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.