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QFM1 — TASK 1: ASSESSMENT ANALYSIS AND

INSTRUCTIONAL RECOMMENDATIONS
ASSESSMENT AND EVALUATION PROCEDURES IN SPECIAL EDUCATION — D230
PRFA — QFM1

Task Overview Submissions Evaluation Report

COMPETENCIES
2053.3.5 : Informal Assessments
The graduate analyzes informal assessments to draw conclusions about student performance and its
implications for future learning.

INTRODUCTION
In this task, you will analyze data from one of three student scenarios, describe how you would
provide feedback, and recommend specific strategies for future instruction to improve student
learning.

This task is split into two parts. For parts A–D you will be responding from the perspective of the
special education teacher in the context of your chosen student scenario. Part E addresses
communication factors to consider as you interact with other individuals in your role as a special
education teacher. Your response to part E should be answered in the context of future
communications in your personal career, not in connection with the student scenario.

Each course in the WGU Special Education Program adheres to the ethical principles set by the
Council for Exceptional Children (CEC). Please consider these principles as you work on this
assessment.

“Special Education Professional Ethical Principles

Professional special educators are guided by the Council for Exceptional Children (CEC) professional ethical
principles, practice standards, and professional policies in ways that respect the diverse characteristics and
needs of individuals with exceptionalities and their families. They are committed to upholding and advancing
the following principles:

1. Maintaining challenging expectations for individuals with exceptionalities to develop the highest
possible learning outcomes and quality of life potential in ways that respect their dignity, culture,
language, and background.
2. Maintaining a high level of professional competence and integrity and exercising professional
judgment to benefit individuals with exceptionalities and their families.
 3. Promoting meaningful and inclusive participation of individuals with exceptionalities in their schools
and communities.
4. Practicing collegially with others who are providing services to individuals with exceptionalities.
5. Developing relationships with families based on mutual respect and actively involving families and
individuals with exceptionalities in educational decision making.
6. Using evidence, instructional data, research, and professional knowledge to inform practice.
7. Protecting and supporting the physical and psychological safety of individuals with exceptionalities.
8. Neither engaging in nor tolerating any practice that harms individuals with exceptionalities.
9. Practicing within the professional ethics, standards, and policies of CEC; upholding laws, regulations,
and policies that influence professional practice; and advocating improvements in the laws,
regulations, and policies.
10. Advocating for professional conditions and resources that will improve learning outcomes of
individuals with exceptionalities.
11. Engaging in the improvement of the profession through active participation in professional
organizations.
12. Participating in the growth and dissemination of professional knowledge and skills.”

SCENARIO
Refer to the attached three scenarios (“Scenario 1: Amber,” “Scenario 2: Bryan,” and “Scenario 3: Charissa”)
for information about individual students as well as the ways students were assessed and the results of those
assessments.

REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no
more than a 10% match to any one individual source can be directly quoted or closely paraphrased from
sources, even if cited correctly. The originality report that is provided when you submit your task can be used
as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that
will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric
aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless
specified in the task requirements. All other submissions must be file types that are uploaded and submitted
as attachments (e.g., .docx, .pdf, .ppt).

Note: Your responses to parts A–D should be answered in the context of your chosen student scenario.

A. Identify a student from one of the attached scenarios, and create a PLAAFP statement by doing the
following:
1. Describe the student’s current levels of performance, which will serve as the baseline to measure the
identified student’s subsequent progress.
2. Discuss an area of strength for the identified student and how it is supported by the data.
3. Discuss an area of concern or deficit for the student, and develop an annual Individualized Education
Program (IEP) goal in that area. Support the IEP goal using data from the assessments.
 4. Discuss how this student's academic or functional deficit in performance adversely affects
participation in general education based on the data.

B. Recommend instructional strategies for an inclusion setting using your analysis from part A. Include a
modification or accommodation that will help meet the student’s IEP goals as the strategies are
implemented.
1. Explain how the modification or accommodation keeps the student in the least restrictive
environment in the inclusion setting.

C. Explain how you would monitor the student’s progress toward the annual IEP goal from part A3 to
logically inform both long- and short-term planning and make ongoing adjustments to instruction in an
inclusion setting.
1. Describe a hypothetical situation in an inclusion setting where the student does not make adequate
progress toward the annual IEP goal.
2. Identify one adjustment you would make to future instruction in an inclusion setting to address the
lack of progress related to the IEP goal as it is described in part C1.
a. Justify how the adjustment from part C2 would improve instructional effectiveness or support
student learning. Include specific examples of how the adjustment would build on student
strengths and increase success.

D. Explain how you will communicate adjustments to instruction to the following stakeholders. Include the
type of information to be shared with each stakeholder:
• the student
• the parents or guardians
• the general education teacher

E. Explain two communication factors, other than the type of information from part D, that you should
consider as you interact with stakeholders in your role as a special education teacher.

Note: Your response to part E should be answered in the context of future communications in your
personal career, not in connection with the student scenario.

1. Describe how you will incorporate the factors from part E into your communication as a special
education teacher in a way that shows respect for the individuals with whom you communicate.

F. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted,
paraphrased, or summarized.

G. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! - _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf,
mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

RUBRIC
SOE PROFESSIONAL DISPOSITIONS AND ETHICS:

NOT EVIDENT APPROACHING COMPETENT

The submission demonstrates COMPETENCE The submission demonstrates
both behavior and disposition The submission demonstrates behavior and disposition that
that conflict with the profes- behavior or disposition that con- align with the professional and
sional and ethical standards out- flicts with the professional and ethical standards outlined in the
lined in the SOE Professional ethical standards outlined in the SOE Professional Dispositions
Dispositions and Ethics. SOE Professional Dispositions and Ethics.
and Ethics.

A1:DISCUSSES BASELINE

NOT EVIDENT APPROACHING COMPETENT

The candidate shows a flawed COMPETENCE The candidate interprets multi-
understanding of analyzing and The candidate interprets multi- ple measures of student learning
interpreting multiple measures ple measures of student learning to describe the student’s current
of student learning by providing but does not logically connect levels of performance, which will
an inaccurate description of the the interpretation to a descrip- serve as the baseline to measure
student’s current levels of tion the student’s current levels the student’s progress.
performance. of performance, which will serve
as an inaccurate baseline to
measure the student’s progress.

A2:DISCUSSES AREA OF STRENGTH

NOT EVIDENT APPROACHING COMPETENT

The candidate shows a flawed COMPETENCE The candidate analyzes and in-
understanding of analyzing and The candidate analyzes and in- terprets multiple measures of
interpreting multiple measures terprets multiple measures of student learning to discuss an
of student learning by not sup- student learning, however, the area of strength for the identified
porting the identified strength area of strength for the identi- student and how it is supported
with any assessment data. Or fied student is not discussed or by the assessment data. The data
the student is not identified. the data presented as support presented as support align with
do not align with the identified the identified strength.
strength.

A3:DISCUSSES AREA OF DEFICIT AND IEP GOAL

NOT EVIDENT APPROACHING COMPETENT

The candidate shows a flawed COMPETENCE The candidate analyzes and in-
understanding of analyzing and The candidate analyzes and in- terprets multiple measures of
interpreting multiple measures terprets multiple measures of student learning to support an
of student learning by not sup- student learning, however, the identified area of concern or
 porting the identified area of area of concern or deficit for the deficit for the student and devel-
deficit or concern with any as- student is not discussed or the ops an annual IEP goal aligned
sessment data. Or the candidate data presented as support do with the area of concern or
does not provide an IEP goal for not align with the identified deficit.
the student. strength. Or the candidate de-
velops an IEP goal that does not
align with the area of concern or
deficit.

A4:DISCUSSES PARTICIPATION IN GENERAL EDUCATION

NOT EVIDENT APPROACHING COMPETENT

The candidate does not analyze COMPETENCE The candidate analyzes and in-
and interpret data reflecting The candidate analyzes and in- terprets data reflecting student
student learning to discusses terprets data reflecting student learning to discusses how the
how the student’s academic or learning to discusses how the student’s academic or functional
functional deficit in perfor- student’s academic or functional deficit in performance adversely
mance adversely affects partici- deficit in performance adversely affects participation in general
pation in general education. affects participation in general education.
education, but the data analysis
or interpretation is incorrect
based on the given data.

B:RECOMMENDS STRATEGIES

NOT EVIDENT APPROACHING COMPETENT

The candidate does not show an COMPETENCE The candidate uses findings from
understanding of using findings The candidate does not use find- multiple assessment data from
from multiple assessment data ings from multiple assessment part A to appropriately plan and
to recommend effective instruc- data from part A to appropri- guide instruction to recommend
tional strategies for an inclusion ately plan and guide instruction effective instructional strategies
setting for the identified to recommend effective instruc- for an inclusion setting for the
student. tional strategies for an inclusion identified student, including a
setting for the identified stu- modification or accommodation
dent, or the candidate does not to meet the student’s goals.
include a modification or accom-
modation to meet the student’s
goals.

B1:EXPLAINS LEAST RESTRICTIVE ENVIRONMENT

NOT EVIDENT APPROACHING COMPETENT

The candidate does not show an COMPETENCE The candidate plausibly explains
understanding of how the modi- how the modification or accom-
 fication or accommodation The candidate does not plausi- modation keeps the student in
keeps the student in the least re- bly explain how the modification the least restrictive environment
strictive environment in the in- or accommodation keeps the in the inclusion setting, support-
clusion setting. student in the least restrictive ing the explanation by referenc-
environment in the inclusion ing how they structure the physi-
setting. Or the candidate does cal and learning environments to
not support the explanation by maximize success and safety for
referencing how they structure all students.
the physical and learning envi-
ronments to maximize success
and safety for all students.

C:EXPLAINS MONITORING OF STUDENT’S PROGRESS

NOT EVIDENT APPROACHING COMPETENT

The candidate does not under- COMPETENCE The candidate shows under-
stand their role in regularly The candidate shows a flawed standing of their role in regularly
monitoring students’ ongoing understanding of their role in monitoring students’ ongoing
progress as a critical component regularly monitoring students’ progress as a critical component
of the instructional and assess- ongoing progress as a critical of the instructional and assess-
ment cycle. component of the instructional ment cycle in their explanation of
and assessment cycle in their ex- how they will monitor the
planation of how they will moni- student’s progress toward the
tor the student’s progress to- annual IEP goal from part A3 to
ward the annual IEP goal from inform both long- and short-term
part A3 to inform both long- and planning and make ongoing ad-
short-term planning and make justments to instruction in an in-
ongoing adjustments to instruc- clusion setting.
tion in an inclusion setting.

C1:DESCRIBES HYPOTHETICAL SITUATION

NOT EVIDENT APPROACHING COMPETENT

The candidate does not show an COMPETENCE The candidate shows under-
understanding of how results The candidate shows a flawed standing of how results from var-
from various methods are used understanding of how results ious methods are used to deter-
to determine if students are from various methods are used mine if students are making ade-
making adequate progress to- to determine if students are quate progress toward measur-
ward measurable outcome. making adequate progress to- able outcomes in their descrip-
ward measurable outcomes in tion of a hypothetical situation in
their description of a hypotheti- an inclusion setting where the
cal situation in an inclusion set- student does not make adequate
ting where the student does not
 make adequate progress toward progress toward the annual IEP
the annual IEP goal. goal.

C2:ADJUSTS FOR FUTURE INSTRUCTION

NOT EVIDENT APPROACHING COMPETENT

The candidate does not show COMPETENCE The candidate shows accurate
knowledge of how to effectively The candidate shows inaccurate knowledge of how to effectively
examine, adjust, guide, and im- knowledge of how to effectively examine, adjust, guide, and im-
prove instruction. examine, adjust, guide, and im- prove instruction by recommend-
prove instruction by recom- ing 1 effective adjustment to fu-
mending 1 ineffective adjust- ture instruction in an inclusion
ment to future instruction in an setting to address the student’s
inclusion setting to address the lack of progress toward the IEP
student’s lack of progress to- goal as described in part C1 and
ward the IEP goal as described increase student success.
in part C1 and increase student
success.

C2A:JUSTIFIES ADJUSTMENT

NOT EVIDENT APPROACHING COMPETENT

The candidate does not show COMPETENCE The candidate shows accurate
knowledge of how to effectively The candidate shows inaccurate knowledge of how to effectively
examine, adjust, guide, and im- knowledge of how to effectively examine, adjust, guide, and im-
prove instruction. examine, adjust, guide, and im- prove instruction in their justifi-
prove instruction in their justifi- cation on how the adjustment
cation on how the adjustment from part C2 would improve in-
from part C2 would improve in- structional effectiveness or sup-
structional effectiveness or sup- port student learning.
port student learning.

D:COMMUNICATES ADJUSTMENTS

NOT EVIDENT APPROACHING COMPETENT

The candidate does not under- COMPETENCE The candidate understands the
stand the importance of regu- The candidate shows a flawed importance of regularly commu-
larly communicating progress understanding of the impor- nicating progress and adjust-
and adjustments to instruction. tance of regularly communicat- ments to instruction by logically
ing progress and adjustments to explaining how they will commu-
instruction by an illogical expla- nicate to the given stakeholders
nation of how they will commu- and what type of information to
nicate to the given stakeholders be shared with each stakeholder.
and what type of information to
 be shared with each
stakeholder.

E:EXPLAINS COMMUNICATION FACTORS

NOT EVIDENT APPROACHING COMPETENT

The candidate does not show COMPETENCE The candidate shows accurate
knowledge of how to determine The candidate shows inaccurate knowledge of how to determine
what information is most knowledge of how to determine what information is most rele-
relevant. what information is most rele- vant and can clearly articulate
vant or does not clearly articu- that information in a variety of
late that information in a variety modalities through their explana-
of modalities through their ex- tion of two communication fac-
planation of two communication tors, besides the type of informa-
factors, besides the type of in- tion from part D, that a special
formation from part D, that a education teacher should con-
special education teacher sider when communicating with
should consider when communi- stakeholders.
cating with stakeholders.

E1:DESCRIBES INCORPORATION OF FACTORS

NOT EVIDENT APPROACHING COMPETENT

The candidate does not show an COMPETENCE The candidate actively takes pri-
understanding of their primary The candidate shows a lack of mary responsibility for maintain-
responsibility for maintaining awareness or even disregard for ing respectful, ongoing, open
respectful, ongoing, open their responsibility for maintain- communication to jointly identify
communication. ing respectful, ongoing, open and meet student learning goals
communication to jointly iden- in their description of how they
tify and meet student learning will incorporate the 2 factors
goals in their description of how from part E into their communi-
they will incorporate the 2 fac- cation as a special education
tors from part E into their com- teacher.
munication as a special educa-
tion teacher.

F:APA SOURCES

NOT EVIDENT APPROACHING COMPETENT

The submission does not include COMPETENCE The submission includes in-text
in-text citations and references The submission includes in-text citations and references for con-
according to APA style for con- citations and references for con- tent that is quoted, paraphrased,
tent that is quoted, paraphrased, tent that is quoted, paraphrased, or summarized and demon-
or summarized. or summarized but does not
 demonstrate a consistent appli- strates a consistent application
cation of APA style. of APA style.

G:PROFESSIONAL COMMUNICATION

NOT EVIDENT APPROACHING COMPETENT

This submission includes profes- COMPETENCE This submission demonstrates
sional communication errors re- This submission includes profes- correct use of spelling, grammar,
lated to spelling, grammar, punc- sional communication errors re- punctuation, and sentence flu-
tuation, and sentence fluency. lated to spelling, grammar, punc- ency. You have demonstrated
For best results, please focus on tuation, and/or sentence flu- quality professional communica-
the specific Correctness errors ency. For best results, please fo- tion skills in this submission.
identified by Grammarly for cus on the specific Correctness
Education to help guide your re- errors identified by Grammarly
visions. If you need additional for Education to help guide your
assistance preparing your sub- revisions.
mission, please contact your
Instructor.

REFERENCE LIST
Council for Exceptional Children (n.d.). Special education professional ethical principles. Retrieved
January 21, 2021, from https://exceptionalchildren.org/standards/ethical-principles-and-
practice-standards
Keller, H. (1903). The story of my life. Doubleday, Page & Co.
Rinehart, M. R. (1915). Kings, queens and pawns: An American woman at the front. George H.
Doran Company.

SUPPORTING DOCUMENTS
Scenario 1 Amber.docx

Scenario 2 Bryan.docx

Scenario 3 Charissa.docx