GCU Teacher Roles in response to Intervention Process Assignment 1 Review the MET case study. Based on your diagnostic assessments graphic organizer, deter

GCU Teacher Roles in response to Intervention Process Assignment 1 Review the MET case study. Based on your diagnostic assessments graphic organizer, determine which types of assessments should be administered. Defend your decision in a 500 word response.

Prepare the assignment according to the APA guidelines

Assignment 2 Create a graphic organizer outlining the following assessments:

Wechsler Individual Achievement Test – 3rd edition;
Woodcock-Johnson III Tests of Achievement;
Wechsler Intelligence Scale for Children – 4th edition;
Woodcock-Johnson III Tests of Cognitive Ability;
Conners – 3rd edition;
Vineland Adaptive Behavior Scales – 2nd edition; and
Two other assessments of your choice

Your graphic organizer should include:

A brief description discussing the application of the assessment.
A brief description of what the assessment measures.
The publication date of the assessment.
Applicable age/grade levels for the assessment.
Type of scores yielded.

Prepare this assignment according to the APA guidelines

Assignment 3 Interview a certified K-12 classroom teacher about pre-referral assessments and his or her role in the response to intervention (RTI) process. Your interview should address the following prompts:

The criteria and distinguishing factors of RTI level one, RTI level two, and RTI level three;
Examples of and how RTI level one, RTI level two, and RTI level three are administered to students;
How the classroom teacher records and interprets information from the RTIs;
How the RTI information is used in making eligibility, program and placement decisions for individuals with exceptionalities; and
Strategies in communicating RTI results to various stakeholders.

In 250 words, summarize and reflect upon your interview.

Assignment 4 Create a PowerPoint, to be used for professional development, which creatively and accurately explains the dimensions of descriptive statistics. Your PowerPoint should have a minimum of 20 slides, including the introduction and reference slides. Along with the slides, include presenter notes within your PowerPoint that scripts your presentation with details. With your presentation, explain each of the following:

Bell curve
Standard deviation
Standard scores
Scaled scores

Your presentation should also include visual depictions of sample statistics through graphs, tables, scatter plots, advanced organizers, etc. for each item listed above.

Prepare this assignment according to the APA guidelines MULTIDISCIPLINARY EVALUATION TEAM (MET) CASE STUDY
GRADE: 1st
Age: 6
Background Information

Very small for his age, constantly in motion.

Usually looks very serious. When he is unhappy with something, he will scowl and make
a high-pitched and long-lasting shriek; this happens 8-10 times every hour.

Asks many questions, such as “Why?” “Where did that come from?” “What does this

When engaged in something in which he has an interest, he becomes lively and
animated and asks relevant questions as he is trying to figure out what is happening
(lasts up to 7 minutes at a time).

Enjoys trains and collecting coins; likes to build things with Legos or Lincoln Logs.

Knows everything about local public buildings (city hall, library, schools) – number of
windows and doors, when built, building materials, number of bricks each contains.

Developed very particular likes and dislikes with food, e.g., he will only eat white or light
colored foods, and nothing can be mixed together; he refuses to eat meat and many
vegetables and fruits.

Behavior problems surfaced about 15 months ago – easily frustrated, which resulted in
throwing things, hitting, kicking, biting, and disrespect shown to parents, especially his

Mother has used timeout chair – can take from 5 minutes to 2 hours for him to regain

Parents report that they do not take him out into the community, e.g., grocery store
because of behavior. One parent stays home while the other goes out to do errands.

Scott is extremely active. He stopped taking naps at the age of about 2½ and he cannot
fall asleep until three or four hours after he is put to bed. He spends the time looking at
books and playing with the toys in his room. As long as he stays in his room and is quiet,
his parents leave a dim light on.

Scott lives with his parents and older sister. The family goes on recreational outings
together, including summer camping trips and weekend trips to visit family in another
area of Wisconsin.

Scott’s parents describe Scott as “interesting.” They have worked through many issues
with their daughter (diagnosed with ADHD and bipolar disorder, she is not in special
education) and feel that Scott will develop appropriate behaviors as time goes by.

Defiance is an issue – incidents 10-15 times per day of yelling, stomping his feet,
throwing things if he does not get his way.

Scott will wander away from the yard – has gone up to six blocks away, crossing busy
streets. This happens 3-4 times per month.
School History

Mother requested district screening when Scott turned 3 years old because he refused
to follow rules, and would tantrum when he could not get his way. Scott also showed a
lack of interest in activities like coloring or drawing with markers or crayons, cutting
paper, and repeating nursery rhymes. He would refuse to do these activities.

Parents did not want to consider district early childhood programming and enrolled him
at a structured preschool at age 4. His day was subsequently shortened to 2 hours and
his parents had to pick him up early 1-3 times per week because of behavior (yelling,
screaming, and refusing to follow directions; would not participate in any activities that
involved drawing, coloring, or writing).

Community summer programs were tried, but he was asked to leave because of
behavior (ran out of the room, yelled, screamed, threw things).

During the summer before he started kindergarten, his parents did not enroll him in
summer school. They planned many family activities, but Scott was not in any kind of a
structured program. They report that the number of tantrums decreased to 1-2 per day.
However, the tantrums were more severe with longer recovery time.

Placed in a blended kindergarten (5 special education and 11 regular education students
with Kindergarten. and special education teacher team)
Concerns/Reasons for Referral

Aggressive and disruptive behavior. Scott kicks and hits staff along with outright refusal
to follow directives with yelling and screaming and throwing himself on the floor. Scott
throws books and chairs and narrowly missed hitting a peer with a chair. These
behaviors occur 4-6 times daily within a two-hour period.

Unwillingness to follow directions for social or play activities. Scott says, “No,” or “I
won’t” or refuses to speak and sits with arms crossed and head down with no
movement toward doing what was asked, or runs and hides under a table.

Refuses to do any activities involving scissors, paper, pencil, crayons, or markers.

Isolates self in a corner or under a table.
Adapted from:
Oudeans, M. K., & Boreson, L. (2002). Doing it right: IEP goals and objectives to address
behavior. Retrieved from
© 2014. Grand Canyon University. All Rights Reserved.

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