD 320 Topic 5 Next Steps: Multidisciplinary Evaluation Team
The Multidisciplinary Evaluation Team (MET) includes
educational staff and specialists who collaborate to make decisions regarding
the special education eligibility and placement process. The MET decides which
formal assessments to administer to gather additional data on academic,
social-emotional, speech-language, or gross/fine motor concerns. Special
education teachers should have a working knowledge of the roles and
responsibilities of the MET including participants and their roles and
responsibilities. Teachers should also be able to analyze assessment data to
recommend additional assessments that should be administered by specialists,
when necessary.
After reviewing the “Multidisciplinary Evaluation Team
(MET) Case Study,” reflect upon the following in a 750-1,000 word essay:
- Who would participant in the MET? What role does each team member
hold and how can these team members collaborate effectively with the
student’s family and each other?
- What background and informal assessment and observation information
does the case study illustrate that might be significant to the MET? Why?
- What additional information, not mentioned in the case study, could
be gathered that might be significant to the MET? Why?
- Recommend one formal and one informal assessment for making
eligibility, program, and placement decisions, including at least one
example that uses technology in one of the assessments. Justify the
recommendations.
- Support the essay with 2-3 scholarly resources.
Prepare this assignment according to the guidelines found
in the APA Style Guide, located on the Student Success Center. An abstract is
not required.
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.
SPD 320 Topic 6 Clinical Field Experience B: Understanding
Assessments
By administering assessments and analyzing the results,
targeted and individualized interventions can be implemented to meet the needs
of students with disabilities. Teachers can collect assessment data and gauge
the effectiveness of designated interventions in addressing documented student
needs.
Allocate at least 5 hours in the field to support the
field experience.
In this assignment, observe and collaborate with one or
more certified K-5 classroom teachers about pre-referral assessments and his or
her role in the RTI process.
Part 1:
Assessment and Interventions
Select one tier of the RTI model that was discussed
during Clinical Field Experience A. In collaboration with the certified K-5
classroom teacher:
- Develop 2-3 interventions, based on RTI student assessment data
provided by the mentor teacher, to support the progress of a student or
small group of students in the classroom.
- In 250-500 words, describe each intervention to include teacher,
student, and family roles, and share it with your mentor teacher for
feedback.
- After incorporating the feedback from your mentor
teacher, administer the interventions with the selected student(s) and
provide the student with feedback on their performance.
Use any remaining field experience hours to assist the
teacher in providing instruction and support to the class.
Part 2:
Reflection
In 250-500 words, summarize and reflect upon your
experiences developing and administering the interventions, and providing
student feedback on his or her performance. Explain how you expect the
interventions you developed to meet the needs of the student, incorporating his
or her assessment results in your response. Explain how you will use your
findings in your future professional practice.
Submit your intervention description and your reflection
in a single document to your instructor.
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.
Document the locations and hours you spend in the field
on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to
the LMS in the last topic. Directions for submitting can be found on the
College of Education site in the Student Success Center.
SPD 320 Topic 6 Diagnostic Evaluation Assessments Matrix
Knowledge and understanding of diagnostic evaluation
assessments provides a depth of knowledge for participating on school-based
decision-making teams. Academic achievement and IQ assessments, adaptive
behavior scales, and behavior rating scales also provide specific data and
insight into the strengths and needs of students. In turn, teachers can utilize
assessment results to adjust planning and instruction within the classroom.
Use the “Diagnostic Evaluation Assessment Matrix
Template” to complete this assignment.
Research diagnostic evaluation assessments: Academic
assessment achievement, IQ assessment, adaptive behavior scale, and behavior
rating scale. For each assessment type, identify one assessment example.
Include the following:
- Name and publication date
- Brief description: The specific skills/knowledge assessed.
- Age/Grade level
- Procedures for assessing and reporting: Procedures for assessment
process and reporting of information to stakeholders.
- Types of scores yielded: Include standard scores,
score ranges, percentiles, classification, degree of proficiency, etc.
Summary
Include a 250-500 word summary description of each team
member role in the assessment process and planning and administering academic
interventions based on assessment results. Support your findings with a minimum
of four resources.
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.
SPD 320 Topic 7 Benchmark – Comprehensive Report: Summary and
Recommendations
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]
SPD 320 Topic 8 Collaborative Learning Community – Reevaluation
The reevaluation process in special education is
addressed at least every three years to determine whether the student continues
to need special education and related services due to their diagnosed
disability. Teachers working with students with disabilities should be aware of
the rationale and purpose for the reevaluation. There are also legal provisions
that must be followed to document the scope and sequence of the evaluation
process. All teachers need to be aware of their role and responsibility to
participate fully and be a collaborative team member with both staff and
family.
This is a Collaborative Learning Community assignment.
Review the different reevaluation requirements under
IDEA. Discuss the different types of reevaluations and associated process
steps.
Design a 10-15 slide digital presentation appropriate for
a schoolwide professional development opportunity on the topic of special
education reevaluations for K-8.
Within your presentation, address the following:
- Triennial reevaluations: Use of assessments to support continued
eligibility, required consent, participants, and scope of the evaluation.
- Special requests for reevaluations: Who may request, legal reasons
for the request, participants, scope and purpose of the reevaluation, and
key IDEA requirements related to special request reevaluations.
- Clarification on frequently asked questions. Explain four FAQs such
as: If a parent requests a reevaluation and the school thinks a
reevaluation is not needed, can the school refuse to conduct the
reevaluation of the child? Can the parent disagree and refuse the school’s
request to reevaluate the child?
- Terminating a student’s eligibility, including key IDEA
requirements, processes, and steps regarding determining and communicating
that a student is no longer eligible. Include the two exceptions to
requirements for reevaluation under IDEA regarding a change in eligibility
for a student.
- A title slide, reference slide, and presenter’s
notes.
Support your presentation with a minimum of three
scholarly resources.
While APA format is not required for the body of this
assignment, solid academic writing is expected, and in-text citations and
references should be presented using APA documentation guidelines, which can be
found in the APA Style Guide, located in the Student Success Center.
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.
SPD 320 Topic 8 Clinical Field Experience Verification Form*
Candidates must complete all programmatic requirements,
including practicum/field experience hours defined in the coursework.
Additional information about practicum/field experience can be found in the Student
Success Center.
To earn credit for this assignment, all required course
hours must be completed and the form submitted by the assignment due date.
- Access the Clinical Field Experience Verification Form in the
Document Management section in the Student Portal.
- Complete all required fields on the Clinical Field Experience
Verification Form.
- Submit by clicking “Click to Sign.” An email will be sent to the
mentor to verify the practicum/field experience hours.
- Communicate with the mentor to request he or she verify the
practicum/field experience hours. Once the practicum/field experience
hours have been verified by the mentor, the completed form will be
available in the Student Portal.
- Save a .pdf copy of the completed Clinical Field Experience Verification
Form to your computer.
- Submit the Clinical Field Experience Verification
Form to the LMS.
*The data entered into this document is
subject to a verification audit. Candidates who engage in fabricating,
falsifying, forging, altering, or inventing information related to
practicum/field experiences, internships, clinical practice, and/or any
associated documentation may be subject to sanctions for violating GCU academic
integrity policies, which may include expulsion from GCU.
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