decision-making process

Decision-Making Process
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Decision-Making Process
In the case study provided, the issue with Bob is a delicate one as there is no definitive account of what happened regarding the accident other than his word. It is strange that he did not report to his PE teacher, class teacher or ask to go to the clinic once the accident occurred. It is also worth noting that the accident happened just before state assessments and that Bob is a low performing student. Nevertheless, the fact that he is in a sling and feeling unwell will be considered in deciding on whether or not he will take place in the state assessment.
Despite the fact that he is injured, Bob must take part in the testing. This is because the testing is essential to track the progress of a student and determine what type of help is required to improve their performance (Danielson, 2017). Bob will take a makeup examination since he is currently ill and it will be inappropriate for him to take part in the regular testing of his condition. The law allows a student to take part in an equivalent of the state assessment, which he must also pass (Stephens, 2018).
The PE teacher is required to write an accident report on Bob to help in understanding the case, finding means of assisting Bob and averting possible future accidents. Since he did not see the accident, submissions from Bob, the students he was with, as well as the input from the school’s nurse, will be used. The copy of the final report will be sent to the district maintenance department as well as Bob’s mother.

To avoid future accidents, the maintenance department will be required to repair the drainage grate. The students will be informed to take extra caution on their safety and report any case immediately for assistance.

References
Danielson, C. (2017). Assessment for learning – For teachers as well as students. In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 191-213). London, UK: Routledge.
Stephens, K. R. (2018). Applicable federal and state policy, law, and legal considerations in gifted education. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children: psychoeducational theory, research, and best practices (pp. 163-182). Cham, CH: Springer.
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