Assessment Final Report Overview/Directions

Final Report Due into Assignment Box: April 23, 2021 by 11:30 P.M.

Write a report describing the targeted student’s skill areas in need of remediation, including specific objectives to target the identified deficiencies. In addition, identify expressive and/or receptive communication demands related to the assessed reading and math skills. Reflect on how you would support the target student in the use of expressive and/or receptive communication in the areas reading skills instruction. Detailed instructions will be provided for the successful completion of this assignment. Components of Task 1 of the edTPA will be integrated into this assignment.

Putting the Final Report Together

Your final report should be submitted as a word document including the following components:

Your Name:

1. Introduction, which should summarize briefly background knowledge and context information about your target student. Refer to the information that you have obtained from the edTPA Special Education Context for Learning Information template to provide that background information. Furthermore, in your introduction describe the assessment conditions (i.e., where you assessed the student, the number of days over which you assessed, etc). Don't forget any relevant facts you have discovered throughout the assessment process, such as whether he's ever failed a grade, if he has missed a lot of school, etc. Finally, in this section, you should discuss and elaborate on the results of the interview that you completed with your target student and provide your interpretation of these results in the context of having a more detailed and data-driven introduction of your student.

2. Discussion – Decoding. In this section, you should elaborate on the results of the decoding assessment. It is not enough to just restate the scores that you included in the assessment results. This is where you discuss your analysis and interpretation of the assessments. You should discuss specific patterns in the student's performance (you can only do that by scrutinizing your student work product and seeing if there are patterns). Conduct error analysis using Exhibit 9.4 Categorizing Decoding Errors (Howell & Nolet, 2000, pp. 262-265) to make this a really relevant discussion. In your discussion of the decoding assessment, you should also incorporate your analysis of the results of the interview that you completed with your student’s teacher and pertaining directly to phonemic awareness and decoding skills. Do not discuss recommendations in this section. This is one of the sections that usually mean the difference between an A or a B on this project, because it involves your analysis of the assessment, with respect to the student’s performance. In other words, the more detailed and thoughtful analysis grounded in your student’s data the better chances to earn an A on this project.

3. Decoding Recommendations. In this section you are required to *use class readings (Howell & Nolet, 2000, pp. 278-288) and additional literature as well as your opinions about what this student needs. You may make recommendations regarding both academic and social behaviors here. Don't try to constrain yourself to what is possible in the "real world." Make the recommendations that you believe should be made for this student in order to improve his or her decoding reading skills/performance, regardless of what you think can be provided.

4. IEP Objectives. Write an objective for each decoding skill that your student’s assessment results indicate are in need of remediation. Your score for this section will weigh heavily on whether or not you have included appropriate objectives to meet the academic deficits you have identified in your assessment. For example, if your student needs to increase her oral reading rate, develop an objective that addresses oral reading rate with criteria that reflects where you would like the student to be at the end of the year: Given unfamiliar stories from a 3rd-grade level text, Holly will orally read at 80 correct wpm for three different stories. Do not include objectives for the areas in which the student is not deficient.

5. Discussion – Reading Comprehension. In this section, you should provide your analysis and interpretation of your student’s performance on the comprehension assessments. You should discuss such things as specific patterns in the student's performance (you can only do that by scrutinizing your student work product and seeing if there are patterns). Conduct error analysis using Exhibit 8.1 Reading Comprehension Status Sheet ((Howell & Nolet, 2000, pp. 206-211) and /or your own error categorization of errors to make this a really relevant discussion. In your discussion of the comprehension assessment you should also incorporate your analysis of the results of the interview that you completed with your student’s teacher and pertaining directly to reading and reading comprehension skills (reading for meaning, vocabulary, summarizing, and reading for information) as well as the results of the Comprehension Interview that you conducted with your target student related to his or her comprehension skills (reading awareness, planning, and regulation). Do not discuss recommendations in this section. This is another of the sections that usually mean the difference between an A or a B on this project, because it involves your analysis of the assessment, with respect to the student’s performance. In other words, the more detailed and thoughtful analysis grounded in your student’s data the better chances to earn an A on this project.

6. Comprehension Recommendations. In this section, make the recommendations you believe should be made for this student in order to improve his or her reading comprehension skills/performance. *You are required to use class readings (Howell & Nolet, 2000, pp. 241-246) and additional literature as well as your opinions to make these recommendations relevant and meaningful to your student.

7. IEP Objectives. Write an objective for each comprehension skill that your student’s assessment results indicate are in need of remediation. Your score for this section will weigh heavily on whether or not you have included appropriate objectives to meet the academic deficits you have identified in your assessment.

8. Discussion - Math. The same principles discussed for reading apply here. Conduct the error analysis using the Exhibit 12.6 Computation Process Errors (Howell & Nolet, 2000, pp. 378-379) to make this a really relevant discussion.

9. Math Recommendations. In this section you are again required to *use class readings (Howell & Nolet, 2000, pp381-387) and additional literature as well as your opinions about what this student needs. You may make recommendations regarding both academic and social behaviors here. Again, don't try to constrain yourself to what is possible in the current environment, but what would be best for the student without restrictions. In other words, make the recommendations that you believe should be made for this student in order to improve his or her skills/performance, regardless of what you think can be provided.

10. IEP Objectives. Write an objective for each skill that your student’s assessment results indicate are in need of remediation. Remember that for students who are working well below grade level, you will need to first target those skills that the student will need to master before he/she can learn more advanced skills. For example, if your student should be working on 2-digit by 2-digit multiplication problems (based on his grade level) but is not yet fluent in addition and subtraction math facts 1-10, it doesn’t make sense to write IEP objectives for multiplication skills at this time.

11. Expressive and/or Receptive Communication Demands. Based on the analysis of the

collected assessment data on your target student and written objectives for your target student in the areas of deficit in reading and math skills, identify expressive and/or receptive communication demands related to these reading and math skills. In addition, reflect on how you would support the target student in the use of expressive and/or receptive communication in the deficit areas for reading and math skills instruction. In this portion of the report, you will incorporate components of Task 1 of the edTPA related to the target student’s (the focus learner’s) use of expressive and/or receptive communication. Review the information provided in the module on components of Task 1 of the edTPA in order to successfully complete this portion of the report.

Note: In terms of the class readings, go back to chapters related to decoding skills and comprehension skills (that is, chapters 9 and 8 respectively) and look under the sections related to Teaching Recommendations for some ideas related to giving more meaningful recommendations as well as writing more specific objectives)

Make sure to use APA style to cite your references.