Read Writing a Comprehensive Report in Special Education,
located on the National Association of Special Education Teachers
website.
URL:http://
After formal assessments for determining eligibility under
IDEAs 13 disability categories are completed, schoolbased
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 Scotts 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 100200 words, summarize the psychological report.
Include specific data and observation information that will help
guide Scotts 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 150250 words, identify one informal or formal
assessment method for measuring Scotts 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 100250 words, include 34 total, specific
recommendations to manage Scotts behavior for the school,
teachers, and parent, keeping information about Scott and his best
interest in mind and in guiding educational decisions.
Rationale: In 150250 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 Scotts needs. Support your choices with 23 scholarly
resources.
Parents Collaboration and Conference Plan: Compose a 250500
word plan explaining the Summary, Goals, Assessments, and
Recommendations sections to Scotts parents in easytounderstand
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 Scotts progress.
Take Home Activity: In addition, create a 125250 word take
home activity for Scotts parents, consistent with your
recommendations. Using encouraging, supportive language, outline a
minimum of two engaging athome 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 theLopesWrite Technical Support articlesfor
assistance.
College of Education (COE) program competencies assessed:
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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