SPD 320 All Assignments GCU

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SPD 320 All Assignments GCU

SPD 320 Topic 1 Assessment Process to Establish Eligibility

Following the assessment process for establishing eligibility under IDEA’s disability categories ensures adherence to proper legal provisions and ethical considerations. Understanding the purpose of each assessment utilized to establish eligibility assists in the ability to execute those assessments properly.

In your brochure, identify and describe the following:

  • The five primary purposes of the special education eligibility assessment process for individuals who have or appear to have disabilities (screening and identification, eligibility and diagnosis, IEP development and placement, instructional planning, and evaluation) as explained in “NASET Assessment in Special Education Series.”
  • The stakeholders involved in the assessment process with explanations of why and how each is involved.
  • How students are identified for assessment based on IDEA’s eligibility categories.
  • Legal and ethical considerations related to the assessment process and establishing eligibility.
  • At least three components of the comprehensive eligibility assessment process used to determine if there is a documented disability.

The brochure should include graphics that are relevant to the content, visually appealing, and use space appropriately.

Provide a minimum of three scholarly references.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

SPD 320 Topic 2 Parent Newsletter Article

Assessments are used for many different purposes in the K-12 educational setting. For example, assessments are used during classroom instruction to measure students’ learning related to the academic content, and different assessments are used to measure students’ overall cognitive, physical, or social-emotional abilities. Regardless of the assessment type, there are specific terms that are often used related to assessments. It is often the responsibility of the special education teacher to explain assessment terminology to families.

Understanding the terminology used in the formal assessment of students who have or may have a disability is a vital first step for collaboration with families. Having such knowledge will assist families in understanding the uses and limitations of specified assessments. Teachers are then able to collaborate and consult with families in a productive manner to inform student-based decision making.

Student assessment results from formal, standardized assessment tools are often statistically based and can be very difficult for families to understand.

Write a 500-750 word article to post on the parent page of the school’s website explaining assessment methods and the basics of statistics used in formal adaptive behavior assessments. The article should be creative and accurately explain how to read and understand assessment results by including the following:

  • Purpose, definition, and two examples of adaptive behavior assessments
  • Definition of six specialized assessment terms both of a content and statistical nature including an explanatory example of each used in formal adaptive behavior assessments
  • Explanation of at least two limitations of standardized assessments, such as bias in questionnaires, subjectivity, utility, psychometric support, etc.
  • Description of the consultative role of the special educator in helping parents/guardians understand the process of assessments and related terminology

Use easy-to-understand language and examples of assessment results with graphs, diagrams, and pictures as needed.

Support your findings with 2-3 scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

SPD 320 Topic 3 Clinical Field Experience A: Understanding Pre-Referral Assessments – The Classroom Teacher and RTI

RTI student progress data for Clinical Field Experience B is required to complete the assignment in Topic 6. Request this information from your mentor teacher prior to Clinical Field Experience B.

Response to Intervention (RTI) is a systematic pre-referral assessment process used by teachers and other school-based staff to ensure universal, targeted, and intensive individualized interventions are implemented prior to initiating the formal special education referral process. Teachers should understand the main characteristics and benefits of each tier in the RTI model. Teachers should also have knowledge and skills in recording and interpreting RTI assessment data to make data-based decisions when planning instruction and individual student interventions.

Allocate at least 5 hours in the field to support the field experience.

Observe and collaborate with a certified K-5 classroom teacher about pre-referral assessments and his or her role in the RTI process.

The interview should address the following:

  • How each RTI tier is used in your classroom. What are the benefits of each tier?
  • How data is collected, and student progress monitored for RTI Tier 1, RTI Tier 2, and RTI Tier 3. Is technology used to assist in this progress monitoring? If so, how?
  • How data from RTI processes is analyzed to determine evidenced-based interventions.
  • How RTI data is used in making eligibility, program, and placement decisions for students with disabilities in your classroom.
  • Strategies you use to communicate RTI results to various stakeholders.

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class. With approval from your mentor teacher, observe RTI models used in other grade level classes in the school.

In 250-500 words, summarize and reflect upon your observations and collaboration, and explain how you will use your findings in your future professional practice. Reflect upon using data to inform instruction and strategy selection to support struggling students and how you will use this information in your future professional practice.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

 

SPD 320 Topic 3 Analyzing Student Data: The RTI Model

RTI requires progress monitoring to occur on a consistent basis to gauge the relevance and success of universal, targeted, and intensive individualized interventions being implemented. Data analysis allows teachers to make relevant decisions about individual students and advocate for new or continued placement on the RTI continuum. 

Review the “Analyzing Student Data: RTI Model Student Progress Monitoring Scenario” to inform the assignment.

In a 500-750 word analysis, complete the following:

  • Summary of overall student progress.
  • Interpret the data to determine whether Janet is responding adequately to Tier 2 instruction.
  • Why you think the support team members disagree about what tier of instruction would best meet Janet’s needs. Rationalize your answer.
  • Tier of instruction you would recommend for Janet: Tier 1 instruction only, another round of Tier 2 instruction, or intensive Tier 3 instruction? Explain your answer.

Support your analysis with 2-3 scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

SPD 320 Topic 4 Child Study Team Presentation and Handout

Child study teams provide school districts with an established structure for following screening, pre-referral, referral, and classification procedures. In turn, teachers should be knowledgeable of their role and responsibilities within the child study team process. This ensures pre-referral strategies are implemented with fidelity within the classroom setting and data is collected concerning student’s strengths and weaknesses to fully inform decision making.

Design a 10-15 slide digital presentation for general education teachers detailing the following about child study teams:

  • An engaging title section as well as appropriate text, graphics, and layout.
  • Why a child study team would be assembled and who would be a part of the team. Explain each team member’s role.
  • The differences between screening, pre-referral, and classification procedures.
  • Legal definitions and assessment requirements regarding next steps for obtaining a formal special education disability classification. Include when the team can determine that all pre-referral strategies have been exhausted and the only thing left is to refer the student for a comprehensive evaluation for formal classification under one of IDEA’s disability categories.
  • Select one of the IDEA disability categories. Identify and describe 3-4 resources teachers can use to help determine students’ strengths and weaknesses in consideration of a referral for this chosen disability category.

In addition to the presentation, create a supplemental handout that briefly explain three classroom pre-referral instructional strategies that could be used to provide documentation of targeted supports for a student not making adequate progress.

Support your findings with 2-3 scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

SPD 320 Topic 5 Next Steps: Multidisciplinary Evaluation Team

The Multidisciplinary Evaluation Team (MET) includes educational staff and specialists who collaborate to make decisions regarding the special education eligibility and placement process. The MET decides which formal assessments to administer to gather additional data on academic, social-emotional, speech-language, or gross/fine motor concerns. Special education teachers should have a working knowledge of the roles and responsibilities of the MET including participants and their roles and responsibilities. Teachers should also be able to analyze assessment data to recommend additional assessments that should be administered by specialists, when necessary.

After reviewing the “Multidisciplinary Evaluation Team (MET) Case Study,” reflect upon the following in a 750-1,000 word essay:

  • Who would participant in the MET? What role does each team member hold and how can these team members collaborate effectively with the student’s family and each other?
  • What background and informal assessment and observation information does the case study illustrate that might be significant to the MET? Why?
  • What additional information, not mentioned in the case study, could be gathered that might be significant to the MET? Why?
  • Recommend one formal and one informal assessment for making eligibility, program, and placement decisions, including at least one example that uses technology in one of the assessments. Justify the recommendations.
  • Support the essay with 2-3 scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located on the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

SPD 320 Topic 6 Clinical Field Experience B: Understanding Assessments

By administering assessments and analyzing the results, targeted and individualized interventions can be implemented to meet the needs of students with disabilities. Teachers can collect assessment data and gauge the effectiveness of designated interventions in addressing documented student needs.

Allocate at least 5 hours in the field to support the field experience.

In this assignment, observe and collaborate with one or more certified K-5 classroom teachers about pre-referral assessments and his or her role in the RTI process.

Part 1: Assessment and Interventions

Select one tier of the RTI model that was discussed during Clinical Field Experience A. In collaboration with the certified K-5 classroom teacher:

  • Develop 2-3 interventions, based on RTI student assessment data provided by the mentor teacher, to support the progress of a student or small group of students in the classroom.
  • In 250-500 words, describe each intervention to include teacher, student, and family roles, and share it with your mentor teacher for feedback.
  • After incorporating the feedback from your mentor teacher, administer the interventions with the selected student(s) and provide the student with feedback on their performance.

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

Part 2: Reflection

In 250-500 words, summarize and reflect upon your experiences developing and administering the interventions, and providing student feedback on his or her performance. Explain how you expect the interventions you developed to meet the needs of the student, incorporating his or her assessment results in your response. Explain how you will use your findings in your future professional practice.

Submit your intervention description and your reflection in a single document to your instructor.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

 

SPD 320 Topic 6 Diagnostic Evaluation Assessments Matrix

Knowledge and understanding of diagnostic evaluation assessments provides a depth of knowledge for participating on school-based decision-making teams. Academic achievement and IQ assessments, adaptive behavior scales, and behavior rating scales also provide specific data and insight into the strengths and needs of students. In turn, teachers can utilize assessment results to adjust planning and instruction within the classroom.

Use the “Diagnostic Evaluation Assessment Matrix Template” to complete this assignment.

Research diagnostic evaluation assessments: Academic assessment achievement, IQ assessment, adaptive behavior scale, and behavior rating scale. For each assessment type, identify one assessment example.

Include the following:

  • Name and publication date
  • Brief description: The specific skills/knowledge assessed.
  • Age/Grade level
  • Procedures for assessing and reporting: Procedures for assessment process and reporting of information to stakeholders.
  • Types of scores yielded: Include standard scores, score ranges, percentiles, classification, degree of proficiency, etc.

Summary

Include a 250-500 word summary description of each team member role in the assessment process and planning and administering academic interventions based on assessment results. Support your findings with a minimum of four resources.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

SPD 320 Topic 7 Benchmark – Comprehensive Report: Summary and Recommendations

After formal assessments for determining eligibility under IDEA’s 13 disability categories are completed, school-based specialists are charged with summarizing the results to aid team decision making. In turn, specific recommendations are made to ensure school staff and family members fully understand how programming and supports should be implemented to address documented student needs. It is vital that teachers understand how to review assessment results and be an active team member in collaborating with families around the specific recommendations to be implemented. Teachers must be able to advocate for necessary programming and supports while still addressing the questions/needs of family members.

Review the “Report of Psychological Assessment: Scott Smith” to inform the assignment.

As the special education teacher, you have been tasked with summarizing Scott’s psychological report and creating a plan to help him improve his social skills and make better behavior choices in the general education setting.

Using the “Scott Smith Assessment and Recommendations Template” create a plan for Scott.

Include the following:

  • Summary: In 100-200 words, summarize the psychological report. Include specific data and observation information that will help guide Scott’s educational goals.
  • Goals: Write one behavioral goal related to classroom behavior and one social/emotional goal related to peer interaction. Goals must be measurable and include how to address the target behaviors with a replacement behavior.
  • Assessments: In 150-250 words, identify one informal or formal assessment method for measuring Scott’s progress with his behavioral and social/emotional goals. Briefly explain why the assessment is appropriate for progress monitoring, including how bias is minimized.
  • Recommendations: Based on information and assessment results in the study, in 100-250 words, include 3-4 total, specific recommendations to manage Scott’s behavior for the school, teachers, and parent, keeping information about Scott and his best interest in mind and in guiding educational decisions.
  • Rationale: In 150-250 words, justify your choices as an advocate for Scott. Make sure to explain how your summary, goals, assessment methods, and recommendations minimize bias and advocate for Scott’s needs. Support your choices with 2-3 scholarly resources.
  • Parents Collaboration and Conference Plan: Compose a 250-500 word plan explaining the Summary, Goals, Assessments, and Recommendations sections to Scott’s parents in easy-to-understand language. Support your explanations with data analyses, sharing how assessment information led to educational decisions with colleagues, and collaborating with his parents to promote student success. In addition, anticipate possible concerns his parents may have, addressing each with applicable strategies. Conclude your plan with recommendations to meet again with his parents to assess and discuss Scott’s progress.
  • Take Home Activity: In addition, create a 125-250 word take home activity for Scott’s parents, consistent with your recommendations. Using encouraging, supportive language, outline a minimum of two engaging at-home strategies for student behavior and social/emotional improvement, considering historical and family backgrounds.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

This benchmark assignment assesses the following programmatic competencies [and professional standards]:

  • COE 4.2: Select and use technically sound formal and informal assessments that minimize bias. [CEC 4.1, ICSI.4.K1, ICSI.4.K2, ICSI.4.K4. ICSI.4.S1, ICSI.4.S5, ICSI.4.S2, ICSI.4.S8, IGC.4.K1, IGC.4.K3, IGC.4.S1, IGC.4.S2, IGC.4.S3, IGC.4.S4; InTASC 6(a), 6(b), 6(h), 6(j), 6(k); GCU Mission Critical 2, 3, 5]
  • COE 4.3: Use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. [CEC 4.2, ICSI.4.K1, ICSI.4.K2, ICSI.4.K3, ICSI.4.K4, ICSI.4.S1, ICSI.4.S5, ICSI.4.S6, ICSI.4.S8, IGC.4.K1; InTASC 6(c), 6(k), 7(l), 7(q); GCU Mission Critical 2 and 5]
  • COE 4.4: In collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with exceptionalities. [CEC 4.3, ICSI.4.K1, ICSI.4.K2, ICSI.4.S4, ICSI.4.S1, ICSI.4.S6, ICSI.6.K4, ICSI.7.K2, ICSI.7.K3, ICSI.7.K4, ICSI.7.S2, ICSI.7.S3, ICSI.7.S4, ICSI.7.S5, ICSI.7.S3, ICSI.7.S10, IGC.4.K1, IGC.4.K2, IGC.4.K3, IGC.7.K2, IGC.7.S2; InTASC 6(g), 6(i), 6(o), 6(t), 6(v), 9(c), 9(l) 10(a); GCU Mission Critical 1, 2, 3, 4, 5]
  • COE 5.6: Advance the profession by engaging in activities such as advocacy and mentoring. [CEC 6.5, ICSI.6.K2, IGC.6.K4, ICSI.6.K6, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.6.S5, ICSI.6.S6, IGC.6.K5, IGC.6.S2; InTASC 10(j); GCU Mission Critical 1, 3, 4]

 

SPD 320 Topic 8 Collaborative Learning Community – Reevaluation

The reevaluation process in special education is addressed at least every three years to determine whether the student continues to need special education and related services due to their diagnosed disability. Teachers working with students with disabilities should be aware of the rationale and purpose for the reevaluation. There are also legal provisions that must be followed to document the scope and sequence of the evaluation process. All teachers need to be aware of their role and responsibility to participate fully and be a collaborative team member with both staff and family.

This is a Collaborative Learning Community assignment.

Review the different reevaluation requirements under IDEA. Discuss the different types of reevaluations and associated process steps.

Design a 10-15 slide digital presentation appropriate for a schoolwide professional development opportunity on the topic of special education reevaluations for K-8.

Within your presentation, address the following:

  • Triennial reevaluations: Use of assessments to support continued eligibility, required consent, participants, and scope of the evaluation.
  • Special requests for reevaluations: Who may request, legal reasons for the request, participants, scope and purpose of the reevaluation, and key IDEA requirements related to special request reevaluations.
  • Clarification on frequently asked questions. Explain four FAQs such as: If a parent requests a reevaluation and the school thinks a reevaluation is not needed, can the school refuse to conduct the reevaluation of the child? Can the parent disagree and refuse the school’s request to reevaluate the child?
  • Terminating a student’s eligibility, including key IDEA requirements, processes, and steps regarding determining and communicating that a student is no longer eligible. Include the two exceptions to requirements for reevaluation under IDEA regarding a change in eligibility for a student.
  • A title slide, reference slide, and presenter’s notes.

Support your presentation with a minimum of three scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

SPD 320 Topic 8 Clinical Field Experience Verification Form*

Candidates must complete all programmatic requirements, including practicum/field experience hours defined in the coursework. Additional information about practicum/field experience can be found in the Student Success Center.

To earn credit for this assignment, all required course hours must be completed and the form submitted by the assignment due date.

  • Access the Clinical Field Experience Verification Form in the Document Management section in the Student Portal.
  • Complete all required fields on the Clinical Field Experience Verification Form.
  • Submit by clicking “Click to Sign.” An email will be sent to the mentor to verify the practicum/field experience hours.
  • Communicate with the mentor to request he or she verify the practicum/field experience hours. Once the practicum/field experience hours have been verified by the mentor, the completed form will be available in the Student Portal.
  • Save a .pdf copy of the completed Clinical Field Experience Verification Form to your computer.
  • Submit the Clinical Field Experience Verification Form to the LMS.

*The data entered into this document is subject to a verification audit. Candidates who engage in fabricating, falsifying, forging, altering, or inventing information related to practicum/field experiences, internships, clinical practice, and/or any associated documentation may be subject to sanctions for violating GCU academic integrity policies, which may include expulsion from GCU.

 

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SPD 320 All Assignments GCU

Best SPD 320 All Assignments GCU

SPD 320 All Assignments GCU

ACCT 553 DeVryBIAM 500 DeVryCIS 500 STRCIS 558 STRENG 105 GCUFIN 390 DeVryFIN 504 GCUHCA 545 GCUHCA 699 GCUHLT 306 GCUHLT 362 GCUHLT 555 GCUHLT 610 GCUHLT 665 GCUHOSP 594 DeVryHRM 600 DeVryMAT 144 GCUMGMT 600MGT 599 STRMGT 655 GCUMKT 373 GCUPSY 362 GCUPSY 565 GCUPSY 575 GCUPSY 665 GCUSOC 102 GCUSOC 320 GCUSOC 372 GCUSOC 412 GCUNSG 6440 SUHIM 515 GCUNSG 4029 SUHIM 615 GCUNSG 3029 SUNSG 4055 SUNSG 6630 SUNSG 6005 SUCRMJ 310PSY 510 GCUCRMJ 300 DevryCRMJ 425SPD 200 GCU, HLT 490 GCU ,ECH 340 GCU , ECH 440 GCU , ECH 355 GCU ,ECH 350 GCU ,LDR 461 GCU ,ECH 425 GCU ,REL 212 STR ,SCI 115 STR ,CIS 505 STR ,JUS 652 GCUMGT 640 GCUCIS 527 STRSOC 436 GCU,ACC 502 GCUFIN 504 GCU ,MATH 260 DeVry ,ETHC 445 DeVry ,ECET 220 DeVry , CARD 405 DeVryNETW 203 DeVryNETW 205 DeVryECET 365 DeVry ,MATH 270 DeVry ,PHYS 310 DeVry, BIB 106 GCU ,CIS 512 STR ,SYM 506 GCU ,ECN 601 GCU  ,BIAM 570 DeVryPSY 402 GCU , SOC 480 GCU , HUM 112 STR , PHI 210 STR,  ACC 667 GCU,  ACC 622 GCU,  ACC 623 GCU,  ENTR 510 DeVryDNP 840 GCU , BIO 550 GCU , HRM 420 DeVry , ACC 690 GCU  , HCA 807 GCU , ACC 650 GCU , REET 420 DeVry , MIS 605 GCU , ECET 350 DeVry , ENTR 530 DeVry , PSY 102 GCU , MIS 600 GCU , TCH 539 GCU , SPD 300 GCU , SPD 320 GCU

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