Student Data Analysis and Constructed Response

Course Prefix and Number:

Part 1: Student data review and analysis

Directions:

Analyze the information provided in the exhibits below. These documents provide you with various types of data for a special education student. *These links take you to the bottom of this document, where all this data is provided.
1. Exhibit 1: Student Profile
2. Exhibit 2: IEP Goals and Progress
3. Exhibit 3: Student Assessment Results
4. Exhibit 4: Learning Objective, Success Criteria, and Student Assignment
5. Exhibit 5: Student Work Sample(s)

Identify five key takeaways (one from each exhibit). Write those most important points below.
1. Exhibit 1: Insert your response here
2. Exhibit 2: Insert your response here
3. Exhibit 3: Insert your response here
4. Exhibit 4: Insert your response here
5. Exhibit 5: Insert your response here

After reviewing the data, identify the student’s strengths and needs.
1. List two areas of strength. One should be academic/instructional (ELAR or Math), and the other should be behavioral, social-emotional, communication, or transition-related:

Insert academic/instructional (ELAR or Math) strength here
Insert behavioral, social-emotional, communication, or transition strength here

Where in the data or information provided did you find evidence for these strengths?
1. Insert evidence for the first strength here
2. Insert evidence for the second strength here
List two areas of need. One should be academic/instructional, and the other should be behavioral, social-emotional, communication, or transition-related:

Insert academic/instructional (ELAR or Math) need here
Insert behavioral, social-emotional, communication, or transition need here

Where in the data or information provided did you find evidence for these needs?
1. Insert evidence for the first need here
2. Insert evidence for the second need here

Part 2: Recommendation

Directions:

Reflect on the data you reviewed and your analysis of that data to respond to the prompts below.

Focus ononeneed you listed above (academic [ELAR/Math] or behavioral. Based on that need, examine the lesson and assignment correlated with that need (see Exhibits 4 and 5). Then, recommendoneproposed additional accommodation, instructional strategy, or approach that would promote the student’s access to the given assignment.

Insert the need you are choosing to focus on here.
Insert a basic statement of your recommendation here

How would you describe your recommendation? Use the prompts below to guide your response. *Try to keep your responses to each question limited to 1-3 sentences in length while still answering the question(s).

Is this recommendation focused on instruction, intervention, or both?
1. Insert your response here
What specific actions or steps would need to happen for the teacher(s) to put this recommendation in place?
1. Insert your response here
Which examples from the previous section’s data support your recommendation?
1. Insert your response here
What student need does this recommendation address?
1. Insert your response here
How does this recommendation incorporate the student’s strengths?
1. Insert your response here
Who would need to be involved in carrying out this recommendation, and what role would each person play?
1. Insert your response here
In what setting(s) and how would this recommendation be put into practice?
1. Insert your response here
Explain why this recommendation for additional accommodation, instructional strategy, or approach would be effective.
1. Insert your response here
Describe how you could best monitor and evaluate the student’s progress with the given assignment using the accommodation, instructional strategy, or approach you recommend.
1. What data should be collected to monitor progress?
  1. Insert your response here
2. Who would collect it?
  1. Insert your response here
3. When would this data collection occur?
  1. Insert your response here
4. How would you evaluate this data in relation to your recommendation?
  1. Insert your response here
How often should this recommendation be implemented, and for how long?
1. Insert your response here
How does this recommendation align with the student’s IEP goals?
1. Insert your response here
How would your recommendation help this student be successful?
1. Insert your response here

Part 3: Written Response

Directions:

This section is designed to help prepare you for the written response section of your certification exam. Please follow the steps below.

Taking all your responses in the analysis and recommendations sections in Parts 1 and 2, compile all of that information into a coherent and concise essay responding to the prompt below.

Your response should be between 400-600 words in length.
1. To check the word count, highlight your text, go to the “Tools” menu, and select “Word Count.” This will show the word count of the selected text.
Be sure your response is clear and concise.
Your response should demonstrate the knowledge and skills you have gained in this course related to EC-12 Special Education.

Prompt:

Analyze the information provided in the exhibits and, citing specific evidence from the exhibits, write a response of approximately 400–600 words in which you:

Identifyonearea of strength andonearea of need for the student based on a review of the formal and informal assessment data provided;
Use the student’s identified strength to describeoneproposed additional accommodation, instructional strategy, or approach that would promote the student’s access to the given assignment;
Explain why this additional accommodation, instructional strategy, or approach would be effective; and
Describe how you could best monitor and evaluate the student’s progress with the given assignment using the accommodation, instructional strategy, or approach you recommend.

Type your essay here

Part 4: Self-Analysis

Directions:

Analysis #1

Please review our 240 Certification rubric for this assessment below. Then, respond to the questions below. **If it is difficult to see here, you can also view this rubric in Canvas on this assessment.

How would you score yourself on each criterion?
1. Criterion #1: Student Data Review and Analysis (Part 1) –Insert your response here
  1. If you gave yourself the highest score, where can you find evidence to support it in your essay? If you did not, what were you missing, and what could you have added to meet that requirement?
    1. Insert your response here

Criterion #2: Recommendation (Part 2) Questions 1-4 –Insert your response here
1. If you gave yourself the highest score, where can you find evidence to support it in your essay? If you did not, what were you missing, and what could you have added to meet that requirement?
  1. Insert your response here

Criterion #3: Recommendation (Part 2) Questions 5-8 –Insert your response here
1. If you gave yourself the highest score, where can you find evidence to support it in your essay? If you did not, what were you missing, and what could you have added to meet that requirement?
  1. Insert your response here

Criterion #4: Recommendation (Part 2) Questions 9-12 –Insert your response here
1. If you gave yourself the highest score, where can you find evidence to support it in your essay? If you did not, what were you missing, and what could you have added to meet that requirement?
  1. Insert your response here
Criterion #5: Written Response (Part 3) Content –Insert your response here
1. If you gave yourself the highest score, where can you find evidence to support it in your essay? If you did not, what were you missing, and what could you have added to meet that requirement?
  1. Insert your response here
Criterion #6: Written Response (Part 3) Accuracy and Composition –Insert your response here
1. If you gave yourself the highest score, where can you find evidence to support it in your essay? If you did not, what were you missing, and what could you have added to meet that requirement?
  1. Insert your response here

**You do NOT have to rate yourself on Criterion #7: Self-Analysis (Part 4)**

Analysis #2

Please review the rubric that will be used on your TExES exam. Then, respond to the questions below.

Questions:

Based on this rubric, what overall score would you give your essay: 4, 3, 2, 1, U, or B?
1. Insert your response here
If you were asked to justify/defend your score, how would you respond, and what evidence would you provide to support your response?
1. Insert your response here

Reflection

Take a moment to reflect on everything you have done in this assessment. Respond to the prompts below.

Do you feel this assessment prepares you for the constructed response (essay) portion of your EC-12 Special Education Specialist TExES exam? WHY OR WHY NOT?
1. Insert your response here
What areas do you plan to work on before the official TExES exam?
1. Insert your response here
How can you apply what you have learned from this assessment to your practice as a Special Education teacher?
1. Insert your response here

Student Data Artifacts for Part 1

Exhibit 1: Student Profile

Amir is a sixth-grade student who is twelve years old. Considering Amir’s current annual Individualized Education Program (IEP) goals, his special education teacher and sixth-grade general education teacher meet to plan and differentiate a given assignment and discuss a method for collecting progress monitoring data for him.

Background Information and Present Levels of Academic Achievement and Functional Performance (PLAAFP)

Amir was born full-term with no reports of maternal complications.
Auditory and visual screening results are within normal limits.
Sensorimotor, developmental, and speech-language milestones were met within expected timeframes.
Amir was found eligible for special education services under the category of Autism Spectrum Disorder (ASD) following a Full and Individual Evaluation (FIE) conducted in third grade.

Presenting Concerns

Amir participates in reading tasks with support but often has difficulty identifying main ideas or summarizing key information from texts. When asked to respond to open-ended comprehension questions, he may become frustrated or disengaged unless scaffolds are in place. He typically performs better on reading activities that incorporate visuals or structured formats such as graphic organizers.
In math, Amir completes calculations accurately during guided tasks but sometimes leaves multi-step problems unfinished or misinterprets what the question is asking when extra information is included. He often looks to adults for clarification and needs tasks broken down to begin working independently.
Transitions between subjects or settings can lead to hesitation or avoidance unless Amir is provided with clear expectations and visual cues. His engagement tends to decrease when classroom routines are disrupted or when instructions are not broken into smaller, manageable steps.
During group work or class discussions, Amir is attentive and cooperative but may not initiate conversation with peers or interpret social nuances without prompting. He shows greater participation when tasks are clearly modeled and when interaction is structured by the teacher.

Education History

Received Tier 2 reading interventions in second grade due to concerns with comprehension and writing.
Progress was minimal, and Amir was referred for a special education evaluation in third grade.
Identified as a student with Autism Spectrum Disorder (ASD) and began receiving special education services.
Currently attends general education classes with inclusion support and receives small-group instruction in reading and math multiple times per week.
Benefits from accommodations such as extended time, visual schedules, graphic organizers, and frequent teacher check-ins.
Actively participates in the school’s STEM club and enjoys hands-on learning, especially in science-related projects.
Described by teachers as polite, thoughtful, and eager to help when expectations are clear. Continues to build independence and self-advocacy skills.

Exhibit 2: IEP Goals and Progress

The following data describes progress monitoring results for Amir Delgado based on his current IEP goals. Each goal area includes the current goal statements, documented progress at key intervals, and a narrative summary of Amir’s performance to date.

Reading Comprehension Goals

IEP Goal	Baseline	Mid-Year Progress	Current Level	Progress Toward Goal
By the next annual IEP, Amir will identify key details and summarize grade-level texts with 75% accuracy in 4 out of 5 trials, as measured by teacher-created assessments.	50%	60%	65%	Weekly monitoring shows improvement when supports are in place. He summarizes with 65% accuracy using graphic organizers.
By the next annual IEP, Amir will determine the main idea of a text and support it with two relevant details with 75% accuracy in 4 out of 5 trials.	45%	55%	63%	Amir continues to require teacher scaffolds but demonstrates progress in identifying main ideas and supporting details when guided.

Math Problem-Solving Goals

IEP Goal	Baseline	Mid-Year Progress	Current Level	Progress Toward Goal
By the next annual IEP, Amir will solve multi-step word problems with 80% accuracy in 4 out of 5 trials, as measured by classroom assessments.	70%	75%	78%	Bi-weekly assessments show steady gains. Amir benefits from problems that are chunked or accompanied by visuals.
By the next annual IEP, Amir will explain his problem-solving process using written or verbal responses with 70% accuracy in 4 out of 5 trials.	55%	62%	67%	Amir can explain reasoning verbally with prompting. Written explanations remain limited without sentence stems or models.

Behavioral Goal

IEP Goal	Baseline	Mid-Year Progress	Current Level	Progress Toward Goal
By the next annual IEP, Amir will use a visual schedule to independently transition between activities with no more than one prompt in 4 out of 5 opportunities, as measured by teacher observation.	2/5	3/5	3/5	Daily logs show increased independence. Amir transitions with one prompt when visual supports are consistently provided and expectations are clear.

Instructional Accommodations

•Tasks are broken into smaller steps with frequent verbal check-ins

•Graphic organizers are provided for reading and written responses

Behavioral Accommodations

•Daily use of a visual schedule to support transitions

•Pre-correction and verbal prompts are used before transitions or unstructured changes

Exhibit 3: Student Assessment Results

The following data represent Amir Delgado’s performance across formal and informal assessments administered as part of the Full and Individual Evaluation (FIE) and ongoing progress monitoring. Assessment results are used to identify current academic and behavioral levels, instructional needs, and areas requiring support.

Weschler Intelligence Scale for Children – Fifth Edition (WISC-V)

Mean = 100; Standard Deviation = 15

Composite	Composite Score	Percentile Rank	Qualitative Description
Verbal Comprehension Index (VCI)	85	16th	Low Average
Visual Spatial Index (VSI)	92	30th	Average
Fluid Reasoning Index (FRI)	90	25th	Average
Working Memory Index (WMI)	84	14th	Low Average
Processing Speed Index (PSI)	80	9th	Low
Full Scale IQ (FSIQ)	86	18th	Low Average

Weschler Individual Achievement Test – Third Edition (WIAT-III)

Mean = 100; Standard Deviation = 15

Composite	Composite Score	Percentile Rank	Descriptive Category
Reading Comprehension	78	7th	Below Average
Word Reading	90	25th	Average
Math Problem Solving	83	13th	Below Average
Numerical Operations	95	37th	Average
Written Expression	80	9th	Low Average

5th Grade Reading Comprehension Inventory

Key: 1 = Rarely Demonstrates, 2 = Sometimes Demonstrates, 3 = Consistently Demonstrates

Skill Area	Fall	Winter
Identifies main idea	1	2
Uses supporting details	1	2
Summarizes text	1	2
Makes inferences	1	2
Responds to open-ended questions	1	2
Teacher Comments: Amir requires significant support with comprehension tasks. He demonstrates improvement with visual scaffolds and graphic organizers.

Curriculum-Based Math Assessment

Key: 1 = Rarely Demonstrates, 2 = Sometimes Demonstrates, 3 = Consistently Demonstrates

Skill Area	Fall	Winter
Computes with accuracy	2	3
Interprets word problems	1	2
Identifies relevant information	1	2
Explains reasoning orally	2	2
Explains reasoning in writing	1	1
Teacher Comments: Amir performs well with basic computation but continues to need support interpreting multi-step problems. He responds well to verbal discussion but struggles to explain thinking in writing.

Behavioral Observations Summary

Key: 1 = Rarely Demonstrates, 2 = Sometimes Demonstrates, 3 = Consistently Demonstrates

Behavioral Skill Area	Fall	Winter
Transitions between tasks	1	2
Initiates peer interaction	1	1
Stays on task during independent work	2	2
Follows adult directions	2	3
Responds to feedback	2	3
Teacher Comments: Amir relies heavily on visual supports and structured environments. He requires prompting for transitions and social engagement. He responds well to adult feedback and consistent routines.

Exhibit 4: Learning Objectives, Success Criteria, and Student Assignments

English Language Arts

The following instructional plan was created collaboratively by Amir Delgado’s general education English Language Arts teacher and special education teacher to support the development of reading comprehension skills within the sixth-grade curriculum. Instruction is designed to align with state standards, address Amir’s IEP goals, and provide scaffolds that support his participation in the general education setting.

TEKS:

§110.22. English Language Arts and Reading, Grade 6, Adopted 2017. (b)(7)(D) – summarize the plot’s main events, conflict, and resolution in a work of fiction with emphasis on the relationship between characters and the advancement of the plot.

Daily Learning Objective

Students will summarize the major events in a fictional story, including the conflict and resolution, and explain how these events influence the actions and relationships of characters.

Success Criteria

•I can identify key events in a story that relate to the conflict and resolution.
• I can describe how a character responds to the conflict.
• I can summarize a fictional story in a way that includes character actions and major plot points.

Student Assignments

1. Participate in whole-class discussion of story events using a shared anchor chart.
2. Complete a graphic organizer identifying major events, conflict, and resolution.
3. Write a brief summary of the story, including key character actions.
4. Share the summary orally with a partner using the graphic organizer as a guide.

Mathematics

The following instructional plan was developed collaboratively by Amir Delgado’s general education mathematics teacher and special education teacher. It aims to support Amir’s development of problem-solving skills within the context of sixth-grade geometry concepts. The instruction aligns with state standards, addresses Amir’s IEP goals, and provides scaffolds to facilitate his participation in the general education setting.

TEKS:

§111.26. Mathematics, Grade 6, Adopted 2012. (b)(8)(C) – Write equations that represent problems related to the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers.

§111.26. Mathematics, Grade 6, Adopted 2012. (b)(1)(B) – Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.

Daily Learning Objective

Students will write equations to represent and solve real-world problems involving the area of rectangles, parallelograms, trapezoids, and triangles, using positive rational numbers.

Success Criteria

•I can identify the appropriate formula for the area of a given two-dimensional shape.
• I can substitute given measurements into the area formula accurately.
• I can solve the equation to find the area and interpret the result in the context of the problem.

Student Assignments

1. Participate in a guided lesson where the teacher models writing and solving an equation for the area of a trapezoid using a real-world example.
2. Complete a worksheet with problems requiring writing equations for the area of various shapes and solving them.
3. Engage in a hands-on activity where students measure the dimensions of classroom objects and calculate their area.
4. Work in pairs to create and solve their own real-world area problems, then present their solutions to the class.

Social Skills Lesson: Initiating and Responding in Peer Interactions

The following lesson was created collaboratively by Amir Delgado’s special education case manager and general education teacher to address Amir’s individual behavioral goals and support his growth in social communication and independence during classroom routines.

Social Skills Learning Objective

Students will practice initiating and responding to peer interactions using appropriate verbal and nonverbal communication during group or partner tasks.

Success Criteria

I can make eye contact or face my peer when speaking.
I can use a conversation starter (e.g., “Can I help with that?” or “What do you think?”).
I can respond appropriately when someone talks to me.
I can use a checklist to monitor how I interact with my group or partner.

Student Assignment

1. Participate in a modeled conversation led by the teacher that includes common group-work interactions (greeting, asking for help, responding politely).

2. Role-play two short peer interaction scenarios using visuals or scripted cards to guide conversation choices.

3. During a structured partner activity (e.g., reviewing math work), use a peer interaction checklist to self-monitor behaviors (eye contact, taking turns, verbal response).

4. Complete a short written reflection after the activity. The reflection will ask students to describe what they did well, what they found difficult, and one goal for next time (sentence starters provided as needed).

Exhibit 5: Student Work Samples

English Language Arts

The work sample below was completed by Amir in response to the daily learning objective, success criteria, and assignment described in the previous exhibit.

TEKS Reference:§110.22. English Language Arts and Reading, Grade 6, Adopted 2017. (b)(7)(D) – summarize the plot’s main events, conflict, and resolution in a work of fiction with emphasis on the relationship between characters and the advancement of the plot.

Amir’s written summary of the story:

The
story is about a girl who gets lost in the woods. She has her dog
and they walk and find a big tree. The girl remembers what her dad
told her about moss growing on trees, so she finds the way home.
Her mom was very happy.

The problem was she got lost.
The dog helped her stay calm. The girl used what she knew to get
back. She was smart and brave.

Mathematics

The work sample below was completed by Amir in response to the daily learning objective, success criteria, and assignment described in the previous exhibit.

TEKS References:

Amir’s worksheet sample for solving for the area of a trapezoid:

Top
base = 4.5 m
Bottom base = 6 m
Height = 3 m

A
= ½ × (4.5 + 6) × 3
A = ½ × 10.5 × 3
A = 5.25 × 3
= 15.75

The area is 15.75 square meters. That is the
size of the playground floor. I used the steps on my checklist to
solve it.

Behavioral/Social Skills

The work sample below was completed by Amir in response to the daily learning objective, success criteria, and assignment described in the previous exhibit.

Social Skills Lesson:Initiating and Responding in Peer Interactions

Amir’s written reflection on peer interaction activity:

Today
I worked with Jayden on the math paper. I said, “Do you want to
start this one?” and Jayden said okay.
We both did the
first problem and checked it. I asked him if he got the same
answer as me.

I
did good talking and listening. It was hard to know when to talk
or wait.
I used my checklist to help me. Next time I want to
try to ask more questions.