The writer is very fast, professional and responded to the review request fast also. Thank you.
Book/movie review
22/08/2022
The cognitive and educational evaluation is a main data source for MET teams to determine eligibility and placement for special education services. All team members must make decisions and advocate for educational instruction, strategies, and placement based on evaluation report results. Collaboration with parents about sharing evaluation results and seeking consent for special education services is also a required professional and legal element. Teachers should gain valuable skills and knowledge regarding analysis, decision-making, and sharing results that pertain to cognitive and educational evaluations.
Part 1: Formal and Informal Assessment
Read the “Analyzing Cognitive and Educational Evaluation Report” provided for student Adam Gallery. Based on the report, create a table with a column for each formal and informal assessment. Complete the table with the following information, labeling each column and row:
1. In the first row, clearly identify each assessment.
2. In the second row, describe how each assessment is technically sound and minimizes rater bias
3. In the next row, provide a summary of Adam’s results on each assessment that will help guide appropriate educational decisions. (Do not simply cut and paste the findings.)
4. In the last row, explain why the selected assessment tool is appropriate for diagnosing Adam’s strengths and needs.
Beneath the table, in a 500-750 word analysis, advocate for the appropriate educational decisions for this student based on the assessment results. The analysis should include:
Recommendations for any needed classroom accommodations or modifications, and placement for specific content areas.
Appropriate accommodations for Adam’s assessments or testing conditions, including the use of technology for these accommodations.
Reflection on the role of special education teachers as advocates for students to help students realize and develop their unique talents and skills.
Part 2: Parent Script
Using the “Analyzing Cognitive and Educational Evaluation Report,†compose a 250-500 word script seeking consent for special education services from Adam’s parents. Your script should include a hypothetical conversation (e.g., provide the actual verbiage/wording that would be exchanged) with the parents where results of the MET report are appropriately relayed and specific wording seeking consent for services is included.
Support your findings by citing the “Analyzing Cognitive and Educational Evaluation Report†where appropriate.
MED in Special Education
COE 4.1
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 4.2:
Use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with disabilities. [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 2,5]
COE 4.3:
In collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with disabilities. [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 4.5:
Prepare all students for the demands of particular assessment formats and make appropriate accommodations in assessments or testing conditions for students with disabilities. [CEC 4.1, ICSI.4.K4, ICSI.4.S2, ICSI.4.S3, ICSI.4.S4, IGC.4.S3; InTASC 6(e), 6(h), 6(p), 6(u); ISTE-T 2d, 4b; GCU Mission Critical 2, 4, 5]
COE 6.5:
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]
The writer is very fast, professional and responded to the review request fast also. Thank you.
Delivering a high-quality product at a reasonable price is not enough anymore.
That’s why we have developed 5 beneficial guarantees that will make your experience with our service enjoyable, easy, and safe.
You have to be 100% sure of the quality of your product to give a money-back guarantee. This describes us perfectly. Make sure that this guarantee is totally transparent.
Read moreEach paper is composed from scratch, according to your instructions. It is then checked by our plagiarism-detection software. There is no gap where plagiarism could squeeze in.
Read moreThanks to our free revisions, there is no way for you to be unsatisfied. We will work on your paper until you are completely happy with the result.
Read moreYour email is safe, as we store it according to international data protection rules. Your bank details are secure, as we use only reliable payment systems.
Read moreBy sending us your money, you buy the service we provide. Check out our terms and conditions if you prefer business talks to be laid out in official language.
Read more