Liberty EDSP622 2020 November Complete Course Latest (Full)

EDSP622 Assessment and Evaluation in Special Education

Assessment Evaluation Reading Assignment

OVERVIEW

The purpose of this assignment is toresearch, evaluate, and understand valid, reliable, fair, and appropriate assessment tools used in schools to screen, diagnose, and measure student academic achievement. There are2Assessment Evaluation assignments in the course, each with a different focus.They are:

1.            Literary Focus: Assessment Evaluation: Reading Assignment

2.            Content Focus: Assessment Evaluation: Behavior, Remediation, or Intervention Assignment

a.            This should focus on Spelling, Writing, Math, or Behavior.

Since education assessment instruments are costly and not listed in the course materials, this assignment consists of researching and evaluating assessment instruments. If your school has any education kit(s) discussed in this assignment, youare permitted to review the testing materials on yourown, however, this task is not required.A citation would be included on the reference page.

INSTRUCTIONS

Step 1 – Research

1.            Select 4 instruments from the Assessment Evaluation Approved Assessment Instruments List document located on the Assessment Evaluation Assignment page.

2.            Using Buros Mental Measurements,examine 4 measurement studies or measurement reviews about the existing measures from the Assessment Evaluation Approved Assessment Instruments List document.There should be 4 assessments reviewed for both Assessment Evaluation assignments and 8 total assessments.

3.            Critically analyze the measures, addressing strengths and weaknesses. Use the provided Assessment Evaluation Template to ease the process of collecting information. This template is to be submitted with the assignment. Each critical analysis should include the following:

•             A summary ofthe assessment instrument with clear, specific information unique to theinstrument, including the population who could be tested with the instrument.

•             An analysis of the strengths and weaknesses of the measure. There must be a minimum of 2 reasons to support each one.

•             Justification for why the measurement would be an appropriate measure for different populations.

4.            Repeat #3 for each of the 4instruments.

5.            Use a separate data collection template for each instrument. Save each as a Microsoft Word document labeled: instrumentname.doc

NOTE: When submitting the evaluation, these separate templates must be compiled, along with all other items, into 1 Word document.

6.            Other resources for research are listed in the syllabus and may be used in addition to Buros. If using the testing instrument manual, list it in the references. Buros is directly accessible through the JLF library database for your convenience.

Step 2 – Written Report

1.            Organize and format each assessment instrument with the headings and subheadings outlined below. Do not write the questions or statements from the Assessment Evaluation Template. Write in well-formed paragraphs that flow logically from one topic to the next.

2.            Each instrument review should contain a minimum of 2 pages of content, including the data collection template,in addition to the cover page and reference page.Format the paper in current APA.The data collection template will be used as a chart in the report at the end of each instrument review.

3.            The total paper (10 pages) should be presented in this order:

•             Title Page (1 page)

•             8 Pages of Content

o             Assessment Evaluation (AE) 1

o             Completed AE 1 template

o             AE 2

o             Completed AE 2 template

o             AE 3

o             Completed AE 3 template

o             AE 4

o             Completed AE 4 template

•             Reference Page (1 page) – All assessments should be referenced in current APA format.

4.            Format each written assessment evaluationwith the title, “Analysis of Assessment Name,” using the following headings.

•             Summary of Assessment

•             Strengths and Weaknesses of the Assessment

•             Justification and Use of the Assessment

•             Insert data collection template as a chart

Note: Your assignment will be checked for originality via an plagiarism detection tool.

 

EDSP622 Assessment and Evaluation in Special Education

Case Study Data Interpretations Assignment

Establishing ORF Baseline Score and End of Year Performance Goal

1.            For this part, you will need the following items:

•             RTI and Progress MonitoringPresentation

•             Case Study for Data Analysis Report                                                                   The data collected is Oral Reading Fluency Scores, or the student’s number of words read correctly in one minute (wcpm).

•             All documents under Case Study: Data Interpretations.

2.            View RTI and Progress Monitoring Presentation.

3.            Read the Case Study for Data Analysis Report.

4.            Open the Case Study: Interactive ORF Charts and Graphs for Data Analysis Excel file.  In the Case Study for Data Analysis Report, find the three universal screeners of the Oral Reading Fluency (ORF) scores. The median score of these three universal screeners will be point 1 for all three graphs.

5.            Input one set of data per graph for points 2 through 10. All graphs will have the same point 1, the median of the universal screener.

6.            Lastly, you will input Point 11, goal score, which will be the same for all three graphs. This point you will need to calculate. The formula is:

(Total weeks monitored) x (average weekly growth) + (median of universal screeners) = (expected growth fortotal weeks) or goal

Ethan’s total weeks monitored was 10 weeks; therefore, the formula for the ending goal (Point 11) is below.

10 (# of weeks)x .66 words (rigorous goal for 7th graders, see article) + Median score of universal screeners or point 1 = Goal (expected growth for total weeks)

10 weeks x .66 + median= Goal (Point 11)

For example:If a student has a median universal screener of 100 wcpm and is monitored for 10 weeks, the formula would be as follows:

(10 x .66) + 100 = 6.6 + 100 = 106.6 or 107 wcpmgoal

Note:Generally,there must be at least 10 weeks of an intervention with data collected before decisions may be made.Also, it is best to round the goal score up because students respond to your expectations.

7.            To identify the average weekly goal for multiple grades, follow the charts in the article, “Curriculum Based Measurement Reading, Spelling, and Math” (Hosp & Hosp, 2003, pp. 12–13). This research may also be referenced in your report.

8.            After calculating the ending, goal point, input this data beside 11 on each chart.The chart should automatically populate a regression line or goal line, but you will need to drag the endpoints to connect Point 1 and Point 11.Do not manipulate the chart in any other way.

9.            To summarize…Input the median score for the universal screeners in Point 1. The median score will be the same for all three graphs.Input the hypothetical data given for Scenarios 1, 2, and 3.The data plotted for numbers 2–10 will be different based on the scenarios.Input Point 11 based on the information above.The goal score or Point 11 will be the same for all three graphs.Analyze where the data falls around the line.The RTI and Progress Monitoring Presentation explains how to interpret the data. When analyzing data around the goal line, use the following rules:

•             If 4consecutive points are below the line, then the intervention may be ineffective, and the student may be moved to the next tier in the RTI process. The intervention should be changed.

•             If 4consecutive points are above the regression line, then the student is achieving beyond expected growth, and the goal may be increased.

•             If the data are bouncing around the line, normal reading progression, the interventions should be continued until the 4-point rule constitutes a change.

•             If the trend of the data demonstrates strong variability, such as going from a high score to a very low score, look at the possibilities for this occurrence, such as a student with ADD forgot to take medication, a student had changes in instruction or home life, or a passage was too difficult or too easy, etc.

10.          Using each of the graphs from the 3 scenarios, fill out the Case Study: Data InterpretationsAnalyzing Data Guide.You will type directly into this guide, completing all information (details of assessment, last column in miscue analysis, and questions answered in complete sentences). At the end of the guide, you will copy and paste all three graphs.  The line will not transfer, so you need to Insert > line.  You can make the line a color, such as red and drag the end points of the line to connect Point 1 and 11.  Without connecting these points, the data cannot be analyzed correctly.

 

EDSP622 Assessment and Evaluation in Special Education

Assessment Evaluation: Behavioral, Remediation, or Intervention Assignment

OVERVIEW

The purpose of this assignment is toresearch, evaluate, and understand valid, reliable, fair, and appropriate assessment tools used in schools to screen, diagnose, and measure student academic achievement. There are2Assessment Evaluation assignments in the course, each with a different focus.They are:

1.            Literary Focus: Assessment Evaluation: Reading Assignment

2.            Content Focus: Assessment Evaluation: Behavior, Remediation, or Intervention Assignment

a.            This should focus on Spelling, Writing, Math, or Behavior.

Since education assessment instruments are costly and not listed in the course materials, this assignment consists of researching and evaluating assessment instruments. If your school has any education kit(s) discussed in this assignment, youare permitted to review the testing materials on yourown, however, this task is not required.A citation would be included on the reference page.

INSTRUCTIONS

Step 1 – Research

1.            Select 4 instruments from the Assessment Evaluation Approved Assessment Instruments List document located on the Assessment Evaluation Assignment page.

2.            Using Buros Mental Measurements,examine 4 measurement studies or measurement reviews about the existing measures from the Assessment Evaluation Approved Assessment Instruments List document.There should be 4 assessments reviewed for both Assessment Evaluation assignments and 8 total assessments.

3.            Critically analyze the measures, addressing strengths and weaknesses. Use the provided Assessment Evaluation Template to ease the process of collecting information. This template is to be submitted with the assignment. Each critical analysis should include the following:

•             A summary ofthe assessment instrument with clear, specific information unique to theinstrument, including the population who could be tested with the instrument.

•             An analysis of the strengths and weaknesses of the measure. There must be a minimum of 2 reasons to support each one.

•             Justification for why the measurement would be an appropriate measure for different populations.

4.            Repeat #3 for each of the 4instruments.

5.            Use a separate data collection template for each instrument. Save each as a Microsoft Word document labeled: instrumentname.doc

NOTE: When submitting the evaluation, these separate templates must be compiled, along with all other items, into 1 Word document.

6.            Other resources for research are listed in the syllabus and may be used in addition to Buros. If using the testing instrument manual, list it in the references. Buros is directly accessible through the JLF library database for your convenience.

Step 2 – Written Report

1.            Organize and format each assessment instrument with the headings and subheadings outlined below. Do not write the questions or statements from the Assessment Evaluation Template. Write in well-formed paragraphs that flow logically from one topic to the next.

2.            Each instrument review should contain a minimum of 2 pages of content, including the data collection template,in addition to the cover page and reference page.Format the paper in current APA.The data collection template will be used as a chart in the report at the end of each instrument review.

3.            The total paper (10 pages) should be presented in this order:

•             Title Page (1 page)

•             8 Pages of Content

o             Assessment Evaluation (AE) 1

o             Completed AE 1 template

o             AE 2

o             Completed AE 2 template

o             AE 3

o             Completed AE 3 template

o             AE 4

o             Completed AE 4 template

•             Reference Page (1 page) – All assessments should be referenced in current APA format.

4.            Format each written assessment evaluationwith the title, “Analysis of Assessment Name,” using the following headings.

•             Summary of Assessment

•             Strengths and Weaknesses of the Assessment

•             Justification and Use of the Assessment

•             Insert data collection template as a chart

Note: Your assignment will be checked for originality via an plagiarism detection tool.

 

EDSP622 Assessment and Evaluation in Special Education

Case Study Interventions Assignment

For Case Study: Interventions, you will use the case studyreport, the miscue analysis, and the data to createtwo research-based interventions for the case study student, based on the data from the descriptions and graph. For Case Study: Interventions and Case Study: Teacher Recommendations, you will only use the graph thatidentifies the case study student as not responding to the interventions and not meeting expectations. Every question will pertain to this graph.Case Study: Interventions is a written narrative about your recommended interventions, supported by “best practices” in professional journals of education. Choose a minimum of 2articles from professional journals of education (scholarly and/or peer-reviewed articles only) in addition tothe course texts. Format the paper in current APA. The content of the paper must be 3–4 pages. In addition to the content, make sure to include a title and reference page.

The following questions are guides for the narrative portion of the case study and should be written out directly as subheadings in your paper.

•             What are thestudent’s weaknesses in reading as identified fromthe case study?

•             What are the student’s weaknesses in reading as identified from the graph?

•             How do these data correlate?

•             How do the following compoments—phonological awareness, phonics, fluency, vocabulary, and comprehension—contribute to Ethan’s struggles in reading?

•             Using all data, what interventionstratgies in reading could be used to improve Ethan’s specific weaknesses in reading for a middle school student? Include two evidence-based intervention strategies for the reading components, phonics and fluency. Make sure the interventionstrategies are age appropriate.

•             What type of evidence-based program (corrective reading program) could be used for Ethan that supports interventions which include all of the foundational components of reading?

•             How could the parent be involved with the interventions?

•             What assessment(s) could be used to progress monitor the reading progress of this student?

For all of the questions, use scholarly research andthe class texts to support your answers.Include the questions in the organization of your paper.

Note: this assignment will be checked for originality using a plagiarism detection tool.

 

 

 

 

EDSP622 Assessment and Evaluation in Special Education

Case Study Teacher Recommendations Assignment

The purpose of this assignment is for the candidate to learn how to present the data analysis in a professional report to be used in the student’s file.

For Case Study: Teacher Recommendations, you will use the data fromthe graph which determined that the student was below expectations and needed referral to Tier 3.As a professional, who is required to analyze data and create interventions to match the data, one vital tool to understand is how to present the student’s data in a way thatvisually presents the progress in any subject for that student.This report will help the student’s learning support team understand the data objectively. The guidelines below will help you write this report in a professional manner. Be sure to use the Case Study: Teacher Recommendations template located in the Assignment Instructions folder in Blackboard to complete this assignment.

1.            Always present the data objectively.Avoid making data “say” something.

2.            Use the terminology in the simplest form thathelped you in analyzing the data.

3.            Begin the report with identifying information, such as:student name, teacher name, date, and progress monitoring level.

4.            After including the identifying information, cut and paste the correct Excel graph in the report.

5.            Under the graph, explain the data objectively in a concise form of 2paragraphs. Single space the report because you should be able to print it on 1 piece of paper front and back when actually printing it for school.Use phrases, such as “the data suggest…”, “the data provides a visual of…”, etc. Remember, data is plural or singular.If there is more than 1piece of data, then it is a plural noun, such as “the data are” or “the data were”.

6.            Information which is important to include in the paragraphs of the written report are:

a.            Use the student’s name when writing the report.

b.            Begin with positive comments of the student’s abilities.

c.             Establish the purpose of why the data wascollected.

d.            For this assignment, briefly explain how the data were collected and with what reading level.

e.            Include a statement of what the data should visually show in normal reading progression based on research.

f.             Briefly compare how the student’s data compares to normal reading progress and how this graph visualizes normal, at-risk, or above expectations reading performance.

g.            Include, in the second paragraph, recommendations for next steps in the student’s educational process based on the data and how these next steps will help the student reach hispotential.

 

EDSP622 Assessment and Evaluation in Special Education

Measuring Behavior Case Study Unit Assignment

OVERVIEW

The IRIS Center (Open Access) is a national center dedicated to improving education outcomes for all children, especially those with disabilities birth through age twenty-one, through the use of effective evidence-based practices and interventions.As Individualized Education Programs (IEPs) often include behavioral goals generated from assessment data collected on student behavior, you will complete one IRIS Center Case Study Unit called “Measuring Behavior.” This case study unit addresses how to collect observational data on student behavior.

INSTRUCTIONS

Using the resources provided in the case study (i.e., STAR Sheets) and the corresponding case study template, answer each item in each case study in the unit in full. The case study unit will be evaluated based on your ability to demonstrate a comprehensive understanding of the concepts and information presented in the STAR Sheets, as well as on grammar, spelling, and formatting.Access the case study unit here.

Submission Instructions:

For each Case Study:

1.            Access the case study unit via the link above.

a.            If you have issues accessing the case study unit through the link above go the IRIS Center Resource Center (see https://iris.peabody.vanderbilt.edu/resources/iris-resource-locator/) and enter the name of the Case Study using the search function.

2.            Use theMeasuring Behavior Case Study Unit Template to complete this assignment.

 

EDSP622 Assessment and Evaluation in Special Education

Client Report Assignment

Step 1: Locate the Client Report Packet.

•             Find theClient Report Packetmaterials.

Step 2: Choose a school-aged client.

•             Select a client from grades 1-12. The client should be able to read at least at first grade reading level, answer questions orally about the test, and retell the story.

o             You may select a student in your classroom, school, or community/church if you are not in a school.

o             If no other options exist, you may select a family member or one of your own children who has academic struggles. They must be school-aged.

Step 3: Fill out the first page of the Client Report Packet.

•             In the top portion of the page, fill in the examiner’s name (you) and the client’s FIRST name, age, and grade.

•             Client Background: In paragraph form, describe the client’s academic background and experience.Be thorough in your narrative description and be sure to add if your client is in general education or special education.

•             List of Assessments: The middle section of the page has a list of the assessments. You will not complete anything in this section. It provides a list of assessments that you will use to collect data on the client.

•             Assessment Results & Recommendations: This section will be filled in AFTER you complete the battery of tests/surveys. You will provide a narrative description of test behavior and an explanation of test resultson ALL the tests/surveys you gave to your client.Be sure to summarize performance on every assessment in the packet. This section will expand as you type (minimum 250–300 words). Then, you will write a minimum of 2recommendations for the teachers and family of the client. These recommendations should include specific instructional strategies.

Step 4: Complete the Teacher Referral Form.

•             If you are the teacher of the client, you shouldmark and sign this form. If the client is the student of another teacher, that teacher (if possible) should complete this form and sign it. You can type the signature since this form is not scanned.

•             Comments should be included.If the teacher does not add comments, please request that comments be added or add them yourself and sign your name beside those comments.

 Step 5: Complete the Observation Checklist.

•             If you have daily access to the client, you should try to observe the client during instruction time for several days (preferably a week).If you do not have daily access, you will need to plan a time to observe the client.

•             You should check each of the observed behaviors and include insights for each of the observations marked.If you do not have any or just a few items marked, you will need to explain why.

Step 6: Complete the Reading Inventory or Math Inventory.

•             Follow carefully the administration procedures provided in your chosen manual (see the Course Resources section of the course syllabus for more information).

•             Complete and record the results on each page of the assessment.Refer to the List of Assessments on the first page of the Client Report Packet.

•             For the reading inventory, test for all 3 levels, (Frustration, Instructional, or Independent), so multiple word lists and passages will be given.

•             For the math inventory, choose one test from the MBSP Computation and one from MBSP Concepts and Application based on the grade level of your client.

•             After completing the assessment, scan and attach the required pages to the Client Report Packet.

•             For the reading inventory, the required pages to attach are:

1.            Graded Word List (include all that are used with client)

2.            Graded Passages (include all that are used with client)

3.            Basic Reading Inventory (BRI) Performance Booklet

4.            Qualitative Analysis of BRI Insights

5.            Retelling Procedure (starts on p. 405—include the one that applies)

6.            Summary of Miscues on BRI (p. 415)

7.            Expert Noticing Observation Guide (p. 418)

•             For the math inventory, the required pages to attach are:

1.            Teacher Referral Form

2.            Interest Inventory, Form A or B

3.            Dictated Writing Sample

4.            Observation Checklist: Literacy

5.            Scored Tests based on the grade level of the client - Choose one assessment for each category based on the grade level of the client.

 - MBSP-Computations(scored)

  -MBSP-Concepts and Applications (scored)

Step 7: Return to Assessment Results & Recommendations.

•             After completing the assessments, go back to the first page of the Client Report Packet. Fill in the last section on the Assessment Results and Recommendations.

•             Include a narrative that is a description of each of the assessments and the results.

•             Provide the recommendations for future instruction that arespecific instructional strategies for at least 2 audiences, such as client’s teachersand family. Be sure to give at least 2specific recommendations for each audience with research to support them.If you are not familiar with different strategies, discuss these with current teaching professionals, use internet articles, search research-based strategies, etc.Each audienceshould be addressed (even if your client is homeschooled) because different roles are provided during different times to help your client.It is important that your recommendations are supported by your testing results and research-based strategies.For example:

o             If your student is below grade level in fluency according to your assessment, you could recommend that their teacher use echo reading and repeated readings.

o             If you observed your student having difficulty paying attention, you could recommend preferential seating.

•             Remember that you are the expert completing the testing.Do not recommend for additional testing to be completed by someone else.You have already completed a battery of assessments.

Step 8:Communicating Results.

In LiveText, you will find Test Administration Project.  After completing the Client Report, the candidate will communicate the results with professional writing using a template answering all questions in complete sentences. The candidate will communicate the results to various stakeholders, create a future educational plan, and reflect on the process. When finished, submit the report, Communicating of Assessment Results, in LiveText. The report should also be attached as the final component of the Client Report where it will be graded in your Client Report as a completed component. After attaching this report to your Client Report, you will proceed to Step 9.

Step 9: Submit your completed packet to LiveText.

•             Submit your entire packet as oneWord document, including the scanned pages from the Reading or Math Assessments.

 

 

 

 

EDSP622 Assessment and Evaluation in Special Education

Case Study Individualized Education Program (IEP) Assignment

OVERVIEW

Case Study: Data Interpretations, Case Study: Interventions, and Case Study: Teacher Recommendationslead youthrough the Response to Intervention (RTI) process of compiling, analyzing, and planning interventions based on assessment data. Many times, students respond well to intensive intervention. However, there are times that a student may not successfully respond to even Tier 3 intensive 1:1 intervention. In these cases, a student may need to be considered for special education eligibility testing.

In the previous parts of this case study, you had the opportunity to interpret data, create researched-based interventions, and identify an assessment to monitor student progress. To extend this case study, this student, even with intensive 1:1 instruction and implementation of an intensive corrective reading component at Tier 3, did not show progress. The student remained at least four points below the line.

As he did not respond to intensive intervention, Ethan Smith, was referred for special education eligibility testing. The extensive evaluation process took place. Following extensive special education eligibility testing and evaluation, Ethan was diagnosed with a specific learning disability (SLD). Therefore, an IEP needs to be written.

INSTRUCTIONS

Special education teachers are responsible for developing and implementing Individualized Education Programs (IEPs) for students with exceptionalities. This assignment allows you to demonstrate your ability to use multiple types of assessment information to develop the Present Levels of Academic Achievement and Functional Performance (PLAAFP) in the IEP for a student with an exceptionality. Individual abilities, interests, learning environments, and cultural and linguistic factors should be fully considered in the development of the IEP to ensure it meets the academic and functional needs of the student.  Use information gleaned from Case Study Part 1, Case Study Part 2, Case Study Part 3, as well as the assessment data collected from the eligibility evaluation process (see below), to develop the following sections of the IEP:

•             Part A: Present Levels of Academic Achievement and Functional Performance

•             Part B: Participation in the State and Division-wide Accountability/Assessment System

•             Part C: Explanation for Participation or Non-Participation in Regular State or Division-Wide Assessments

As the focus of this class is on assessment, please note that you will only be completing a few sections of a standard IEP relevant to the concepts presented in this course. Be sure to carefully review provided resources as well as the Case Study: Individualized Education Program (IEP) Grading Rubric to ensure each section of the IEP fully addresses the required criteria.

As you construct the required IEP elements for Ethan, use the following assessment data and information gleaned from Ethan’s evaluation and assessments.

Data Collected During the Special Education Eligibility Process

Ethan excels at sports, art, and music. He participates in soccer and baseball. He plays the drums, and he enjoys drawing. He is quiet yet enjoys time with friends. Ethan’s visual screening conducted by the school nurse, Elinor Gibbs, last week showed that Ethan passed within normal limits. His hearing screening conducted by the school nurse, Elinor Gibbs, last week showed that Ethan passed within normal limits. According to the Health/Medical Form signed by the parent and pediatrician, Ethan does not have a medical diagnosis that could impact his learning. Additionally, Ethan does NOT have learning problems that are primarily the result of a visual, hearing, or motor impairment, an intellectual disability, an emotional disability, cultural factors, an environmental or economic disadvantage, or Limited English proficiency. Throughout Ethan’s middle school classroom as well as through intensive RTI, Ethan was provided appropriately high-quality, researched-based instruction in general education settings and the instruction was delivered by qualified personnel. Data-based documentation that repeated assessments of achievement at reasonable intervals was provided. Assessment of student progress during instructionwas provided to the child's parents.

The student’s first quarter grades were as follows:

Language Arts 65%

Reading 62%

Writing 68%

Math 86%

Science 75%

History 76%

Art 94%

Music 100%

Physical Education 100%

The student’s second quarter grades were as follows:

Language Arts 66%

Reading 61%

Writing 64%

Math 87%

Science 74%

History 72%

Art 97%

Music 100%

Physical Education 100%

For both state and local standardized testing, Ethan’s performance level fell below proficiency (fail/basic and fail/below basic) during both his fifth-grade year and sixth grade year.

Kaufman Test of Educational Achievement – Third Edition (KTEA-3)

Composite/Subtest        Standard Score (Mean=100)       Descriptive Category

Core Composites                            

Academic Skills Battery  71           Below Average

Reading                66           Low

Letter-Word Recognition              72           Below Average

Reading Comprehension              70           Below Average

Written Language            63           Low

Written Expression         62           Low

Spelling                70           Below Average

Math     86           Average

Math Concepts & Application     87           Average

Math Computation         90           Average

Interpretation of Scores

Standard Scores               Percentiles         KTEA-3 Classification

146-160                99.9 and above Very High

131-145                98-99.9 High

116-130                86-98     Above Average

85-115   16-84     Average

70-84     2-14       Below Average

55-69     0.1-2      Low

40-54     0.1 and below    Very Low

The Wechsler Intelligence Scale for Children Fifth Edition (WISC-IV), Ethan scored a Full-Scale IQ of 96. 

                Standard Score Percentile Rank                95% Confidence Interval

Verbal Comprehension Index    112         79           105-118

Perceptual Reasoning    94           34           87-102

Working Memory Index                77           6              71-86

Processing Speed Index                97           42           88-106

Full Scale IQ        96           39           91-101

General Ability Index     104         61           99-109

Complete the following in the IEP template:

1.            Present Levels of Academic Achievement and Functional Performance

a.            Use the assessment data provided in the selected case study to identify the student’s interests, preferences, strengths and areas of need, including assistive technology and/or accessible materials. 

b.            Fully describe the effect of the student’s disability on his or her involvement and progress in the general education curriculum, including the student’s performance in academic as well as functional areas.

2.            Participation in State and District Assessments/Accountability Systems

a.            Based on the PLAAFP, determine if the student will participate in state and/or division wide assessments or if the student meets the criteria for participation in an alternative assessment program.

b.            If the student is participating in statewide assessment, determine if accommodations will be provided. For the accommodations that may be considered, you may refer to Virginia Department of Education’s (VDOE’s) Students with Disabilities: Guidelines for Assessment Participation for guid

3.            Explanation for Participation or Non-Participation in Regular State or Division-Wide Assessments

a.            Explain why the student can or cannot participate in regular assessments; why the particular assessment selected is appropriate for the student, including that the student meets the criteria for the regular assessment or the alternate assessment; and how the student’s participation or nonparticipation in the regular assessment will impact the child’s promotion; or other matters.  Refer to the VDOE’s Students with Disabilities: Guidelines for Assessment Participation for guidance.

Students with disabilities in Virginia include identified students under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) and under Section 504 of the Rehabilitation Act of 1973, as amended.   IDEA and its implementing state and federal regulations require that all students with disabilities participate in the state’s accountability system. More specifically, students with disabilities are expected to participate in all content area assessments that are available to students without disabilities.

Review the following guidelines for the state of Virginia in the attached resource. http://www.doe.virginia.gov/testing/participation/index.shtml

Determine whether you feel Ethan should take the Standards of Learning (SOL) state testing and local testing (without accommodations), the Standards of Learning (SOL) state testing and local testing (with accommodations), or the Virginia Alternative Assessment Program (VAAP).

Please review the following links when choosing Accommodations.

http://www.doe.virginia.gov/testing/participation/index.shtml

Students with Disabilities: Guidelines for Special Test Accommodations

Submission Instructions:

1.            Download the Case Study: Individualized Education Program (IEP)Evaluation Template

2.            Complete the template using the data above and the provided resources.

 

EDSP622 Assessment and Evaluation in Special Education

Reflection on Assessment and edTPA Task 3 Assignment

OVERVIEW

edTPA is a performance-based, subject-specific assessment and support system used by more than 600 teacher preparation programs in some 40 states to emphasize, measure and support the skills and knowledge that all teachers need from Day 1 in the classroom (edTPA, 2019). While student teaching you will be required to independently develop an edTPASpecial Education (SPE) portfolio which will be submitted and scored by Pearson. The purpose of thisspecificassignment is to introduce you to edTPA SPE Task 3 given its emphasis on assessment and its relationship with the foundational concepts addressed in this course.

INSTRUCTIONS

1. Begin this assignment by reviewing the edTPASPE Handbook provided. In the handbook you will see explanations of what should be addressed in each of the three edTPA Tasks:

(a) Planning Task 1: Planning for Instruction and Assessment

(b) Instruction Task 2: Instructing and Engaging the Focus Learner

(c) Assessment Task 3: Assessing Learning

2. Next, review each of the edTPA Special Education portfolio items provided in theedTPA SPE Sample Portfolio folder, paying particular attention to the Task 3 items. 

3. Using the Reflection on Assessment and edTPA Task 3 Template, evaluate each component of Task 3in the edTPA SPE Sample Portfolio using the Pearson evaluation rubrics for Task 3 in the edTPA SPE Handbook. Use the Table of Contents of the handbook to see where the rubrics for Task 3 begin. For each evaluation item, determine the score you would give the candidate based on the rubric descriptors and write a brief but pointed narrative supporting/evidencing your rationale for the evaluation level you selected for each criterion in Task 3.

4. After completing your evaluation and justification of Task 3 for the Sample Portfolio,reflect on (a) what you learned about assessment in this course, (b) how your learning relates to edTPA Task 3, and (c) how your learning in this course will assist in you in your future development of an edTPA SPE Portfolio when you enter the student teaching phase of your degree. This three-part reflective essay should be 350 to 500 words.

 

EDSP622 Assessment and Evaluation in Special Education

Discussion Thread: Assessment Through a Biblical Worldview

After reading the article, The Teaching and Learning Cycle: Integrating Curriculum, Instruction, and Assessment in the Learn section, write a thread that includes the following:

Find another scholarly journal article about education assessment today published within the past 5 years.

Compare/contrast the 2 journal articles.

Cite the articles in current APA format, including the URL if applicable.

 

EDSP622 Assessment and Evaluation in Special Education

Discussion Thread: Assessment in Action

Throughout this course, you have learned many aspects of evaluation and assessment for 21st-century learners, completed data analysis, and worked with a client. Reflect on your experience with multiple assessments and answer the following questions.

What were your client’s strengths and weaknesses based on your assessments?

What is one measurable goal which could be the basis for planning future instruction for the client?

How did your data play a part in choosing your interventions?

How could the interventions be taught with real-world application?

What are questions or concerns you had in the data analysis process?

How would instruction in the fundamental components of reading—phonological process, phonics, fluency, vocabulary, comprehension—help your client? Is instruction in each of the components needed? If so, why?

 

EDSP622 Assessment and Evaluation in Special Education

Quiz Academic Assessment

Question 1Which of the following is NOT a reason why individually administered achievement tests are used in assessment in special education?

   They are designed to assess children at all ages and grade levels.

 They can assess the most basic skills of spelling, math, and reading.

They allow the examiner to observe a child's test taking strategies.

   They can focus on a specific area of concern.

All of the above are reasons why individually administered achievement tests are used in assessment in special education

Question 2Mathematics involves which of the following skills?

The ability to estimate

 The ability to do computational skills

 The ability to understand measurement

 The ability to create and read graphs and charts

 All of the above

 Question 3The Arithmetic classifications that consist of Measurement, Reading Graphs and Tables, Money and Budgeting Time, and Problem Solving is called:

Content

 Operations

 Applications

 None of the above

 Question 4With respect to oral reading errors, disregard of punctuation means:

The student hesitates for 2 or more seconds before pronouncing a word

 The student changes the order of words appearing in a sentence

 The student fails to observe punctuation

 The student's pronunciation of a word bears so little resemblance to the proper pronunciation

 

Question 5Which of the following is NOT a written language test?

TOWE

TEWL-2

 TOWL-4

 TEMA-2

 

 

EDSP622 Assessment and Evaluation in Special Education

Quiz Assessment Eligibility and Writing Reports

Question 1In order to identify and be determined as eligible for special education services as a student with an Other Health Impairment, the Eligibility Committee must a medical statement or a health assessment statement indicating a classification of health impairment or a description of the impairment, and that the student's condition is permanent or is expected to last for more than how many days?

30

 40

 50

 60

Question 2Auditory processing or comprehension includes which of the following?

Semantics

Syntax

 Phonology

 All of the above

  Question 3Developmental Delay covers age ranges:

3 through 7 years of age

3 through 9 years of age

 3 through 12 years of age

 3 through 21 years of age

 Question 4Which type of speech and language impairment means the absence of or  production of speech sounds or phonological processes that are developmentally appropriate (e.g. lisp, difficulty articulating certain sounds, such as l or r)?

Fluency disorder

 Voice disorder

 Articulation disorder

Language disorder

 Question 5Which disability is defined as "concomitant impairments (such as intellectual disability-orthopedic impairment), the combination of which causes such severe educational problems that the problems cannot be accommodated in special education programs solely for one of the impairments".

Traumatic Brain Injury

Other Health Impairment

Multiple Disabilities

Speech and Language Impairments

 

EDSP622 Assessment and Evaluation in Special Education

Quiz Introduction to Basics of Assessment

Question 1By the early 1950s

   Special education services and programs were available in school districts, but often, undesirable results occurred

 Students in special classes were often considered unable to perform academic tasks.

 Students in special classes went to special schools or classes that focused on learning manual skills such as weaving and bead stringing.

All of the above

Question 2An acquired injury to the brain caused by an external physical force, resulting in total or partial functioning disability or psychosocial impairment or both is called:

Autism

Traumatic Brain Injury

 Emotional disturbance

 Speech and language disorder

Question 3The 14th amendment of the United States is called

The equal protection clause

The necessary and proper clause

 The voting rights amendment

 Freedom speech amendment

Question 4The measurement of the presence of a suspected disability and the knowledge of the criteria that constitute each category is called:

   Collection

 Analysis

 Evaluation

 Determination

 Question 5Asthma, epilepsy, lead poisoning and diabetes are examples of disorders which would most likely receive a classification of:

Autism

 Learning disability

 Emotional disturbance

 Other Health Impairment