Read the following paper (see attached paper in the word document) and see if the paper met all the requirements listed below.

1. is it within the 1.050 words?

2. IS the paper explains the importance of innovation in your selected division’s vision, mission, and values, and determine your business model for this new division.

3. Does the paper has the following:

• Propose a new product or service for the new company division. The division should be customer-focused with an innovative mission statement. Ensure you are differentiating your product or service.
• Describe how the division addresses customer needs and achieves competitive advantage.
• Create a vision and a business model for this new division that clearly demonstrates your decision on what you want your business to become in the future.
• Explain how the vision, mission, and value of the new division align with the company’s mission and vision.
• Summarize how the vision, mission, and values guide the division’s strategic direction.
• Define your guiding principles and values for your division in the context of culture, social responsibility, and ethics.

4. does the paper has a minimum of two peer-reviewed references. and in-text citations?

5. is the paper Formatted consistent with APA guidelines.”

Prepare a 300-word synopsis summarizing what the team has learned from the review and discussion (reviewing team member’s paper). Please make sure to include specific recommendations for the submitted paper if you see there should be some improvements done.

For this paper, you will place yourself in the role of a consulting psychologist who has been asked to develop a process to identify elementary school students in need of academic intervention and special education services. In 10–12 pages, you will make recommendations regarding the selection of tests at the prereferral level, as well as provide rationale for your selections.

Scenario

Suppose you are employed as a consulting psychologist by a school system. They need your assistance with developing a process to identify elementary school students in need of academic intervention and special education services. You are asked to make recommendations regarding the selection of tests at the prereferral level. The tests would be administered to all students (prior to referring to special education), in order to identify those students who are performing below grade level in reading, and are in need academic intervention.

Some students have already received reading intervention, but are not making progress. So, you are also asked to recommend a battery of tests to determine whether each of these students has a learning disability and is need of special education services.

Based on the suggested resources and additional scholarly sources you have located, write a paper that addresses the requests prompted by this scenario. You are encouraged to refer to scholarly sources from the Capella library to complete your research. The Mental Measurements Yearbook Database is a recommended source of information on applicable tests. (Use the Capella University Library: Psychology Databases link in the Resources to access the Mental Measurements Yearbook Database.)

Complete all three parts of the assessment below:

Part One: Prereferral Assessment

Identify the standardized and/or nonstandardized (criterion-based) test(s) you would administer to all students, in order to identify those in need of reading intervention. Consider the points outlined below as you make your selections. Once you have located your test(s), you may use test publisher Web sites as sources to find out additional information about them.

Write an explanation of your test selection(s), addressing the following points for each test you have chosen:

• What examiner qualifications are needed to administer the test?
• What school staff in a typical elementary school will be qualified to administer the test?
• What is the estimated time it will take to administer and score the test?
• What does the test measure?
• Does the test provide adequate information for you to determine which students are in need of reading intervention?
• What are the psychometric properties of the test (reliability, validity, and norms)?
• Are there any concerns about test bias and fairness with specific populations?
• How will you use technology in the administration, scoring, and/or interpretation of your test? What ethical principles concerning the use of this technology should you consider?
• Based upon the test results, what criteria will you use to determine which students are in need of reading intervention?

Part Two: Special Education Assessment

For Part Two of this assessment, make your recommendations for those students who are not making reading progress despite receiving intervention. Select a battery of tests to determine which students may be in need of special education services due to a possible specific learning disability in reading. Based on your research, address the following:

• What criteria will you use to determine when students are not making progress despite receiving reading intervention?
• What standardized cognitive (intelligence) test(s) will you use to assist you in assessing the presence of a learning disability?
• What standardized neuropsychological test (if any) will you use to assist you in assessing the presence of a learning disability? If you do not select a neuropsychological test as part of your assessment battery, provide a rationale including the advantages and disadvantages of using such a test in a school setting.
• What standardized educational achievement test will you use to assess reading skills?
• For each test you select as part of your battery, provide a rationale for selecting the test by considering the following:
  • Intended purpose.
  • Intended age ranges.
  • Examiner qualifications and cost (you may use the test publisher’s Web site as a source).
  • Time and ease of administration.
  • Use of technology (consider availability).
  • Psychometric properties (norms, reliability, and validity).
  • Test bias and fairness.

Part Three: NASP Professional Standards

Cite and explain all ethical standards from the NASP Principles for Professional Ethics (linked in the Resources) that need to be followed when conducting psychoeducational assessments in schools, with focus on the standards regarding the use of technology in these assessments. Address the specific standards under the broad ethical principles listed below. Explain the steps you will take to adhere to each relevant standard:

• Principle 1.1: Autonomy and Self-Determination (Consent and Assent).
• Principle 1.2: Privacy and Confidentiality.
• Principle 1.3: Fairness and Justice.
• Principle 2.1: Competence.
• Principle 2.3: Responsible Assessment and Intervention Practices.
• Principle 2.5: Responsible Use of Materials.

• Competency 1: Demonstrate comprehension of the terminology, principles, statistical concepts, and psychometric features related to the construction and application of psychological tests.
  • Evaluate the administration methods of psychoeducational and neuropsychological tests in a school setting.
• Competency 2: Analyze key psychometric properties related to tests and measurement, with an emphasis on reliability and validity.
  • Evaluate the reliability and validity of psychoeducational and neuropsychological tests.
• Competency 3: Evaluate the properties, techniques, and applications used in psychological evaluation.
  • Identify the strengths and limitations of neuropsychological evaluations.
• Competency 4: Evaluate the legal, ethical, and professional issues related to test usage.
  • Cite the relevant NASP principles related to psychoeducational assessment in school settings.
• Competency 5: Analyze the impact technology has had on the techniques and applications used in psychological testing.
  • Formulate a plan to adhere to NASP principles when conducting psychoeducational assessments in school settings.
  • Explain the role of technology in conducting psychoeducational assessments.
• Competency 6: Integrate fairness in testing with ethical and legal considerations and sensitivity.
  • Apply NASP ethical principles related to the use of technology in psychoeducational assessment.
  • Explain test bias in psychoeducational assessments.
• Competency 7: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological profession.
  • Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological profession.

The Assessment 3 Context document contains additional information about evaluating psychological tests covering the following topics:

• Achievement and Aptitude Testing.
• Test Bias and Fairness.
• Neuropsychological Evaluation.

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

• What is the role of psychoeducational assessment in schools?
• What types of standardized and nonstandardized tests are used commonly in schools?
• For what reasons would a cognitive (intelligence) test be administered in a school?
• What are the strengths and limitations of intelligence tests?
• What do neuropsychological evaluations measure?
• For what reasons would a neuropsychological evaluation be conducted?
• What are the psychometric properties of neuropsychological tests?
• What are the potential uses of neuropsychological evaluations in schools?
• What NASP professional standards need to be considered when conducted psychoeducational assessments in schools?

Required Resources

The following resources are required to complete the assessment.

Internet Resources

Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

• National Association of School Psychologists. (2010). Principles for professional ethics. Retrieved from http://www.nasponline.org/standards/2010standards/…

SHOW LESS

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Capella Resources

The following e-books or articles from the Capella University Library are linked directly in this course:

• Domino, G., & Domino, M. L. (2006). Psychological testing: An introduction (2nd ed.). Cambridge, NJ: Cambridge University Press.
  • Chapter 5, “Cognition.”
  • Chapter 13, “Testing in the Schools.”
• Cleary, M. J., & Scott, A. J. (2011, January). Developments in clinical neuropsychology: Implications for school psychological services. Journal of School Health, 81(1), 1–7.
• Decker, S. L., Hale, J. B., & Flanagan, D. P. (2013, March). Professional practice issues in the assessment of cognitive functioning for educational applications. Psychology in the Schools, 50(3), 300–313.
• Schmidt, F. L., & Hunter, J. (2004, January). General mental ability in the world of work: Occupational attainment and job performance. Journal of Personality and Social Psychology, 86(1) 162–173.
• Wodrich, D. L., Spencer, M. L. S., & Daley, K. B. (2006, September). Combining RTI and psychoeducational assessment: What we must assume to do otherwise. Psychology in the Schools, 43(7), 797–806.

Internet Resources

Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

• National Association of School Psychologists. (2010). NASP professional standards. Retrieved from http://www.nasponline.org/standards/2010standards….
• Plucker, J. A. (Ed.). (2013). Human intelligence: Historical influences, current controversies, teaching resources. Retrieved from http://www.intelltheory.com/index.shtml
• Pearson Education. (2014). Pearson assessment. Retrieved from http://www.pearsonassessments.com
• PAR, Inc. (2012). PAR: Psychological assessment resources. Retrieved from http://www4.parinc.com/Default.aspx
• Houghton Mifflin Harcourt. (2014). The Riverside Publishing Company. Retrieved from http://www.riversidepublishing.com
• WPS. (2014). Western Psychological Services. Retrieved from http://www.wpspublish.com/app

1. Re-write a newspaper story (from any newspaper) in broadcast VOSOT style. A sample form is provided for you (Look at the TV News Story Formats section in the Course Documents Module of Canvas). Make sure there is at least one quote from a named source in the newspaper article. Write the script according to the sample. Your director’s cues are in bold type. The anchor’s script is typed in non-bold. Make sure you include running times (you do not have to have exact time on this) plus an accurate outcue on the quote. Your lead sentence must be written in present, present-perfect, or future tense. Three points will automatically be counted off if you write your lead sentence in past tense. Your story must be written in ALL CAPS and double-spaced. The newspaper article must come from material dated from October 19-October 26, 2018.

2. Re-write a lead sentence or main idea of another newspaper story (from any newspaper) in broadcast style anchor package lead-in style. A sample form is provided for you (Look at the TV News Story Formats section in the Course Documents Module of Canvas). Make sure there are least two quotes from at least two different named sources in the newspaper article. Your director’s cues are in bold type. The anchor’s script is typed in none-bold type. You are the reporter so make sure your name is listed as (Your name) reports. Make sure you include running times (you do not have to have an exact time on this). Your lead sentence must be written in present, present-perfect, or future tense. Three points will automatically be counted off if you write your lead sentence in past tense. Your story must be written in ALL CAPS and double-spaced. The newspaper article must come from material dated from October 19-October 26, 2018.

3. Re-write the same newspaper story (as used in #2) in broadcast reporter package style. A sample form is provided for you (Look at the TV News Story Formats section in the Course Documents Module of Canvas). The article must have at least two quotes from two different named sources. Your reporter voice tracks do not have to be written in present, present-perfect, or future tense. They may be written in any verb tense. Five points will automatically be taken off if the first sentence of your reporter package script is the same as your lead sentence of the anchor package lead-in script. Your closing on the story must read, Your name, Troy Trojan Vision News. Your story must be written in ALL CAPS and double-spaced.

TV NEWS STORY FORMAT samples

Sample Script for VOSOT

Bengal Tiger

October 15, 2018

11am

Your Name

Anchor on Camera (No video)

Montgomery’s population has grown by one, thanks to the addition of a new tiger.

Take Tape (Anchor VO)

Sheeban, a rare white Bengal tiger, was born this morning at the Montgomery

Zoo, weighing in at 22 pounds.

Sheeban joins her mom, Simba, and three siblings as the zoo’s latest additions.

Zoo director Kim Summers says the new

tiger will feed on milk and small bites of beef for the next few days.

Outcue: “We couldn’t be happier.”

Running Time: 12 seconds

Keep Tape (Anchor VO)

The zoo is open daily from nine a-m until four p-m.

Supers:

Montgomery, AL

Kim Summers Montgomery

Zoo Director

Total Tape Running Time: 45 seconds

________________________________________________________________

________

Sample Script for Package Lead-In

Courthouse Fire

October 15, 2018

11am

Your Name

Anchor on Camera (No Video)

Fire officials may have an answer to what caused a blaze which destroyed the

Pike County Courthouse early

this morning.

(Your name) reports.

Take Tape—-

Supers: Troy, AL

Mario Bantini

Witness

Capt. Steve Carter

Troy Fire Dept.

Your Name

Troy Trojan Vision News

Total Tape Running Time: 1:23

Sample Reporter Package Script

Courthouse Fire

October 15, 2018

11am

Your Name

Reporter Voice Track #1:

Construction crews had just finished renovation work on the courthouse building

when the fire broke out. Mario Bantini, owner of the Cafe Trojan, watched the

blaze from his restaurant across the street.

Soundbite (Bantini):

Outcue: Even before the fire trucks got here.

Reporter Voice Track #2:

Officials say the building was fully engulfed in flames when they arrived. Fire

chief Steve Carter says the building could not be saved.

Soundbite (Carter):

Outcue: The building did not have a prayer.

Reporter Voice Track #3:

Officials do not anticipate foul play but are not yet certain as to the cause of the

fire. They estimate the damage at slightly more than three million dollars. Your

name, Troy Trojan Vision News.