Sed 343

SHU course syllabus / page 1
Siena Heights University Teacher Education Program Course #: SED 343 Course Title: Assessment and Evaluation of Students with Disabilities Semester Hours: Three (3) Credit Hours Instructor: Andrea Trussell, Ed.S. Meeting Dates/Times/Location: Thursdays, 6:00-8:45, AD/PAC Room 103 Phone/Fax: 517-410-4538 (Cell) Email(s): atrussel@sienaheights.edu Office Hours: Program Website:
http://www.sienaheights.edu/Academics/ProgramDetail/tabid/73/MajorID/EDU/CampusID/1/De fault.aspx Mission Statement of Siena Heights University The mission of Siena Heights, a Catholic university founded and sponsored by the Adrian Dominican Sisters, is to assist people to become more competent, purposeful and ethical through a teaching and learning environment which respects the dignity of all. Mission and Learning Outcomes for Teacher Education at SHU The Teacher Education Program emphasizes a belief in teaching as both an art and a science. Engagement in the art of teaching flows from pre-service preparation that inspires lifelong learning and the living of a reflective life. It inspires the acquisition of knowledge and love of subject matter, knowledge about learners and a concern for them, deftness in communication, commitment to continuous growth and self-renewal in the profession of teaching, and recognition of the benefits of studying and emulating great teachers (Schubert, 1986). Etymologically, to learn means to follow the traces, tracks or footprints of those who have gone before (Van Manen, 1986). The Teacher Education Programs support the mission of Siena Heights University by fostering the personal and professional living of a purposeful, competent, and ethical life. Following the Adrian Dominican philosophy of meeting individuals at various stages of personal and professional growth, the Teacher Education Programs strive to help students meet their individual educational needs, and encourage them to contemplate and the share the fruits of that contemplation.
Teacher Education Program Learning Outcomes (revised June 2009) The SHU Teacher Education Program Learning Outcomes reflect the desired knowledge, understandings, skills and dispositions of students who complete the program. Consistent with a view of teaching as an art and science, the program highlights the following outcomes with the realization that valuable, but unanticipated, outcomes will also emerge. Those listed below are overall outcomes; no single course necessarily addresses every outcome. Students at the graduate and undergraduate levels demonstrate these outcomes in ways consistent with their varied levels of academic coursework, teacher candidate/certification status, and work experiences. 1. Mission The teacher education student demonstrates: qualities consistent with the mission of the university to assist students in becoming more competent, purposeful, and ethical the qualities of a reflective practitioner and a commitment to lifelong learning 2. Theory into Practice The teacher education student demonstrates: the ability to analyze situations in classrooms and other educational settings, in light of current educational research the ability to apply principles of best practice and use technology in preK-12 classrooms 3. Politics, Ethics, and Professionalism The teacher education student demonstrates: an understanding of the political nature of educational institutions an understanding of the demands that are placed on educators the personal integrity, professionalism, and ethical behavior essential to the role of teacher 4. External Social Forces The teacher education student demonstrates: an understanding of the influence of major social forces on the lives of preK-12 students partnership with families, specialists, and the larger community preparation and willingness to address and accommodate the educational needs of students an awareness of the social and emotional aspects of teaching and learning 5. Diversity, Culture, & Climate The teacher education student demonstrates: an understanding of the diverse social and cultural factors that influence, challenge, and provide opportunities for enriching, the teaching/learning process the ability to identify characteristics of the educational community and how these characteristics impact the teaching/learning climate. 6. Teaching/Learning Styles The teacher education student demonstrates: an understanding of the impact of multiple intelligences and teaching/learning styles on the teaching/learning process an ability to identify his/her personal strengths and limitations
the ability to incorporate alternatives to his/her preferred teaching/learning style in curriculum and instruction 7. Developmentally Appropriate Curriculum & Design The teacher education student demonstrates: an understanding of the intellectual, social, physical, and emotional stages of development of preK-12 students the ability to plan, select, and design developmentally appropriate learning activities, materials, and assessments an understanding of the content and methodology in various disciplines the ability to identify meaningful learning outcomes consistent with national and state standards 8. Leadership The teacher education student demonstrates: the ability to initiate change in the classroom or other educational settings for the improvement of learning and teaching the ability to work collaboratively with other educators to develop communities of learning Special Education Program Outcomes and Objectives and alignment with the Teacher Education Outcomes (EDU) & Liberal Arts Outcomes (LA): The objectives and outcomes for Siena Heights Universitys endorsement in special education (cognitive impairment & learning disabilities) are built on the premise that teachers of individuals with disabilities must be competent and knowledgeable both in designing appropriate programs and implementing learning programs. The candidates are inquisitive, self-confident, and thoughtful in their practice. The special education program at Siena Heights strives to create teachers dedicated to and capable of developing superior educational programs for individuals who have learning disabilities & cognitive impairments (mild through severe). In preparing candidates to assume professional roles in schools, the teacher education program emphasizes understanding educational & legal issues related to special education from a global perspective using experimentation, observations, practice and action research to discover how individuals with disabilities learn and how schools and other educational settings can provide programs that meet the needs of the students. The special education program is based in university classrooms, public schools and private schools as well as in community settings. The program is a blend of theory and practical application. 1. Philosophical, Historical, & Legal Foundations The candidate will be able to articulate philosophical, historical, and legal foundations of special education that are consistent with national, state, and local standards. (EDU: 2,6) (LA:1) 2. Causes & Characteristics The candidate will demonstrate knowledge of research-based causes & characteristics of individuals with learning disabilities & cognitive impairments (mild to severe). (EDU: 2,7) (LA: 8) 3. Assessment & Evaluation
The candidate will be able to select, design, use, & interpret appropriate assessment, diagnostic, and evaluation techniques that are consistent with research-based information. (EDU: 2,3,7) (LA: 4) 4. Instructional Content & Practices The candidate will be able to use instructional content and practices to include assistive technology that are based on research and Best Practices. These areas include but are not limited to: Reading and language arts skills, Math skills, Study skills and problem-solving skills, Transition, Pre-vocational skills, Employability, Social skills, Daily Living, &Leisure/ Recreation. (EDU: 2,4,6,7) (LA: 3,4,6) 5. Design, Implement, & Manage Learning Environments The candidate will be able to design, implement, & manage teaching and learning environments inclusive of early childhood through adulthood that stimulate learning in all areas including academic, daily living, prevocational/vocational and social. (EDU: 3,4,8) (LA:3,4,5,7) 6. Data Collection The candidate will be able to collect, organize, analyze and transmit data using appropriate management and ethical skills. (EDU: 1,2,3) (LA: 4,7,) 7. Collaboration The candidate will develop a sound understanding & application of appropriate communication & collaboration using a number of models in the RTI/IEP/ITP/504 processes, parent interactions, collaboration and consultation in school and community settings and situations. (EDU: 1,2,3,4,5,8) (LA: 5,7,8,) 8. Ethics & Professionalism The candidate will consistently demonstrate professionalism and ethical practices in classes and in field setting; recognizing the critical importance equity and diversity play in a productive professional setting. (EDU:1,3,5,8) (LA: 7,8,9) 9. Social Interactions The candidate will demonstrate the ability to manage and teach appropriate social behavior and social interaction skills to students with learning disabilities. (EDU: 4,7,8,) (LA: 9) Course Description Prerequisites: Admission to the Teacher Education Program SED 312 or EDU 312 This course is designed to introduce students to the role assessment plays in the field of special education. The focus will be on selection, administration and interpretation of instruments as they relate to program design and implementation. Additional study of assessment instruments used by classroom teachers and school psychologists will be included. The Michigan assessment programs are discussed and reviewed for the implications to special education. In addition, test construction and test adaptation for a diverse population are presented. Alternative assessments are discussed in detail. Ten hours of face-to-face administration of assessment instruments are required.
How This Course Relates to the Special Education Department Learning Outcomes: Siena Heights University is accredited by the North Central regional accrediting agency. Part of the accreditation process is a focus on learning outcomes, or those behaviors that characterize the graduates of a program. Listed above are Sienas Special Education Departments Learning Outcomes. It is necessary that each student become familiar with these outcomes and search continuously for connections between what is being taught/learned and the stated program outcomes. These program outcomes will be the basis of a comprehensive senior interview for each teacher education candidate from Siena. During this semester, through the assignments, class activities and textbook readings, each student will be introduced to various components of each of the outcomes. Special emphasis will be placed in this course on Outcomes 1, 2, 3, 5, 6 and 8. Course Objectives (and Corresponding Learning Outcomes) 1. The student will be able to identify the basic components of test selection (Assessment and Evaluation). 2. The student will be able to identify the basic statistical components of standardized testing and assessment (Assessment and Evaluation). 3. The student will be able to select appropriate standardized instruments for a wide range of disabilities and a wide range of ages to include early childhood, elementary, secondary and adult levels (Assessment and Evaluation). 4. The student will be able to develop and demonstrate test discipline (Assessment and Evaluation; Ethics and Professionalism). 5. The student will be able to select, administer and interpret assessment instrument results in the basic academic skills; oral and written language, listening, math computation, math reasoning, basic reading, reading fluency and reading comprehension R340.1788(1)(c)(iii)-4, R-340.1788(1)(c)(iii)-5, R-340.1788(1)(d)-4 (Assessment and Evaluation; Data Collection). 6. The student will be able to identify the critical factors regarding accommodations and modifications of classroom instruments, both norm-referenced instruments and teachermade instruments, such as checklists, observation scales and objective as well as subjective tests. R-340.1781(1)(a)(iii) (Assessment and Evaluation; Causes and Characteristics). 7. The student will be able to identify when and what test accommodations and modifications are needed on classroom tests, standardized tests and state as well as national required proficiency tests. R-340.1781(1)(a)(iii), R-340.1788(1)(c)(i:intro) (Assessment and Evaluation; Causes and Characteristics; Design, Implement and Manage Learning Environments).
8. The student will be able to interpret assessment data for diagnostic and identification purposes. R-340.1781(1)(a)(ii), R-340.1788 (Assessment and Evaluation; Causes and Characteristics; Data Collection; Design, Implement and Manage Learning Environments). 9. The student will know the role of test data for developing, implementing and evaluating IEPs, pre-referral through program implementation (R-340.1781(1)(a)(vi) (Assessment and Evaluation; Causes and Characteristics; Data Collection; Design, Implement and Manage Learning Environments). 10. The student will know the purposes and proper uses of alternative measures of student progress (Assessment and Evaluation; Design, Implement and Manage Learning Environments). 11. The student will know how to plan and prepare the student for required Michigan standardized tests, including MEAP, Michigan Access and Michigan Merit R340.1781(1)(a)(iii) (Assessment and Evaluation; Design, Implement and Manage Learning Environments). 12. The student will be able to communicate ethically and professionally assessment data to parents, children and other professionals at all times, R-340.178(1)(c)(i)-2 (Collaboration; Ethics and Professionalism). Required Textbooks Spinelli, C. (2012). Classroom Assessment for Students in Special and General Education. Upper Saddle River, NJ. Pearson. Required Style/Publication Manual American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: APA. [ISBN: 1-4338-0561-8]
Technology You must have computer access at home or from a school/university lab. You must have the ability to access eCollege through My Siena (an Internet connection). Log into My Siena. Click the ______course under My eCollege Courses in the My Tools area on the right side of the My Siena page. Ability to submit documents using the Dropbox in eCollege as well as to print documents when requested to do so. NOTE: To obtain technical assistance with eCollege, please contact the eCollege Helpdesk toll free at: 1-888-748-1932 or use the Technical Support button on the eCollege page. The Help Desk is available 24 hours a day, 7 days a week, 365 days a year. If you are having technical problems or eCollege login issues, please inform the instructor.
Attendance Policy The expectation is that students attend every class prepared to discuss the assigned work, and that the instructor attends every class to present materials and facilitate individual and group growth. The course syllabus may be adjusted from time to time to address pacing, more detailed attendance policies for a specific course or other learning needs. After one (1) absence, each absence following will result in one course grade lower at the end of the semester. If students are more than 30 minutes late to any class, it will be counted as an absence. Students are expected to communicate any absences to the instructor in a professional and timely manner. Please also remember to use appropriate cell phone etiquette during class. Late Work All assignments are to be submitted at the beginning of the class session on the due date (unless otherwise specified). No late assignments will be accepted unless prior arrangements are made with the instructor. Best Practices: Best practices are teaching methodologies that have been proven through experience, research and time to enhance student learning by developing thinking and problem-solving skills through active learning and integration, including the incorporation of technology, to assessment, instruction and management in preK-12 classrooms. This will be the foundation of teaching methods used in Teacher Education Program courses. Grading Scale A+ 98-100 A 94-97 A91-93
B+ B B-
88-90 84-87 81-83
C+ C C-
78-80 74-77 71-73
D+ D D-
68-70 64-67 61-63
E <60
Teacher Education Student Expectations The Teacher Education Program requires that the student assumes active control of his/her own learning and is professional in his/her behaviors at all times. Therefore, the student is expected to completely familiarize him/herself with the course requirements, actively manage the course calendar and assignment due dates, attend every live class meeting prepared to discuss assigned work, participate actively in discussions, complete assignments on time, communicate special circumstances (e.g. absence, lateness, etc.) to the instructor in a professional and timely manner and be professional in his/her conduct toward instructors and peers. Academic Dishonesty Policy Siena Heights University expects its students to use resources with consideration for ethical concerns and legal restrictions. The principles of truth and honesty are recognized qualities of a scholar and of a competent, purposeful, and ethical individual, and Siena Heights University expects its students to honor these principles. Academic and professional integrity refers to the representation of ones self and ones work honestly, while demonstrating respect for the accomplishments and contributions of others.
Academic dishonesty is unethical behavior which in any way violates the standards of scholarly conduct. It includes such behaviors as cheating on assignments or examinations, plagiarizing, submitting the same or essentially the same papers for more than one course without the consent of all instructors concerned, misappropriating library materials, or the destroying of or tampering with computer files. Also included in academic dishonesty is knowingly or intentionally helping another violate any part of this policy. Plagiarism is the failure to give credit for the use of any materials from outside sources, including the internet. It includes, but is not limited to: verbatim use of a quote without quotation marks and adequate documentation; submission of a paper, prepared by another person, as ones own work; using the ideas, facts, words, photographs, pictures, graphics, or data of someone else and claiming them as your own; or not documenting ideas, facts, words or data gathered during research. Carefully read and know all the elements of the Academic Dishonesty Policy above. Students are not excused from adherence to the policy even if they have not read it. The penalty for plagiarism is a failing grade assigned to the student paper. Sienas Accommodation Policy for Students with Disabilities In accordance with University policy and the equal access laws, the instructor is available to discuss appropriate academic accommodations that you may be eligible for as a student with a disability. Please make an appointment to discuss possible accommodations. Students must register with the Office for Students with Disabilities for disability verification and determination of reasonable accommodations. Requests for accommodations must be done in a timely manner and are not retroactive. For more information, you may contact: Bob Ritz, Coordinator, Office for Students with Disabilities, Room 301A, Sacred Heart Hall, Adrian campus, 517-264-7683; rritz@sienaheights.edu Classroom Emergency Preparedness and Response Information To Report an Emergency or Suspicious Activity Call the Department of Public Safety at 517-264-7800 (Adrian Campus). If the line is unavailable or you are calling from another University location, dial 911. Shelter in Place General Guidance Although it is unlikely that we will ever need to shelter in place, it is helpful to know what to do just in case. No matter where you are on campus, the basic steps of shelter in place will generally remain the same: If you are inside, stay where you are. If you are outdoors, proceed into the closest building or follow instructions from emergency personnel on scene. Shelter-in-place in an interior room, above ground level, and with the fewest windows. If sheltering in a room with windows, keep away from the windows. If there is a large group of people inside a particular building, several rooms maybe necessary. Shut and lock all windows (locking will form a tighter seal) and close exterior doors.
Turn off air conditioners, heaters, and fans. Close vents to ventilation systems as you are able. (Facilities staff will turn off ventilation systems as quickly as possible). Make a list of the people with you and call the list in to Public Safety so they know where you are sheltering. Visit Campus Safety @ Siena for incident updates http://www.sienaheights.edu/campussafety.aspx or call the Information Line 517-2647900. If possible, turn on a radio or television and listen for further instructions. If your e-mail address or mobile device is registered with SHU Alerts, check for alert notifications. Make yourself comfortable and look after one other. You will get word as soon as it is safe to come out.
Evacuation An evacuation will be considered if the building we are in is affected or we must move to a location of greater safety. We will always evacuate if the fire alarm sounds. In the event of an evacuation, please gather your personal belongings quickly (purse, keys, cell phone, SHU ID card, etc.) and proceed to the nearest exit (off rear parking lot or off front lobby). Once we have evacuated the building, proceed to our primary rendezvous location at the baseball field. SHU Alerts SHU Alerts provides free notification by e-mail or text message during an emergency. Visit Campus Safety @ Siena for a link and instructions on how to sign up for alerts pertaining to your campus. If you receive a SHU Alert notification during class, please share the information immediately. Additional Information Additional information about emergency preparedness and response at SHU as well as the Universitys operating status can be found on Campus Safety @ Siena website http://www.sienaheights.edu/campussafety.aspx or by calling the Department of Public Safety at 517-263-0731. Student Assessment: Required Course Assignments and Course Schedule
Date/ Topic: Week 1: August 29, 2013 Topic(s): History & Purpose(s) of Assessment Overview of RTI & Pre-Referral Process
Activities/Assignments: Introductions, review/discuss syllabus & pre-self-assessment Guided notes on Ch. 1 with supplementary citations Class Activity - video clip of the pre-referral intervention process Due next week: Read Ch. 2 Activity # 1 Pre-Referral Summary Find 1 web-based resource that
Week 2: September 5, 2013 Topic(s): Special Education Referral Process Special Education Eligibility Categories & Support Services
Week 3: September 12, 2013 Topic(s): Ethical Considerations in Assessment Introduction to Informal Assessment Strategies
Week 4: September 19, 2013
explains the special education evaluation process in parentfriendly language to share with class Guided notes on Ch. 2 with supplementary citations Review eligibility criteria for CI & SLD populations Review range of support services available with special education eligibility Discuss use of standardized assessment tools for course assignments Introduction of Case Study Due next week: Read Ch. 4 Review Code of Ethics from assigned organization Guided notes on Ch. 4 with supplementary citations Class Activity - practice the application of problem-solving model to ethical dilemma Class Activity- match informal assessments & categories, discuss strengths & weaknesses of these assessments Revisit Case Study review informal assessment data Due next week: Read Ch. 10-11 Due in two (2) weeks: Bring a summary of one evidence-based reading intervention for both phonics & fluency to share with class Find 1 web-based resource for CBM to share with classmates Guided notes on Ch. 10-11 with
Topic(s): Behavioral/Social-Emotional Assessment Study Skills Assessment
Week 5: September 26, 2013 Topic(s): Informal Oral Language & Reading Assessments
Week 6: October 3, 2013 Topic(s): Informal Reading & Written Language Assessments
supplementary citations Review related materials & resources, video clip of FBA Class Activity Practice behavior observations & interpreting data Revisit Case Study-interpretation of behavioral observation data Due next week: Read Ch. 5 (152-66) & Ch.6 Reminder: Interventions and CBM resources due next week Guided notes on Ch. 5-6 with supplementary citations Review related materials & resources Class Activity - Practice the administration of CBM, informal assessments Revisit Case Study discuss informal reading assessment results, instructional link Due next week: Read Ch. 7 Activity #2- Intervention Plan: Interpret data, develop an intervention plan & designate progress monitoring tool(s) for Case Study Guided notes on Ch. 7 with supplementary citations Review related materials & resources Continue practice with CBM, informal reading assessments Practice administration of CBM, informal writing assessments Due next week: Read Ch.8 Due in two (2) weeks: Activity #3 - Complete Review
Week 7: October 10, 2013 Topic(s): Informal Math Assessments
Week 8: October 17, 2013 Topics: Introduction to Standardized Assessments
Week 9: October 24, 2013 Topics: Administration, Scoring & Interpretation of Standardized Assessments
of Existing Evaluation Data (REED) with Case Study data Guided notes on Ch. 8 with supplementary citations Review related materials & resources Class Activity - Practice administration of math CBM, math interviews, task analysis Due next week: Read Ch. 3 Reminder: Activity #3 due next week Guided notes on Ch.3 with supplementary citations Review various assessment tools & technical aspects of manuals Practice administration of various standardized assessment tools Due next week: Activity #4- Technical Manual Review Due 11/14/12: Activity #6 (a) - Administer 3 standardized assessments & submit protocols to instructor. Choose 1 administration to videotape or to have instructor observe. Due 12/05/12: Activity #6 (b) - Provide oral & & written interpretation of results following the observed or video-taped administration. Presentation of technical manual summaries Practice administration, scoring & interpretation of various standardized assessment tools
Week 10: October 31, 2013 Topic(s): Administration, Scoring & Interpretation of Standardized Assessments
Week 11: November 7, 2013 Topic(s): Administration, Scoring & Interpretation of Standardized Assessments Week 12: November 14, 2013 Topic(s): Interpretation of Standardized Assessments, Report Writing
Week 13: November 21, 2013 Week 14: November 28, 2013 Topic(s): Assessment & the IEP: Accommodations & Modifications, Statewide Assessments & Transition Assessments
Revisit Case Study- interpretation of standardized testing results Due in two (2) weeks: Activity #5 Multiple Assessment Measures Practice administration, scoring & interpretation of various assessment tools Review eligibility criteria for SLD in relation to Case Study Reminder: Activity #5 due next week. Practice administration, scoring & interpretation of various assessment tools & protocols Reminder: Activity #6a due next week Practice interpretation of standardized assessment results in written form utilizing Activity 6a protocols Revisit Case Study interpreting assessment data in written form Due in two (2) weeks: Review Ch. 3 Section 7, read Ch. 5 Sections 4-5 & Ch. 12 No Class: Happy Thanksgiving! Guided notes on Ch. 3, 5 & 12 with supplementary citations Guest speaker high school transition assessment & planning Discuss application of various accommodations, modifications in assessment Review justification(s) for accommodations on state assessments and/or administration of alternate assessments
Week 15: December 5, 2013 Topic(s): Oral Presentations of Assessment Results
Week 16: December 12, 2013 Finals Week
Review relevant portions of IEP & examples, discuss potential data sources in each section Due next week: Activity #7- Learning Outcomes Summary Reminder: Activity #6 (b) due next week. Students will present oral reports of assessment results Introduce Final Exam, answer related questions Complete Post-Self-Assessment Due next week: Submit final exam to instructor Submit final exam to instructor by 6:00 P.M.
Points 12
Description of Assignments Activities & Assignments Activity #1: Pre-Referral Summary Describe the pre-referral meeting process observed in the video clip. Identify and briefly describe the various steps of the prereferral process that were utilized. Include the participants, assessment data provided, strengths of the process and at least two (2) limitations or weaknesses with at least two (2) related recommendations in your summary. Activity #2: Intervention Plan Develop an intervention plan based on formal and informal assessment data. The selected intervention should be evidence-based and directly related to the skill deficit(s) evident in the assessment results. Include the goal(s) or objective(s) of the intervention in clear, measureable terms. Select a progress monitoring tool that is designed to measure the designated skills and devise a progress monitoring schedule that one might follow in the classroom. Activity #3: Review of Existing Evaluation Data (REED) - Complete several components of a REED document with Case Study data collected throughout the course, including present level of academic performance, teacher observations and an appropriate assessment plan. Activity #4: Technical Manual Review Evaluate the technical aspects of a standardized measure with relation to purpose, demographics, cultural and linguistic factors, disability type, reliability and validity. Include any recommended accommodations for administration as well as strengths and potential limitations of the measure. Activity #5: Multiple Assessment Measures Given an identified area of academic
24
12
20
20
weakness, provide three means of measuring the skill deficit (i.e. one will be a standardized measure). Provide a brief description of each measure, including its intended purpose. Given an identified adaptive skill or behavioral skill deficit, provide three means of assessing the students behavior (i.e. one will be a standardized measure). Provide a brief description of each measure, including its intended purpose. Activity #6 (a): Standardized Assessment Administration Administer three (3) standardized assessments & submit protocols to instructor. The assessments will include two (2) academic measures and one (1) adaptive or behavioral measure. Choose one of the administrations for the instructor observe or to videotape (i.e. after obtaining parental consent). Activity #6 (b): Standardized Assessment Interpretation Provide both an oral and a written interpretation of results following the observed or video-taped administration. Activity #7: Learning Outcomes Summary Based on the eight Special Education Learning Outcomes (TEPLOs), decide which five of the eight you believe were best covered in this course. Beside each of your choices, list in one sentence what was done in SED 343 that demonstrated coverage of each chosen outcome. Activity #8: Final Exam Develop the core components of an Individualized Education Program (IEP), including present level of academic and functional performance (PLAAFP), goals and objectives and classroom as well as testing accommodations based on data collected throughout the course on Case Study. Activity #9: Class Participation attendance, discussions, readings, resources provided for class Activity #10: Course Binder organization of materials & resources provided throughout the course Total Points
50
24
12
40
30 16
260
Student Name _____________________________________ SED 343: Assessment & Measurement in Special Education Activity #1: Pre-Referral Summary - Describe the pre-referral meeting process observed in the video clip. Identify and briefly describe the various steps of the pre-referral process that were utilized. Include the participants, assessment data provided, strengths of the process and at least two (2) limitations or weaknesses with at least two (2) related recommendations in your summary. Components of the Assignment
Unsatisfactory (1) Level of performance that demonstrates a lack of understanding of the topic and little competence when attempting to implement related activities to the topic Basic (2) Level of performance that demonstrates a limited level of understanding of the topic and a low level of competence when implementing related activities to the topic Proficient (3) Level of performance that demonstrates a fairly high level of understanding of the topic and some competence when implementing related activities to the topic Distinguished (4) Level of performance that demonstrates a very high level of understanding of the topic and strong competence in implementing related activities to the topic.
Description of the PreReferral Process The student accurately identifies & defines the steps of the pre-referral process depicted. Description of the PreReferral Process The student includes a summary of participants, assessment data & strengths of the process. Description of the PreReferral Process At least two (2) limitations are discussed with at least two (2) related recommendations.
Total: ________/12
Grade: ________
Student Name _____________________________________ SED 343: Assessment & Measurement in Special Education Activity #2: Intervention Plan - Develop an intervention plan based on formal and informal assessment data. The selected intervention should be evidence-based and directly related to the skill deficit(s) evident in the assessment results. Include the goal(s) or objective(s) of the intervention in clear, measureable terms. Select a progress monitoring tool that is designed to measure the designated skill(s) and devise a progress monitoring schedule that one might follow in the classroom. Components of the Assignment
Formative Assessments The student includes a summary statement of results with implication(s) for intervention development. Summative Assessments The student includes a summary statement of results with implication(s) for intervention development. Intervention Plan: Correlation to Assessment Data The chosen intervention is evidence-based & directly related to the skill deficit(s) evident in the assessment results. Intervention Plan: Clear & Measurable Objectives The objective(s) or desired
outcomes are written in clear & measureable terms. Progress Monitoring: Correlation to Assessment Data The chosen PM tool is directly related to the skill deficit(s) Progress Monitoring: Schedule & Goals The PM schedule is explicitly outlined & short- as well as long-term goals are provided
Total: ________/24
Grade: ________
Student Name _____________________________________ SED 343: Assessment & Measurement in Special Education Activity #3: REED - Complete several components of a Review of Existing Evaluation Data (REED) document with Case Study data collected throughout the course, including present level of academic performance and functional performance (PLAAFP), teacher observations and an appropriate assessment plan. Components of the Assignment
PLAAFP Statement The student includes a summary of formative as well as summative assessment data collected & relates Case Study performance to gradelevel peer expectations. Anecdotal Records & Observations The student includes a summary of anecdotal information & observation data collected. Assessment Plan The student outlines an appropriate assessment plan based on the Case Studys suspected area of disability. Total: ________/12 Grade: ________
Student Name _____________________________________ SED 343: Assessment & Measurement in Special Education Activity #4: Technical Manual Review - Evaluate the technical aspects of a standardized measure with relation to purpose, demographics, cultural & linguistic factors, disability type, reliability and validity. Include any recommended accommodations for administration as well as strengths and potential limitations of the measure.
Components of the Assignment
Unsatisfactory (1) Level of performance that demonstrates a lack of understanding of the topic and little competence when attempting to implement related activities to the topic
Basic (2) Level of performance that demonstrates a limited level of understanding of the topic and a low level of competence when implementing related activities to the topic
Proficient (3) Level of performance that demonstrates a fairly high level of understanding of the topic and some competence when implementing related activities to the topic
Distinguished (4) Level of performance that demonstrates a very high level of understanding of the topic and strong competence in implementing related activities to the topic.
Purpose of Assessment The student includes the intended purpose/use of the assessment tool. Demographics The student includes the intended age group(s) and cultural, ethnic, linguistic background of the standardization sample. Reliability & Validity The student comments on the reliability/validity of the measure in relation to the proposed purpose. The measure is classified as a weak, moderate or strong (good) assessment tool for the purpose(s) it was intended. Strengths & Limitations The strengths of the measure are indicated along with potential limitations.
Accommodations The student summarizes any standard or nonstandard accommodations suggested in the technical manual.
Total: ________/20
Grade: ________
Student Name _____________________________________ SED 343: Assessment & Measurement in Special Education Activity #5: Multiple Assessment Measures Given an identified area of academic weakness, provide three means of measuring the skill deficit (i.e. one will be a standardized measure). Provide a brief description of each measure, including its intended purpose. Additionally, given an identified adaptive skill or behavioral skill deficit, provide three means of assessing the students behavior (i.e. one will be a standardized measure). Provide a brief description of each measure, including its intended purpose. Components of the Assignment
Academic Skill Deficit The three (3) measures are accurately defined and the intended purpose(s) of each are stated. The chosen assessment tools are directly related to the skill indicated. Academic Skill Deficit: Standardized Measure The student provides information regarding the purpose, reliability & validity of standardized measure in relation to the skill indicated. Adaptive/Behavioral Skill Deficit The three (3) measures are accurately defined and the intended purpose(s) of each are stated. The chosen assessment tools are directly related to the
skill indicated. Adaptive/Behavioral Skill Deficit: Standardized Measure The student provides information regarding the purpose, reliability & validity of standardized measure in relation to the skill indicated Clarity of Descriptions The descriptions of each measure, purposes & technical aspects are written in clear, parentfriendly language.
Total: ________/20
Grade: ________
SED 343: Assessment & Measurement in Special Education Student Name _____________________________________ Activity #6 (a): Standardized Assessment Administration Administer three (3) standardized assessments & submit protocols to instructor. The assessments will include two (2) academic measures and one (1) adaptive or behavioral measure. Choose one of the administrations for the instructor observe or to videotape (i.e. after obtaining parental consent).
Test Administration: Does the evaluator? Very Satisfactory Satisfactory Unsatisfactory
Prepare test environment (e.g. lighting, noise, seating) Prepare necessary materials (e.g. manipulatives, pencils) Establish rapport (e.g. explain procedures, reassure student) Follow standardized conditions (e.g. reads & follows directions, uses exact timing) Reinforce responses appropriately (e.g. avoids confirming, hinting, repeating)
Test Result Recording: Does the evaluator?
3 3 3 3
2 2 2 2
1 1 1 1
Very Satisfactory
Satisfactory
Unsatisfactory
Write identifying information Start at the correct points Establish correct basal level Establish correct ceiling level Conclude at the correct point Record responses accurately (e.g. ask for clarification if necessary)
Test Scoring Procedures: Does the evaluator?
3 3 3 3 3 3
2 2 2 2 2 2
1 1 1 1 1 1
Very Satisfactory
Satisfactory
Unsatisfactory
Follow exact scoring procedures Calculate chronological age correctly Calculate raw scores correctly Calculate standard scores, percentiles correctly
3 3 3 3
2 2 2 2 Grade: ________
1 1 1 1
Total: ________/50 (45 + 5 points for submitting three (3) protocols)
SED 343: Assessment & Measurement in Special Education Student Name _____________________________________ Activity #6 (b): Standardized Assessment Interpretation Provide both an oral and a written interpretation of results following the observed or video-taped administration. Components of the Assignment
Written Report The description of results is accurate, reports only essential and/or factual information and includes at least one strength-based statement Written Report The description of results is presented in clear, parent-friendly language & explicitly describes academic deficits (i.e. transforms data into meaningful terms) Written Report The information is organized systematically & the report is free of grammatical & spelling errors Oral Report The student uses a clear voice, even pace & precise enunciation to ensure clarity of presentation Oral Report The student demonstrates
a good understanding of the data & is able to elaborate and/or answer questions as necessary Oral Report The description of results is presented in clear, parent-friendly language and any technical terms used are explained in the same manner. The results would be understood by someone without any educational training.
Total: ________/24
Grade: ________
SED 3/543: Assessment & Measurement in Special Education Student Name _____________________________________ Activity #7: Learning Outcomes - Based on the nine Special Education Learning Outcomes (TEPLOs), decide which five of the nine you believe were best covered in this course. Beside each of your choices, provide 2-3 examples of course material in SED 343 that demonstrated coverage of each chosen outcome. Components of the Assignment
Learning Outcomes The paper lists five of the special education learning outcomes. Examples Provided Under each outcome, at least 2 examples are provided, in complete sentences, related to course material. Grammar & Mechanics The assignment is free of grammatical errors & well written overall. Total: ________/12 Grade: ________
SED 3/543: Assessment & Measurement in Special Education Student Name _____________________________________ Activity #8: Final Exam - Develop the core components of an Individualized Education Program (IEP), including present level of academic and functional performance (PLAAFP), goals and objectives, supplementary aides and services, and classroom as well as testing accommodations based on data collected throughout the course on Case Study. Components of the Assignment
PLAAFP Statement The description contains at least two strength-based statements. PLAAFP Statement The description of results is presented in clear, parent-friendly language. The student explicitly describes academic deficits (i.e. transforms data into meaningful terms) with sufficient clarity & depth to inform instructional practices. PLAAFP Statement The description of results provides adequate justification for special education services given skill deficits. Goals & Objectives The goals & objectives are directly related to skill deficits & written in clear, measureable terms.
Goals & Objectives The objectives reflect a logical progression of skills to reach goal attainment. Goals & Objectives The method(s) of progress monitoring is matched appropriately to goal(s). Supplementary Aides & Services The suggested aides & services are directly related to skill deficits described in the PLAAFP and/or goals & objectives. Accommodations The accommodations are directly related to skill deficits described in the PLAAFP & justification of statewide assessment chosen is provided. Assessment-Instruction Link The student addresses all deficits outlined in the PLAAFP in either the goals & objectives, supplementary aides & services and/or suggested accommodations. Overall Presentation The document is free of grammatical & spelling errors.
Total: ________/40
Grade: ________

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SHU course syllabus / page 1

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88-90 84-87 81-83

78-80 74-77 71-73

68-70 64-67 61-63

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Week 4: September 19, 2013

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Topic(s): Behavioral/Social-Emotional Assessment Study Skills Assessment

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Week 7: October 10, 2013 Topic(s): Informal Math Assessments

Week 8: October 17, 2013 Topics: Introduction to Standardized Assessments

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Week 15: December 5, 2013 Topic(s): Oral Presentations of Assessment Results

Week 16: December 12, 2013 Finals Week

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Components of the Assignment

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Total: ________/50 (45 + 5 points for submitting three (3) protocols)

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