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5 pages/≈1375 words
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APA
Subject:
Education
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Coursework
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English (U.S.)
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Topic:

Analyzing Cognitive and Educational Evaluation

Coursework Instructions:

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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:
In the first row, clearly identify each assessment.
In the second row, describe how each assessment is technically sound and minimizes rater bias
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.)
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.
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. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Program competencies and national standards assessed in the benchmark assignment:
MED in Special Education ITL/NITL
MED in Special Education Mild to Moderate Disabilities (Nevada)
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); MC2, MC3, MC5]
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); MC1, MC2, MC3, MC4, MC5]
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; MC2, MC4, MC5]
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); MC1, MC3, MC4]
Attachments
SPD-531-RS-Analyzing-Cognitive-and-Edu

Coursework Sample Content Preview:

Analyzing Cognitive and Educational Evaluation Report
Student Name
University/College
Course
Professor's Name
Due Date
Part 1: Formal and Informal Assessment
Informal Assessment

How the assessment minimizes rater bias

Adams results that will help guide educational decision

Why the selected tool is appropriate for diagnosing Adam's strengths and needs

Teachers report

The teacher's report is based on his observations and compares Adam's tendencies with the rest of the students based on his professional experience. Additionally, the teacher adds no subjective information and focuses solely on school-related behaviors.

Adam displays an attention deficit in school activities and is a quitter, especially when confronted with difficult tasks. Adam lacks energy both in the classroom and outside and seems to withdraw and have anxiety about classroom activities. Additionally, Adams is antisocial with his peers

The teacher's assessment is appropriate since it links all the system-based perspectives, including his classroom behaviors, academic performance, and social life.

Parents Report

The father's assessment minimizes rater bias since he gives information on all aspects of Adam's life, since he was a toddler, to their family composition, structural changes, and health matters. The father does not speak from an emotional point of view; rather, his assessment is objective.

Adams has had a fairly normal childhood since birth. However, at the time of the assessment, Adams had an antisocial personality, especially with his peers, and was selective about what he liked. Additionally, he is a quitter on difficult tasks and does not maintain attention.

This assessment helps identify the underlying cause of Adam's problems by providing information on his childhood experiences, health experiences, family structure, and social and academic life.

Self-Report

Adam's assessment minimizes rater bias because the report first gives first-hand information, laying out his likes and dislikes.

Adams likes reading about topics that he finds interesting but gets turned off when he faces difficult words. He also enjoys it when his teacher reads out loud and, through the teacher's support, puts down his thoughts on graphic organizers. However, he gets anxious when tasks get too complex. Adam also admits that he has an antisocial personality and has difficulty maintaining concentration and relaxing.

Adam's self-assessment provides valuable first-hand insights based on his self-awareness. He lays out what he likes and what he finds challenging, as well as why. This information will help us understand his learning style and motivation.

Classroom observation

To reduce rater bias, the observer compared Adam's behavior with another student's and sought Adam's teacher's opinion.

The experiment revealed that Adam's major problem was withdrawal, so he had 16 off-task times, was inattentive, and was anxious. The teacher said this was typical for him because the activity involved other students.

The classroom observations are appropriate as they provide objective information on Adam's academic engagement and beh...
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