MurrayStateUniversity

COURSE SYLLABUS

Revised, September 2006

DEPARTMENT: ECECOURSE NUMBER: ELE 436CREDIT HOURS: 3

  1. TITLE: Early Childhood Assessment and Program Development3 credit hours

II.CATALOG DESCRIPTION:

Students will develop skills in observing children birth through 5 years of age and in conducting developmental screenings, evaluations and assessment. Students will develop skills in creating and implementing Individual Education Programs and Individualized Family Service Plans and in monitoring child progress. Students will be introduced to the concepts of home-based and center-based instruction. Prerequisites are SED 300, EDU 103 and EDP 260 or instructor permission.

  1. PURPOSE:

This course is designed to familiarize undergraduate IECE students with screening, assessment, evaluation, and program planning for young children birth through 5 years of age with and without disabilities.

  1. COURSE OBJECTIVES:

The behaviors listed below are understood to be reflective of, but not limited to those behaviors advocated by the Kentucky Education Reform Act guidelines. Objectives reference the Kentucky IECE Teacher Standards (IECE) and the Kentucky Early Childhood Core Competencies (ECCC).

As a result of participation in this course, the student will:

  1. Demonstrate an understanding of various statistical terms and develop a working knowledge of statistical concepts related to screening and assessment of young children. (IECE IV, VII) {ECCC 3, 5, 7}
  1. Demonstrate knowledge of advantages and disadvantages of norm-referenced, criterion referenced and informal assessment. (IECE IV, V, VI, VIII) {ECCC 3,5, 7}
  1. Demonstrate the ability to write an assessment report based on scores and information derived from multiple assessment methods. (IECE IV) {ECCC 3,5,7}
  1. Demonstrate the ability to select, administer, score and interpret appropriate evaluation measures including the use of computer scoring for determining eligibility for special education/early intervention services. (IECE V, VII, IX) {ECCC 3,5,7}
  1. Demonstrate knowledge of federal and state regulations related to evaluation, eligibility, and service delivery for special education services. (IECE IV){ECCC 3,5}
  1. Demonstrate the ability to collect, maintain, and disseminate ongoing student evaluation information. (IECE IV) {ECCC 5}
  1. Demonstrate knowledge of observation techniques for assessing the needs of infants, toddlers, and preschoolers. (IECE III, IV) {ECCC 5}
  1. Demonstrate ability to adapt assessment materials and procedures for infants, toddlers, and preschool children with sensory and physical disabilities when conducting assessments for instructional planning. IECE IV) {ECCC 5}
  1. Demonstrate the ability to conduct and accurately interpret family assessment for concerns, priorities, and resources. (IECE IV, VIII) {ECCC 5,6}
  1. Demonstrate knowledge of teaming techniques for interacting with colleagues and parents to insure mutual respect, cooperation, and exchange of information. (IECE IV, VI, VIII) {ECCC 5,6}

The College of Education Theme of Educator as a Reflective Decision-Maker is addressed in this course by requiring students to reflect as a part of all assignments.

The EPSB Themes of Diversity, Assessment, Closing the Achievement Gap, Literacy/Reading are explored in this course through course readings, topics discussed and assignments.

  1. CONTENT OUTLINE:
  1. Understand the assessment/evaluation process.
  2. Understand how family members and caregivers can be involved in the screening, assessment/evaluation process.
  3. Child observation
  4. Understand purpose of screening and administer some screening instruments.
  5. Norm-referenced, criterion-referenced and naturalistic assessment.
  6. Interpret screening, assessment/evaluation results.
  7. Developing IEP and IFSP.
  8. Monitoring child progress.
  9. Oral and written communication of evaluation results.
  10. Federal and state regulations for evaluation.
  11. Assistive technology requirements

VI.INSTRUCTIONAL ACTIVITIES:

The focus of this class will be on acquiring skills for screening, assessment, evaluation, program planning, and progress monitoring. A variety of instructional techniques will be used including lecture, cooperative learning activities, small and large group discussion, role playing, performance events such as tests, presentations, demonstrations, case studies and computer work. Instructional activities will be related to assigned readings and identified topics. Students will be expected to work in groups as full contributing members. Students will be expected to complete screening and assessment of young children outside class time.

VII.FIELD, CLINICAL AND/OR LABORATORY EXPERIENCES:

Students will be required to administer early childhood screening and assessment instruments outside of class time.

  1. RESOURCES:

Resources may include College of Education computer labs, MSU Waterfield Library, COE Resource Library. Assessment kits must be checked out through the instructor.

  1. GRADING PROCEDURES:
  1. Class Requirements:

1. Class attendance, session assignments and participation. Attendance is expected and students should come to class prepared to participate actively in discussion and projects. Several times during the semester students will earn participation points through involvement in class projects and performance assessment events. The class instructor will determine points given and dates of activities.

A reflection must accompany items 2-6

2. Students will complete 2 developmental screenings: one screening with an infant, or a toddler and one screening with a preschool or kindergarten age child. Child selected for the screening should not have an identified developmental delay or disability. (10 points each) (IECE Teacher Standards IV, V, VII, VIII, IX)

3. Students will conduct a curriculum based assessment of a child (between ages of birth and 5 years) without a disability. You are to use one of the curriculum based assessment instruments discussed in class for this requirement. Your reflection should discuss how you would use this information in planning activities for this child. You should provide examples of activities and strategies you would suggest for this child based on results of the curriculum-based assessment. (worth total of 25 points) (IECE Teacher Standards I, III, IV, V, VII, VIII, IX)

4. Students will conduct a comprehensive evaluation to consist of the following:

  • observation of the child in a natural setting such as home, child care center, preschool classroom, Early Head Start classroom.
  • interview with child’s parents
  • assessment of child (between ages of birth and 5 years) with a disability or suspected delay. You are to use one of the curriculum based or norm referenced assessment instruments discussed in class.
  • Write a comprehensive evaluation report incorporating assessment information from the observation, interview with parents, and the assessment. Guidance about contents of the evaluation report will be provided during a class session. Assessment protocol should be submitted along with the comprehensive report. (50 points possible)

(IECE Teacher Standards I, III, IV, V, VII, VIII, IX)

5. Complete an ITERS or ECERS to evaluate an early childhood classroom. Identify classroom strengths and areas that need to be improved making suggestions for improvements. (20 points) (IECE Teacher Standards I, II, IV, V, VII, VIII)

6. During class participate in the development of a team IEP for a young child. Team project worth 15 points for each team member. (IECE Teacher Standards I, II, III, IV, V, VI, VIII, IX)

7. Select one artifact from the assessment class and add it to your e-portfolio under St. IV. An opportunity will be provided near the end of the semester during class time for you to complete this requirement in the computer lab. (10 points) (IECE Teacher Standard IV)

8. There will be 4 exams across the semester each worth 50 points (200 points possible).

Student progress throughout the teacher preparation program is continually assessed. Appropriate professional characteristics and dispositions, in addition to academic achievement, are assessed. For those students seeking teaching certification positive and negative flags are submitted to Teacher Education Services and then presented to admissions committees. Negative flags are carefully reviewed to make determination as to whether a student should be denied admission OR if a professional development plan will be designed for the student's progress towards program completion. NEGATIVE FLAGS MAY BE GROUNDS FOR DENIAL OF ADMISSION TO TEACHER EDUCATION and/or STUDENT TEACHING, or REVERSAL OF ADMITTED STATUS.

This course uses the following grading scale:

A=90-100% of total points

B=80-89% of total points

C=70-79% of total points

D=60-69% of total points

E=Below 59% of total points

  1. ATTENDANCE POLICY:

This class adheres to the University Policy on Attendance found in the current MSU UndergraduateBulletin. Most of the information presented in this course will be new to students. It is critical that you attend every session unless there is illness or an emergency. You must have training in class before you use any early childhood assessment instrument for a class project.

XI.ACADEMIC HONESTY POLICY:

This class adheres to the University Policy on Academic Honesty found in the current MSU Undergraduate Bulletin.

  1. REQUIRED TEXTS:

Bondurant-Ut,z J. (2002). Practical Guide to Assessing Infants and Preschoolers with

Special Needs. Upper Saddle River, NJ: Merrill Prentice Hall.

Young Exceptional Child Monograph No 4 Assessment: Gathering Meaningful Information (2002). Missoula, MT: Sopris West.

Early Childhood Web resources:

Division for Early Childhood

Zero to Three

Head Start

First Steps

Kentucky Department of Education Special Education

Kentucky IECE Teacher Standards

Kentucky Early Childhood Core Content

Kentucky Early Childhood Continuous Assessment, Kentucky Early Childhood Quality Self Study and Kentucky Early Childhood Standards

XIII. PREREQUISITES: SED 300, EDU 103 and EDP 260 or instructor permission.

XIV. STATEMENT OF AFFIRMATIVE ACTION AND EQUAL OPPORTUNITY:

MurrayStateUniversity does not discriminate on the basis of race, color, national origin, sex, religion, marital status, age, or disability in employment, admission, or the provision of services, educational programs and activities, and provides, upon request, reasonable accommodation including auxiliary aids and services necessary to afford individuals with disabilities an equal opportunity to participate in all programs and activities. For information regarding nondiscrimination policies contact the Office of Equal Opportunity, 270-809-3155.

THIS SYLLABUS MAY BE CHANGED BASED ON DISCRETION OF THE INSTRUCTOR.

Revised Fall, 2006