Assignment Prompt & Instructions
Help with homework on EDSP 622
**files (3)**
– ## CaseStudyforDataAnalysisReport.docx
– ## CaseStudyIndividualizedEducationProgramIEPTemplate1.docx
– CaseStudyIndividualizedEducationProgramIEPEvaluationAssignmentInstructions1.docx
**## CaseStudyforDataAnalysisReport.docx**
EDSP 622
**Case Study for Data Analysis Report**
Ethan Smith is a 13-year-old diverse learner in 7th grade. He has two parents who work with him diligently to improve his reading. At the beginning of the year, his mother expressed concerns over Ethan’s ability to read and explained how Ethan did not like to read but would try with much labor. She was concerned because the older he gets, the more complex the words are, and the more he struggles with understanding and completing his assignments. Ethan’s mother explained the difficulties he had with sounding out a word. She said she tried to get him to see the parts of a word within big words, but Ethan struggled greatly with this task. She explained that if he had to read just two pages and answer questions at night, it could take him up to two hours to complete. She wanted to know what could be done to help him since the gap gets bigger as he gets older.
The teacher, Ms. Clark, assured Ethan’s parents she would assess Ethan’s reading by providing universal screeners in reading and then create a plan of action. Ms. Clark began with passages from 1000 to 1200 Lexiles, representing the 7th grade Lexile levels. She gave Ethan three passages to read orally for one minute while she assessed errors as he read to measure his oral reading fluency (ORF). She measured the number of words he read correctly per minute by subtracting errors from the total number of words read. The total words read per minute (wcpm) with errors subtracted for Ethan’s universal screeners were 80, 78, and 83. She also completed a miscue analysis on the median passage that Ethan read. The below grade level ORF scores, his classroom performance, and his mother’s concerns signaled Ethan needed more rigorous instruction, so the RTI team met and moved him to Tier 2 in the RTI process.
At Tier 2, Ms. Clark began collecting ORF data from Ethan every week. To plot the data to measure growth, Ms. Clark established a baseline point from the median of the three ORF universal screeners and plotted that number on the graph as point 1. She calculated the ending or goal point (point 11) using research-based practices, which was the predicted goal score after the 10 weeks of interventions. Using all the data, she came up with interventions.
The following sets represent three possible data scenarios Ms. Clark could have received. Only one of these sets was the actual set, which was the set below grade level expectations.
| | | |
| — | — | — |
| Data for Scenario 1 | Data for Scenario 2 | Data for Scenario 3 |
| 68 | 79 | 83 |
| 83 | 83 | 84 |
| 80 | 75 | 87 |
| 83 | 83 | 90 |
| 65 | 80 | 91 |
| 80 | 90 | 89 |
| 79 | 87 | 92 |
| 76 | 85 | 90 |
| 81 | 81 | 89 |
**## CaseStudyIndividualizedEducationProgramIEPTemplate1.docx**
EDSP 622
**Case Study: Individualized Education Program (IEP) Evaluation Template**
| |
| — |
| **Part A: Present Levels of Academic Achievement and Performance (PLAAFP)**<br>The Present Level of Academic Achievement and Functional Performance summarizes the results of assessments that identify the student’s interests, preferences, strengths, and areas of need, including assistive technology and/or accessible materials. It also describes the effect of the student’s disability on their involvement and progress in the general education curriculum and, for preschool children, as appropriate, how the disability affects the student’s participation in appropriate activities. This includes the student’s performance and achievement in academic areas such as writing, reading, mathematics, science, and history/social sciences. It also includes the student’s performance in functional areas, such as self-determination, social competence, communication, behavior, and personal management. Test scores, if included, should be self-explanatory or an explanation should be included, and the Present Level of Academic Achievement and Functional Performance should be written in objective measurable terms, to the extent possible. There should be a direct relationship between the desired goals, the Present Level of Academic Achievement and Functional Performance, and all other components of the IEP (VDOE Sample IEP Template). |
| |
| | | | |
| — | — | — | — |
| **Part B: Participation in State and District Assessments/Accountability Systems**<br>\* Students with disabilities are expected to participate in all content area assessments that are available to students without disabilities. The IEP Team determines how the student will participate in the accountability system. <br>\*\* Accommodation(s) must be based upon those the student generally uses during classroom instruction and assessment, including assistive technology and/or accessible materials. For the accommodations that may be considered, refer to VDOE’s <br>_Students with Disabilities: Guidelines for Assessment Participation_ for guidance. (VDOE Sample IEP Template) |
| **Test** | **Assessment Type***<br>(SOL, VSEP,VAAP) | **Accommodations**** | **If yes, list accommodation(s)** |
| Reading | ______________________________<br>Not Assessed at this Grade Level | Yes No | |
| Math | _________________________________<br>Not Assessed at this Grade Level | Yes No | |
| Science | __________________________________<br>Not Assessed at this Grade Level | Yes No | |
| History/SS | _________________________________<br>Not Assessed at this Grade Level | Yes No | |
| Writing | _________________________________<br>Not Assessed at this Grade Level | Yes No | |
| |
| — |
| **Part C: Explanation for Participation or Non-Participation in Regular State or Division-Wide Assessments**<br>Explain in the space below why the student can or cannot participate in regular assessments; why the particular assessment selected is appropriate for the student, including that the student meets the criteria for the regular assessment or the alternate assessment; and how the student’s participation or nonparticipation in the regular assessment will impact the child’s promotion; or other matters. Refer to the VDOE’s Students with Disabilities: Guidelines for Assessment Participation for guidance. (VDOE Sample IEP Template) |
| |
| |
| — |
| **Part D: Reflection Paragraph**<br>Reflect in the space below in one complete paragraph on what is involved in the development of a quality IEP. Include facts from the textbook and IRIS resource “What is an IEP?” (from the Learn section of Module 7). |
| |
Page 2 of 2
**CaseStudyIndividualizedEducationProgramIEPEvaluationAssignmentInstructions1.docx**
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**CaseStudyIndividualizedEducationProgramIEPEvaluationAssignmentInstructions1.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudyindividualizededucationprogramiepevaluationassignmentinstructions1-docx)
**## CaseStudyforDataAnalysisReport.docx**
EDSP 622
**Case Study for Data Analysis Report**
Ethan Smith is a 13-year-old diverse learner in 7th grade. He has two parents who work with him diligently to improve his reading. At the beginning of the year, his mother expressed concerns over Ethan’s ability to read and explained how Ethan did not like to read but would try with much labor. She was concerned because the older he gets, the more complex the words are, and the more he struggles with understanding and completing his assignments. Ethan’s mother explained the difficulties he had with sounding out a word. She said she tried to get him to see the parts of a word within big words, but Ethan struggled greatly with this task. She explained that if he had to read just two pages and answer questions at night, it could take him up to two hours to complete. She wanted to know what could be done to help him since the gap gets bigger as he gets older.
The teacher, Ms. Clark, assured Ethan’s parents she would assess Ethan’s reading by providing universal screeners in reading and then create a plan of action. Ms. Clark began with passages from 1000 to 1200 Lexiles, representing the 7th grade Lexile levels. She gave Ethan three passages to read orally for one minute while she assessed errors as he read to measure his oral reading fluency (ORF). She measured the number of words he read correctly per minute by subtracting errors from the total number of words read. The total words read per minute (wcpm) with errors subtracted for Ethan’s universal screeners were 80, 78, and 83. She also completed a miscue analysis on the median passage that Ethan read. The below grade level ORF scores, his classroom performance, and his mother’s concerns signaled Ethan needed more rigorous instruction, so the RTI team met and moved him to Tier 2 in the RTI process.
At Tier 2, Ms. Clark began collecting ORF data from Ethan every week. To plot the data to measure growth, Ms. Clark established a baseline point from the median of the three ORF universal screeners and plotted that number on the graph as point 1. She calculated the ending or goal point (point 11) using research-based practices, which was the predicted goal score after the 10 weeks of interventions. Using all the data, she came up with interventions.
The following sets represent three possible data scenarios Ms. Clark could have received. Only one of these sets was the actual set, which was the set below grade level expectations.
| | | |
| — | — | — |
| Data for Scenario 1 | Data for Scenario 2 | Data for Scenario 3 |
| 68 | 79 | 83 |
| 83 | 83 | 84 |
| 80 | 75 | 87 |
| 83 | 83 | 90 |
| 65 | 80 | 91 |
| 80 | 90 | 89 |
| 79 | 87 | 92 |
| 76 | 85 | 90 |
| 81 | 81 | 89 |
**## CaseStudyIndividualizedEducationProgramIEPTemplate1.docx**
EDSP 622
**Case Study: Individualized Education Program (IEP) Evaluation Template**
| |
| — |
| **Part A: Present Levels of Academic Achievement and Performance (PLAAFP)**<br>The Present Level of Academic Achievement and Functional Performance summarizes the results of assessments that identify the student’s interests, preferences, strengths, and areas of need, including assistive technology and/or accessible materials. It also describes the effect of the student’s disability on their involvement and progress in the general education curriculum and, for preschool children, as appropriate, how the disability affects the student’s participation in appropriate activities. This includes the student’s performance and achievement in academic areas such as writing, reading, mathematics, science, and history/social sciences. It also includes the student’s performance in functional areas, such as self-determination, social competence, communication, behavior, and personal management. Test scores, if included, should be self-explanatory or an explanation should be included, and the Present Level of Academic Achievement and Functional Performance should be written in objective measurable terms, to the extent possible. There should be a direct relationship between the desired goals, the Present Level of Academic Achievement and Functional Performance, and all other components of the IEP (VDOE Sample IEP Template). |
| |
| | | | |
| — | — | — | — |
| **Part B: Participation in State and District Assessments/Accountability Systems**<br>\* Students with disabilities are expected to participate in all content area assessments that are available to students without disabilities. The IEP Team determines how the student will participate in the accountability system. <br>\*\* Accommodation(s) must be based upon those the student generally uses during classroom instruction and assessment, including assistive technology and/or accessible materials. For the accommodations that may be considered, refer to VDOE’s <br>_Students with Disabilities: Guidelines for Assessment Participation_ for guidance. (VDOE Sample IEP Template) |
| **Test** | **Assessment Type***<br>(SOL, VSEP,VAAP) | **Accommodations**** | **If yes, list accommodation(s)** |
| Reading | ______________________________<br>Not Assessed at this Grade Level | Yes No | |
| Math | _________________________________<br>Not Assessed at this Grade Level | Yes No | |
| Science | __________________________________<br>Not Assessed at this Grade Level | Yes No | |
| History/SS | _________________________________<br>Not Assessed at this Grade Level | Yes No | |
| Writing | _________________________________<br>Not Assessed at this Grade Level | Yes No | |
| |
| — |
| **Part C: Explanation for Participation or Non-Participation in Regular State or Division-Wide Assessments**<br>Explain in the space below why the student can or cannot participate in regular assessments; why the particular assessment selected is appropriate for the student, including that the student meets the criteria for the regular assessment or the alternate assessment; and how the student’s participation or nonparticipation in the regular assessment will impact the child’s promotion; or other matters. Refer to the VDOE’s Students with Disabilities: Guidelines for Assessment Participation for guidance. (VDOE Sample IEP Template) |
| |
| |
| — |
| **Part D: Reflection Paragraph**<br>Reflect in the space below in one complete paragraph on what is involved in the development of a quality IEP. Include facts from the textbook and IRIS resource “What is an IEP?” (from the Learn section of Module 7). |
| |
Page 2 of 2
**CaseStudyIndividualizedEducationProgramIEPEvaluationAssignmentInstructions1.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudyindividualizededucationprogramiepevaluationassignmentinstructions1-docx)
**## CaseStudyforDataAnalysisReport.docx**
EDSP 622
**Case Study for Data Analysis Report**
Ethan Smith is a 13-year-old diverse learner in 7th grade. He has two parents who work with him diligently to improve his reading. At the beginning of the year, his mother expressed concerns over Ethan’s ability to read and explained how Ethan did not like to read but would try with much labor. She was concerned because the older he gets, the more complex the words are, and the more he struggles with understanding and completing his assignments. Ethan’s mother explained the difficulties he had with sounding out a word. She said she tried to get him to see the parts of a word within big words, but Ethan struggled greatly with this task. She explained that if he had to read just two pages and answer questions at night, it could take him up to two hours to complete. She wanted to know what could be done to help him since the gap gets bigger as he gets older.
The teacher, Ms. Clark, assured Ethan’s parents she would assess Ethan’s reading by providing universal screeners in reading and then create a plan of action. Ms. Clark began with passages from 1000 to 1200 Lexiles, representing the 7th grade Lexile levels. She gave Ethan three passages to read orally for one minute while she assessed errors as he read to measure his oral reading fluency (ORF). She measured the number of words he read correctly per minute by subtracting errors from the total number of words read. The total words read per minute (wcpm) with errors subtracted for Ethan’s universal screeners were 80, 78, and 83. She also completed a miscue analysis on the median passage that Ethan read. The below grade level ORF scores, his classroom performance, and his mother’s concerns signaled Ethan needed more rigorous instruction, so the RTI team met and moved him to Tier 2 in the RTI process.
At Tier 2, Ms. Clark began collecting ORF data from Ethan every week. To plot the data to measure growth, Ms. Clark established a baseline point from the median of the three ORF universal screeners and plotted that number on the graph as point 1. She calculated the ending or goal point (point 11) using research-based practices, which was the predicted goal score after the 10 weeks of interventions. Using all the data, she came up with interventions.
The following sets represent three possible data scenarios Ms. Clark could have received. Only one of these sets was the actual set, which was the set below grade level expectations.
| | | |
| — | — | — |
| Data for Scenario 1 | Data for Scenario 2 | Data for Scenario 3 |
| 68 | 79 | 83 |
| 83 | 83 | 84 |
| 80 | 75 | 87 |
| 83 | 83 | 90 |
| 65 | 80 | 91 |
| 80 | 90 | 89 |
| 79 | 87 | 92 |
| 76 | 85 | 90 |
| 81 | 81 | 89 |
**## CaseStudyIndividualizedEducationProgramIEPTemplate1.docx**
EDSP 622
**Case Study: Individualized Education Program (IEP) Evaluation Template**
| |
| — |
| **Part A: Present Levels of Academic Achievement and Performance (PLAAFP)**<br>The Present Level of Academic Achievement and Functional Performance summarizes the results of assessments that identify the student’s interests, preferences, strengths, and areas of need, including assistive technology and/or accessible materials. It also describes the effect of the student’s disability on their involvement and progress in the general education curriculum and, for preschool children, as appropriate, how the disability affects the student’s participation in appropriate activities. This includes the student’s performance and achievement in academic areas such as writing, reading, mathematics, science, and history/social sciences. It also includes the student’s performance in functional areas, such as self-determination, social competence, communication, behavior, and personal management. Test scores, if included, should be self-explanatory or an explanation should be included, and the Present Level of Academic Achievement and Functional Performance should be written in objective measurable terms, to the extent possible. There should be a direct relationship between the desired goals, the Present Level of Academic Achievement and Functional Performance, and all other components of the IEP (VDOE Sample IEP Template). |
| |
| | | | |
| — | — | — | — |
| **Part B: Participation in State and District Assessments/Accountability Systems**<br>\* Students with disabilities are expected to participate in all content area assessments that are available to students without disabilities. The IEP Team determines how the student will participate in the accountability system. <br>\*\* Accommodation(s) must be based upon those the student generally uses during classroom instruction and assessment, including assistive technology and/or accessible materials. For the accommodations that may be considered, refer to VDOE’s <br>_Students with Disabilities: Guidelines for Assessment Participation_ for guidance. (VDOE Sample IEP Template) |
| **Test** | **Assessment Type***<br>(SOL, VSEP,VAAP) | **Accommodations**** | **If yes, list accommodation(s)** |
| Reading | ______________________________<br>Not Assessed at this Grade Level | Yes No | |
| Math | _________________________________<br>Not Assessed at this Grade Level | Yes No | |
| Science | __________________________________<br>Not Assessed at this Grade Level | Yes No | |
| History/SS | _________________________________<br>Not Assessed at this Grade Level | Yes No | |
| Writing | _________________________________<br>Not Assessed at this Grade Level | Yes No | |
| |
| — |
| **Part C: Explanation for Participation or Non-Participation in Regular State or Division-Wide Assessments**<br>Explain in the space below why the student can or cannot participate in regular assessments; why the particular assessment selected is appropriate for the student, including that the student meets the criteria for the regular assessment or the alternate assessment; and how the student’s participation or nonparticipation in the regular assessment will impact the child’s promotion; or other matters. Refer to the VDOE’s Students with Disabilities: Guidelines for Assessment Participation for guidance. (VDOE Sample IEP Template) |
| |
| |
| — |
| **Part D: Reflection Paragraph**<br>Reflect in the space below in one complete paragraph on what is involved in the development of a quality IEP. Include facts from the textbook and IRIS resource “What is an IEP?” (from the Learn section of Module 7). |
| |
Page 2 of 2
**CaseStudyIndividualizedEducationProgramIEPEvaluationAssignmentInstructions1.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudyindividualizededucationprogramiepevaluationassignmentinstructions1-docx)