Assess - hopeswebsite.comhopeswebsite.com/.../2015/03/ED5701-JOE-Assignment … · Web viewAssess the impact of gender, familial background, socioeconomic status, and cultural and

Running Head : ASSESSMENT AND PLANNING FOR SPECIAL EDUCATION STUDENTS

Assignment -Unit 10 - Individual Education Plan

Hope Vandervort-Kulish

Capella University

Assessment & Planning Special Education Students

ED5701

Dr. Shelly Leialoha

March 18th, 2015

1 Hope Vandervort-Kulish


TABLE OF CONTENTS

Summary of findings .......................................................... 3-4

Goals What the student can do.......................................................4

Teacher Observations .................................................................. 5

Assessment measures ..........................................................6

Effects of the Disability,.......................... .......................... ....8

Priority Educational Need(s), ............................................... 8

Benchmark Objectives Results................. 8 -10

BENCHMARK OBJECTIVE RESULTS ..................... 8 -10

Background ...Familial Background-Diversity ........... 11-13

References .......................... .......................... .......................14



Assess the impact of gender, familial background, socioeconomic status, and cultural and linguistic diversity on assessment results and the IEP planning process. 16%

Integrate multiple sources of data to develop an Individualized Education Plan.

Identify adaptations and modifications, including the use of assistive technology, in an Individualized Education Plan.

Address the transition needs of a student as part of an Individualized Education Plan.

Plan an Individualized Education Plan meeting to communicate contents of the plan to all stakeholders.

Summary of findings:

The student I have identified for my project will be identified by the pseudonym, Joe.

Joe is a transfer student who enrolled in October of 2014 of this school year. He continues to struggle although he received his Individual Education Plan in March of 2014, last school year. Although the Multidisciplinary team decision did appear to help him to receive testing accommodations and possibly was responsible for his promotion to 4th grade, it still appears that he is not receiving the assistance he needs. For this reason, I am reevaluating him, reviewing his academic history and creating my own evaluation process to fill in the gaps of information that seems to remain unclear even after the referral process.

Mom stated that although the paperwork was put into place, he did not receive classroom accommodations or extra assistance that she had hoped this would spur. She states that the lack of assistance and bullying only seemed to cause him to dislike the education process on the whole.

Joe has been identified as SLD. He enjoys sports and Mom says he loves technology. She is concerned about his communication skills and his handwriting. His teachers are very concerned about his low level mathematics skill and his comprehension. Additionally Joe does not seem to try. He has just come to our school and seems to already have shut down the education process. It is important to repair this set of behaviors before he either moves on to 5th grade or is unable to be promoted.

The Child Find Process, Universal Screening Process and Early Interventions appear to include simple hearing and vision screening and the regular testing that all students receive as part of the tier 1 process. It appears that RTI did not begin until Joe was in danger of being retained for a second time. I have noticed that sometimes RTI begins and something happens that halts the process, such as a teacher changing jobs etc... so there may have been earlier attempts, but they are not on record in his cumulative school record. I have asked teachers to put pertinent RTI data is a purple folder inside the cumulative file so it can be share if the students transfers or



teachers later need to refer to the historical trend. Based on the results of the psychological evaluation, it seems unlikely that this was not the first time that someone would have noticed that this student needed assistance.

The psychologist's report stated that when using the Kaufman Brief Intelligence Test dated 1/7/14; (Chronological age 9.9) ; Joe's verbal sc ore was 94 (34th percentile, while his nonverbal score was 66 (1st percentile- which she notes is the low, extreme range) . This gives him a composite score of 77 which is in the (6th percentile) range. At the time of the testing he was in 3rd grade but reading at 62 wpm fluency (a 1st grade level) . The psychologist did not provide direction specific to his disability for the classroom teachers. She simply stated that he seems to "Demonstrate stronger intellectual skills when presented with verbal information. Perhaps because the test was administered in a 1 on 1 session, there was no note of his current inability to focus on verbal information in class. Math Assessment- CGA3rd-grade- Joe scored a 29.6 on 3rd grade math assessments dated august of 2013; in comparison with the class average of 42.1%. (Perimeter 33.3 ); ( time to the nearest minute/quarter hour & elapsed 25%. ): ( Measuring using fractional units 1/4 1/2 25% ): ( Compose decompose polygons with 3-10 sides 50. % ): ( 66.7% ): ( Fractions , fractions greater than 1 , set and linear models 0.00%): ( describe how the size of the fraction is related to the number of equal sized pieces in the whole 33.3% ): ( Use of models to represent equivalent fractions 00.0% ): (Describe analyze compare and classify two dimensional shapes using sides and angles. 25.0 %):

Additionally, the scores on general testing and benchmarks still show him at the Kindergarten level in many areas of math and reading. The goals of the IEP will reflect the process that I plan t implement to help Joe build the missing foundational skills and the self confidence. I hope to help him unlearn some of the routines of "learned helplessness" he has acquired over time.

Goals What the student can do.

Joe is respectful student who cares about his school, and his friends. His CGA and last year's i-ready scores show he is able to determine word meanings successfully using context clues. He is stronger in receiving verbal directions with reminders and verbal prompting and encouragement. Joe can participate in one on one math activities with reminders to utilize strategies and manipulatives to gain knowledge of one to one correspondence single digit addition and place value.

Goals related to needs in Mathematics

Joe will demonstrate understanding that whole numbers can be represented in a variety of equivalent forms (byadding, subtracting, multiplying, and dividing) with 7 out of 10 trials accuracy on three consecutive trials as measured by work samples and assessments.



Joe will use objects to represent whole numbers or commonly used fractions and relate these numbers to real-world situations with 7 out of 10 trials accuracy on 7 out of 10 trials consecutive trials as measured by i-Ready, observations and Standardized Tests, work samples



Teacher Observations:

Joe's teachers note he shuts down in class, does not complete homework and guesses on tests to be finished without allowing time to work on problems or show work. They have met with Mom and continue to discuss missing assignments to attempt to help him catch up.

Select and use assessment measures and procedures that are technically adequate and appropriate for the student and specific assessment purpose.

When using the FCIM assessment for reading fluency, Joe can has consistently scored between 4o and 60 words per minute. Although he made 6-8 errors, he self corrected all except for 2-4. These errors were insertions and end syllable (or suffix) changes or deletion.

His peers, (shown in red ) are reading between 100 and 160 words per minute. I am considering adding a CBM fluency read as well. The FCIM fluency reads are small passages, while the CBM passages are sets of words at a proposed level. Although each tests the ability to read a number of words, the difference in trying to concentrate on comprehension while reading may be an added factor for Joe. Because of his prior difficulties in reading, there is an enabling factor at home as well. Part of my current task list includes communication home to reinforce that some reading is done at home. Currently reading, for Joe is something they make you do in school. As part of that effort, I will be seeking areas of interest and articles for the brothers to share at home in high interest areas such as sports and gaming.

While evaluating the assessments to plan for the effective measure needed to place a student in an environment that meets his needs, I am concerned that he may not be receiving enough assistance in the general education classroom. Although the teacher is providing tutoring, and many strategies, Joe seems to have many foundational pieces missing. We currently have no means to pull out students for a separate curriculum, however I am creating an additional side curriculum to fill in the gaps for Joe.

In mathematics, I am utilizing the CBM for two digit addition and subtraction with regrouping. I am currently reinforcing the strategies needed, continuing manipulatives and utilizing graph paper for both assistance in aligning place value. I have continued these skills although the foundational skills that support them also need building. Joe has difficulty with one to one correspondence in counting numbers, and is just beginning to understand place value. According to Mom, Joe seems to understand these when they are worked on, but does not retain it.

Because of these additional issues found in my assessments, I am adding a countable area to each quiz. Although I generally do not remove students from the classroom lessons, I am beginning to remove Joe, to work on these skills, as his peers are learning fractions and least common multiples, and he is just sitting lost and trying not to be noticed too much. The teacher has a daily sheet that students work on, which is far above his level. I am creating a 4 question



multiple-skill worksheets for Joe to replace this and provide him with a daily practice that is applicable and has a higher opportunity rate for success. I will begin this week with multiple skill worksheet probes to follow up on the progress level based on the skill sets I am working with him to master. His current teacher does give him partial credit for math work and word problems attempted with strategies she has provided. He receives extra time, and reminders to stay on task.

Additionally, I need to build some self efficacy for Joe at school and higher expectations at home as well. There has been mention of social skills work that Joe also needs. Mom and he both stated that there had been bullying or name calling in his previous school. He is concerned about it this year, but to a smaller degree that last. I am working with the class on the topic of bullying and with Joe about social skills in general. I am looking for resources to be more helpful in this area and gauge his progress.

Details from Assignment 1

The student I have identified for my project will be identified by the pseudonym, Joe. He is a new student to our school and continues to struggle also though he was referred for and Individual Education Plan in March of 2014, last school year. Although the process did appear to help him receive testing accommodations and possibly pass the school year, he is not receiving the assistance he needs. For this reason, I am reevaluating him, reviewing his academic history and creating my own evaluation process to fill in the gaps of information that seems to remain unclear even after the referral process. Although I do not wish to be critical, it seems that follow up on an IEP is often lost in transition and that some feel like the paperwork itself is what will make the difference. In fact, this is where the real process begins. Un reality, we are all a work in progress, and therefore it makes sense that teachers often take years to understand the ESE process and how to meet with the changing requirements of IDEA in the general education classroom. ESE teachers are learning as well as no one is born with the experience that this endeavor truly requires. As you begin to learn more, things change, and as you get proud of you ability to help students, more challenging scenarios will come. I believe that it is important to remember the term whole child when thinking about any student. We do not learn in a vacuum and so validating all of the dimensional aspects of a student, realizing and appreciating whatever there diversity brings, and always respecting them as someone who may be the president of the United States in the future, (Or any position or profession of respect as an adult) and realizing you have the opportunity to make a real impact on that person just now.... That is what will help you build the bridge that can reach them.

In order to identify the required pre-referral intervention procedures that must be implemented the following are the procedures that must occur.. This student came from another school in the district. We are a charter school and because I am the ESE teacher now for Joe, I do have access and permission to work on his IEP and access all records that will help me accomplish this goal. Joe has been identified as SLD. He enjoys sports and Mom says he loves technology. She is concerned about his communication skills and his handwriting. His teachers



are very concerned about his low level mathematics skill and his comprehension. Additionally Joe does not seem to try. He has just come to our school and seems to already have shut done the education process. It is important to repair this set of behaviors before he either moves on to 5th grade or is unable to be promoted.

The Child Find Process, Universal Screening Process and Early Interventions appear to include simple hearing and vision screening and the regular testing that all students receive as part of the tier 1 process. It appears that RTI did not begin until Joe was in danger of being retained for a second time. I have noticed that sometimes RTI begins and something happens that halts the process, such as a teacher changing jobs etc... so there may have been earlier attempts, but they are not on record in his cumulative school record. I have asked teachers to put pertinent RTI data is a purple folder inside the cumulative file so it can be share if the students transfers or teachers later need to refer to the historical trend. Based on the results of the psychological evaluation, it seems unlikely that this was not the first time that someone would have noticed that this student needed assistance.

The psychologist's report stated that when using the Kaufman Brief Intelligence Test dated 1/7/14; (Chronological age 9.9) ; Joe's verbal sc ore was 94 (34th percentile, while his nonverbal score was 66 (1st percentile- which she notes is the low, extreme range) . This gives him a composite score of 77 which is in the (6th percentile) range. At the time of the testing he was in 3rd grade but reading at 62 wpm fluency (a 1st grade level) . The psychologist did not provide direction specific to his disability for the classroom teachers. She simply stated that he seems to "Demonstrate stronger intellectual skills when presented with verbal information. Perhaps because the test was administered in a 1 on 1 session, there was no note of his current inability to focus on verbal information in class. Math Assessment- CGA3rd-grade- Joe scored a 29.6 on 3rd grade math assessments dated august of 2013; in comparison with the class average of 42.1%. (Perimeter 33.3 ); ( time to the nearest minute/quarter hour & elapsed 25%. ): ( Measuring using fractional units 1/4 1/2 25% ): ( Compose decompose polygons with 3-10 sides 50. % ): ( 66.7% ): ( Fractions , fractions greater than 1 , set and linear models 0.00%): ( describe how the size of the fraction is related to the number of equal sized pieces in the whole 33.3% ): ( Use of models to represent equivalent fractions 00.0% ): (Describe analyze compare and classify two dimensional shapes using sides and angles. 25.0 %):

Reading- CGA 3rd grade report dated 12/30/13, Joe was able to score 40 % in comparison with peers who scored 42% on average; Of this he scored (100% on his ability to use context clues, in contrast to other reading skills (prefixes, suffixes 33.3) , ( Identify Text Features 25.0), determine the correct meaning of words with multiple meanings, 0.0) ( Synonyms & antonyms, 50.0 ) (Informational text 50.0 ) , Notes of i-ready assessments from 3rd grade also show Math at a level K (skills vary from 341-376) dates include 9/2013-& 1-2014 Current Quantile Score is ____ Compared to the September /2014 Scores for Math- Notes of iready assessments from 3rd grade also show Reading his overall placement for reading at (423) a level K (kindergarten); (skill sets vary from 341-376) dates include 9/2013-& 1-2014; Phonological awareness; ( passed at level 2) 513; Vocabulary level K 359;



Informational text level K 389; High frequency words Level K 389; Literature comprehension . Compared to the September /2014 Scores for Reading- overall 428/15/2015 56 assessed with an overall average for the group of 518 lexile score.

Effects of the Disability, includingJoe continues struggling with all academic aspects of school and may require additional behavioral support to motivate him through this difficulty.Joe has difficulty remaining focused on tasks. He is easily distracted and requires prompting on assessments and in class to do his best and keep trying.His current i-ready scores are lower than last years scores, and this system has flagged the tests with a warning that questions are answered too quickly/ rushed.

Priority Educational Need(s),priority educational need is to gain skills that will help him feel more able to participate in grade levelcurriculum. Additionally, he must be encouraged to utilize the strategies that will help him attain these skills.

BENCHMARK OR SHORT-TERM OBJECTIVE RESULTSReading Specific Learning Disability, Curriculum-Based Tests, Tests/GradesBy the IEP review date, Joe will demonstrate understanding of written text at a 4th levelwith 7 out of 10 trials accuracy as measured by implemented by ESE and General Education Teachers.Joe will identify meanings of commonly used prefixes with 7 out of 10 trials accuracy asmeasured by iReady.Joe will discuss meanings of words and develop vocabulary through meaningful real world experiencesin 7 out of 10 trials as measured by iReady, observations and Standardized Tests, student product.

There are many parties identified to be involved in the assessment process. These include classroom teachers, assistants, ESOL teachers if English is a second Language, ESE Teachers, and others who may provide observations before the psychologist begins her assessments The psychologist who was involved could have left a detailed report of suggestions for the teachers who taught Joe last year. The two teachers who provided the assessments in his file, did provide examples of what Joe was having difficulty with. The IEP progress report stated that he was making progress on his goals but did not define what the progress was or relate it in a form that I could understand what as occurring with him. I am considering an informational call to the school for fact finding. I believe the lesson learned, is that since students travel from school to school, documentation of how to appropriately assist the student is of utmost importance.

In order to identify the information that was required from all the key stakeholders, a review of the file in concert with a review of the RTI would be optimal; It is possible the i-ready



data was the primary form of assessment in this case. It does give a good detail of skills if a student is focused and on task. I noticed that when Joe took the i-ready assessment, there was a hand next to his score, which symbolizes that the student may have rushed through the answers. In general this is an alers that the questions were clicked at a pace faster than they could be answered with thought. This is often the case when a student is uncomfortable with a test and just wishes it to be over. On the written FCAT state assessment that refer to it as "Christmas Treeing" because they just bubble the circles in as quickly as they can.

As I reviewed his records, It seemed there may have been more at some time. It may also be true that the teachers were required to provide assessment and RTI data in the Multidisciplinary meetings and that the specifics of that RTI data are not available in the cumulative file due to the school transfer. The Admissions representative verifies that all information is presented, supplies lists of additional documentation that the district need to ensure the student's gaps are not due to a lack of instructional strategies, or missing foundational information, ( In other words, if there is a lack of proficiency on the part of instruction, teachers, an inaccurate label could follow a child. The psychologist performs and presents the test results for the team and provides suggestion for classroom application of the information.

The assessment include the DRA which shows a level I as well as a CGA test. The assessments and data were used to inform instruction during the pre-referral stage in addition to the RTI and a few math worksheets that show a need for assistance in two digit addition and subtraction. During the pre- referral stage, the assessment data is utilized to create an RTI plan. While reviewing the plan with the classroom teacher, we find prominent skills to track in each subject area of need , including behavior , and create a plan for the remaining levels of RTI. If Tier 2 has been in process, then I assist the teacher in implementing and charting tier 3 , individual instructional strategies.

I would utilize and integrate the data collected during the pre-referral and early intervention stages and how that data would allow for informed decisions; I will continue to use the information from last year's scores to track Joe's progress and to determine the strategies that are working. I will utilize this data in conversations with Mom to encourage use of the i-ready system as well as practicing flash cards for multiplication skills.

In order to use student data to demonstrate progress or lack of progress towards grade-level standards prior to referral;Each target skill will be tracked on checklists. This will show progression toward the grade level standards as well as the possibility that he may not be able to meet the standards. I plan to char and share the progress with the student also to promote self efficacy. Because the student has already been retained, it would be detrimental to his self esteem to do this again, in my opinion, because he is already a larger boy than many in his class.

Assessment information and student data can predict how a student will fare on state assessments. ----------------t should participate in district-wide and statewide assessments; Although there are times that a student is unable to fully participate in state assessments, all possible accommodations should be attempted to allow the student to have success. It is in combination with the LRE- Least Restrictive Environment) that must be provided for each



student. Many students have difficulty taking tests, and finding a ways to scaffold them into being successful may be what offers them the opportunity to be successful in the world we live in which requires testing in so many venues. Conversely, there are some students who would not only be unable to pass, but find the lack of success demoralizing. First I would try giving the student opportunities to be successful in small versions of sample testing, hoping that small successes will breed larger successes. If it is possible to have a student take the test and follow it with a portfolio or the SAT (which Florida allows as a measure to recuperate from a failing score); I believe that is preferable.

There are many types of assessments would drive classroom instruction; The i-ready gives a good baseline for formative and later summative assessments so that teachers know where to begin and finally if students are where they need to be before state testing occurs. In Joe's previous school as in ours the i-ready assessment if given to all students. This allows for ongoing instruction based on those results. The students may access the system at home, as well as in school, which occurs multiple times a week. The system has also been utilized for students who serve suspensions in school so that the time (academic/ instructional minutes ) is/are not wasted. If a student does not have access to the internet, parents are urged to provide time at the library s students can receive the help they require. This, provides a valuable system that helps students make gains without requiring parents to get a teaching degree.

Ongoing CBM assessments that target the skills Joe requires in Math and reading to determine what he has been able to retain, and drives instruction to renewed efforts and strategies to assist him with his skills.

Additionally, I believe that an increase in the testing of Joe's fluency may prove motivational for him. It will also provide us a list of problematic vocabulary to review, and reading skills to discuss. I additionally plan to work with him on his written response to reading. Although his handwriting is mentioned by Mom, there is no current plan to improve his writing. The first of two reasons that this is a primary concern, is that writing and reading are reciprocal, in which each skill strengthens the other. The second reason, is that all fourth graders will be tested in terms of their ability to write an essay in the fourth grade. I'll add a third reason, that writing is at the highest level of the new Bloom's Taxonomy, which is creation. If a student can not only memorize and comprehend but also process, analyze, and synthesize, they will be able to create a work of writing or a project with that information. This constructs a full set of schema that can connect that knowledge, creates new neural pathways and (as I tell my students) gives the student true ownership of the knowledge.

Discuss what might work well in the assessment process and what would be most helpful;Because Joe does not remain focused on the tasks, it is important to work together with his family on motivation. Note about Familial Background, It should be noted that Joe is a twin. He and his brother seem to be supporting the new negative view of education because they are both experiencing great difficulty. There are now outside cultural concerns that would affect language and no notable socio-economic status that should affect the ability to have access to appropriate learning opportunities or health concerns.



It is also important to remove him from the competitive classroom environment where he is distracted and focused on the activities of others. With this time, I want to refocus him on his own metacognitive skills so he may gain some power over his circumstance. We will test him in a small group setting; allow extended time and flexible breaks; read aloud teat items other than reading. In class we will be providing preferential seating away from distractions, allow use of manipulative and give him verbal prompting and encouragement to use strategies and maintain a can do attitude.

Describe how the due process, data privacy, procedural safeguards and legal/ethical requirements were met during the pre-referral, referral, and evaluation process;The Family Education Rights and Privacy Act—P.L. 93-380 (Giuliani 10) As professional who are privy to confidential information about a child's life, and among other things personal , medical, and psychological information, we must respect the right to privacy. This means we must guard that persons privacy and take care with the processes so that information is not sent electronically, where it can be easily hacked into, and that it is discussed in well thought out locations. By this, I mean, that it is easy to fall into the trap of speaking about students on the fly. Everyone is busy, and although that is understood, personal information must not be discussed as one walks through halls and stairwells. If a reference is made it should be made without naming the student, however, even this practice leave room for mistakes with personal information, because it is such a slippery slope. If we cannot find time for a quiet meeting, it seems better to conduct a personal phone call, when no one is in earshot. Additionally, I want to mention, that adults assume that children do not listen, or do not understand what they are talking about. In fact, even if they do not normally pay attention, they will lock in when they hear that "tone" change, and they often understand more than adults give them credit for. On many occasions, I walk into a classroom and a teacher calls out some information about a student, begins to recount a problem that occurred earlier ( but was resolved - ... at times, only until they rehash the issue where the student feel embarrassed and reacts) or explains about academic problems a student is having while a class is in session. These actions create a self fulfilling prophecy as they don't allow a student to recover and move forward to a more successful moment. The repercussions of this breach of privacy often has an effect on the student.

Describe how the other parties involved in the assessment might help facilitate the communication with parents and other stakeholders; The teachers facilitate conferences with the parents throughout the year. It is important that they communicate with the ESE teacher regarding the needs of the student, as well as any concerns. At times, I have assisted parents with calls to physicians, or enlisted the help of the district social worker to help a parent communicate with medical personnel of varying types. A parent of one student with auditory challenges, has been bunted back and forth between doctors and facilities in order to gain assistance for her child. I asked the social worker to see if she could help the parent negotiate these offices to get the appropriate diagnosis and assistive auditory devices so he can be successful.

Identify in what ways the process might be improved. The red tape that allows children to fall through the cracks victimized these children who already struggle wit a disability. If often takes a year for services to begin. Students who are referred have often waited years to receive the referral which begins the process. The system often requires that a student fails before getting help. I have been in district meeting where teacher who tried to give students a chance for a



passing grade ( as not to demoralize them) were reprimanded. They were told that if they made passing grades, they did not have an academic need. I believe it is better to reward a student for participating and trying, with some form on academic point system, and still stand by the IDEA law and provide them the assistance they need. Often, we spend so much time proving a point, that the student misses the opportunity for the extra help for months after a problem is identified. The testing process in Florida allows the mandated 60 days to be delayed by many events. 1) weekends do not count as part of the 60- or 90 days; 2) holidays do not count therefore the dates are pushed, 3) The summer month do not count, (even if there are personnel available to test). 4) if the student is absent, each day he is absent adds time to the testing calendar, even if no one attempted to see him. Our psychologist asks for the absences of the students o she can push the dates forward. If asked, she explains how many schools she is responsible for and details her workload. I feel that if students are not receiving the help they require, that the answer should simply be for more testers to be provided. The students pay a heavy price for the lack of staffing. Because of this lack of resources and the attitude that it inspires, students often are demoralized by the education process, they have no hope for academic self efficacy and they all too often drop out.



References

Edward Burns; 2001; Developing and Implementing IDEA- IEPs 2001 Charles C. Thomas Publishers LTD

Giuliani, Roger A. Pierangelo and George A. Assessment in Special Education: A Practical Approach, Vitalsource for Capella University, 4th

Osborne, Allan G., Jr.. Special Education and the Law: A Guide for Practitioners, 3rd Edition. Corwin, 04/2014. VitalBook file.

Smith l, Dr. Joan (2002 ) Why Can't They Remember??? Stowell Learning Center

http://www.learningdisability.com/articles/remember.htm

Author Unknown, Education Corner: Effective Memory Strategies for Special Needs Students; Reference-website GOOGLE search -

http://www.educationcorner.com/special-needs-memory-strategies.html

Author Unknown; Evaluation: what does it mean for your child. PACER Center’s 2006. http://www.pacer.org/parent/php/php-c2.pdf

CBM ;Administering And Scoring of CBM Probes

http://www.jimwrightonline.com/pdfdocs/cbaManual.pdf


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Assess - hopeswebsite.comhopeswebsite.com/.../2015/03/ED5701-JOE-Assignment … · Web viewAssess the impact of gender, familial background, socioeconomic status, and cultural and