SPD 320 Topic 7 Benchmark Comprehensive Report Summary and Recommendations GCU

SPD 320 Topic 7 Benchmark Comprehensive Report Summary and Recommendations GCU

SPD 320 Topic 7 Benchmark Comprehensive Report Summary and Recommendations GCU

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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.

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]

 

 

 

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SPD 320 Topic 7 Benchmark Comprehensive Report Summary and Recommendations GCU

Best SPD 320 Topic 7 Benchmark Comprehensive Report Summary and Recommendations GCU

SPD 320 Topic 7 Benchmark Comprehensive Report Summary and Recommendations 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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