Assessments are used for many different purposes in the
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SPD 320 Topic 2 Parent Newsletter Article GCU
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.
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SPD 320 Topic 2 Parent Newsletter Article GCU
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.
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RTI requires progress monitoring to occur on a consistent basis to gauge
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SPD 320 Topic 3 Analyzing Student Data The RTI Model GCU
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.
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SPD 320 Topic 3 Analyzing Student Data The RTI Model GCU
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.
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Request this information from your mentor teacher prior to
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SPD 320 Topic 3 Clinical Field Experience A GCU
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.
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SPD 320 Topic 3 Clinical Field Experience A GCU
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.
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Child study teams provide school districts with an established
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SPD 320 Topic 4 Child Study Team Presentation and Handout GCU
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.
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SPD 320 Topic 4 Child Study Team Presentation and Handout GCU
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.
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The Multidisciplinary Evaluation Team (MET) includes
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SPD 320 Topic 5 Next Steps Multidisciplinary Evaluation Team GCU
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?
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SPD 320 Topic 5 Next Steps Multidisciplinary Evaluation Team GCU
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?
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By administering assessments and analyzing the
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SPD 320 Topic 6 Clinical Field Experience B GCU
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.
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SPD 320 Topic 6 Clinical Field Experience B GCU
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.
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Knowledge and understanding of diagnostic evaluation assessments provides
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SPD 320 Topic 6 Diagnostic Evaluation Assessments Matrix GCU
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.
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SPD 320 Topic 6 Diagnostic Evaluation Assessments Matrix GCU
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.
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After formal assessments for determining eligibility under
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SPD 320 Topic 7 Benchmark Comprehensive Report Summary and Recommendations GCU
After formal assessments for determining eligibility under IDEA’s 13 disability categories are completed, school-based specialists are charged with summarizing the results to aid team decision making. In turn, specific recommendations are made to ensure school staff and family members fully understand how programming and supports should be implemented to address documented student needs. It is vital that teachers understand how to review assessment results and be an active team member in collaborating with families around the specific recommendations to be implemented. Teachers must be able to advocate for necessary programming and supports while still addressing the questions/needs of family members.
Review the “Report of Psychological Assessment: Scott Smith” to inform the assignment.
As the special education teacher, you have been tasked with summarizing Scott’s psychological report and creating a plan to help him improve his social skills and make better behavior choices in the general education setting.
Using the “Scott Smith Assessment and Recommendations Template” create a plan for Scott.
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SPD 320 Topic 7 Benchmark Comprehensive Report Summary and Recommendations GCU
After formal assessments for determining eligibility under IDEA’s 13 disability categories are completed, school-based specialists are charged with summarizing the results to aid team decision making. In turn, specific recommendations are made to ensure school staff and family members fully understand how programming and supports should be implemented to address documented student needs. It is vital that teachers understand how to review assessment results and be an active team member in collaborating with families around the specific recommendations to be implemented. Teachers must be able to advocate for necessary programming and supports while still addressing the questions/needs of family members.
Review the “Report of Psychological Assessment: Scott Smith” to inform the assignment.
As the special education teacher, you have been tasked with summarizing Scott’s psychological report and creating a plan to help him improve his social skills and make better behavior choices in the general education setting.
Using the “Scott Smith Assessment and Recommendations Template” create a plan for Scott.
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Candidates must complete all programmatic requirements, including practicum/field experience
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SPD 320 Topic 8 Clinical Field Experience Verification Form GCU
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.
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SPD 320 Topic 8 Clinical Field Experience Verification Form GCU
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.
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The reevaluation process in special education is addressed
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SPD 320 Topic 8 Collaborative Learning Community Reevaluation GCU
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.
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SPD 320 Topic 8 Collaborative Learning Community Reevaluation GCU
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.
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What assessments can be used to assess problematic social behaviors
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SPD 320 Topic 6 Discussions GCU
SPD 320 Topic 6 DQ 1
What assessments can be used to assess problematic social behaviors of children? For at least one assessment, describe the age groups it is used with and what the results are intended to demonstrate. Should academic achievement and intelligence be formally assessed at the same time social behaviors are assessed? Why or why not?
SPD 320 Topic 6 DQ 2
Writing behavioral goals for students must be meaningful and teach the desired replacement behavior to help the student reduce misbehavior or disruptive behaviors.
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SPD 320 Topic 6 Discussions GCU
SPD 320 Topic 6 DQ 1
What assessments can be used to assess problematic social behaviors of children? For at least one assessment, describe the age groups it is used with and what the results are intended to demonstrate. Should academic achievement and intelligence be formally assessed at the same time social behaviors are assessed? Why or why not?
SPD 320 Topic 6 DQ 2
Writing behavioral goals for students must be meaningful and teach the desired replacement behavior to help the student reduce misbehavior or disruptive behaviors.
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Which of IDEA’s eligibility categories do you feel is most difficult
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SPD 320 Topic 1 Discussions GCU
SPD 320 Topic 1 DQ 1
Which of IDEA’s eligibility categories do you feel is most difficult to assess via mandated eligibility assessment procedures? Why?
SPD 320 Topic 1 DQ 2
Have mandated changes in special education eligibility assessment practices had a positive affect for individuals with disabilities and other stakeholders? Why or why not? Cite specific examples.
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SPD 320 Topic 1 Discussions GCU
SPD 320 Topic 1 DQ 1
Which of IDEA’s eligibility categories do you feel is most difficult to assess via mandated eligibility assessment procedures? Why?
SPD 320 Topic 1 DQ 2
Have mandated changes in special education eligibility assessment practices had a positive affect for individuals with disabilities and other stakeholders? Why or why not? Cite specific examples.
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Which of IDEA’s eligibility categories do
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SPD 320 All Discussions GCU
SPD 320 Topic 1 DQ 1
Which of IDEA’s eligibility categories do you feel is most difficult to assess via mandated eligibility assessment procedures? Why?
SPD 320 Topic 1 DQ 2
Have mandated changes in special education eligibility assessment practices had a positive affect for individuals with disabilities and other stakeholders? Why or why not? Cite specific examples.
SPD 320 Topic 2 DQ 1
Consider the various informal assessment types commonly used in classroom instruction and identify three you might use regularly in your professional practice. What would those assessments tell you as an educator? Rationalize your choices.
SPD 320 Topic 2 DQ 2
Why is understanding basic principles of statistics important as an educator? If you struggle with understanding statistics, what are some problems you might encounter in your professional practice? Describe one strategy to improve your knowledge.
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SPD 320 All Discussions GCU
SPD 320 Topic 1 DQ 1
Which of IDEA’s eligibility categories do you feel is most difficult to assess via mandated eligibility assessment procedures? Why?
SPD 320 Topic 1 DQ 2
Have mandated changes in special education eligibility assessment practices had a positive affect for individuals with disabilities and other stakeholders? Why or why not? Cite specific examples.
SPD 320 Topic 2 DQ 1
Consider the various informal assessment types commonly used in classroom instruction and identify three you might use regularly in your professional practice. What would those assessments tell you as an educator? Rationalize your choices.
SPD 320 Topic 2 DQ 2
Why is understanding basic principles of statistics important as an educator? If you struggle with understanding statistics, what are some problems you might encounter in your professional practice? Describe one strategy to improve your knowledge.
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Why is understanding basic principles of statistics important as
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SPD 320 Assessment and Eligibility in Special Education GCU
SPD 320 All Discussions GCU
SPD 320 Topic 1 DQ 1
Which of IDEA’s eligibility categories do you feel is most difficult to assess via mandated eligibility assessment procedures? Why?
SPD 320 Topic 1 DQ 2
Have mandated changes in special education eligibility assessment practices had a positive affect for individuals with disabilities and other stakeholders? Why or why not? Cite specific examples.
SPD 320 Topic 2 DQ 1
Consider the various informal assessment types commonly used in classroom instruction and identify three you might use regularly in your professional practice. What would those assessments tell you as an educator? Rationalize your choices.
SPD 320 Topic 2 DQ 2
Why is understanding basic principles of statistics important as an educator? If you struggle with understanding statistics, what are some problems you might encounter in your professional practice? Describe one strategy to improve your knowledge.
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SPD 320 Assessment and Eligibility in Special Education GCU
SPD 320 All Discussions GCU
SPD 320 Topic 1 DQ 1
Which of IDEA’s eligibility categories do you feel is most difficult to assess via mandated eligibility assessment procedures? Why?
SPD 320 Topic 1 DQ 2
Have mandated changes in special education eligibility assessment practices had a positive affect for individuals with disabilities and other stakeholders? Why or why not? Cite specific examples.
SPD 320 Topic 2 DQ 1
Consider the various informal assessment types commonly used in classroom instruction and identify three you might use regularly in your professional practice. What would those assessments tell you as an educator? Rationalize your choices.
SPD 320 Topic 2 DQ 2
Why is understanding basic principles of statistics important as an educator? If you struggle with understanding statistics, what are some problems you might encounter in your professional practice? Describe one strategy to improve your knowledge.
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Following the assessment process for establishing eligibility
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SPD 320 Topic 1 Assessment Process to Establish Eligibility GCU
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.”
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SPD 320 Topic 1 Assessment Process to Establish Eligibility GCU
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.”
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Assessments are used for many different purposes in
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SPD 320 Topic 2 Parent Newsletter Article GCU
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.
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SPD 320 Topic 2 Parent Newsletter Article GCU
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.
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Alexander is a second grade student. His teacher, having administered a universal
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SPD 320 Topic 3 Discussions GCU
SPD 320 Topic 3 DQ 1
Alexander is a second grade student. His teacher, having administered a universal screening measure, has identified Alexander as a struggling reader. Explain the first step in the RTI approach to consider when trying to help Alexander. What data collection, intervention, and progress monitoring steps would you recommend be taken and why?
SPD 320 Topic 3 DQ 2
Compare and contrast Response to Intervention (RTI) to Multi-Tier Systems of Supports (MTSS). Does one model benefit struggling students in a schoolwide programming more than the other? Why?
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SPD 320 Topic 3 Discussions GCU
SPD 320 Topic 3 DQ 1
Alexander is a second grade student. His teacher, having administered a universal screening measure, has identified Alexander as a struggling reader. Explain the first step in the RTI approach to consider when trying to help Alexander. What data collection, intervention, and progress monitoring steps would you recommend be taken and why?
SPD 320 Topic 3 DQ 2
Compare and contrast Response to Intervention (RTI) to Multi-Tier Systems of Supports (MTSS). Does one model benefit struggling students in a schoolwide programming more than the other? Why?
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Consider the various informal assessment types commonly used in classroom
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SPD 320 Topic 2 Discussions GCU
SPD 320 Topic 2 DQ 1
Consider the various informal assessment types commonly used in classroom instruction and identify three you might use regularly in your professional practice. What would those assessments tell you as an educator? Rationalize your choices.
SPD 320 Topic 2 DQ 2
Why is understanding basic principles of statistics important as an educator? If you struggle with understanding statistics, what are some problems you might encounter in your professional practice? Describe one strategy to improve your knowledge.
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SPD 320 Topic 2 Discussions GCU
SPD 320 Topic 2 DQ 1
Consider the various informal assessment types commonly used in classroom instruction and identify three you might use regularly in your professional practice. What would those assessments tell you as an educator? Rationalize your choices.
SPD 320 Topic 2 DQ 2
Why is understanding basic principles of statistics important as an educator? If you struggle with understanding statistics, what are some problems you might encounter in your professional practice? Describe one strategy to improve your knowledge.
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Describe three requirements that reevaluation shares with the initial
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SPD 320 Topic 8 Discussions GCU
SPD 320 Topic 8 DQ 1
Describe three requirements that reevaluation shares with the initial evaluation. Provide examples and support your response with references to specific provisions of the IDEA. Why are these provisions essential to understanding the similarities between these two evaluation processes?
SPD 320 Topic 8 DQ 2
What are some of the intended purposes of limiting reevaluations? Provide specific examples.
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SPD 320 Topic 8 Discussions GCU
SPD 320 Topic 8 DQ 1
Describe three requirements that reevaluation shares with the initial evaluation. Provide examples and support your response with references to specific provisions of the IDEA. Why are these provisions essential to understanding the similarities between these two evaluation processes?
SPD 320 Topic 8 DQ 2
What are some of the intended purposes of limiting reevaluations? Provide specific examples.
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How do the purposes of academic, psychological, and speech-language evaluations
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SPD 320 Topic 5 Discussions GCU
SPD 320 Topic 5 DQ 1
How do the purposes of academic, psychological, and speech-language evaluations differ? Cite specific examples of such assessments. What are some student concerns teachers may have that could warrant implementing such assessments?
SPD 320 Topic 5 DQ 2
What are main areas of concern that should be addressed in an initial family meeting? Identify and describe helpful guidelines when conducting an initial family meeting to cover these main areas. How will you gather information in a respectful and compassionate manner while addressing all the needed concerns including both school and family perspectives?
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SPD 320 Topic 5 Discussions GCU
SPD 320 Topic 5 DQ 1
How do the purposes of academic, psychological, and speech-language evaluations differ? Cite specific examples of such assessments. What are some student concerns teachers may have that could warrant implementing such assessments?
SPD 320 Topic 5 DQ 2
What are main areas of concern that should be addressed in an initial family meeting? Identify and describe helpful guidelines when conducting an initial family meeting to cover these main areas. How will you gather information in a respectful and compassionate manner while addressing all the needed concerns including both school and family perspectives?
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Research a school district in your area. How does the district conduct
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SPD 320 Topic 4 Discussions GCU
SPD 320 Topic 4 DQ 1
Research a school district in your area. How does the district conduct IDEA-required evaluations and referrals for infants, toddlers, and preschoolers? Who is involved in the referral process? Do you think these processes are effective? Why or why not?
SPD 320 Topic 4 DQ 2
Identify factors that could lead to over-referrals to the Child Study Team. As a special educator, how could you prevent over-referrals? Describe two recommended strategies and rationalize your choices.
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SPD 320 Topic 4 Discussions GCU
SPD 320 Topic 4 DQ 1
Research a school district in your area. How does the district conduct IDEA-required evaluations and referrals for infants, toddlers, and preschoolers? Who is involved in the referral process? Do you think these processes are effective? Why or why not?
SPD 320 Topic 4 DQ 2
Identify factors that could lead to over-referrals to the Child Study Team. As a special educator, how could you prevent over-referrals? Describe two recommended strategies and rationalize your choices.
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Following the assessment process for establishing eligibility under
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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.”
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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.”
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Flashcard set info:
Author: CoboCards-User
Main topic: Education
Topic: Education
School / Univ.: devry university
City: UK
Published: 12.02.2020
Tags: INTERNATIONAL STUDY, COMPUTER SCiENCE, ENGINEERING & TECHNOLOGY, Accounting, Business, PSCYCHOLOGY, SOCIAL SCIENCE, POLITICAL Science, Social Science, Project Risk Management, ARTS & HUMANITIES, RELIGIOUS STUDIES SOCIOLOGY
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